IB History HL - Paterson Public Schools

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Department of Accelerated Programs

IB History HL 10.0 Credits

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IB LEARNER PROFILE

IB Programs aim to develop internationally minded people who are striving to become:

Inquirers

Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues, which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.

Critical thinkers

They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

Risk-takers

They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Principled

They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.

Open-minded

Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Well-balanced

They understand the importance of physical and mental balance and personal well being for themselves and others. They demonstrate perseverance and self-discipline.

Reflective

They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner.

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Unit Four

IB History HL

Course Description The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources. The High Level (HL) focus is Africa and the Middle East.

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Post-independence politics in Africa to 2005 (Democratic Republic of Congo and Egypt)

Pacing Guide Unit Topic Suggested Timing

Unit 1 Industrial Revolution in South Africa and Turkey 1750-2005 10 Weeks

Unit 2 The Slave trade in Africa and the Middle East 1500-1900 10 Weeks

Unit 3 Post-war developments in the Middle East (1945-2000) 10 Weeks

Unit 4 Post-independence politics in Africa to 2005 (Democratic Republic of Congo and Egypt) 10 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.


CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.


CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.


CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword directions

• Mini-breaks between tasks

• Provide a warning for transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured routine

• Simple and clear classroom rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Enrichment Strategies Used to Accommodate Based on Students Individual Needs: • Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments • Timelines, Maps, Charts, Graphic Organizers

• Teacher-created Unit Assessments, Chapter Assessments, Quizzes

• Teacher-created DBQs, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Internal and External IB Assessments

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Interdisciplinary Connections

English Language Arts • Journal writing • Close reading of industry-related content • Create a brochure for a specific industry • Keep a running word wall of industry vocabulary Social Studies • Research the history of a given industry/profession • Research prominent historical individuals in a given

industry/profession • Use historical references to solve problems World Language • Translate industry-content • Create a translated index of industry vocabulary • Generate a translated list of words and phrases related to

workplace safety

Math • Research industry salaries for a geographic area and

juxtapose against local cost of living • Go on a geometry scavenger hunt • Track and track various data, such as industry’s impact on the

GDP, career opportunities or among of individuals currently occupying careers

Fine & Performing Arts • Create a poster recruiting young people to focus their studies

on a specific career or industry • Design a flag or logo to represent a given career field Science • Research the environmental impact of a given career or

industry • Research latest developments in industry technology • Investigate applicable-careers in STEM fields

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New Jersey Core Curriculum Content Standards 6.2 World History/Global Studies

• 6.2.12.D.5.a: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

• 6.2.12.D.4.h: Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia.

• 6.2.12.A.6.d: Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

• 6.2.8.D.4.g: Evaluate the importance and enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

6.1 U.S. History: America in the World

• 6.1.12.D.12.a Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.

• 6.1.12.D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I.

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Common Core State Standards (CCSS) English Language Arts Standards: History/Social Studies

Key ideas and Details:

• CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Craft and structure:

• CCSS.ELA-LITERACY.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

• CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Integration of Knowledge and Ideas:

• CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

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Course: Unit: 1 Grade Level: 12

Unit Overview: This topic focuses on the huge social and economic changes associated with industrialization. As industrialization occurred at different times in different countries, the specific time frame focused on within the overall period (1750–2005) will depend on the examples chosen for study. The topic focuses on exploring the origins, development and impact of industrialization. Some examination questions will require students to make reference to examples of industrialization in two countries, each chosen from a different region. The countries that have been chosen for this course are: South Africa and Turkey.

New Jersey Core Curriculum Content Standards (NJCCCS): 6.2.12.D.5.a; 6.2.12.D.4.h; 6.2.12.A.6.d; 6.2.8.D.4.g; 6.1.12.D.12.a; 6.1.12.D.7.c

Common Core State Standards (CCSS): RH.11-12.2; RH.11-12.5; RH.11-12.6; RH.11-12.7

Student Learning Objectives (SLOs) Essential Questions Content Activities &

Assessments Resources

Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response on the causes of ethnic conflict, civil war, and military intervention in the Congo and Egypt. NJSLS: 6.2.12.D.5.a; 6.2.12.D.4.h

Whose story, is it? How did colonialism impact Africa? What was the role of colonialism in the evolution of governments in Africa?

Ø Ethnic tensions Ø Economic

problems and destabilization by outside forces

Ø The inefficiency of civilian governments, ideology, and personal ambition.

Document Based Questions (DBQs) based on O.P. V.C.L Requires students to apply their knowledge from class. The questions posed to students will be based on historical context discussed in class that consists of political cartoons and primary documents.

-Schulze, Kirsten. The Arab-Israeli Conflict ISBN-13: 978-0582771895 -Best, Anthony. Schulze, Kristen. Hanhimaki, Jussi. Maiolo, Joseph. International History of the Twentieth Century

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CCSS: RH.11-12.7

Open form writing: On going, assessed by teacher. Helps with the development of “Chunking” information. Research paper: The research paper requires students to take an in depth look at a topic. This activity enforces the development of research, writing, and organizational skills. Oxford Style Debates: An organized style of debate that follows a rubric and recognized nationwide. Provides students with research and public speaking skills. Chapter Quiz: Ongoing, teacher assessed.

and Beyond 3rd Edition ISBN-13: 978-0415656429 http://novaonline.nvcc.edu/eli/evans/his135/events/shah80.htm http://www.bbc.com/news/world-middle-east-14649284 http://www.aina.org/articles/ecasbitaw.pdf http://www.uky.edu/~clthyn2/PS439G/readings/sorli_et_al_2005.pdf -Rivlin, Paul. Arab Economies in

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Paper 1 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 1 Exam. Paper 2 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 2 Exam. Paper 3 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 3 Exam. Photo Essay: Express their knowledge of a topic through the creation of 5-page essay

the Twenty-First Century ISBN-13: 978-0521719230 -Pelzman, Joseph. The Economics of the Middle East and North Africa (MENA) ISBN-13: 978-9814327510 http://www.rand.org/content/dam/rand/pubs/monographs/2012/RAND_MG1192.pdf http://www.merip.org/mer/mer174/liberalization-democratization-arab-world https://www.imf.org/external/pubs/ft/wp/

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that accurately describes Gallery Walk: Requires students to analyze and assess critical documents/photos. Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on pertinent History subject matter.

2014/wp14100.pdf -Namikas, Lise. Battleground Africa: Cold War in the Congo, 1960–1965 (Cold War International History Project)ISBN-13: 978-0804796804 -Congo 1960-1961 Crisis: An Oral History https://www.wilsoncenter.org/sites/default/files/The%20Congo%20Crisis,%201960-1961.pdf -The UN and the Congo Crisis of 1960: http://elischolar.library.yale.edu/cgi/viewcontent.cgi?article=1006&context=applebaum_award

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-Stearns, Jason. Dancing in the Glory of Monsters: The Collapse of the Congo and the Great War of Africa ISBN-13: 978-1610391078

Analyze and interpret a variety of sources that reveal the impact of ethnic conflict, civil war, military intervention, and military rule in The Democratic Republic of Congo and Egypt. NJSLS: 6.2.12.A.6.d CCSS: RH.11-12.5

How does culture impact the development of identify? What similarities existed between The Congo and Egypt during the Cold War period? To what degree has the military impacted the government’s role in the Congo and Egypt?

Ø Ethnic conflicts and tensions in Egypt and the Congo

Ø The causes of Civil War

Ø The impact and effect of military intervention.

Ø The impact of military rule on society.

Document Based Questions (DBQs) based on O.P. V.C.L Requires students to apply their knowledge from class. The questions posed to students will be based on historical context discussed in class that consists of political cartoons and primary documents. Open form writing: On going, assessed by teacher. Helps with the development of “Chunking” information.

-Schulze, Kirsten. The Arab-Israeli Conflict ISBN-13: 978-0582771895 -Best, Anthony. Schulze, Kristen. Hanhimaki, Jussi. Maiolo, Joseph. International History of the Twentieth Century and Beyond 3rd Edition ISBN-13: 978-0415656429 http://novaonline.nvcc.edu/eli/evans/his135/events/shah80.htm

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Research paper: The research paper requires students to take an in depth look at a topic. This activity enforces the development of research, writing, and organizational skills. Oxford Style Debates: An organized style of debate that follows a rubric and recognized nationwide. Provides students with research and public speaking skills. Chapter Quiz: Ongoing, teacher assessed. Paper 1 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 1

http://www.bbc.com/news/world-middle-east-14649284 http://www.aina.org/articles/ecasbitaw.pdf http://www.uky.edu/~clthyn2/PS439G/readings/sorli_et_al_2005.pdf -Rivlin, Paul. Arab Economies in the Twenty-First Century ISBN-13: 978-0521719230 -Pelzman, Joseph. The Economics of the Middle East and North Africa (MENA) ISBN-13: 978-9814327510 http://www.rand.org/content/dam/rand/pubs/monographs/2012/RAND_MG

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Exam. Paper 2 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 2 Exam. Paper 3 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 3 Exam. Photo Essay: Express their knowledge of a topic through the creation of 5-page essay that accurately describes Gallery Walk: Requires students to analyze and assess critical documents/photos.

1192.pdf http://www.merip.org/mer/mer174/liberalization-democratization-arab-world https://www.imf.org/external/pubs/ft/wp/2014/wp14100.pdf -Namikas, Lise. Battleground Africa: Cold War in the Congo, 1960–1965 (Cold War International History Project)ISBN-13: 978-0804796804 -Congo 1960-1961 Crisis: An Oral History https://www.wilsoncenter.org/sites/default/files/The%20Congo%20Crisis,%201960-1961.pdf -The UN and the Congo Crisis of 1960: http://elischolar.library.yal

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Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on pertinent History subject matter.

e.edu/cgi/viewcontent.cgi?article=1006&context=applebaum_award -Stearns, Jason. Dancing in the Glory of Monsters: The Collapse of the Congo and the Great War of Africa ISBN-13: 978-1610391078

Reflect on the methods used by, and challenges facing, the historian studying social and economic challenges

To what degree does disease impact society in both negative and positive way?

Ø The causes and impact of disease on society.

Ø The impact of illiteracy on

Document Based Questions (DBQs) based on O.P. V.C.L Requires students to apply their knowledge

-Schulze, Kirsten. The Arab-Israeli Conflict ISBN-13: 978-0582771895

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within The Congo and Egypt. NJSLS: 6.2.12.D.5.a CCSS: RH.11-12.5

What role have natural resources played in Egypt and the Congo? How does illiteracy interact with poverty? How does education impact ethnic tensions?

society. Ø The development

of poverty Ø The causes and

impact of famine Ø The development

of Neo-colonial economic exploitation and its impact on Congolese and Egyptian society.

from class. The questions posed to students will be based on historical context discussed in class that consists of political cartoons and primary documents. Open form writing: On going, assessed by teacher. Helps with the development of “Chunking” information. Research paper: The research paper requires students to take an in depth look at a topic. This activity enforces the development of research, writing, and organizational skills. Oxford Style Debates: An organized style of debate that follows a rubric and recognized

-Best, Anthony. Schulze, Kristen. Hanhimaki, Jussi. Maiolo, Joseph. International History of the Twentieth Century and Beyond 3rd Edition ISBN-13: 978-0415656429 http://novaonline.nvcc.edu/eli/evans/his135/events/shah80.htm http://www.bbc.com/news/world-middle-east-14649284 http://www.aina.org/articles/ecasbitaw.pdf http://www.uky.edu/~clthyn2/PS439G/readings/sorli_et_al_2005.pdf -Rivlin, Paul. Arab Economies in the

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nationwide. Provides students with research and public speaking skills. Chapter Quiz: Ongoing, teacher assessed. Paper 1 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 1 Exam. Paper 2 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 2 Exam. Paper 3 Style Exam: An International Baccalaureate styled exam that will help

Twenty-First Century ISBN-13: 978-0521719230 -Pelzman, Joseph. The Economics of the Middle East and North Africa (MENA) ISBN-13: 978-9814327510 http://www.rand.org/content/dam/rand/pubs/monographs/2012/RAND_MG1192.pdf http://www.merip.org/mer/mer174/liberalization-democratization-arab-world https://www.imf.org/external/pubs/ft/wp/2014/wp14100.pdf -Namikas, Lise. Battleground Africa: Cold War in the Congo, 1960–

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students prepare for their end of the year Paper 3 Exam. Photo Essay: Express their knowledge of a topic through the creation of 5-page essay that accurately describes Gallery Walk: Requires students to analyze and assess critical documents/photos. Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or

1965 (Cold War International History Project)ISBN-13: 978-0804796804 -Congo 1960-1961 Crisis: An Oral History https://www.wilsoncenter.org/sites/default/files/The%20Congo%20Crisis,%201960-1961.pdf -The UN and the Congo Crisis of 1960: http://elischolar.library.yale.edu/cgi/viewcontent.cgi?article=1006&context=applebaum_award -Stearns, Jason. Dancing in the Glory of Monsters: The Collapse of the Congo and the Great War of Africa ISBN-13: 978-1610391078

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academic topics/prompts. Harkness table method: Small group discussions based on pertinent History subject matter.

Formulate clear and coherent arguments on the significance of establishment of single party states. NJSLS: 6.1.12.D.12.a; 6.1.12.D.7.c CCSS: RH.11-12.7

What are the key components to establishing a single party state? How would you recognize the beginning stages of an emerging authoritarian state? What is the relationship between national liberation movements and post-independence governments?

Ø The reasons for the establishment of a single party state.

Ø The failure of democracy.

Ø The need for the establishment of an effective government.

Document Based Questions (DBQs) based on O.P. V.C.L Requires students to apply their knowledge from class. The questions posed to students will be based on historical context discussed in class that consist of political cartoons and primary documents. Open form writing: On going, assessed by teacher. Helps with the development of “Chunking” information.


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Use relevant historical knowledge to effectively support analysis of the return to a multi-party democracy in the 1980s

What are the key developments establishing a functioning democracy?

Ø The causes of the return to a multi-party democracy in the 1980s and 1990s.

Document Based Questions (DBQs) based on O.P. V.C.L Requires students to apply their knowledge

-Schulze, Kirsten. The Arab-Israeli Conflict ISBN-13: 978-0582771895

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and 1990s NJSLS: 6.2.8.D.4.g CCSS: RH.11-12.2

To what degree did the ending of the Cold War Contribute to the successes and failures of the multi-part democratic system?

Ø The reasons for the success and failures of the multi-party democratic system.

from class. The questions posed to students will be based on historical context discussed in class that consists of political cartoons and primary documents. Open form writing: On going, assessed by teacher. Helps with the development of “Chunking” information. Research paper: The research paper requires students to take an in depth look at a topic. This activity enforces the development of research, writing, and organizational skills. Oxford Style Debates: An organized style of debate that follows a rubric and recognized

-Best, Anthony. Schulze, Kristen. Hanhimaki, Jussi. Maiolo, Joseph. International History of the Twentieth Century and Beyond 3rd Edition ISBN-13: 978-0415656429 http://novaonline.nvcc.edu/eli/evans/his135/events/shah80.htm http://www.bbc.com/news/world-middle-east-14649284 http://www.aina.org/articles/ecasbitaw.pdf http://www.uky.edu/~clthyn2/PS439G/readings/sorli_et_al_2005.pdf -Rivlin, Paul. Arab Economies in the

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nationwide. Provides students with research and public speaking skills. Chapter Quiz: Ongoing, teacher assessed. Paper 1 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 1 Exam. Paper 2 Style Exam: An International Baccalaureate styled exam that will help students prepare for their end of the year Paper 2 Exam. Paper 3 Style Exam: An International Baccalaureate styled exam that will help

Twenty-First Century ISBN-13: 978-0521719230 -Pelzman, Joseph. The Economics of the Middle East and North Africa (MENA) ISBN-13: 978-9814327510 http://www.rand.org/content/dam/rand/pubs/monographs/2012/RAND_MG1192.pdf http://www.merip.org/mer/mer174/liberalization-democratization-arab-world https://www.imf.org/external/pubs/ft/wp/2014/wp14100.pdf -Namikas, Lise. Battleground Africa: Cold War in the Congo, 1960–

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students prepare for their end of the year Paper 3 Exam. Photo Essay: Express their knowledge of a topic through the creation of 5-page essay that accurately describes Gallery Walk: Requires students to analyze and assess critical documents/photos. Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or

1965 (Cold War International History Project)ISBN-13: 978-0804796804 -Congo 1960-1961 Crisis: An Oral History https://www.wilsoncenter.org/sites/default/files/The%20Congo%20Crisis,%201960-1961.pdf -The UN and the Congo Crisis of 1960: http://elischolar.library.yale.edu/cgi/viewcontent.cgi?article=1006&context=applebaum_award -Stearns, Jason. Dancing in the Glory of Monsters: The Collapse of the Congo and the Great War of Africa ISBN-13: 978-1610391078

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academic topics/prompts. Harkness table method: Small group discussions based on pertinent History subject matter.

Demonstrate evidence of research skills, organization, referencing and selection of appropriate sources pertaining to economic growth and development up to 2005. NJSLS: 6.2.8.D.4.g; 6.2.12.D.4.h CCSS: RH.11-12.6

What is the relationship between democracy and capitalism in the post-colonial context? What role has international financial institutions played in the development of infrastructure and investment? What are the most effective ways to encourage democracy in former authoritarian society?

Ø The reasons for economic growth and development.

Ø The development of Multi-partyism and changes in leadership.

Ø Infrastructural development, investments, and economic reforms.

Document Based Questions (DBQs) based on O.P. V.C.L Requires students to apply their knowledge from class. The questions posed to students will be based on historical context discussed in class that consists of political cartoons and primary documents. Open form writing: On going, assessed by teacher. Helps with the development of “Chunking” information.


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Unit 4 Vocabulary Post-colonial Destabilization White man's burden Arab Nationalism Free market Planned economy Military dictatorship Civil society Cult of personality Nepotism Neo-colonialism Single-party state Multi-party democracy National liberation movement Genocide Indirect rule Operation Dragon Rouge Coup d'etat Simbas Evolues African Union Organization of African Unity Mouvement National Congolais (MNC)

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Alliance des Bakongo (ABAKO) Force Publique Katanga and S. Kasai secessions United front Semi-presidential constitution / loi fondamentale Resolution 169 Infrastructure Under-development International Financial Institution Structural adjustment program Urbanization Mercenaries First Congo War Laurent Kabila Second Congo War

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TOK Connections

The post-independence struggle for de-colonization and democratic development in Africa will elicit a strong emotional reaction, particularly as a result of reading first-hand testimonies. Students will determine how the nature of these crimes and the sources describing them affected the writing regarding these events. How should the historian handle emotive topics and sources, and the resultant creation of competing historical narratives?

Contribution to the Development of Students’ Approached to Learning Skills

DP students will utilize thinking skills, communication skills, social skills, self-management skills, and research skills. Throughout this unit students will focus on research skills, social skills, and self-management skills. Students will be required to formulate/construct a focused research questions (both in class and as a take home assignment). They will utilize correct citation and referencing and be assigned a task that requires the use of the library. Additionally, they will practice effective online research schools (for example, the use of Booleans and search limiters). Undergirding the development of these research skills is the development of social skills. To this end, students will work in small groups, allocating among themselves different roles in classroom discussions and activities. Both in groups and individually, students will set deadlines, revise and improve on work previously submitted, and set their own learning goals. Students will break down a larger task into specific steps and develop, practice and discuss strategies to increase understanding.

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Contributions to the Development of the Attribute(s) of the Learner Profile

As this course comes to a close, students will embody all aspects of the IB learner profile. Students will have become inquirers, knowledgeable, critical thinkers, communicators, risk-takers, principled, caring, open-minded, well balanced, and reflective. Students will demonstrate their embodiment of the learner profile by helping to create a better and more peaceful world through intercultural understanding and respect. The IB ethos encourages students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Contribution to the Development of International Mindedness This course allows our students to analyze specific social, cultural, and economic developments of different nations. The use of wide range of sources, including reports from the UNO, international organizations, research of sociologists, culturologists, economists, anthropologists, social psychologists, journalists, authors, activists, and historians. This wide array of global perspectives encourages students to reinforce their international mindedness and think of themselves as global citizens.

IB History HL - Paterson Public Schools

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Transcript of IB History HL - Paterson Public Schools