Syllabus for International Baccalaureate History Year II
Europe and the Middle East History from 1933 to 2001
Welcome to your second year of IB History! You are in your fourth year of high school, 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,
Training and Certification
Standard Teaching Certificate 2010 to 2015, IB Training 2005, 2008, 2009
MYP Training Spring 2010
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. 1,3,6. ; Room 308
IB European History: p. 7,8; Room 308
Office Hours: 2,4 period
Contact Information:
Email: llucchesi@cps.edu
Phone: 773-535-2550
Website: www.morganparkcps.com, classes
and homework link and find our course,
IMPACT parent and student portal
Goals:
There are at least two goals in IB History: to learn the history of Europe and the Middle
East 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 on May 12 and 13 of 2011.
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. I
expect you to be prompt, prepared, and have regular attendance. 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.
Homework is assigned daily and must be completed by the time it is due, late work will not be
accepted unless there are extenuating circumstances. I am available before and after school
for tutoring. 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. The aforementioned opportunity and the socials studies
remediation plan for students failing courses is available at www.morganparkcps.org
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:
Findley Carter Vaugh and John Alexander Murray Rothney., et al., Twentieth Century
World. Boston: Houghton Mifflin Company, 2006.
Overfield, James H. eds. Sources of Twentieth Century History. Boston: Houghton
Mifflin Company, 2002.
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 A
History of the Modern Middle East by William Cleveland available Questia.
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
 Essays, Tests 30%: in class essay tests, MCQ quizzes,
 Projects and Research Skills 15%: debates, oral presentations, jigsaws, simulations
annotated bibliographies, history flashcards, research papers, research plans,
 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. 20, Semester 1 Final Jan 19/20, Q 3 Final March 23,
IB HISTORY EXAM May 12 and 13, Semester 2 Final June 7/8.
Binder and Flashcards:
Students must keep a binder and bring a shoebox to school to store their history flashcards.
Binder: 4 Sections: Class Notes, Writing Work, Historiography, Graded Work
Flashcards: Vocabulary, People, Events, and Historians’ Quotations
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Course Scope and Sequence:
Quarter 1 10 Weeks
 Orientation, Summer Project; 1W,Sept Aug 9-13
 Post World War I Mandate System in the Middle East; 3W, Aug 16-Sept 3
 Palestinian Mandate 1919-1948; 3W, Sept 7-23
 Intercession Project; 2W; Sept 25-Oct 11
Quarter 2 10 Weeks
 Hitler, Mussolini, Ataturk Foreign and Domestic Policy 3W; Oct 12-Oct 28
 League of Nations Manchuria and Abyssinia; 3W; Nov 5-19
 Spanish Civil War and Appeasement 3W; Nov 22- Dec 10
 Intercession Project 3W; Dec 12-Jan 2
 World War II 2W; Jan 3-13
 Finals and Review 1W; Jan 18-21
Quarter 3 10 Weeks
 Cold War Crash Course 3W; Jan 24-Feb 9
 France and Algeria a Case Study; 3W; Feb 15-March 4
 South Africa; 3W Mar 8-25
Quarter 4 10 Weeks
 Review for Exams 2W; March 28-April 8
 Intercession Review Project 2W; Apr 9- April 24
 Review for Exams 1W; April 25-May 3
 IB Exams begin May 3; History May 12, and 13
 How to survive financially in post secondary life 4W; May 24 -June 7
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
synthesizing information from different portions in
AA: Authors Approach
more challenging passages.
28-32: Understand the overall approach taken by an
author or narrator (point of view, evidence used) in
virtually any passages.
MI: Main Ideas
CE: Cause and Effect
28-32: Summarize events and ideas in more
28-32: Understand implied or subtly stated cause
challenging passages or their paragraphs
and effect relationships in more challenging
MW: Meaning of Words
passages
28-32: Determine the appropriate meaning of words,
CR: Comparative Relationships
phrases, or statements from figurative or somewhat
28-32: Understand the dynamics between people,
technical contexts
ideas, and so on in more challenging passages.
SR: Sequential Relationships
GC: Generalizations and Conclusions
28-32: Order sequences of events in more
33-36: Draw complex or subtle generalizations and
challenging passages.
conclusions about people, ideas, and so on, often by
SD: Supporting Details
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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?
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. Where are your notes, papers, exams, and packets
from last year? ____________________
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.
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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. For those of you who did not score a
20 or higher on the Internal Assessment last year, you must complete a second
IA, on a different topic, a packet will be distributed with the necessary
information.
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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., Christain’s, 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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Ms Lucchesi’s Parent/Guardian Contact Information Form
Student Name ______________________________
Contact Information
Parent/Guardian Name __________________________________________________
Parent/Guardian Phone__________________________ (is this preferred form of contact? ___Yes ___No)
Parent/Guardian Email __________________________ (is this preferred form of contact? ___Yes ___No)
When is the best time to contact you? ________________________________________
Information about You and the Student
1. After working together for the past year, do you have any concerns about your student’s senior year in IB
History?
2. How often will you access Gradebook Parent and Student Portal and the Class Website at
www.morganparkcps.org? I will try to contact every parent/guardian this year at least once, but the easiest
and quickest way to monitor your student’s progress is via the Parent Portal and the Class Website.
3. What day is the best day for after school tutoring for your student? After school tutoring will be offered,
usually (pending extenuating circumstances) once a week for 10 points extra credit on the same day most
weeks. I enter the attendance in Gradebook the day of tutoring, so you can check to see if your student
attended that day. Please circle the day: Monday Tuesday Wednesday Thursday Friday
Acknowledgment
I ____________________________ (print name) parent/guardian of ________________________ have
read and understand the IB History Year II course syllabus and expectations.
_____________________________ (Signature)
Date and Time
Lucchesi
Reason for Call
____________(Date)
Notes
Actions Resolved
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