IB History HL2: History of the Americas

Table of Contents
Instructor 2
Important Links & Information 2
Course Profile 2
Areas of Study 2
The Second World War and the Americas 1933 ‑ 45 3
Middle 20th Century History Topics 3
Into the 21st century—from the 1980s to 2000 5
Mock IB Examinations 5
Examination Review 5
Assessments 6
Examinations 6
Portfolio 6
Instructor Responsibilities 7
Student Responsibilities 7
Academic Honesty 7
Classroom Decorum 7
Communication 7
Curriculum 8
Edline 8
Quality of Submitted Work 8
Skills 8
Submission of Assignments 8
Technology 9
Turnitin 9

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Instructor
Charles Gleek, M.A.
Chair, Department of Social Sciences and Instructor of Geopolitics
The North Broward Preparatory School
Office Hours: I am generally available outside of class from 7.45-8.15 and 3.30-4.00 each day.
However, my obligations as Department Chair, Assistant Varsity Boys Soccer Coach, and other
leadership responsibilities here at North Broward require me to serve the NBPS community in
other ways during these times. Consequently, it is strongly encouraged that students email me
to make an appointment.

Important Links & Information

• Course calendar: http://bit.ly/14YZ2s
• My website: http://gleektopia.wordpress.com/
• Research and Writing Tools: http://gleektopia.wordpress.com/tools/
• Follow me on Twitter: http://twitter.com/Gleektopia
• My personal email: cgleek@mac.com
• My Google Voice phone number: 561.865.6276
• My NBPS email: gleekc@nbps.org
• My NBPS voicemail: 954.237.0011 x234

Course Profile
“History is more than the study of the past. It is the process of recording, reconstructing and
interpreting the past through the investigation of a variety of sources. It is a discipline that gives
people an understanding of themselves and others in relation to the world, both past and
present. Students of history should learn how the discipline works. It is an exploratory subject
that poses questions without providing definitive answers. In order to understand the past,
students must engage with it both through exposure to primary historical sources and through
the work of historians. Historical study involves both selection and interpretation of data and
critical evaluation of it. Students of history should appreciate the relative nature of historical
knowledge and understanding, as each generation reflects its own world and preoccupations
and as more evidence emerges. A study of history both requires and develops an individual’s
understanding of, and empathy for, people living in other periods and contexts.” 1

Areas of Study
The IBO requires that students obtain in-depth knowledge in three subject areas in the HL
Syllabus. This option covers major developments in the region from around 1760 to 2000:
independence movements; the challenges of nation-building; the emergence of the Americas in
global affairs; the Great Depression; the Second World War and the Cold War, and their impact
on the region, as well as the transition into the 21st century. Within each section political,
economic and social issues are considered and, when relevant, cultural aspects are included. The
countries of the Americas form a region of great diversity but close historical links.

1 from the IB History Syllabus

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The Second World War and the Americas 1933 ‑ 45
Required Topic (24 August to 1 November)

As the world order deteriorated in the late 1930s, resulting in the outbreak of war in Europe, the
countries of the region reacted in different ways to the challenges presented. This section
focuses on the changing policies of the countries in the region as a result of growing political and
diplomatic tensions preceding and during the Second World War. It also examines the impact of
the war upon the Americas.

• Hemispheric reactions to the events in Europe: inter-American diplomacy; cooperation

and neutrality; Franklin D Roosevelt’s Good Neighbor policy, its application and effects
• The diplomatic and/or military role of two countries in the Second World War
• Social impact of the Second World War on: African Americans, Native Americans,
women and minorities; conscription
• Treatment of Japanese Americans and Japanese Canadians
• Reaction to the Holocaust in the Americas
• Impact of technological developments and the beginning of the atomic age
• Economic and diplomatic effects of the Second World War in one country of the
Americas

Middle 20th Century History Topics

Choose 1 of the Listed Topics (2 November to 17 January)
Political developments in the Americas after the Second World War 1945 ‑ 79
This section focuses on domestic concerns and political developments after 1945. The majority
of states in the Americas experienced social, economic and political changes and challenges.
Political responses to these forces varied from country to country: from the continuation of
democracy to multi-class “populist” alliances to outright conflict, revolution and the
establishment of authoritarian regimes in the 1960s and 1970s. Areas of study include:
conditions for the rise to power of new leaders; economic and social policies; treatment of
minorities. Note: Vargas and Cárdenas came to power before 1945 but their rule and influence
in their respective states continued after 1945.

• United States: domestic policies of Truman, Eisenhower and Kennedy

• Johnson and “the Great Society”; Nixon’s domestic reforms
• Canada: domestic policies from Diefenbaker to Clark and Trudeau (both were prime
ministers in 1979)
• Causes and effects of the Silent (or Quiet) Revolution
• Populist leaders in Latin America: rise to power; characteristics of populist regimes;
social, economic and political policies; the treatment of opposition; successes and
failures (suitable examples could be Perón, Vargas or any relevant Latin American
leader)
• The Cuban Revolution: political, social, economic causes; impact on the region
• Rule of Fidel Castro: political, economic, social and cultural policies; treatment of
minorities; successes and failures

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 • Military regimes in Latin America: rationale for intervention; challenges; policies;
successes and failures

The Cold War and the Americas 1945 ‑ 1981

This section focuses on the development and impact of the Cold War on the region. Most of the
second half of the 20th century was dominated by the global conflict of the Cold War. Within the
Americas, some countries were closely allied to the United States and some took sides
reluctantly. Many remained neutral or sought to avoid involvement in Cold War struggles. A
few, influenced by the Cuban Revolution, instituted socialist governments. No nation, however,
escaped the pressures of the Cold War, which had a significant impact on the domestic and
foreign policies of the countries of the region.
• Truman: containment and its implications for the Americas; the rise of McCarthyism
and its effects on domestic and foreign policies of the United States; the Cold War and its
impact on society and culture
• Korean War and the United States and the Americas: reasons for 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
• United States’ foreign policies 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
• Cold War in either Canada or one Latin American country: reasons for foreign and
domestic policies and their implementation

Civil rights and social movements in the Americas

This section focuses on the origins, nature, challenges and achievements of civil rights
movements after 1945. Movements represented the attempts to achieve equality for groups that
were not recognized or accepted as full members of society. The groups challenged established
authority and entrenched attitudes.
• Native Americans and civil rights: Latin America, the United States and Canada
• African Americans and the Civil Rights Movement: origins, tactics and organizations; the
US Supreme court and legal challenges to segregation in education; ending of the
segregation in the South (1955‑65)
• Role of Dr Martin Luther King in the Civil Rights Movement; the rise of radical African
American activism (1965‑8): Black Panthers; Black Muslims; Black Power and
Malcolm X
• Role of governments in civil rights movements in the Americas
• Youth culture and protests of the 1960s and 1970s: characteristics and manifestation of a
counterculture
• Feminist movements in the Americas

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Into the 21st century—from the 1980s to 2000
Required Topic (18 January to 28 March)
This section focuses on changing trends in foreign and domestic policies in the Americas during
the transition to the 21st century. The latter decades of the 20th century also witnessed
significant political, social, cultural, economic and technological changes in the region.
With respect to the last four bullets points, a case study approach should be adopted, using one
country of the region. The chosen country should be identified in the introduction to the
examination answers.
• The United States, from bipolar to unilateral power: domestic and foreign policies of
presidents such as Reagan, Bush, Clinton; challenges; effects on the United States;
impact upon the hemisphere
• Restoration of democracy in Latin America: political, social and economic challenges
(suitable examples could be Brazil, Argentina, Uruguay)
• Globalization and its effects: social, political and economic
• Revolution in technology: social, political and economic impact such as the role of the
media and the Internet
• Popular culture: new manifestations and trends in literature, films, music and
entertainment
• New concerns: threats to the environment; health

Mock IB Examinations
Required (29 March to 1 April)
During these four days, students will sit for a mock round of IB exams. During class periods
where they are not taking exams, students will begin to review for their final IBO exams in IB
History HL

Examination Review
Required (5 April to 2 May)
We will review the following topics during these weeks prior to the IB History HL Exam:
• The Arab-Israeli Conflict, 1945-79
• Causes, Practices, and Effects of War
• The Cold War
• The Second World War and the Americas, 1933-45
• Into the 21st Century-from the 1980s to 2000
• Political developments in the Americas after the Second World War 1945 ‑ 79/The Cold
War and the Americas 1945 ‑ 1981/Civil rights and social movements in the Americas

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Assessments
All of the assignments in this course are designed to meet, and more often exceed, the standards
mandated by the International Baccalaureate Organization. These assessments also reflect a
differentiated approach to instructional design; allowing for students to both embrace their
preferred learning styles as well as continually develop their knowledge and skill sets.

Examinations
All examinations are designed to replicate the type of questions found on the IBO examinations.
Students will sit for examinations in Lakeside Lecture Hall on either Tuesdays or Wednesdays,
or during specified examination periods in November (23-25th), February (2-5th), March/April
(29-1st), or May (18-20th)

Portfolio
Throughout this course, all students will create and maintain an electronic portfolio. Portfolios
are intended to allow each student to collect a broad range of content related to the course
objectives, demonstrate a sophisticated understanding and application of the material, and
highlight their best work in a diverse range of formats. Portfolios are designed to personal,
unique expression of a student’s relationship and experience with an academic course;
consequently, there is no one way to create a portfolio. That said, each portfolio must maintain
a minimum of the following components:
1. Digital Portfolio: Students will use WordPress, Blogger, or Wiki (such as PB Works) to
aggregate and demonstrate their work.
2. Content Mapping: Students are required to produce a document that lays out the plan and
design for their portfolio; this must have approval prior to embarking on the portfolio. This plan
should be created through during the first weeks of school, and be revisited regularly through
conversations with the instructor.
3. Artifacts: These are samples of student work. There is no limit as to the number and variety
of work to be included as artifacts in the portfolio.
1. Primary Sources: Primary sources are those statements (written and oral), documents,
photographs and video, or similar material that are produced as original information.
Students should be able to ascertain the Origin, Purpose, Value, and Limitation for each
primary source they encounter.
2. Secondary Sources: Secondary sources are analytical, historiographic, or similar types
of works that build upon or attempt to explain a variety of primary sources. Students
should be able to critically-appraise (answer the “so what?” question) each of the
secondary sources they come across during the course.
3. Journal Entries: Journal entries are reflective, written statements in response to a
question, prompt, or other type of statement within the confines of the course.
4. Delicious (or similar) bookmarks: Students should bookmark any web-based resource
they encounter during their studies. Not only does bookmarking offer a reliable means
for aggregating and sorting a diverse array of information, but bookmarking also
provides a first step in producing annotated bibliographies.
5. Annotated Bibliographies: Excellent research begins with a good research question
and is strengthened with a thorough review of the literature. An Annotated Bibliography
allows students to summarize the diverse set of resources encountered during the
research process.

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 6. Book Reviews: Book Reviews are opportunities for students to offer commentary and
analysis on significant works of historiography, related to both the course curriculum
and their own research interests.
7. Research Papers: Those students interested in pursuing a research paper should follow
the IBO standards for the Internal Assessment.
8. Examination Papers: Examination Papers will replicate those types of papers found on
the IB Exam.
4. Students will be advised as to the specific nature of assessments (type of artifact, weight of
assessment, and schedule for completion) throughout the year.

Instructor Responsibilities
My responsibility as an instructor is to provide a passionate and constructive environment in
which learning can best occur. This means adapting and altering my classroom dynamics to
meet the individual and collective needs of the students on a class-by-class basis. It is also my
responsibility to work with the students through various means of instruction and learning
styles, to foster each student’s creative and original thoughts based on their own experiences,
and to aid the students in their quest for knowledge and understanding. Finally, I am
responsible for meeting and exceeding the responsibilities spelled out in our NBPS Professional
Protocols.

Student Responsibilities
Academic Honesty
Cheating, copying, or other forms of academic dishonesty (especially plagiarism) are serious
violations of North Broward Preparatory School (NBPS) standards. NBPS rules provides for the
sanction of students who cheat on their work and their exams. Students observed cheating in
this class, that is engaging any activity inconsistent with NBPS rules will be penalized to the
fullest extent possible. These penalties include a failing grade for the semester, official
documentation in your transcript, and/or expulsion from the school. Students should take active
steps to avoid academic dishonesty in all facets of their academic life. Taking this course
requires that students are bound by the NBPS Honor Code

Classroom Decorum
The classroom is a professional environment, where students participate in the rigorous
preparation for their college or university experience. In other words, students will conduct
themselves, through both their words and their actions, in a manner consistent with the highest
standards of personal behavior. The primary goal of the instructor is to establish and preserve a
classroom that allows for each student to realize her or his full potential in an environment that
motivates academic excellence. Consequently, students are expected to maintain, or even
exceed, the behavioral standards that are enshrined in the North Broward Preparatory School
Honor Code.

Communication
Communication between students, parents, and teachers is an essential component for
academic growth and success. Both students and their parents are encouraged to contact the
instructor via email or by phone, and/or to set up after-school meetings with the instructor to
track the academic progress of their children.

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Curriculum
The curriculum for the courses that I teach is based on Bloom’s Taxonomy; a tool designed to
help educators categorize questions and content towards assisting students in their
comprehension and retention of information. Students begin with all of the lessons with an
exposure to Lower Order material and assignments and then work through exercises and
assessments designed to address Higher Order questions and assignments. Students also build
on knowledge they acquire throughout the year towards applying and synthesizing this
information on future assignments.

Edline
In this course, Edline will be used primarily as a vehicle for disseminating grades to students
and their parents. Students should check their Edline grades on a weekly basis to ensure that
their academic progress is accurately reflected in the grading reports. All other course
information will be maintained on the course’s external website and calendar. Links to the
course’s external website and calendar will be maintained on Edline.

Quality of Submitted Work

Regardless of the type of assignment, students should consider the following guidelines before
they submit their work for assessment: The student’s work thoughtfully addresses each question
or part of the assignment; The student’s work synthesizes and incorporates ideas from the
literature and course content; The student’s work provides clear, detailed examples, when
applicable. When it comes to writing-a major component for the courses I facilitate-students
should become intimately familiar with the standards and guidelines set forth by Stephen Van
Evera (article provided to students). Specifically, all student work should meet the following
standards: Writing is coherent and logical; Excellent sentence/paragraph construction and
grammar; No more than five errors total in spelling, capitalization, and punctuation. Papers that
fail to met these standards will not receive a grade and will be returned for a complete revision.

Skills
As with any course, the skills that students acquire and practice are equally as important as the
content they engage. Students are expected to build on their existing individual time
management, team project management, reading comprehension, note-taking, and writing
skills. In addition, a student’s individual design and presentation skills will be engaged
throughout the year. Cooperative skills such as working in teams, presentation, and critique will
also be further throughout the year. The introduction of social science research skills will be be
offered at the at various points during the course; with the commitment that the instructor and
students will continuously develop these skills through the year.

Submission of Assignments
I do not accept late assignments. Since education is an experience that requires student
participation, attendance for this class is mandatory. If a student is absent, it is their
responsibility to get the information discussed in class during you absence from one of their
classmates. It is also the student’s responsibility to schedule any legitimate make-up work or
examination within the time period allotted by NBPS. Students who miss the exams in
November, February, or May need to speak directly with the instructor as soon as possible. All
assignments are due on the dates and times posted.

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Technology
Since almost every aspect of the course involves technology in some fashion, students are
expected to have a portable computer available for any day in class. Each student’s laptop must
conform to the 2009-2010 NBPS Laptop policy; failure to meet these standards will result in the
appropriate sanctions as outlined by the Administration.

The use of cell phones, iPhones, Blackberrys or similar technologies, or instant messaging
protocols on students’ portable computers for activities other than those assigned or
central to the learning process, is strictly prohibited during class time. When applicable,
devices will be confiscated by the instructor and returned at some future date. Students will be
asked to surrender these devices or asked to leave the class, without prior warning, if any of
these devices are used or ring during class.

Turnitin
All students are required to register for this course’s section at Turnitin.com. All major works,
such as research papers, book reviews, annotated bibliographies, or other analytical pieces, will
be submitted by the student to Turnitin.com to ensure and protect the originality of each
student’s work. Please note that these submissions are in addition to the student incorporating
their works into their portfolios. do not accept assignments via email or in person. Students
with extreme extenuating circumstances should meet with the instructor as soon as possible.