Hopefully this will catch some of you sooner rather than later, but it is a provocative piece on so many levels:
100th anniversary of the start of the Great War
A consideration of what drives history - technology, desire, hubris, mistakes?
The nature of violence in our lives and society?
A test in May with the aim of earning your IB diploma?
I hope you take the time to read through the work from the Brookings Institute. I think given the chance you will find it very thoughtful and worthwhile.
The Rhyme of History
Sunday, December 22, 2013
Tuesday, December 17, 2013
Thinking of larger matters
I have been mulling it for some time now in light of the increasing prevalence of violent reactions in our everyday lives and would like to offer a suggestion of an independent study in conflict resolution / non-violent action in history and practices. If you would be interested in crafting such a Independent Study for next semester I would happily be the teacher of record for it. Here is the official listing for Independent Study from the Lion's Lore -
Course Title: Independent Study Semester Course Credit: 1 to 5 per semester
Course Description:
When a student has demonstrated the ability and maturity necessary to work under supervision on a program of his/her own creation independent of a class setting, an independent study contract is devised with the teacher of the designated area of study. Having agreed on the number of semester hours (1 to 5 semester hours) that the study will merit, the student then seeks signed approval from the department chairperson of the area of study, from his/her counselor, from a parent, and from the Assistant Principal in charge of Instruction. Once the semester begins, the semester hours are no longer negotiable. Further guidelines and instructional policies are outlined on the Independent Study contract obtainable from a counselor.
Entry Level Skills, Knowledge, and Content: Developed as part of contract.
Class Expectations: Developed as part of contract.
Course Title: Independent Study Semester Course Credit: 1 to 5 per semester
Course Description:
When a student has demonstrated the ability and maturity necessary to work under supervision on a program of his/her own creation independent of a class setting, an independent study contract is devised with the teacher of the designated area of study. Having agreed on the number of semester hours (1 to 5 semester hours) that the study will merit, the student then seeks signed approval from the department chairperson of the area of study, from his/her counselor, from a parent, and from the Assistant Principal in charge of Instruction. Once the semester begins, the semester hours are no longer negotiable. Further guidelines and instructional policies are outlined on the Independent Study contract obtainable from a counselor.
Entry Level Skills, Knowledge, and Content: Developed as part of contract.
Class Expectations: Developed as part of contract.
You can contact me via work email wdaniel@lps.k12.co.us
For additional consideration you can view this clip at PBS on "Nation Still Divided Over How to Reduce Gun Violence"
For additional consideration you can view this clip at PBS on "Nation Still Divided Over How to Reduce Gun Violence"
2.1.1 Stalin's Foreign Policy
Blog 2.1: For those of you who have posted, here is the commentary from IB for the Paper Three prompt.
To what extent was Stalin’s foreign policy dominated by the desire for security up until 1941?
IB Rubric - Stalin’s foreign policy from the mid-1920s was driven by a desire to avoid conflict until the Soviet Union could recover economically and fully establish the one-party state. From the mid-1930s by the pursuit of collective security and arguably also by appeasement in the late 1930s until the Red Army had recovered from the effects of the purges – all with the underlying need to protect the Soviet Union from external threats.
Evidence could include: directing the CCP (Chinese Communist Party) to cooperate with the GMD (Guomindang - Chinese Nationalist Party , also Kuomintang) in China to reduce the threat from Japan. The search for collective security – joining the League of Nations, signing Non-Aggression and Mutual Assistance pacts with European powers, even involvement in Spain could arguably be seen as restraining the more revolutionary elements on the Republican side to reassure the other powers. Trade relations were maintained with Nazi Germany despite ideological differences. The sale of the Manchurian railway to Japan and the Nazi–Soviet Pact 1939 could both be cited as instances of appeasement and avoidance of conflict until the Soviet Union was stronger. Stalin’s policies from 1927 to 1941 need to be addressed in order to gain higher level marks.
Places to look for evidence:
Other IB courses:
http://rudbeck-ib-history-revision.wikispaces.com/3.13+Stalin's+Foreign+Policy
http://www.slideshare.net/rakochy/stalins-foreign-policy-1924-1939
General Web:
http://www.e-ir.info/2011/11/23/the-evolution-of-stalins-foreign-policy-during-word-war-two/
Foreign Policy 1921-1928
Foreign Policy 1928-1939
Joseph Stalin
Soviet Foreign Policy to 1939 PPT
Academic Think Tanks:
Woodrow Wilson Center Comparing Past and Present
To what extent was Stalin’s foreign policy dominated by the desire for security up until 1941?
IB Rubric - Stalin’s foreign policy from the mid-1920s was driven by a desire to avoid conflict until the Soviet Union could recover economically and fully establish the one-party state. From the mid-1930s by the pursuit of collective security and arguably also by appeasement in the late 1930s until the Red Army had recovered from the effects of the purges – all with the underlying need to protect the Soviet Union from external threats.
Evidence could include: directing the CCP (Chinese Communist Party) to cooperate with the GMD (Guomindang - Chinese Nationalist Party , also Kuomintang) in China to reduce the threat from Japan. The search for collective security – joining the League of Nations, signing Non-Aggression and Mutual Assistance pacts with European powers, even involvement in Spain could arguably be seen as restraining the more revolutionary elements on the Republican side to reassure the other powers. Trade relations were maintained with Nazi Germany despite ideological differences. The sale of the Manchurian railway to Japan and the Nazi–Soviet Pact 1939 could both be cited as instances of appeasement and avoidance of conflict until the Soviet Union was stronger. Stalin’s policies from 1927 to 1941 need to be addressed in order to gain higher level marks.
Places to look for evidence:
Other IB courses:
http://rudbeck-ib-history-revision.wikispaces.com/3.13+Stalin's+Foreign+Policy
http://www.slideshare.net/rakochy/stalins-foreign-policy-1924-1939
General Web:
http://www.e-ir.info/2011/11/23/the-evolution-of-stalins-foreign-policy-during-word-war-two/
Foreign Policy 1921-1928
Foreign Policy 1928-1939
Joseph Stalin
Soviet Foreign Policy to 1939 PPT
Academic Think Tanks:
Woodrow Wilson Center Comparing Past and Present
Monday, December 2, 2013
IB History Blog 2.1
Here we go, turning the corner on the IB History project. The test is close at hand - May 14th for Paper 1 & 2 in the afternoon and Paper 3 the morning of May 15th. In preparation for that we are ramping up the blogging process as way to extend our reviewing process. You will be marked on quality of answer and timeliness. As a participation exercise, being on time with your submissions will be essential. Late postings will be down graded.
Prompt 2.1: IB Test May 2011 Paper 3
17.To what extent was Stalin’s foreign policy dominated by the desire for security up until 1941?
You may either craft your answer in outline form or prose. Think opening paragraph - strong thesis and supporting concepts. Structural outline for what essay would look like. Remember, there is no peer response portion for this round. We will discuss the answers on Wednesday Dec. 11th with the IB rubric. Rubric will be posted Tuesday Dec. 11th.
Prompt 2.1: IB Test May 2011 Paper 3
17.To what extent was Stalin’s foreign policy dominated by the desire for security up until 1941?
You may either craft your answer in outline form or prose. Think opening paragraph - strong thesis and supporting concepts. Structural outline for what essay would look like. Remember, there is no peer response portion for this round. We will discuss the answers on Wednesday Dec. 11th with the IB rubric. Rubric will be posted Tuesday Dec. 11th.
Tuesday, August 13, 2013
School Days, the Rite of Fall?
Welcome back! I hope your summer was as restful and inspiring as mine was. May you have found those small spaces to continue to spark you intellectual pursuits, and while it is no longer spring I though you might enjoy and be inspired by this story I found shortly after our Mir Iskusstva work at the end of last semester.
Igor Stravinsky's 'Rite of Spring' Counterrevolution
Now on to the 20th Century
Igor Stravinsky's 'Rite of Spring' Counterrevolution
Now on to the 20th Century
Tuesday, May 28, 2013
Revolutionary Russia Prompt Mark Scheme May 25, 2013
Congratulations! Junior year blogging for IB History is complete. Hopefully those of you who had difficulties will continue to work on resolving those for next year. This will be a process we will continue to use to further expose you to the style of questions and markschemes used by IB. Please don't loose the link here, we will continue our work in August.
I will leave these posts here as a way to review for next May's tests. I hope you have found this process helpful, even if you did not fully participate in the process.
If you have questions that arise this summer you can reach me via email - just allow some time for responses as I am out of town and not always on the school email.
What follows is the final markscheme for the Russian Revolution posting.
MARKSCHEME: Analyse the reasons for the success of the Bolsheviks in the second (October/November) 1917 Russian Revolution.
The Provisional Government consisted of members of the forth Duma and assumed power in a
system of dyarchy after the fall of Tsarism in the February/March 1917 Russian Revolution.
Reasons for its overthrow, and success of the Bolsheviks in the second (October/November) 1917
Revolution could include: its lack of authority or endorsement; weakness, failure to address
problems such as land reform and war; Kornilov affair; the power and rising support for the
Soviets; the opposition of Lenin and his determination to oust it; continued participation in the First
World War; disintegration of the army; food shortages, riots and general disorder; German support
for Lenin, sending him back in a sealed train and giving him financial support; organization of
Trotsky and Lenin resulting in the ousting of the Provisional Government in a Bolshevik coup,
which enabled the Bolsheviks to obtain power albeit in a limited geographical area in
October/November 1917
I will leave these posts here as a way to review for next May's tests. I hope you have found this process helpful, even if you did not fully participate in the process.
If you have questions that arise this summer you can reach me via email - just allow some time for responses as I am out of town and not always on the school email.
What follows is the final markscheme for the Russian Revolution posting.
MARKSCHEME: Analyse the reasons for the success of the Bolsheviks in the second (October/November) 1917 Russian Revolution.
The Provisional Government consisted of members of the forth Duma and assumed power in a
system of dyarchy after the fall of Tsarism in the February/March 1917 Russian Revolution.
Reasons for its overthrow, and success of the Bolsheviks in the second (October/November) 1917
Revolution could include: its lack of authority or endorsement; weakness, failure to address
problems such as land reform and war; Kornilov affair; the power and rising support for the
Soviets; the opposition of Lenin and his determination to oust it; continued participation in the First
World War; disintegration of the army; food shortages, riots and general disorder; German support
for Lenin, sending him back in a sealed train and giving him financial support; organization of
Trotsky and Lenin resulting in the ousting of the Provisional Government in a Bolshevik coup,
which enabled the Bolsheviks to obtain power albeit in a limited geographical area in
October/November 1917
Pre-Revolutionary Russia Markscheme May 20, 2013
Now that those Pre-Revolutionary Russia Prompts have been mostly completed and the semester is over, the IB Markscheme is provided below. I hope this helps give you a clearer understanding of how you might have best answered this particular question.
MARKSCHEME: Analyse the strengths and weaknesses of Russia in the second half of the nineteenth century.
This question covers the end of the reign of Nicholas I (1825–1855), Alexander II (1855–1881),
Alexander III (1881–1894), and the first few years of Nicholas II (1894–1917). It is hoped that in
order to avoid an answer based only on Alexander II and his reforms, candidates will structure their
answer thematically, focusing on strengths and weaknesses. They will probably emphasize
weaknesses, and may well start with them.
For strengths: the size of Russia and her population; traditional status as a Great Power; the
reforms of Alexander II, which were aimed at modernization and catching up with other European
powers in areas such as the emancipation of serfs, education, the economy, the army, justice, and to
a lesser extent politics; the industrial policies of Witte in the 1890s.
For weaknesses: the size of Russia and the difficulties of governing such a large and inaccessible
country; autocracy; repressive policies of Nicholas I; backwardness (especially serfdom); defeat in
the Crimean War; unpopularity and failure of some of Alexander II’s reforms; very small middle
class; uneducated and untrained population so foreign expertise needed; repressive policies of
Alexander III; opposition and terrorism; nature and policies of Nicholas II.
Do not expect or demand all the above (especially comments on Nicholas I and Nicholas II) but the
question demands more than Alexander II’s reforms.
MARKSCHEME: Analyse the strengths and weaknesses of Russia in the second half of the nineteenth century.
This question covers the end of the reign of Nicholas I (1825–1855), Alexander II (1855–1881),
Alexander III (1881–1894), and the first few years of Nicholas II (1894–1917). It is hoped that in
order to avoid an answer based only on Alexander II and his reforms, candidates will structure their
answer thematically, focusing on strengths and weaknesses. They will probably emphasize
weaknesses, and may well start with them.
For strengths: the size of Russia and her population; traditional status as a Great Power; the
reforms of Alexander II, which were aimed at modernization and catching up with other European
powers in areas such as the emancipation of serfs, education, the economy, the army, justice, and to
a lesser extent politics; the industrial policies of Witte in the 1890s.
For weaknesses: the size of Russia and the difficulties of governing such a large and inaccessible
country; autocracy; repressive policies of Nicholas I; backwardness (especially serfdom); defeat in
the Crimean War; unpopularity and failure of some of Alexander II’s reforms; very small middle
class; uneducated and untrained population so foreign expertise needed; repressive policies of
Alexander III; opposition and terrorism; nature and policies of Nicholas II.
Do not expect or demand all the above (especially comments on Nicholas I and Nicholas II) but the
question demands more than Alexander II’s reforms.
Monday, May 6, 2013
Revolutionary Russia May 1, 2013
This will be the last blog to respond to this semester. We will follow a similar format to prompt 4 with one original post, a peer critique, and a response to the critique. So three total postings. I will publish the subsequent markschemes from IB for prompt 4 and this one in the following weeks so you can see the directives from IB for how you should be structuring your answers to these types of questions.
All parts of this final prompt should be completed by the end of exam week in order to be included in your semester grades - there will be no late work for this final prompt.
Consider this a pre-assessment as we get into the Russian Revolution. We will come back to this in the fall as we start 20th Century World History.
Prompt 5: Analyse the reasons for the success of the Bolsheviks in the second (October/November) 1917 Russian Revolution.
Blog 3 Markscheme: Pre-cusor to Nationalism prompt (Nov. 03 Paper 3)
Candidates should attempt to define the term nationalism in its nineteenth century context. It usually meant the desire for small states to assert their unity and independence in opposition to any ruler, (whether foreign or not), who was denying them this right. Candidates should note that nationalism took many forms -- including cultural as well as political -- and frequently was linked to liberal constitutionalism. They should then select two countries and show why nationalism was so important to them by making specific reference to policies and events within these countries.
The question deliberately asks for the whole of the nineteenth century to be included to prevent candidates from focusing on a very narrow time frame. If only one country is included candidates should not receive more than 12/20 marks.
All parts of this final prompt should be completed by the end of exam week in order to be included in your semester grades - there will be no late work for this final prompt.
Consider this a pre-assessment as we get into the Russian Revolution. We will come back to this in the fall as we start 20th Century World History.
Prompt 5: Analyse the reasons for the success of the Bolsheviks in the second (October/November) 1917 Russian Revolution.
Candidates should attempt to define the term nationalism in its nineteenth century context. It usually meant the desire for small states to assert their unity and independence in opposition to any ruler, (whether foreign or not), who was denying them this right. Candidates should note that nationalism took many forms -- including cultural as well as political -- and frequently was linked to liberal constitutionalism. They should then select two countries and show why nationalism was so important to them by making specific reference to policies and events within these countries.
The question deliberately asks for the whole of the nineteenth century to be included to prevent candidates from focusing on a very narrow time frame. If only one country is included candidates should not receive more than 12/20 marks.
Wednesday, April 17, 2013
Pre-Revolutionary Russia
This is the fourth prompt for the IB blog. For this particular posting you will need to address the question regarding pre-Revolutionary Russia. This should still be an introductory paragraph focused on setting up the structure of what a larger essay would include - so strong thesis with initial consideration of how you would support your thesis. After your initial post you should constructively critique one of your classmates postings. You will only have one reply to make and each person will only get one critique. (First Come- First Serve) Once you have a critique of your original posting you will need to post a response to the critique addressing questions and offering clarification to the critique.
In short you have three postings this time - original answer to prompt, peer critique, response to critique.
Markscheme: What common factors caused the 1848/9 revolutions in Europe to fail?
Candidates should mention the role of the military the ultimate strength of the governments, the lack of resolve among the revolutionaries and the conflicting aims of the revolutionary groups. Better candidates might note that, in the long run, it may be questioned whether the revolutions did fail in that they laid the foundation for future changes in government. Reference should be made to the revolutions in France, Italy, Germany and Austri-Hungary.
This is a very straightforward question and the only pitfall is that candidates may not include all of the revolutions. (Italy can be treated as a whole; do not insist on details of all the revolutionary areas in Italy.) The intention is for candidates to look at general European trends rather than specific countries and "common factors" should be the main focus of any answer. Candidates could note that there were specific factors, which applied to each country, but these should be placed in a wider perspective.
Original Posting and peer critique should be completed Wednesday April 24th. Response to Critique should be posted by May 1 and final posting for this semester.
Here is the next paper 3 prompt and something to perhaps help you begin thinking about our current topic and the start of next semester:
Analyse the strengths and weaknesses of Russia in the second half of the nineteenth century.
Analyse the strengths and weaknesses of Russia in the second half of the nineteenth century.
(May 08 Paper 3)
Please remember this is to be the introductory paragraph to a larger FRQ. So you should be setting up the argument you want to make in the longer process. As before, please keep in mind that these are formal pieces and should be constructed as such. Avoid the vernacular, short hand, and colloquialisms of common speech. I will include a brief mark-scheme for the Pre-Cursor Nationalism prompt with the next posting.
Please remember this is to be the introductory paragraph to a larger FRQ. So you should be setting up the argument you want to make in the longer process. As before, please keep in mind that these are formal pieces and should be constructed as such. Avoid the vernacular, short hand, and colloquialisms of common speech. I will include a brief mark-scheme for the Pre-Cursor Nationalism prompt with the next posting.
Markscheme: What common factors caused the 1848/9 revolutions in Europe to fail?
Candidates should mention the role of the military the ultimate strength of the governments, the lack of resolve among the revolutionaries and the conflicting aims of the revolutionary groups. Better candidates might note that, in the long run, it may be questioned whether the revolutions did fail in that they laid the foundation for future changes in government. Reference should be made to the revolutions in France, Italy, Germany and Austri-Hungary.
This is a very straightforward question and the only pitfall is that candidates may not include all of the revolutions. (Italy can be treated as a whole; do not insist on details of all the revolutionary areas in Italy.) The intention is for candidates to look at general European trends rather than specific countries and "common factors" should be the main focus of any answer. Candidates could note that there were specific factors, which applied to each country, but these should be placed in a wider perspective.
Wednesday, April 3, 2013
Precursor ? to the DBQ
What has been submitted so far has been on the mark and comments have been constructive. I hope that you are reading what your peers have provided to you from their POV on your writing. Please keep in mind that these are formal pieces and should be constructed as such. Avoid the vernacular, short hand, and colloquialisms of common speech. I will include a brief mark-scheme for the Revolutions of 1848 prompt with the next posting.
As before I will be looking at general production with an eye towards glaring problems. If there are specific attentions and feed back you would like from me, let me know and I will do that under separate cover. You should provide your original response to the prompt and then reply constructively to at least one other posting. You have two pieces of writing to submit.
Here is the next paper 3 prompt and something to perhaps help you begin thinking about the next in class DBQ.
Compare and contrast the impact of nationalism on any two European countries in the nineteenth century?
Please remember this is to be the introductory paragraph to a larger FRQ. So you should be setting up the argument you want to make in the longer process.
As before I will be looking at general production with an eye towards glaring problems. If there are specific attentions and feed back you would like from me, let me know and I will do that under separate cover. You should provide your original response to the prompt and then reply constructively to at least one other posting. You have two pieces of writing to submit.
Here is the next paper 3 prompt and something to perhaps help you begin thinking about the next in class DBQ.
Compare and contrast the impact of nationalism on any two European countries in the nineteenth century?
Please remember this is to be the introductory paragraph to a larger FRQ. So you should be setting up the argument you want to make in the longer process.
Wednesday, March 20, 2013
Spring is in the air!
In the spirit of the season and renewal.... Here we go again. I will be posting IB paper 3 prompts from previous test sessions to help you begin focusing on the types of questions IB may ask come next May. I will aim to have these follow what we currently covering in class so that it will hopefully also serve as a review and focus piece for the types of historical knowledge you will need for the test.
I will have these posted every two weeks and the required response for you is to write an original post in reply to the prompt and then to offer at least on constructive critique to a peer. So in the end you should have a minimum of two postings for each blog prompt. I will be checking for completion and appropriate responses and will offer periodic feedback as well-- both randomly and specifically with a request from you for special attention. Dead line for on time submissions will be two weeks from my original posting.
Season II - Prompt 1:
From the 2003 May test --
What common factors caused the 1848/49 revolutions in Europe to fail?
I will have these posted every two weeks and the required response for you is to write an original post in reply to the prompt and then to offer at least on constructive critique to a peer. So in the end you should have a minimum of two postings for each blog prompt. I will be checking for completion and appropriate responses and will offer periodic feedback as well-- both randomly and specifically with a request from you for special attention. Dead line for on time submissions will be two weeks from my original posting.
Season II - Prompt 1:
From the 2003 May test --
What common factors caused the 1848/49 revolutions in Europe to fail?
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