Diploma Programme subject outline—Group 3: individuals and societies
School name
School code
Name of the DP subject
(indicate language)
Level
Higher
(indicate with X)
Standard completed in two years
Standard completed in one year *
Date of IB training
Name of the teacher who
completed this outline
Name of workshop
Date when outline was
completed
(indicate name of subject and workshop category)
* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in
one year, according to conditions established in the Handbook of procedures for the Diploma Programme.
If you will teach history, complete the following chart.
Prescribed subject
4. Rights and protest
1.
Topics
HL option and sections
9. Evolution and development 2. History of the Americas :
of democratic states (1848–
8: United States’ Civil War: Causes, course and effects (1840–1877)
2000)
17: Civil rights and social movements in the Americas post‑1945
16: The Cold War and the Americas (1945–1981)
12. Cold War: Super power
tensions and rivalries
Course outline
–
–
–
–
Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.
This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject
This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should
not just be a “copy and paste” from the subject guide.
If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
Topic/unit
(as identified in the
IB subject guide)
State the topics/units in the order
you are planning to teach them.
Contents
Allocated time
One class is
90
minutes.
Assessment
instruments to be
used
Resources
List the main resources to be
used, including information
technology if applicable.
In one week there
2-3 classes.
are
Year 1
Option:
History of the Americas
Section 17:
Civil rights and social movements
in the Americas post‑1945
Indigenous peoples and civil
5 Hours
rights in the Americas
African Americans and the civil 9 Hours
rights movement: origins, tactics
and organizations; the US
Supreme Court and legal
challenges to segregation in
education; ending of segregation
in the south (1955–1980)
Role of Dr Martin Luther King Jr 8 Hours
in the civil rights movement; the
rise of radical African American
activism (1965–1968): Black
Panthers; Black Power and
Malcolm X; role of governments
in civil rights movements in the
Americas
Feminist movements in the
3 Hours
Americas; reasons for
emergence; impact and
significance
Hispanic American movement in 2 Hours
the United States; Cesar Chavez;
immigration reform
Youth culture and protests of the 3 Hours
1960s and 1970s: characteristics
and manifestation of a
counterculture
Oral Presentations, Research John L. Tomkinson, War and
Papers, Debates, Class
Warfare
Discussions, Quizzes, Unit
Tests
John Gauci, IB History, Route 2
– Peacemaking, Peacekeeping,
International Relations 19181936, HL/SL
Carl von Clausewitz On War
The Enduring Vision Textbook
Eric Foner. THE FIERY TRIAL:
Abraham Lincoln and American
Slavery, 2010
The Twentieth Century: A
People's History H. Zinn
Numerous primary resources
Option:
History of the Americas
Section 16:
The Cold War and the Americas
(1945–1981)
Truman: containment and its
implications for the Americas;
the rise of McCarthyism and its
effects on domestic and foreign
policies of the United States;
social and
cultural
impact
of the
Korean
War,
the United
States
Coldthe
WarAmericas: reasons for
and
participation; military
developments; diplomatic and
political outcomes
Eisenhower and Dulles: New
Look and its application;
characteristics and reasons for
the policy; repercussions for the
region
United States’ involvement in
Vietnam: the reasons for, and
nature of, the involvement at
different stages; domestic
effects and the end of the war;
Canadian non-support of the
war; Latin American protest
against the war
4 Hours
4 Hours
Oral Presentations, Research John L. Tomkinson, War and
Papers, Debates, Class
Warfare
Discussions, Quizzes, Unit
Tests
John Gauci, IB History, Route 2
– Peacemaking, Peacekeeping,
International Relations 19181936, HL/SL
Carl von Clausewitz On War
The Enduring Vision Textbook
4 Hours
5 Hours
United States’ foreign policies 10 Hours
from Kennedy to Carter: the
characteristics of, and reasons
for, policies; implications for the
region: Kennedy’s Alliance for
Progress; Nixon’s covert
operations and Chile; Carter’s
quest for human rights and the
Panama Canal Treaty (1977)
Cold War in either Canada or
3 Hours
one Latin American country:
reasons for foreign and domestic
policies and their
implementation
Eric Foner. THE FIERY TRIAL:
Abraham Lincoln and American
Slavery, 2010
The Twentieth Century: A
People's History H. Zinn
Numerous primary resources
Year 2
First Gulf War (1990–1991):
World history topic 11:
Causes and effects of 20th  Causes of war
century wars
 Practices of war and their
impact on the outcome
 Effects of war
Contra War (1981–1990)
 Causes of war
 Practices of war and their
impact on the outcome
 Effects of war
Vietnam (1946–1954 and/or
1964–1975)
 Causes of war
 Practices of war and their
impact on the outcome
 Effects of war
5 Hours
First World War (1914–1918)
 Causes of war
 Practices of war and their
impact on the outcome
 Effects of war
Second World War (1939–1945)
 Causes of war
 Practices of war and their
impact on the outcome
 Effects of war
World history topic 12: The Truman, Stalin, Khrushchev,
Nixon, Mao, Castro, Brezhnev,
Cold War: Superpower
tensions and rivalries (20th Reagan, Gorbachev, Nasser,
century)
Brandt
 Rivalry, mistrust and accord
 Leaders and nations
 Cold
War crises
The
Americas:
Cuban Missile
Crisis (1962)
 Rivalry, mistrust and accord
 Leaders and nations
 Cold War crises
15 Hours
Oral Presentations, Research
Papers, Debates, Class
Discussions, Quizzes, Unit
Tests
4 Hours
20th Century Battlefields:
Gulf War (2001) Video
The Untold Story of the
Persian Gulf war
A Call to Conscience
6 Hours
The Things They Carried
O’Brien
A Bright Shining Lie
John Paul Vann
Under Fire Henri Barbusse
15 Hours
Black Soldiers, Unsung
Heroes Moore
The Schlieffen Plan
12 Hours
Oral Presentations, Research
Papers, Debates, Class
Discussions, Quizzes, Unit
Tests
Mein Kampf
9 Hours
Thirteen Days Rob
Kennedy
One Hell of a Gamble
Furseyke
North Korean invasion of South 8 hours
Korea (1950):
 Rivalry, mistrust and accord
 Leaders and nations
 Cold War crises
Soviet invasion of Afghanistan 8 Hours
(1979):
 Rivalry, mistrust and accord
 Leaders and nations
 Cold War crises
Europe: Berlin blockade (1948– 4 Hours
1949):
 Rivalry, mistrust and accord
 Leaders and nations
 Cold War crises
Berlin Wall (1958–1961):
4 Hours
 Rivalry, mistrust and accord
 Leaders and nations
 Cold War crises
2.
The Coldest War
MacArthur’s War
The Soviet-Afghan War:
How a Superpower
Fought and Lost
Grau
The Iron Curtain Harbutt
The Rush to German Unity
Jarausch
Kennedy and the Berlin
Wall Smyer
IB internal assessment requirement to be completed during the course
Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement, when the internal
assessment requirement will be due and how students will be prepared to do it.
The Internal Assessment will be introduced early in year one (approx. Late August). The I.A. will be due the following Spring of year one. The I.A. will be
referenced regularly throughout the year to ensure student preparedness and understanding. As teacher I will spend a minimum of 20 hours of class
time explaining, outlining, and facilitating work on the requirements of the I.A., allowing student to work on the I.A., consultation between myself and
the students.
3.
Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lesson.
Topic
Cold War
4.
Link with TOK (including description of lesson plan)
By studying the aforementioned topic, students will become open-minded, knowledgeable thinkers. The knowledge they gain will allow
them to become capable of showing empathy, compassion and respect towards the needs and feelings of others. This will be achieved
through a lesson that focuses on the climate (population, economy, etc.) at the time Stalin comes to power in the Soviet Union. Students
will gain an understanding of what effect Stalin’s actions had on the people of the Soviet Union.
Approaches to learning
Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from your
outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or research).
Topic
Civil War
Contribution to the development of students’ approaches to learning skills (including one or more skill category)
Students will complete an independent project aimed at guiding them through the major battles of the Civil War. Through research, they will
describe how the North was gradually able to get the upper hand in the war. Self management will be key to their studies as the instructor
will build upon their knowlege of the conflict and discuss the major battles after the project’s completion. Student’s will be forced to
communicate their knowlege of their learning to the instructor during Q and A Sessions and assessment.
5.
International mindedness
Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will
use to achieve this goal.
Topic
Cold War
Ex. Cuban Missile Crisis
6.
Contribution to the development of international mindedness (including resources you will use)
The Cuban Missile Crisis shows how two sides view events differently. Without diplomacy, conflict can ensue. Through a simulation of the
events, students will see how both sides reacted to the developments of the crisis and how view points can be different. In the end, it is
hoped that the students learn that only when both sides opt for peace can crises truly be handled and prevent war.
Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.
Topic
World War I and World War II
7.
Contribution to the development of the attribute(s) of the IB learner profile
Through these topics students will become principled, balanced, and reflective thinkers, capable of engaging in a wide variety of studies.
World War I and World War II crosses many cultural boundaries, and by exposing students to the aspects of war, they gain an
understanding of different cultures throughout the world and how war affects them. A lesson on the effect of war on human lives will
teach students that the decision to go to war is in fact a decision that results in death and damage to the world. An emphasis will be
given to war as policy choice that should be made as a last resort.
Resources
Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the
courses? Will students have access to resources beyond the ones available at school? Briefly describe what plans are in place if changes are needed.
John L. Tomkinson, War and Warfare
John Gauci, IB History, Route 2 – Peacemaking, Peacekeeping, International Relations 1918-1936, HL/SL
Carl von Clausewitz On War
The Enduring Vision Textbook
Eric Foner. THE FIERY TRIAL: Abraham Lincoln and American Slavery, 2010
Howard Zinn The Twentieth Century: A People's History
Resources will be available in both hard copy and electronic forms. When physical resources are not available, electronic versions will be used and
excerpts of the resources. A web site accessible to all students such as Edmodo will be available to access resources.