History 32S IB – Course Syllabus Mr. Fritzsche – Room 46 History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. It is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Course Content This course is split into two distinct parts. The first portion focuses on Canadian history and satisfies the provincial curriculum. The second portion covers aspects of European history and will be continued in History 42S IB in your grade 12 year. More information on the IB curriculum, topic areas, and requirements can be found on my website. Grade 11 Course Content Major Topic Sub-topic Canadian History Provincial curriculum Canada to 1867 (founding peoples, confederation and nature of BNA) History of Manitoba and the Northwest (1812-1914) Canada and the World Wars (contribution, impact) National Unity (Relationship between FN and Quebecois with Federal government, charter of rights and freedoms, contemporary issues) The French Revolution and Napoleon I 1774-1815 (Paper 3) Crisis of the Ancien Regime: role of the monarchy, specifically Louis XVI; intellectual, political, social, financial and economic challenges
Transcript
History 32S IB – Course Syllabus
Mr. Fritzsche – Room 46
History is a dynamic, contested, evidence-based discipline that involves an exciting
engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. It is an exploratory subject
that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history
develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
The course emphasizes the importance of encouraging students to think historically
and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding
critical exploration of the past.
Course Content
This course is split into two distinct parts. The first portion focuses on Canadian history
and satisfies the provincial curriculum. The second portion covers aspects of European history and will be continued in History 42S IB in your grade 12 year.
More information on the IB curriculum, topic areas, and requirements can be found on
my website.
Grade 11 Course Content
Major Topic Sub-topic
Canadian History Provincial
curriculum
Canada to 1867 (founding peoples, confederation and nature of BNA)
History of Manitoba and the Northwest (1812-1914)
Canada and the World Wars (contribution, impact)
National Unity (Relationship between FN and Quebecois with Federal
government, charter of rights and freedoms, contemporary issues)
The French Revolution and Napoleon I 1774-1815 (Paper 3)
Crisis of the Ancien Regime: role of the monarchy, specifically Louis XVI;
intellectual, political, social, financial and economic challenges
Monarchy to republic: causes and significance of the Revolution; the 1791
constitution, the fate of the monarchy, the terror; Robespierre and the
Thermidorean reaction
The political, social, and economic impact of the Revolution; French
revolutionary wars (1792-99)
Establishment of, nature of, and collapse of the Directory (1795-99)
Rise and rule of Napoleon (1799-1815); impact of Napoleon's domestic and
foreign policies on France
Napoleonic Wars (1803-1815); collapse of the Napoleonic Empire; military
defeat; the Hundred Days
19th Century Europe Historical context
Impacts of nationalism, liberalism, socialism on balance of power
Imperial Russia, revolution and the establishment of the Soviet Union
1855-1924 (Paper 3)
Alexander II (1855-1881): the extent of reform
Policies of Alexander III (1881-1894) and Nicholas II (1894-1917):
economic modernization, tsarist repression and the growth of opposition
Causes of the 1905 Revolution (including social and economic conditions
and the significance of the Russo-Japanese War); consequences of the 1905
Revolution (including Stolypin and the Dumas)
The impact of the First World War and the crisis of the autocracy in
February/March 1917
1917 Revolutions: February/March Revolution; provisional government and
the dual power (Soviets); October/November Revolution; Bolshevik
Revolution; Lenin and Trotsky
Lenin's Russia/Soviet Union; consolidation of new Soviet State; Civil War; War
Communism; New Economic Policy; terror and coercion; foreign relations
The Soviet Union and Post-Soviet Russian 1924-2000 (Paper 3) &
Authoritarian States (Paper 2)
Soviet Union (1924-1941): Stalin and the struggle for power, defeat of
Trotsky; Stalin's policies of collectivization and the Five Year Plans;
government and propaganda under Stalin; nature and extent of opposition;
social policies and treatment of minorities; the purges and the Great Terror
*** also covers
paper 2 topics of
“emergence”,
“consolidation”
and “aims and
results”
Reflection Journals
Each student will be responsible for keeping a reflection journal. At the end of each class students will have a few minutes to write about, in their own words, what they learned that
day. This will not be assessed, but I will take them in to read from time to time. This is designed to reinforce learning and to serve as material for study.
Assessment
Most assessments will mirror the requirements of the IB.
Students will demonstrate their understanding of the content and their historical skills by composing essays from a list of questions. The aim will be to develop a thesis and defend it
using historical evidence and showing a solid grasp of the historical context. A specific IB
rubric will be used to assess the work (available on my website). The final grade will not be
cumulative, and will reflect the student’s ability at the end of the course. These essays will be written in class or during exam periods.
The other major assessment is a historical investigation of a topic in Canadian history. The
students will have the opportunity to select their own topic and develop their own question. A major goal of this project is for students to learn how to do academic research and assess the reliability of sources, as well as examine the methodology of history. There is a specific
format and an IB rubric for this assessment (available on my website).
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