The IB Internal Assessment

Use the enclosed markscheme in preparation for your Internal Assessment

IB History Guide-Internal Assessment

A student’s IAs will be judged directly against the IA Markscheme in the IB History Guide. In general, a student’s grade will reflect their evaluation on their IA. However, students are given a preferential set of points with respect to their Marks for their grade in the IB History class (e.g. “4″ is passing on an IB assessment)
25 to 19 Marks (7): 100 points
18 to 16 Marks (6): 95 points
15 to 12 Marks(5): 85 Points
11 to 9 Marks (4): 80 points
8 to 6 Marks (3): 70 points
5 to 3 Marks (2): 60 points
2 to 0 Marks (1): 50 points

Book Review: Gaddis, The Cold War-A New History

Book Review
Students will write a book review for John Lewis Gaddis’, The Cold War: A New History. Book Reviews should be between 750-1000 words (approximately 3-4 pages) in length. Book reviews are not book reports. Rather, a book review is an opportunity for you to summarize and critically assess the authors’ arguments, ideas, and evidence presented in the text. A well-written book review will also answer the ’so what?’ question; how is the book/this author’s arguments important to the study of the Cold War or global politics and history.

Some questions to consider as you write your review
1. How has Gaddis presented and interpreted the Cold War?
2. How would you describe his writing style?
3. What are the strengths of this book?
4. What is the overall value of this book & why?
5. How could Gaddis improve this book in a second edition?

Resources for how to write a book review
Indiana University Writing Tutorial Services
Purdue University Online Writing Lab

Due Date
Book reviews are to be submitted to Turnitin no later that 11.59pm on 21 February 2010

Gleek at a Glance, 23-25 November 2009

HL1: Final Exams. C Period: 8.30-10.00am on 24 November. F Period: 8.30-10.00am on 25 November.
Learning Objectives: emergence of the PLO; October War of 1973: causes, course and consequences; role of the United States, USSR and UNO; Camp David and the Egyptian-Israeli Peace Agreement.

HL2: None-enjoy your holiday!

Morning Update-19 November

LAST DAY BEFORE FINALS START!!!!

HL1: We’ll continue our conversation, introducing research design. Remember, the effort you put in to asking questions and providing relevant commentary now will pay off as you design and implement your research program. Please refer to the following documents in support of your research efforts: The IB Internal Assessment; Roselle and Spray Study Guide

HL2: Review….? Really, did I say “review”. Tomorrow’s exam will cover the IB History Syllabus topic, “Cold War in the Americas, 1945-81″ We can spend the whole afternoon fleshing out ideas on the matter if you want.

Morning Update-18 November

HL1 (there’s only a few of you today…): Again, have Roselle and Spray, pp. ix-xi (Preface); 1-11 (Chapter 1) read before you come to class this afternoon. Here’s the class activities, which were also posted (13 November @ 8.50am) in this week’s Gleek at a Glance:

Reading (done before class): Roselle and Spray, pp. ix-xi (Preface); 1-11 (Chapter 1)
Discussion Questions: What sort of questions do political scientists/historians ask? How should I choose a topic that reflects my intellectual interests? Why should I focus my topic so narrowly?
Exercises: 1. Using your Bickerton & Klausner text, identify a topic based on charts found on pp. 7-8 in the Roselle and Spray book. 2. Download either Xmind, Inspiration (or similar) and create a graphic organizer to replicate Table 1.2 in Roselle and Spray (pp. 9-10)

Finally, here’s some of the documents we’ll be working with during this unit: The IB Internal Assessment; Roselle and Spray Study Guide

Links to the afore-mentioned documents

The IB Internal Assessment
Roselle and Spray Study Guide

Happy Reading!

Invitations sent to all HL1 students for the following documents: IB History Guide, my guide to the IB Internal Assessment, and my Study Guide for Roselle and Spray.

Morning Update-17 November

Discussion topic for the day: “Are you taking an active role in your education?”

Class Stuff:
HL1: from yesterday’s note, “Roselle and Spray, pp. ix-xi (Preface); 1-11 (Chapter 1). If you need copies, please email me & I’ll drop them off for you in class” Since none of you emailed, me, asked, or picked up the copies I left on the stool, I take it you’ve read the material on your own….[insert sense of foreboding here]

HL2: “Days of Rage & Wonder: Hippies” Bring your ponchos & beanbags for today’s class. No, your essay is still due on Sunday.

Morning Update-16 November

All, just a s a reminder, I will be out of the classroom today: breakfast with David Gregory (Meet the Press) @ Lynn University this morning, followed by some administrative work late morning to early afternoon, and then…NB soccer @ Pine (who?) Crest. If you have nothing going on after school (ha!) drive down to PC & support the boys.

HL1: Readings (done before class): Bickerton & Klausner, pp. 194-204
Guiding Question (no Journal Prompt this week): Describe the role of individual decision-makers in the Camp David Peace Process.
Review and be able to summarize the following: UN General Assembly Resolution 3236; Speech by Yasser Arafat (PLO) to the UN General Assembly; Speech by Yosef Tekoah (Israel) to the UN General Assembly; Framework for Peace in the Middle East Agreed to at Camp David and Signed at the White House, 17 September 1978; Framework for the Conclusion of a Peace Treaty Between Egypt and Israel Signed at the White House, 17 September 1978; The Likud Response to Camp David: The 1981 Party Platform; Arab League Communique, 31 March 1979; West Bank Palestinians: Reaction to Camp David, 30 August 1981

TO BE READ FOR TOMORROW (Tuesday): Roselle and Spray, pp. ix-xi (Preface); 1-11 (Chapter 1). If you need copies, please email me & I’ll drop them off for you in class

HL2: “Who was Malcolm X”, “What movement was he associated with?” How did Malcolm X’s approach to civil rights differ from other activists in the 1950s and 1960s?” “Who were the Black Panthers?” “What were the aims/interest of the Black Panthers?” “What strategies did the Black Panthers use to achieve their aims?-provide specific examples”
Resources (must log in through Edline): eLibrary, Gale Academic ASAP Databases, History Study Center.
Path [Edline/More Contents'Library Resources/Databases]

Morning Folks! HL1: Log into to Turnitin…

Morning Folks!

HL1: Log into to Turnitin.com, select the appropriate quiz for your class (C or F period) and answer the questions. Submit your responses to Turnitin.com before the end of the class period.

HL2: Class Project-help the Cheese Appreciation Society decorate our float (my wife’s minivan)

HAVE A GREAT HOMECOMING!!!