Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

TOPIC 1 – AMERICAN REVOLUTION (1607 – 1844)Website: https://bscsd.schoology.com/home

Grades: https://schooltool3.neric.org/schooltool_BALL/

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

IB HISTORY OF THE AMERICAS YEAR 1 KEY CONCEPTS

There are six key concepts that have particular prominence throughout the Diploma Program history course: Change o The study of history involves investigation of the extent to which people and events bring about

change. o Discussion of the concept of change can encourage sophisticated discussions such as encouraging

students to think about, and look for, change where some claim none exists, or using evidence to challenge orthodox theories and assumptions about people and events that it is claimed led to significant change.

o Students’ questions and judgments about historical change should be based on deep understanding of content and on comparison of the situation before and after the events under examination.

Continuity o While historical study often focuses on moments of significant change, students should also be

aware that some change is slow, and that throughout history there is also significant continuity. o Students can demonstrate deep historical knowledge and understanding by, for example, showing

awareness that there are times when there has been considerable continuity in the midst of great historical change.

o Alternatively, students may question and assess whether a change in political leadership, for example, brought about a change in foreign policy, or whether it was more accurately mirroring policies of previous governments.

Causation o Effective historical thinkers recognize that many claims made about the past seek to more

thoroughly explain and understand how a certain set of circumstances originated. o Deep historical understanding is demonstrated where students recognize that most historical events

are caused by an interplay of diverse and multiple causes that require students to make evidence-based judgments about which causes were more important or significant, or which causes were within the scope of individuals to direct and which were not.

Consequence o History is the understanding of how forces in the past have shaped future people and societies. o Students demonstrate competency as historical thinkers where they understand and can explain

how significant events and people have had both short-term and long-lasting effects. o Students use evidence and interpretations of those people and events to make comparisons between

different points in time, and to make judgments about the extent to which those forces produced long-lasting and important consequences.

Significance o History is not simply the record of all events that have happened in the past. o Instead, history is the record that has been preserved through evidence or traces of the past, and/or

the aspects that someone has consciously decided to record and communicate.o Students should be encouraged to ask questions about why something may have been recorded or

included in a historical narrative. o Similarly, they should be encouraged to think about who or what has been excluded from historical

narratives, and for what reasons.

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

o Additionally, students’ questions should encourage them to think about, and assess, the relative importance of events, people, groups or developments, and whether the evidence

o supports the claims that others make about their significance. Perspectives o IB students should be aware of how history is sometimes used or abused to retell and promote a

grand narrative of history, a narrowly focused national mythology that ignores other perspectives, or to elevate a single perspective to a position of predominance. Students are encouraged to challenge and critique multiple perspectives of the past, and to compare them and corroborate them with historical evidence.

o Students should recognize that for every event recorded in the past, there may be multiple contrasting or differing perspectives.

o Using primary-source accounts and historians’ interpretations, students may also investigate and compare how people, including specific groups such as minorities or women, may have experienced events differently in the past.

o In this way there are particularly strong links between exploring multiple perspectives and the development of international-mindedness.

III. Assessment Model There are four assessment objectives for the DP history course. Having followed the course at

higher level (HL), students will be expected to meet the following objectives. o Assessment Objective 1: Knowledge & Understanding

Demonstrate detailed, relevant and accurate historical knowledge. Demonstrate understanding of historical concepts and context. Demonstrate understanding of historical sources (IA & Paper 1)

o Assessment Objective 2: Application & Analysis Formulate clear and coherent arguments. Use relevant historical knowledge to effectively support analysis. Analyze and interpret a variety of sources (IA & Paper 1)

o Assessment Objective 3: Synthesis & Evaluation Integrate evidence and analysis to produce a coherent response. Evaluate different perspectives on historical issues and events, and integrate this evaluation

effectively into a response. Evaluate sources as historical evidence, recognizing their value and limitations (IA & Paper

1). Synthesize information from a selection of relevant sources (IA & Paper 1).

o Assessment Objective 4: Use & Application of Appropriate Skills Structure and develop focused essays that respond effectively to the demands of a question. Reflect on the methods used by, and challenges facing, the historian. (IA) Formulate an appropriate, focused question to guide a historical inquiry. (IA) Demonstrate evidence of research skills, organization, referencing and selection of

appropriate sources. (IA)

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

IB PAPER 3 QUESTIONS:1) 2000 – Independence Movements: “Wars of independence in the Americas were primarily caused by economic

grievances.” To what extent is this claim justified with reference to any war of independence in the Americas from 1775 to 1840?

2) 2005 – Independence Movements: “Wars of Independence in the Americas were primarily caused by political grievances.” To what extent do you agree with this view? Support your answer with detailed reference to any one war of independence in the period 1775 to 1824.

3) 2010 – Independence Movements: “American independence from Britain was not a revolution but an evolution.” To what extent do you agree with this view?

4) 2013 – Independence Movements: Compare and contrast the contribution of two of the following leaders to the process of independence in the Americas: John Adams & Thomas Jefferson.

5) 2006 – Nation-Building & Challenges: Why did the Articles of Confederation fail to provide strong government?

6) 2007 – Nation-Building & Challenges: For what reasons, and in what ways, was the U.S. Constitution of 1787 a “bundle of compromises”?

7) 2005 – Nation-Building & Challenges: Analyze the main problems facing the United States under the Articles of Confederation (1781). How far did the United States Constitution (1788) solve them?

8) 2009 – Nation-Building & Challenges: “The debates over the ratification of the constitution contributed to the formation of political parties in the United States in the 1790s.” To what extent do you agree with this statement?

9) 2010 – Nation-Building & Challenges: Why did the United States go to war against British North America in 1812?

REGENTS ESSENTIAL QUESTIONS:

1) How did geography influence the development of the colonies politically, economically and socially?”2) What were the factors that shaped and influenced the formation of democratic governments in the 13 colonies?3) What were the causes of the American Revolution?4) What were the achievements and failures of the Articles of Confederation?5) How did the framers of the Constitution address the weaknesses of the Articles while trying to avoid a

tyrannical government? 6) How was the conflict over ratification shaped by political, economic, and social differences?7) How did Washington, Adams, and Jefferson shape the office of the President, which had been vaguely defined

in the Constitution?8) How did presidents from Washington to Monroe attempt to meet foreign policy challenges?9) How did the rulings of the Marshall Court strengthen the power of the Supreme Court?10) What were the major political, social and economic issues dividing the nation during the antebellum period?

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Directions: For each of the following assignments, you must outline a response to the question/task. You must provide evidence to support your arguments.

Assignment #1 Objective T1-1: “America’s war of independence was primarily caused by economic grievances.” To what extent

do you agree with this statement?

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Objective T1-1: 9continued)

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Assignment #2 Objective T1-2: Analyze the main problems facing the United States under the Articles of Confederation (1781).

How did the United States Constitution (1788) attempt to solve them? To what extent did it achieve this?

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Objective T1-2: (continued):

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Assignment #3 Objective T1-3: “The debates over the ratification of the constitution contributed to the formation of political

parties in the United States in the 1790s.” To what extent do you agree with this statement?

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Objective T1-3: (continued):

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Assignment #4 Objective T1-4: How did presidents from Washington to Monroe attempt to meet foreign policy challenges?

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Objective T1-4: (continued):

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Assignment #5 Objective T1-5: How did the early presidents (Washington [1789] through Jackson [1829-1837], shape the office

of the President, which had been vaguely defined in the Constitution? Consider their policies & major actions.

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Objective T1-5: (continued):

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Assignment #5 Objective T1-6: How did the rulings of the Marshall Court strengthen the power of the Supreme Court?

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

Objective T1-6: (continued):

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Mr. Bubel – IB History of the Americas Year 1-11 – Workbook

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