Syllabus for International Baccalaureate History
Europe and the Middle East History from 1700 to 1933
Welcome to IB History! You are in your third year of high school and have completed two
Honors/AP history courses. As you already know, the workload is heavy and the pace fast,
but the knowledge and expertise you gain make it worthwhile. I am always available via
email, and before or after school. I look forward to working with you during the coming
year, please take the time to read through this packet.
Vita of Teacher/including Credentials for Ms Lauren Lucchesi:
Bachelor of Arts in History and International Relations, Boston University, Boston,
Massachusetts
Major: Colonial and Post Colonial Africa and the Middle East, History, Education
Teacher Certification 09 (6-12) Certificates from Massachusetts and Illinois
Endorsements in High School Social Sciences World and American History
Teaching experiences:
Trinity High School in Sydney, Australia; Tech Boston Academy, Boston,
Massachusetts,
Other Experience:
Legislative work on Capitol Hill for Congressman Danny K Davis, Public Affairs
Union League Club of Chicago, Fulbright-Hayes Seminar to South Africa 2008
Schedule:
Honors World Studies: p. 1,6; Room 308
Regular World Studies: p. 2; Room 308
IB European History: p. 7,8; Room 308
Office Hours: 3,4
Contact Information:
Email: llucchesi@cps.edu
Phone: 773-535-2550
Website: www.morganparkcps.com, classes
and homework link and find your student’s
course , IMPACT parent and student portal
Goals:
There are at least two goals in IB History: to learn the history of Europe from about
1700 to 2001, and to prepare you for the IB examination in European and Middle East
history. Throughout this course, you will enhance skills you were introduced to in your
past years of history, thereby preparing you for the IB examinations.
The IB examination consists of three parts: a document-based question (DBQ), five
free-response thematic essay questions, and a historical investigation. Therefore,
during IB History we will be practicing approaches to tackle these tasks effectively.
Tests throughout the year will be in one or more of these formats.
To learn enough material to be worth evaluating, we will do a variety of activities
individually and also in small and large groups. In addition to reading and writing, there
will be discussions, lectures, research and debates. If you have any suggestions
please let me know because I am always looking for new ways to learn about history.
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Ms Lucchesi’s Expectations:
This is a challenging course that requires rigorous work, therefore if you have special needs or
learning differences please speak with me so we can work together to help you succeed.
Along with following the discipline codes for Morgan Park High School and CPS, the general
climate of the classroom will be one of mutual respect for one another, the instructor, and the
classroom.
Attendance Policy
Students are expected to come to every class promptly and fully prepared with all materials,
ready to learn. We will follow the Morgan Park HS attendance policy for tardies, unexcused
absences, and excused absences. Homework and assignments are posted on the school
website www.morganparkcps.com and should be accessed while the student is absent.
Homework Policy and Remediation Plan
Homework is given everyday and be written in the student’s assignment notebook. Late work
will not be accepted unless there are extenuating circumstances. Cheating will result in
a 0 on the assignment for all individuals involved, as well as a referral for further
disciplinary action. All written assessments maybe rewritten with or without my assistance for
an improved grade in a timely manner. The rewrite must be typed and submitted one week
from the day it was passed back. For students in danger of failing the course, the social
studies recovery plan is available as posted online www.morganparkcps.com. I am available
before and after school for tutoring. Please use IMPACT parent and student portal to monitor
grades and progress.
Academic honesty is always expected, cheating and plagiarism as described in the Morgan
Park Handbook, are not tolerated.
Besides these expectations, a sense of humor is always a plus!
Materials
Primary Text:
Hunt, Lynn., et al., Making of the West: Peoples and Cultures. Boston:
Bedford/St. Martins, 2009.
Lualdi, Katharine J. eds. Sources of The Making of the West: Peoples and Cultures.
Boston: Bedford/St. Martins, 2009.
Students will read and organize notes, articles, activities and handouts in a binder. Often
students are required to do work online, therefore plan accordingly. As specified in the summer
assignment, students must purchase: Diplomacy by Henry Kissinger published in 1995 and
Smyrna:1922 the Destruction of a City by Marjorie Housepian Dobkin.
Grading and Weighting:
Semester Weighting Categories:
 Class Work 30%: paper drills, writing reflections, note taking, web brainstorms
 Homework 10%: bell ringer reading checks, article searches, safety nets
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Essays, Tests:25% in class essay tests, MCQ quizzes,
Projects 10% debates, oral presentations, simulations
Research Skills 10%: annotated bibliographies, comparative case studies, research
paper plans, history internal assessment preparation, research practice
 Final/Midterm 15%: exam at the semester and research paper
Grading Scale: A 90-100%, B 89-80%, C 79-70%, D 69-60%, and F 59% and bellow.
Mark your calendars! Q1 Final Oct. 26, Sem 1 Final Jan 19, Q 3 Final March 22, Sem 2 Final
June 7.
Binder:
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5 Sections: Class Notes, Writing Work, Vocabulary, Historiography, Graded Work
Course Scope and Sequence:
Quarter 1 10 Weeks
 Orientation, Summer Project; 1W,Sept 8-11;
 Enlightenment Thought; 2W; Sept 14-28
 Money and Misery; Economics and Ideology; 2W; Sept 29- Oct 9
 Attempts at Nation Building; Europe and the Ottoman Empire; 3W; Oct 13- 30
Quarter 2 10 Weeks
 Diplomacy and International Relations 3W; Nov 2-20
 Who done it? : Causes of World War I; 2W; Nov 22-Dec 7
 WWI in Europe: Political, Social, Economic, Cultural 2W; Dec 8-18
 WWI in the Middle East, 2W; Jan 3-15
 Finals and Review 1W; Jan 19-22
Quarter 3 10 Weeks
 Paris Peace Conferences; Why can’t we all just get along? 3W; Jan 25-Feb 10
 Armenian Genocide; 4W; Feb 16-March 12
 Rebuilding Europe and the World: Money and Makers; 2W Mar 15-26
Quarter 4 10 Weeks
 Case Study: Weimar Germany and the Depression 2W; Apr 5-16
 The League of Nations and Collective Security; 4W; Apt 19-May 14
 Internal Assessment; 4 W; May 17- June 11
Illinois State Standards:
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history
of Illinois, the United States and other nations
A. Apply the skills of historical analysis and interpretation.
B. Understand the development of significant political events.
C. Understand the development of economic systems.
D. Understand Illinois, United States and world social history.
College Readiness Standards
AA: Authors Approach 28-32: Understand the overall approach taken by an author or narrator
(point of view, evidence used) in virtually any passages.
CE: Cause and Effect 28-32: Understand implied or subtly stated cause and effect
relationships in more challenging passages
CR: Comparative Relationships 28-32: Understand the dynamics between people, ideas, and
so on in more challenging passages.
GC: Generalizations and Conclusions 33-36: Draw complex or subtle generalizations and
conclusions about people, ideas, and so on, often by synthesizing information from different
portions in more challenging passages.
MI: Main Ideas 28-32: Summarize events and ideas in more challenging passages or their
paragraphs
MW: Meaning of Words 28-32: Determine the appropriate meaning of words, phrases, or
statements from figurative or somewhat technical contexts
SR: Sequential Relationships 28-32: Order sequences of events in more challenging
passages.
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SD: Supporting Details 28-32: Use details from different sections of a passage to support a
specific point or argument in complex passages
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How does Higher Level IB History fit into the Diploma Program?
General
Your _____ years of higher level history at MPHS will satisfy the ______individuals and
societies part of your IB diploma program of study (see hexagon below). It is a higher
level course, therefore 240 hours of instruction, or two years is recommended. _______
your notes, papers, exams, and packets from this year for next year.
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IB History Goals:
During your two years of study in history you will learn
1. How to gather and sort historical evidence.
2. How to evaluate historical evidence.
3. How to recognize and understand the historical process and your relationship to
human experience, activity, and motivation.
4. How to organize and express historical ideas and information.
IB clarifies these subject specific skills:
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Assessment
At the end your senior year, you will be tested on the aforementioned skills through a
series of external and internal exams- be not doctor’s exams, but tests. IB writes the
external exams you sit for in May _____ while internal exams are research papers you
write independently. Welcome to IB language! The following explains how you will be
tested in this higher level course for 1/6th of your diploma at the end of your senior year:
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GENERAL PRINCIPLES FOR LEARNING SOMETHING ON YOUR OWN
1. When starting a topic about which you do not know very much it is a good idea to get an overall time
frame and periodization from someone else, i.e., Langer's, now Stearns’s Encyclopedia of World
History or Usborne's World History Dates, or any of a number of encyclopedias. Later on you will be
able to make your own.
2. It is also a good idea to get an overview of the players, concepts and issues from someone else, for
example, from your textbook. In fact, useful superficial overview is the specialty of textbooks. Later
on you will be able to conceptualize the issues for yourself. The bibliography in the back of a good
college text will include "Suggestions for Further Reading." It will probably mention the most
important authors on your topic and direct you to good sources on minor but related topics.
3. If you want to find out about the historiographical issues on a topic sometimes they are discussed
in the back of a textbook. Or you can do a search for historiography in the library or on the internet.
What you are looking for, or asking the librarian to help you look for, is a "review of the literature" on
your topic. When you get your article on historiography it will tell you who the heavy hitters are and
roughly what they said. Then you can look up the relevant ones and read the books.
4. You can find out about topics even if they are not listed in the index of a book. For example, if your
question "education" is not listed you can attack it through towns, social classes, trade, literacy, work,
economy, religion or rulers. If your question is shelter you can attack it through towns, villages, social
classes, ruling classes, economy, geography, agriculture and art work. You can use artwork and
literature to deduce answers about society, and social issues. You can use laws to make good guesses
about social conditions.
5. You can find out about food and clothing and music of different eras in histories of food, clothing,
and music. Just because your topic is Germany does not mean that all the information you want will be
found in specific histories of Germany.
6. It is a good idea to figure out the socio-economic pyramid for the place and time you are studying.
7. It is a good idea to figure out the geographic features and boundaries of the place you are studying
at the time you are studying it. Maps help.
8. It is a good idea to get started right away. Things always take longer than expected and, well, stuff
happens.
9. To learn narrative content you can make your own safety nets. Make charts, or timely lines for any
of these generic questions, and plop your information into the categories. Some good categories
include: different groups and their grievances or agendas, goals of a group or nation compared to
outcomes or achievements (especially good for treaties and wars,) compare and contrast anything over
SPRITE categories, periodize the chronology of anything, make a causality chart or triangle for any
event, compare and contrast leaders for their isms, goals, background, or achievements, compare and
contrast conditions of classes or groups according to country, place people, religions, political
movements on a Right-Left Continuum.
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