History 12
J. Beaton
Jocelyn.Beaton@sd41.bc.ca
Tutorials: Wednesdays 11:40 to 12:20
Or by appointment
HISTORY 12
COURSE SYLLABUS 2012-2013
Images from some transformational events of the 20th century
History should not be memorizing names and dates and battles, nor should it be a series of
endless droning lectures whose point is often missed because one is busy taking note. History is
not just a chronicle of things past, but is the key to understanding the present. History is the
tragedies, which have rent our souls, and the triumphs that lie before us. As such, our class format
will be heavily based on discussions, debates, critical thinking, projects and individual written
analysis of historical sources.
For success in our classroom, however, you must come to class. We need you! Be as prepared
as possible, having analyzed and summarized assigned readings in order to participate fully in
lively, intelligent and challenging discussions. No subject is taboo, if approached in an academic
manner. Controversy and differing opinions are the instigators of healthy discussion and essential
to the accumulation of collective knowledge. My hope is that our conversations will inspire you to
extend your learning beyond the classroom by engaging your friends and family in discussions
about not just the history of Western & Eastern Europe, but all history and how it shaped our
present (for good and bad), and perhaps our future.
COURSE GOALS & OBJECTIVES
The purpose of History 12 is to develop valuable skills in thinking critically about events, developing
research skills, and analyzing evidence, maps, illustrations, dialogues, film, and art. In our class
you will develop skills in looking at people, places and events from multiple, defensible positions.
The major difference between History 12 and AP European History is in the amount of reading and
depth of focus. Both courses stress higher order thinking skills through participation in a rigorous
academic environment, but the content of History 12 is focussed on the 20 th century.
PART ONE (Approx. 50 hours – end of January)
Unit One: The Study of History
These are topics are introduced in the first unit and reoccur throughout the course. The skills
learned in this section are evaluated in the written work in the course and in the written response
sections of the final exam:
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Historiography
Historical methods and related skills
Terminology- the ism's
Unit Two: Conflict and Challenge: The World of 1919
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Nationalism and Imperialism as complimentary/contradictory forces in the world of 1919.
The Treaty of Versailles
- understanding the underlying issues that shaped the TOV
Results of World War I
- shifting geopolitical forces
- political, social and economic results
The Russian Revolutions of 1917: causes and effects
Unit Three: Promise and Conflict: 1919-1933
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the Russian Civil war to Stalin’s Russia: Collectivization, Five Year Plans, Purges
the emergence of Fascism in Post-war Europe: Italy, Germany
Colonialism and Nationalism clash
the emergence of the United States as a Political and Economic force: Isolationism,
economic and industrial growth, social reform
Start of The Great Depression
Unit Four: Turmoil and Tragedy: 1933-1945
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The Great Depression: effects on the industrial world: US, Britain and Germany
Impact of Fascism on the individual & society: anti-semitism in Fascist Germany
Causes of WWII in Europe and the Pacific: failure of the League of Nations &
Appeasement
The Second World War
- outbreak of the war
- strategies and alliances
- turning points of World War II ( Europe and the Pacific)
- impact of Total warfare
- role of technology in warfare
Post World War II: technological, social, economic change
PART 2 (approx. 50 hours – to JUNE)
Unit Five: Transformation and Tension: 1945-1963
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Causes of the Cold War: a new geopolitical order – US vs. USSR
Creation of the United Nations
- successes and failures
- growth of Internationalism
economic interdependence
Superpower conflicts during the Cold War
- division of Germany
- Chinese Communist & Cultural Revolutions
- Korean War
- Middle East conflicts
- Cuban Missile Crisis
Nationalism in the Middle East, India and Indo-China in the Post War Period
Human Rights Issues: a study of the US Civil rights movement and the anti-aparthei
movement in South Africa
Unit Six: Progress and Uncertainty 1963-1991
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Superpower conflicts 1963-1991
- Southeast Asia- Vietnam
- Afghanistan
- Middle East - 6 Day War, Yom Kippur War, Palestine
Decline of Communism and the end of the Cold War: forces of change in Eastern Europe
Nationalism in the late 20th century
The role of citizen groups as instruments of change: women’s movement,
environmentalism, and the peace movement
The Changing face of China 1963-1991
Globalization and Trade issues in the late 20th century
Technology and change in the late 20th century
EVALUATION & ASSESMENT
The course is divided into 6 major units and each unit will conclude with a Multiple Choice Exam
and include an analytical and interpretive essay or a document based analytical paper. You will
have plenty of practice and feedback before summative assessments (or tests).
Formative and summative assessments will be used throughout the course to check for
understanding and to help you and me measure your strengths and areas for improvement.
Grading Categories:
Essays
(e.g., DBQs, FRQs)
Multiple Choice Tests
Class Assignments, Projects, Socratic Seminars
30%
30%
40%
Classroom Assignments/Activities:
Assignments from each unit may include mapping work, timelines, DBQs, FRQs, assigned
readings, notebook assignments, vocabulary cards, study guides, debates, Socratic seminars, role
plays, historical simulations, video critiques and research projects. You will work collaboratively on
many classroom activities.
Socratic Seminars:
Some classes will follow a Socratic seminar format based on the essential questions developed to
guide reading and analysis. Initially, I will lead these seminars using the guided reading questions
(from the syllabus) so that students develop interpretive, analytical and evaluative skills to become
expert at historical thinking. Eventually, students will prepare and lead the seminars themselves.
Homework:
Over 80% of all homework will consist of assigned readings and viewing videos, etc.. At the
beginning of each unit you will be given a Graphic Organizer that will identify the essentials: main
themes/events, reading comprehension questions and vocabulary terms. The rest of out of class
work will deal projects/assignments, and preparation for classroom seminars.
Academic Dishonesty:
Academic dishonesty is taken very seriously – as it is in universities. Honesty is fundamental to a
your intellectual and academic development. Acts of academic dishonesty undermine the culture
of education and learning, harming the development you and your academic skills. Any form of
academic dishonesty will be dealt with according to district and school policy.
Late Assignments:
From time to time our lives can become overwhelming and you may not be able to complete a
project on time. In those RARE instances, you are responsible for contacting me BEFORE THE
DUE DATE, to make alternate arrangements.