Tuesday, December 18, 2007
Next Internal Assessment Section: Evaluation of Sources
On Monday, January 7, 2008 you will be turning in your Evaluation of Sources. This is the section of the IA that students do poorly on compared to the rest of their IA.
Your job is to give a critical evaluation of two important sources appropriate to the investigation. You must refer to each source's ORIGIN, PURPOSE, VALUE, and LIMITATION. You are to assess the usefulness of the sources, but not describe their content or nature.
Some brief info. on each of these segments: Origin - where did the source come from? Purpose - what was it written for? Value - what was it's value to the historical investigation? Limitation - not just bias! For instance, a photo is just a snapshot in time or refer to the time period it was written in....
Your job is to give a critical evaluation of two important sources appropriate to the investigation. You must refer to each source's ORIGIN, PURPOSE, VALUE, and LIMITATION. You are to assess the usefulness of the sources, but not describe their content or nature.
Some brief info. on each of these segments: Origin - where did the source come from? Purpose - what was it written for? Value - what was it's value to the historical investigation? Limitation - not just bias! For instance, a photo is just a snapshot in time or refer to the time period it was written in....
Monday, November 19, 2007
Assignments 11/21-12/14
- Due Wednesday, 11/21: read 800-806 Blue Book
- Due Tuesday, 11/27: read 785-791 Red Book; 813-816 Blue Book
- Due Friday, 11/30: #4-6 pg. 806 and #1-3 pg. 816
- In class Monday, 12/3 through Friday, 12/7: students will be afforded the opportunity to work on their college essays and/or the Analysis Section of the Historical Investigation. There will be negative consequences should a student or students fail to utilize this opportunity.
- Due Monday, December 10: Historical Investigation Analysis; read 807-811 Blue Book
- Due Thursday, December 13: #1-5 pg. 811; read 817-821 Blue Book
- In class on Friday, December 14: Test on Mid 1930s to 1941 (everything leading up to WWII, through the start of the war in Europe and up to the U.S. formally declaring war).
- Due Tuesday, 11/27: read 785-791 Red Book; 813-816 Blue Book
- Due Friday, 11/30: #4-6 pg. 806 and #1-3 pg. 816
- In class Monday, 12/3 through Friday, 12/7: students will be afforded the opportunity to work on their college essays and/or the Analysis Section of the Historical Investigation. There will be negative consequences should a student or students fail to utilize this opportunity.
- Due Monday, December 10: Historical Investigation Analysis; read 807-811 Blue Book
- Due Thursday, December 13: #1-5 pg. 811; read 817-821 Blue Book
- In class on Friday, December 14: Test on Mid 1930s to 1941 (everything leading up to WWII, through the start of the war in Europe and up to the U.S. formally declaring war).
Friday, November 09, 2007
Assignments 11/9-11/21
Friday, 11/9: After the New Deal quiz, students will be assigned part of a dictator's life. There will be eight groups (two for each dictator). Students will read their biographies after the quiz.
Tuesday, 11/13: Summary of Evidence DUE! Then, students will work together in their group's to outline their assigned part of their dictator. Each group should write out (preferably type) their outline and make enough copies for everyone in the class to follow along during their presentation.
Wednesday, 11/14: Groups 1 & 2 (Mussolini)
Thursday, 11/15: Groups 3 & 4 (Tojo)
Friday, 11/16: Groups 5 & 6 (Hitler)
Monday, 11/19: Groups 7 & 8 (Franco)
Tuesday, 11/20: We will discuss and compare/contrast the four dictators
Wednesday, 11/21: Quiz or test on dictators in class
There will be no homework out of the book through Thanksgiving. Of course, you can use the book to further compliment the outlines given to you in class.
Tuesday, 11/13: Summary of Evidence DUE! Then, students will work together in their group's to outline their assigned part of their dictator. Each group should write out (preferably type) their outline and make enough copies for everyone in the class to follow along during their presentation.
Wednesday, 11/14: Groups 1 & 2 (Mussolini)
Thursday, 11/15: Groups 3 & 4 (Tojo)
Friday, 11/16: Groups 5 & 6 (Hitler)
Monday, 11/19: Groups 7 & 8 (Franco)
Tuesday, 11/20: We will discuss and compare/contrast the four dictators
Wednesday, 11/21: Quiz or test on dictators in class
There will be no homework out of the book through Thanksgiving. Of course, you can use the book to further compliment the outlines given to you in class.
Saturday, November 03, 2007
Internal Assessment timeline - CHANGE
Topic deadline: Wednesday, September 26, 2007
Section A: Plan of Investigation and preliminary bibliography: Monday, October 15, 2007
Section B: Summary of Evidence: Tuesday, November 13, 2007
Section D: Analysis: Monday, December 10, 2007
Section C: Evaluation of Sources: Monday, January 7, 2008
Section E: Conclusion: Monday, January 14, 2008
Final Draft - all sections put in order and revised from first drafts. You will attach first drafts to the final draft: Monday, February 4, 2008
Final Report (finished & good to send in to IB): Monday, February 25, 2008.
Section A: Plan of Investigation and preliminary bibliography: Monday, October 15, 2007
Section B: Summary of Evidence: Tuesday, November 13, 2007
Section D: Analysis: Monday, December 10, 2007
Section C: Evaluation of Sources: Monday, January 7, 2008
Section E: Conclusion: Monday, January 14, 2008
Final Draft - all sections put in order and revised from first drafts. You will attach first drafts to the final draft: Monday, February 4, 2008
Final Report (finished & good to send in to IB): Monday, February 25, 2008.
Monday, October 15, 2007
Assignments 10/17-11/9
All assignments and readings are out of the Blue book unless otherwise indicated.
Due Wednesday, October 17: read Ch. 20 (skim and pay attention to important definitions, etc...)
Due Thursday, October 18: read Ch. 21 (same procedure as Ch. 20)
Due Friday, October 19: Quiz on Chs 20/21; read 783-785 Red and 740-744 Blue
Due Monday, October 22: #1-5 pg. 744; read 745-750
Due Tuesday, October 23: #1-4 pg. 750; read 752-755
Due Thursday, October 25: #1-3 pg. 755; read 756-761
Due Monday, October 29: #1-4 pg. 761; Test on Great Depression
Due Tuesday, October 30: read 766-776
Due Thursday, November 1: #1-4 pg. 776; read 777-783
Due Monday, November 5: #1-4 pg. 783; read 785-791
Due Thursday, November 8: #1-4 pg. 791
Friday, November 9: Quiz on New Deal in class
Due Wednesday, October 17: read Ch. 20 (skim and pay attention to important definitions, etc...)
Due Thursday, October 18: read Ch. 21 (same procedure as Ch. 20)
Due Friday, October 19: Quiz on Chs 20/21; read 783-785 Red and 740-744 Blue
Due Monday, October 22: #1-5 pg. 744; read 745-750
Due Tuesday, October 23: #1-4 pg. 750; read 752-755
Due Thursday, October 25: #1-3 pg. 755; read 756-761
Due Monday, October 29: #1-4 pg. 761; Test on Great Depression
Due Tuesday, October 30: read 766-776
Due Thursday, November 1: #1-4 pg. 776; read 777-783
Due Monday, November 5: #1-4 pg. 783; read 785-791
Due Thursday, November 8: #1-4 pg. 791
Friday, November 9: Quiz on New Deal in class
Tuesday, October 09, 2007
More descriptions for how Essays are graded.
Examiners use these generic markbands in conjunction with the paper-specific markscheme.
The markbands concentrate on positive achievement, although for lower levels failure to achieve may be included in the description.
Markband
0 (0%) If the answer does not achieve the standard described in markband 1–3, 0 should be
recorded.
1–3 (1-15%) There is very little understanding of the question or accurate knowledge of 20th century world history. Appropriate skills and organizational structure are lacking. The answer is no more than a collection of generalizations or a paragraph or two of facts bearing little relation to the question.
4-5 (16-35%) Little understanding is shown of the question, which is not addressed effectively. Although some historical facts and comments are present they are limited, often inaccurate and of marginal relevance. There is no clear and coherent argument and little evidence of events being placed in their historical context. There is no reference to different approaches to, and interpretations of, historical events and topics. There is also very little evidence of appropriate skills, such as selection and effective use of knowledge, and the structure is basic.
6-7 (36-50%) There is some indication that the question is understood. The question is partially addressed, and there is a limited degree of accurate and relevant knowledge of 20th century world history. Reference to different approaches to, and interpretations of, historical developments, such as causes and effects of historical change, are at best implicit. There is a limited demonstration of skills, focus (including placing events in their historical context) and structure.
8-10 (51-65%) The demands of the question are generally understood. The question may be answered with a relevant, coherent argument that is supported by limited material and/or contains limited reference to different approaches to historical events and/or topics. Alternatively, the answer contains accurate knowledge of 20th century world history but is mainly descriptive or narrative in form, with implicit analysis or explanatory comments, or is made relevant by its conclusion. There has been some attempt to place events in their historical context and to structure an answer chronologically or thematically.
11–13 (66-85%) The demands of the question are understood and addressed, but not all the implications are considered. The answer places events in their historical context and is supported by accurate, relevant and adequate knowledge of 20th century world history. The approach is either thematic and analytical or a soundly focused combination of narrative and analysis. There may be some explicit awareness and explanation of different approaches to, and interpretations of, historical events and topics. Where appropriate there is a sound grasp of historical continuity and change, at least in general terms.
14–16 (86-95%) The demands of the question are effectively and relevantly addressed, usually in a structured framework. Arguments are generally well developed, clear and coherent, with some comparative analysis where appropriate. The answer is clearly supported by the effective use of appropriate factual knowledge of 20th century world history. It also demonstrates a consistent level of analytical ability and/or a critical approach to historical evidence. Where relevant, different approaches to, and interpretations of, historical events and topics are explained and placed in their historical context. An awareness of issues of causation, historical continuity and change is ably demonstrated where appropriate.
17–20 (96-100%) The question is addressed in a clearly structured and focused essay that indicates a high level of awareness of the demands of the question. Arguments are clear, coherent, relevant and well substantiated, with effective comparative analysis where appropriate. The answer demonstrates an in-depth understanding of 20th century world history through the selection and effective use of historical knowledge. Different approaches to, and interpretations of, historical events and topics are explained and placed in their historical context. The causes and effects of historical continuity and change are explained in an international context, and historical explanations are presented. At the upper end of this markband the answer will in addition display at least one of the following features: a highly developed awareness of historiographical issues; a critical examination of a wide range of historical evidence; a high level of conceptual ability; a successful challenge to the assumptions implied in the question.
The markbands concentrate on positive achievement, although for lower levels failure to achieve may be included in the description.
Markband
0 (0%) If the answer does not achieve the standard described in markband 1–3, 0 should be
recorded.
1–3 (1-15%) There is very little understanding of the question or accurate knowledge of 20th century world history. Appropriate skills and organizational structure are lacking. The answer is no more than a collection of generalizations or a paragraph or two of facts bearing little relation to the question.
4-5 (16-35%) Little understanding is shown of the question, which is not addressed effectively. Although some historical facts and comments are present they are limited, often inaccurate and of marginal relevance. There is no clear and coherent argument and little evidence of events being placed in their historical context. There is no reference to different approaches to, and interpretations of, historical events and topics. There is also very little evidence of appropriate skills, such as selection and effective use of knowledge, and the structure is basic.
6-7 (36-50%) There is some indication that the question is understood. The question is partially addressed, and there is a limited degree of accurate and relevant knowledge of 20th century world history. Reference to different approaches to, and interpretations of, historical developments, such as causes and effects of historical change, are at best implicit. There is a limited demonstration of skills, focus (including placing events in their historical context) and structure.
8-10 (51-65%) The demands of the question are generally understood. The question may be answered with a relevant, coherent argument that is supported by limited material and/or contains limited reference to different approaches to historical events and/or topics. Alternatively, the answer contains accurate knowledge of 20th century world history but is mainly descriptive or narrative in form, with implicit analysis or explanatory comments, or is made relevant by its conclusion. There has been some attempt to place events in their historical context and to structure an answer chronologically or thematically.
11–13 (66-85%) The demands of the question are understood and addressed, but not all the implications are considered. The answer places events in their historical context and is supported by accurate, relevant and adequate knowledge of 20th century world history. The approach is either thematic and analytical or a soundly focused combination of narrative and analysis. There may be some explicit awareness and explanation of different approaches to, and interpretations of, historical events and topics. Where appropriate there is a sound grasp of historical continuity and change, at least in general terms.
14–16 (86-95%) The demands of the question are effectively and relevantly addressed, usually in a structured framework. Arguments are generally well developed, clear and coherent, with some comparative analysis where appropriate. The answer is clearly supported by the effective use of appropriate factual knowledge of 20th century world history. It also demonstrates a consistent level of analytical ability and/or a critical approach to historical evidence. Where relevant, different approaches to, and interpretations of, historical events and topics are explained and placed in their historical context. An awareness of issues of causation, historical continuity and change is ably demonstrated where appropriate.
17–20 (96-100%) The question is addressed in a clearly structured and focused essay that indicates a high level of awareness of the demands of the question. Arguments are clear, coherent, relevant and well substantiated, with effective comparative analysis where appropriate. The answer demonstrates an in-depth understanding of 20th century world history through the selection and effective use of historical knowledge. Different approaches to, and interpretations of, historical events and topics are explained and placed in their historical context. The causes and effects of historical continuity and change are explained in an international context, and historical explanations are presented. At the upper end of this markband the answer will in addition display at least one of the following features: a highly developed awareness of historiographical issues; a critical examination of a wide range of historical evidence; a high level of conceptual ability; a successful challenge to the assumptions implied in the question.
Tips for Plan of Investigation
Here's what the IB said about last year's POIs:
Criterion A Plan of the Investigation
Many students scored well in this section. However, although the majority of candidates had given some indication of method, there were many who did not set down the scope of their investigation. In a few cases there was no plan at all. Candidates should be guided to consider the methods they will use to investigate their research question, and to avoid writing over long narrative accounts of the background to their topic.
Criterion A Plan of the Investigation
Many students scored well in this section. However, although the majority of candidates had given some indication of method, there were many who did not set down the scope of their investigation. In a few cases there was no plan at all. Candidates should be guided to consider the methods they will use to investigate their research question, and to avoid writing over long narrative accounts of the background to their topic.
Sunday, September 23, 2007
Assignments 9/26-10/16
Wednesday, 9/26: Internal Assessment/Historical Investigation Topic DUE!!!
Due Thurs. 9/27: read 644-651 Blue book and 752-755 Red book
Due Fri. 9/28: #1-5 pg. 651 Blue book
Due Mon. 10/1: read 755-760 Red book and 653-656 Blue book
Due Tues. 10/2: #1-3 pg. 656; read 657-663 Blue book and 760-762 Red book
Due Fri. 10/5: #2-4 pg. 663; read 664-668 Blue book
Due Wed. 10/10: read 669-673 Blue book and 762-770 Red book
Due Fri. 10/12: #2-4 pg. 673; read 774-778
Mon. 10/15: Review in class for test
Tues. 10/16: Test on World War I
Due Thurs. 9/27: read 644-651 Blue book and 752-755 Red book
Due Fri. 9/28: #1-5 pg. 651 Blue book
Due Mon. 10/1: read 755-760 Red book and 653-656 Blue book
Due Tues. 10/2: #1-3 pg. 656; read 657-663 Blue book and 760-762 Red book
Due Fri. 10/5: #2-4 pg. 663; read 664-668 Blue book
Due Wed. 10/10: read 669-673 Blue book and 762-770 Red book
Due Fri. 10/12: #2-4 pg. 673; read 774-778
Mon. 10/15: Review in class for test
Tues. 10/16: Test on World War I
Sunday, September 09, 2007
Internal Assessment timeline
Topic deadline: Wednesday, September 26, 2007
Section A: Plan of Investigation and preliminary bibliography: Monday, October 15, 2007
Section B: Summary of Evidence: Monday, November 5, 2007
Section D: Analysis: Monday, December 10, 2007
Section C: Evaluation of Sources: Monday, January 7, 2008
Section E: Conclusion: Monday, January 14, 2008
Final Draft - all sections put in order and revised from first drafts. You will attach first drafts to the final draft: Monday, February 4, 2008
Final Report (finished & good to send in to IB): Monday, February 25, 2008.
Section A: Plan of Investigation and preliminary bibliography: Monday, October 15, 2007
Section B: Summary of Evidence: Monday, November 5, 2007
Section D: Analysis: Monday, December 10, 2007
Section C: Evaluation of Sources: Monday, January 7, 2008
Section E: Conclusion: Monday, January 14, 2008
Final Draft - all sections put in order and revised from first drafts. You will attach first drafts to the final draft: Monday, February 4, 2008
Final Report (finished & good to send in to IB): Monday, February 25, 2008.
Assignments 9/12-9/25
The assignments below are listed by due date. For example, Reading pgs. 726-731 in the World Book (Red Book) and pgs. 584-588 in the American Book (Blue Book) should be done by class on Wednesday, September 12.
Read 726-731 Red/World Book Due Wednesday, 9/12
Read 584-588 Blue/Am. Book
#1-4 pg. 588 Blue Book Due Friday, 9/14
Read 744-749 Red Book &
589-596 Blue Book
#1-4 pg. 596 Blue Book Due Tuesday, 9/18
Read 598-603 Blue Book
#1-3 pg. 603 Blue Book Due Thursday, 9/20
Read 604-607 Blue Book
#2, 5 pg. 607 Blue Book Due Monday, 9/24
Review for Test
Test on Imperialism, etc. in class on Tuesday, 9/25
Read 726-731 Red/World Book Due Wednesday, 9/12
Read 584-588 Blue/Am. Book
#1-4 pg. 588 Blue Book Due Friday, 9/14
Read 744-749 Red Book &
589-596 Blue Book
#1-4 pg. 596 Blue Book Due Tuesday, 9/18
Read 598-603 Blue Book
#1-3 pg. 603 Blue Book Due Thursday, 9/20
Read 604-607 Blue Book
#2, 5 pg. 607 Blue Book Due Monday, 9/24
Review for Test
Test on Imperialism, etc. in class on Tuesday, 9/25
First Assignment
Read over the different interpretations of history. Then, you will write a one page single spaced essay (hand written on notebook paper is fine) explaining which interpretation you agree with and why. If you don't completely agree with any of them, then give your view and why you think it is correct.
Links to Internal Assessment Materials
Here is a link to PDFs which give examples of Historical Investigations as well as the guidelines for Internal Assessments in History.
Friday, April 20, 2007
Assignment for Monday, April 23
You will outline the remainder of the Cold War packet that is entitled: The Resurgence of East-West Tension. The outline should start with pg. 5 - the section labeled "Peace and War in the Middle East" and go to the end of the packeet. This outline is due Monday at the beginning of class.
Saturday, March 17, 2007
No new assignments, but a funny video!
Wednesday, March 07, 2007
Assignments 3/7-3/8
Reading assignment on Cold War from 1953-1962 - needs to be read and outlined for class on Thursday, March 8.
Wednesday, February 28, 2007
Tuesday, February 27, 2007
Assignments
Due Tuesday, February 27: Cold War Packet #3, pg. 52
Due Wednesday, February 28: C.W. Packet #3, pg. 60 (pg. 55 is not due).
Due Wednesday, February 28: C.W. Packet #3, pg. 60 (pg. 55 is not due).
Monday, February 26, 2007
Internal Assessment DUE DATE CHANGES
I have changed due dates in order to give me time to critique your final rough draft and grade the final copy of your Internal Assessments.
Conclusion - still due Friday, March 2.
Final Rough Draft - due Friday, March 9 (you'll have the Conclusions back in time to integrate necessary changes).
Final, Finished Paper - due Friday, March 23.
Remember to double space your work and have adequate annotations - all using the same style (MLA, ABA, etc.).
Conclusion - still due Friday, March 2.
Final Rough Draft - due Friday, March 9 (you'll have the Conclusions back in time to integrate necessary changes).
Final, Finished Paper - due Friday, March 23.
Remember to double space your work and have adequate annotations - all using the same style (MLA, ABA, etc.).
Saturday, February 24, 2007
Friday, February 16, 2007
Evaluation of Sources - TIPS
This is a critical evaluation of two important sources which you have used for your project. The purpose is to assess the usefulness of the sources NOT describe the content.
You should "OPVL" each source. That means: Origin (author, date of publication, publisher); Purpose (what is the purpose of the document); Value (how good is the source and how valuable is it to your assessment); and Limitation (bias, etc.). The recommended length is 250-400 words.
It is due Tuesday, February 20!
You should "OPVL" each source. That means: Origin (author, date of publication, publisher); Purpose (what is the purpose of the document); Value (how good is the source and how valuable is it to your assessment); and Limitation (bias, etc.). The recommended length is 250-400 words.
It is due Tuesday, February 20!
Monday, February 12, 2007
Assignments 2/12-2/20
Using Cold War Packet #2:
Due Monday 2/12: #1-5 pg. 14 and #1-8 pgs. 19 & 20
Due Thursday 2/15: #1-7 pg. 23 and #1-6 pg. 26
Due Friday 2/16: #1-5 pg. 28
Due Tuesday 2/20: #1-7 pg. 37
Due Monday 2/12: #1-5 pg. 14 and #1-8 pgs. 19 & 20
Due Thursday 2/15: #1-7 pg. 23 and #1-6 pg. 26
Due Friday 2/16: #1-5 pg. 28
Due Tuesday 2/20: #1-7 pg. 37
Thursday, February 01, 2007
Internal Assessment Word Count Suggestions
A: 100-150 words
B: 500-600 words
C: 250-400 words
D: 500-650 words
E: 150-200 words
Total Count: 1500-2000 words
B: 500-600 words
C: 250-400 words
D: 500-650 words
E: 150-200 words
Total Count: 1500-2000 words
Assignments 2/1-2/9
Thursday, 2/1: World War II Test (finally - after being postponed several times)
Friday, 2/2: #1-4 on page 7 of Cold War Primary Source Documents Handout #1
Wednesday, 2/7: #5-7 on page 7 Cold War Primary Source Documents Handout #1
Thursday 2/8: #1-7 on page 10 of the Cold War Primary Source Documents Handout #1
Friday 2/9: #1-7 on page 12 Cold War Primary Source Documents Handout #1
Friday, 2/2: #1-4 on page 7 of Cold War Primary Source Documents Handout #1
Wednesday, 2/7: #5-7 on page 7 Cold War Primary Source Documents Handout #1
Thursday 2/8: #1-7 on page 10 of the Cold War Primary Source Documents Handout #1
Friday 2/9: #1-7 on page 12 Cold War Primary Source Documents Handout #1
Tuesday, January 30, 2007
Senior Trip Pictures
Just an FYI to go check out seniorschs.blogspot.com because I've posted a few pictures from the senior trip.
Wednesday, January 03, 2007
Assignments 1/3-1/19
All assignments are out of the blue book.
Due Wednesday 1/3: read 824-831
Due Thursday 1/4: #1-4 pg. 831; read 832-840
Due Tuesday 1/9: #1-4 pg. 840; read 841-845
Due Thursday 1/11: #1-3 pg. 845; read 846-853
Due Tuesday 1/16: #1-3 pg. 853; read 855-861; Internal Assessment Analysis is DUE IN CLASS!
In class on Thursday 2/1: Test on World War II
Due Wednesday 1/3: read 824-831
Due Thursday 1/4: #1-4 pg. 831; read 832-840
Due Tuesday 1/9: #1-4 pg. 840; read 841-845
Due Thursday 1/11: #1-3 pg. 845; read 846-853
Due Tuesday 1/16: #1-3 pg. 853; read 855-861; Internal Assessment Analysis is DUE IN CLASS!
In class on Thursday 2/1: Test on World War II
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