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.