History

Core Declarative Knowledge
What should students know?

• Introduction to the IBDP in History.
• South Africa: The Origins of Apartheid.
• The nature and characteristics of discrimination – division and classification; Petty Apartheid and Grand Apartheid, Apartheid Prime Ministers, Classification of the population (White, Bantu, Coloured, Mixed, Cape Malay).
• The nature and characteristics of discrimination – Segregation of education; Bantu Education Act, University Education Act.
• The nature and characteristics of discrimination – The Bantustan System; Bantu Authorities Act and Self-Government Act.
• Case study on Transkei and Other Apartheid laws.
• Protests and Action – Non violent protests; the Defiance Campaign.
• Protests and Action – The Congress of the People, 1955, the Freedom Charter and The Treason Trial. The Alexandra bus boycott in 1957 and the response of the White reaction to the boycott? The emergence of the PAC.
• How far was the Freedom Charter a ‘turning point’ in the history of South Africa’s freedom struggle?
• Protests and Action – Increasing violence; the Sharpeville Massacre, the Rivonia Trial and the imprisonment of the ANC leadership. How far was Sharpeville the reason for the adoption of armed struggle?
  
• Role and Significance of Key Individuals and Groups the ANC and SACP.
  
• Role and Significance of Key Individuals and Groups the ANC’s Youth League, the creation of the PAC and Poqo; the creation of MK.
  
• Role and Significance of Key Individuals and Groups: Albert Luthuli and Nelson Mandela.
  
• United States: Introduction to the Civil Rights Movement and Violence against African Americans. Overview of US history c.1865-1954 including racial discrimination by legal, social, economic, violent and political means.
  
• Segregation and Education – Brown v. Board of Education (1954). Role of the NAACP and campaign.
  
• Segregation and Education – Little Rock (1957). Orval Faubus and integration in Arkansas.
  
• Protest and Action – Non-violent protest – Montgomery Bus Boycott & Freedom Rides. Desegregation of buses. Importance of Montgomery as example of challenging Jim Crow Laws and founding of SCLC.
  
• Protest and Action – Non-violent protest – Freedom Summer. Summary of actions in 1963 (Birmingham Protests, John F. Kennedy’s Civil Rights Address 11 June, March on Washington 28 August, Assassination of Kennedy 22 November).
  
• Legislative Changes – Civil Rights Act (1964) and Voting Rights Act (1965)
• Impact of events in 1963, role of television, Kennedy’s address on Civil Rights 1963, Selma to Montgomery march.
• Key Individuals – MLK, Malcom X, Lyndon B. Johnson
  
• Key Organisations – NAACP, SCLC, SNCC, NOI
  

Core Procedural Knowledge
What should students be able to do?

• Can I outline the creation of the Union of South Africa?
  
• Can I explain the purpose of apartheid and the difference between ‘petty’ and ‘grand apartheid’?
  
• Can I explain how the South African government divided the population of South Africa?
  
• Can I explain the purpose and impact of the Bantu Education Act, and the University Education Act?
  
• Can I understand why the Bantustans were created and give details of Transkei as an example?
  
• Can I explain non-violent protest in South Africa against apartheid?
  
• Can I explain why protests became more violent and the creation of Poqo and MK?
  
• Can I explain the involvement of Albert Luthuli and Nelson Mandela?
  
• Can I outline the history of the United States from the end of the Civil War until 1948?
  
• Can I explain the impact of Brown v. Board of Education and the role of the NAACP in the campaign for desegregation?
  
• Can I explain the events at Little Rock High School?
  
• Can I explain the resistance of individuals such as Orval Fauvas?
  
• Can I explain the actions of non-violent protestors including the Montgomery Bus Boycotts and the Freedom RIdes?
  
• Can I understand the impact of Martin Luther King on the Civil Rights Movement?
  
• Can I explain the actions of Presidents Roosevelt, Truman, Eisenhower, Kennedy and Johnson?
  
• Can I describe the key features of the legislative changes passed in the 1960s, including the Civil Rights Act?
  
• Can I evaluate the role key organisations had in campaigning for Civil Rights? (NAACP, SCLC, SNCC and NOI).
  

Links to TOK

• What is the role of the historian?
  
• Evaluating historical ‘myths’.
  
• The responsibility of the individual in history.
  
• The changing nature of words over time.
  
• The impact of opinion on historians.
  
• Emotion and reliability.
  
• The dangers of elevating historical figures to hero status.
  

Links to Assessment

• According to Source A, why were the leaders of the ANC put on trial? 3 marks.
  
• Compare and contrast the views presented in Sources C and D concerning the reaction to the Rivonia Trial. 6 marks.
  
• Using the sources and your own knowledge, assess the reasons for and effectiveness of the Freedom Summer. 9 marks.

Core Declarative Knowledge
What should students know?

• Emergence of the Authoritarian State in Germany – Weimar German 1918-1923; defeat in WWI, Weimar democracy, the Treaty of Versailles and the economic crisis of 1923.
  
• The Golden Age – how effective was Stresemann in stabilising Germany during the 1920s?
  
• The NSDAP 1920-29; Mein Kampf, the Reorganisation of the Party politics and organisation.
  
• 1930-33: The Wall Street Crash, Muller, Brüning and von Papen’s ministries.
  
• 1933: The appointment of Hitler; the creation of the NSDAP state, the Reichstag Fire, March Election and the Enabling Act.
  
• Consolidation of the Authoritarian State in Germany – March 1933 election, the Enabling Act, Gleichschaltung – Civil Service and Trade Unions.
  
• The Night of the Long Knives – SA, Röhm. Gauleiters, observation of the population – Police state.
  
• Summary of NSDAP rise to power – violence and intimidation, abuse of democracy, propaganda and charisma, NSDAP programme and flexibility, deficiencies of Weimar.
  
• Nature of Opposition to the NSDAP – the treatment of opposition groups, the KPD and SPD.
  
• MIlitary and Religious opposition; youth and student opposition.
  
• Propaganda – Goebbels, radio and press, literature, theatre, art.
  
• Impact of Foreign Policy to 1939 – Lebensraum, Mitteleuropa – reckless or shrewd?
  
• Domestic policy – Employment, economic recovery, 4 Year Plan, Public Works Projects.
  
• Culture – KdF, DAF. The economy in wartime. Structuralist vs. Intentionalist.
  
• Youth and Education: HJ and schools.
  
• The treatment of Women – 3 Ks, Birthrate and workplace.
  
• The treatment of Minority Groups – Homeless people, Sinti and Roma, Homosexuals, Disabled people, Jehovah’s Witnesses.
  
• Anti-Semitism – Measures in the 1930s and the Holocaust.
  
• Preparation for IA;
• Pre-war Jewish Life,
• History of anti-Semitism,
• NSDAP anti-Semitism 1933-39

   

Core Procedural Knowledge
What should students be able to do?

• Can I explain the impact of the Treaty of Versailles on Germany and explain the early problems facing the Weimar Government?
• Can I assess the degree to which Germany recovered in the 1920s?
  
• Can I outline the early history of the NSDAP and the impact of the Munich Beer Hall Putsch?
  
• Can I explain the effect of the Wall Street Crash on Germany and the opportunities presented to extremists political parties?
  
• Can I explain why Hitler was appointed Chancellor and outline how he consolidated political power in Germany?
  
• Can I explain the process of Gleichschaltung and the impact on professional bodies, individuals and groups?
  
• Can I explain the reasons for the Night of the Long Knives and outline the key features of the Police State?
  
• Can I assess the role of charisma, NSDAP flexibility and the weaknesses of the Weimar Constitution in the NSDAP rise to power?
  
• Can I outline the nature of the opposition to the NSDAP from opposition groups, the military, religious organisation and the Youth?
  
• Can I assess how effectively the NSDAP used propaganda?
  
• Can I make a judgement about Hitler’s foreign policy aims in the 1930s?
  
• Can I explain the impact of the NSDAP’s domestic policy on the economy and standard of living?
  
• Can I explain NSDAP social policy towards youth, women and minority groups?
  
• Can I explain the changes in NSDAP policy towards Jewish people in the 1930s?
  
• Can I explain the purpose of, and methods of assessment for, the Internal Assessment in History?

   

Links to TOK

• What is the role of education?
  
• What defines fascism?
  
• What is the functionalist – structuralist debate viz-a-viz the Holocaust?
  
• How should a historian assess statistics?
  
• How can we assess ‘expert’ opinions when they disagree with one another?

Links to Assessment

• To what extent were constitutional flaws responsible for the collapse of democracy in Germany?
• In what way and with what success did Hitler honour the promises he made relating to domestic issues during his rise to power?
  
• Preparation for Internal Assessment.

Core Declarative Knowledge
What should students know?

• What is war? Clausewitz, technology and types of war.
• Long term causes of World War Two and the nature of Fascism.
• Short term causes of World War Two – The Depression, German expansion and Appeasement.
• The views of Historians : AJP Taylor, RAC Parker, Eric Hobsbawm and Hugh Trevor Roper. Source skills – Chamberlain and Appeasement.
• The Allied and Axis powers and wartime production.
• Axis and Allied Strategic Aims, the role of Lend-Lease and Blitzkrieg.
• The Invasion of Poland and the Phoney War.
• The Battle of France and the conquest of Western Europe. Churchill as Prime Minister.
• The invasion of the USSR, Stalingrad, partisan activity and the issue of logistics.
• Operation Torch, El Alamein and the invasion of Italy.
• Operation Overlord and the invasion of NSDAP occupied Europe. The failure of the Wehrmacht’s defence.
• The end of the Reich – the liberation of Paris, Warsaw Uprising, Battle of the Bulge and the Battle of Berlin.
• Other theatres of War – the role of the French Resistance and the Polish Home Army.
• Other theatres of War – the Battle of the Atlantic, Wolf Packs and Arctic Convoys.
• Other theatres of War – the war in the Air, the Battle of Britain , the Blitz, Strategic bombing and Wunderwaffen.
• Effects of World War Two in Europe – Damage, the Marshall Plan, population transfers and War Crimes Tribunals.
• Effects of World War Two in Europe – The Cold War, the UN and decolonisation.
• Continuation of IA in History.

Core Procedural Knowledge
What should students be able to do?

• Can I explain why wars are fought?
• Can I explain the long term impacts of World War One?
• Can I explain how Appeasement failed to prevent the outbreak of World War Two in Europe?
• Can I evaluate differing interpretations about the causes of World War Two?
• Can I explain the different demographic, political and economic situations of the combatants and their strategies for the war?
• Can I explain how the Wehrmacht was able to successfully employ Blitzkrieg?
• Can I explain how Churchill became Prime Minister?
• Can I explain why NSDAP Germany was able to enjoy initial success in Operation Barbarossa?
• Can I explain why 1942 is considered to be a turning point in the war?
• Can I explain why D-Day was a success?
• Can I explain the impact of the Second Front?
• Can I evaluate the importance of other aspects of World War Two in Europe and the impact of new technologies?
• Can I explain the short and long-term effects of World War Two in Europe?

Links to TOK

• To what extent can citizens be held accountable for the actions of their government?
• To what extent does technology determine the outcome of wars?
• To what extent can aerial bombardment be justified during war?

Links to Assessment

• Evaluate Blitzkrieg as an effective military strategy.
• Examine the importance of air power to the outcome of the Second World War in Europe.
• Preparation for Internal Assessment

Core Declarative Knowledge
What should students know?

• Castro’s Rise to Power – The Cuban Context
• Castro’s Rise to Power – From the Cuban Revolution to Batista
• Castro’s Rise to Power – Batista to Moncado
• Castro’s Rise to Power – Castro’s Trial and Batista’s Cuba
• Castro’s Rise to Power – The Granma Expedition and the Sierra Maestra Campaign
• Castro’s Rise to Power – The Cuban Revolution
• Castro’s Consolidation and Maintenance of Power – the New Cuba
• Castro’s Consolidation and Maintenance of Power – Consolidating the Revolution
• Castro’s Consolidation and Maintenance of Power – Castro’s Challenges
• Castro’s Consolidation and Maintenance of Power – The US Responses to the Cuban Revolution
• Castro’s Consolidation and Maintenance of Power – Military Problems and Solutions in the Early 1960s
• Continuation of the IA in History

Core Procedural Knowledge
What should students be able to do?

• Can I explain what Cuba was like under Spanish rule and how the USA was involved in Cuban independence?
• Can I explain how Cuban democracy functioned before World War Two and the impact of World War Two on Cuba’s economy?
• Can I explain how Batista was able to maintain control over Cuba and the events of the Moncado Barracks attack?
• Can I explain how Casto exploited his trial?
• Can I explain how Castro was able to rebuild his forces and maintain a rebellion in Oriente?
• Can I explain how Castro managed to overthrown Batista and his plans for the New Cuba?
• Can I explain the domestic challenges to Castro’s rule?
• Can I explain how the US reacted to Castro’s rule and how Castro tried to placate them?
• Can I explain why the US launched the Bay of Pigs invasions, why it failed and the consequences of it?
• Can I explain the events of the Cuban Missile Crisis and the breakdown in relations between Castro and Khrushchev that ocurred because of it?

Links to TOK

• How significant are speeches as a form of propaganda for authoritarian leaders?
• To what extent can the ‘Great Man’ theory be applied to Castro’s rise to power?
• Why can interpretations of ‘intent’ in history vary so widely?

Links to Assessment

• To what extent can the Great Man theory be applied to Castro’s rise to power in Cuba?
• To what extent was Castro’s success due to his control of the media?

Core Declarative Knowledge
What should students know?

• Castro’s Domestic Policies – Economic Policies and Land Reform
• Castro’s Domestic Policies – Social Problems and Solutions
• Castro’s Domestic Policies – Social Control and Repression; the Special Period
• Castro’s Domestic Policies – The US reaction to the Special Period and its impact on production, agriculture, society and politics.
• Castro’s Domestic Policies – The End of the Special Period; Cuba 1996-2008; Castro’s legacy.
• Comparing Authoritarian States – Hilter’s Germany and Castro’s Cuba
• Causes of the Falklands War – Long and Short Term
• Causes of the Falklands War – To what extent did domestic concerns influence the actions of Argentina and Britain?
• Combatants – To what extent were Argentina and Britain ready for war in 1982?
• Strategy and Tactics; international support
• Operations on the Islands; Operation Rosario, the air war, the sinking of the General Belgrano
• The Effects of the Falklands War
• Essay – Examine the role of the United Nations in the Falklands War

Core Procedural Knowledge
What should students be able to do?

• Can I evaluate the successes of Castro’s social and economic policies in Cuba?
• Can I explain why Cuba was so badly affected by the collapse of the USSR?
• Can i evaluate Castro’s legacy in Cuba and compare his style of authoritarian rule with that of Hitler?
• Can I explain why there were differing historical claims to the Falkland Islands?
• Can I explain why the domestic situation in Argentina and Britain made the outbreak of war more likely in 1982?
• Can I explain Argentinian plans for the war and understand why they were initially successful?
• Can I explain the British reaction to the invasion and the preparations made April – June?
• Can I explain the air, naval and land operations fought around the Falklands Islands?
• Can I explain the international reaction to the invasion, the British reaction and the outcome of the war?
• Can I explain the role played by international organisations during the war?

Links to TOK

• Which country had a greater impact on Cuba, the USSR or the USA?
• What role does history play in a country’s claim for territory?
• What are the ethical implications of selling weapons? Does the seller bear any responsibility for the way in which they are used?

Links to Assessment

• Mock Examinations
• Examine the role of the United Nations in the Falklands War.