If you haven't heard by now, you will have Mr. Gordon for your senior year. I trust you will all find the experience good and beneficial to your overall IB tenure. It has been my pleasure to work with you over the last year. Any questions you have about the shift will need to be addressed to LHS IB, counselors, and administration directly.
If you have any questions, concerns, or want to just chat, the door is always open.
All the best!
W. Daniel
Thursday, May 12, 2016
Sunday, April 17, 2016
What IB was looking for on Western Europe 1848-1914
The question came from IB exam in May of 2009.
9. Discuss the importance of either imperialism or emigration for nineteenth century Europe.
Candidates are asked for importance for Europe so more than one country should be considered.
Imperialism could be defined as the acquisition and rule/administration of an empire. Reasons for seeking an empire could include commercial and industrial expansion, especially to obtain raw materials, financial gain, trade, in order to obtain ready markets, and as a status symbol – to suggest power. The main imperial powers at the beginning of the nineteenth century were Britain, France, Holland, Portugal and Spain. Towards of the end of the century they were joined by the newly unified Germany and Italy. Importance could include economic gain – or financial drain, expansion, and rivalry, even a cause of war. The so-called “scramble for Africa” could be examined.
Emigration will probably not be a popular choice, and candidates should not attempt it unless they have done a case study. Again the question states Europe, so addressing one country only would not be satisfactory. The reasons for people leaving Europe were largely concerned with finding a better life, to escape famine, poverty, unemployment, overcrowding etc., and hopefully to find work, financial stability, better health, etc. In some ways Europe was helped, with fewer people to feed, as it was on the whole the poor who emigrated in large numbers. Evidence for this is that by far the highest number of emigrants were from Britain and Ireland. Europe was also helped by increasing trade, money sent home, and even the provision of penal settlements. Between 1821 and 1851 European emigrants averaged 110,000 a year. This rose to 900,000 a year by the end of the century.
[0-7 marks] for a few general comments.
[8-9] for narrative or descriptive answers.
[10-11] for specific evidence and explicit attention to importance.
[12-13] for wide ranging discussion based on specific details.
[14+] for balanced analysis and different interpretations.
Supplemental Articles:
Imperialism
GaleGroup: Empire and Imperialism: Europe
Looking ahead... The Empire Writes Back: Theory and Practice in Post-Colonial Literatures
Franz Fanon: The Wretched of the Earth and A Dying Colonialism
Emigration
EGO European History Online: Emigration Across the Atlantic
Emigration and Scottish Society - short case study for Scotland
National Bureau of Economic Research; What Drove the Mass Migrations from Europe in the Late Nineteenth Century?, Timothy J. Hatton, Jeffrey G. Williamson
9. Discuss the importance of either imperialism or emigration for nineteenth century Europe.
Candidates are asked for importance for Europe so more than one country should be considered.
Imperialism could be defined as the acquisition and rule/administration of an empire. Reasons for seeking an empire could include commercial and industrial expansion, especially to obtain raw materials, financial gain, trade, in order to obtain ready markets, and as a status symbol – to suggest power. The main imperial powers at the beginning of the nineteenth century were Britain, France, Holland, Portugal and Spain. Towards of the end of the century they were joined by the newly unified Germany and Italy. Importance could include economic gain – or financial drain, expansion, and rivalry, even a cause of war. The so-called “scramble for Africa” could be examined.
Emigration will probably not be a popular choice, and candidates should not attempt it unless they have done a case study. Again the question states Europe, so addressing one country only would not be satisfactory. The reasons for people leaving Europe were largely concerned with finding a better life, to escape famine, poverty, unemployment, overcrowding etc., and hopefully to find work, financial stability, better health, etc. In some ways Europe was helped, with fewer people to feed, as it was on the whole the poor who emigrated in large numbers. Evidence for this is that by far the highest number of emigrants were from Britain and Ireland. Europe was also helped by increasing trade, money sent home, and even the provision of penal settlements. Between 1821 and 1851 European emigrants averaged 110,000 a year. This rose to 900,000 a year by the end of the century.
[0-7 marks] for a few general comments.
[8-9] for narrative or descriptive answers.
[10-11] for specific evidence and explicit attention to importance.
[12-13] for wide ranging discussion based on specific details.
[14+] for balanced analysis and different interpretations.
Supplemental Articles:
Imperialism
GaleGroup: Empire and Imperialism: Europe
Looking ahead... The Empire Writes Back: Theory and Practice in Post-Colonial Literatures
Franz Fanon: The Wretched of the Earth and A Dying Colonialism
Emigration
EGO European History Online: Emigration Across the Atlantic
Emigration and Scottish Society - short case study for Scotland
National Bureau of Economic Research; What Drove the Mass Migrations from Europe in the Late Nineteenth Century?, Timothy J. Hatton, Jeffrey G. Williamson
Wednesday, March 23, 2016
Blog Exercise 2 Western and Northern Europe 1848-1914
Western and Northern Europe 1848–1914
Here is our next round of blog work with IB paper 3 samples...
Discuss the importance of either imperialism or emigration for nineteenth century Europe.
We will follow the same basic schedule as before:
First Cut - Your Response.
These should be one paragraph answers, again, think introductory paragraph. You should set the direction, tone and structure of the rest of your essay with the introduction - thesis, main ideas of support you would further develop in the body of the essay, and briefly what your conclusion is. You will have one week to draft and post your response, so postings are due by Friday, April 8th.
Too help you figure out how to develop your intro go here: "Emigration/Imperialism Blogging" on Course web-page.
Part Two: Peer Critique.
You will have one week to reply to someone, be prepared to address several people, they do not need to be in your class section. Critiques should be constructive, inquisitive, helpful, more than a simple praise or complaint. Addendum - please include in your critique at least two questions for the writer to respond to for improved clarity of argument or more specific details for how they are supporting their larger argument.
They will be released first come, first serve to the person you critiqued. So if you are not the first one, you will need to critique another. You will have one week to complete this process, so peer critiques are due by Friday, April 15th.
After Part two is complete I will post the moderator comments from IB for this exam question so you can better craft your replies with consideration for what IB was looking for in this essay.
Part Three: Your Reply.
You will need to reply to the critique. Answer the question(s) posed. Explain in more detail. Honestly consider the insights, inquiries, etc. proffered by your peers. Again you will have one week to complete this final part of the blogging process, so replies are due by Friday, April 22nd.
Any late work will be penalized 10% for everyday it is late, plus it delays the opportunity for you to participate further in this assignment. I look forward to seeing how you apply what we have done so far this semester to the demands of the IB. Gook Luck!
Here is our next round of blog work with IB paper 3 samples...
Discuss the importance of either imperialism or emigration for nineteenth century Europe.
We will follow the same basic schedule as before:
First Cut - Your Response.
These should be one paragraph answers, again, think introductory paragraph. You should set the direction, tone and structure of the rest of your essay with the introduction - thesis, main ideas of support you would further develop in the body of the essay, and briefly what your conclusion is. You will have one week to draft and post your response, so postings are due by Friday, April 8th.
Too help you figure out how to develop your intro go here: "Emigration/Imperialism Blogging" on Course web-page.
Part Two: Peer Critique.
You will have one week to reply to someone, be prepared to address several people, they do not need to be in your class section. Critiques should be constructive, inquisitive, helpful, more than a simple praise or complaint. Addendum - please include in your critique at least two questions for the writer to respond to for improved clarity of argument or more specific details for how they are supporting their larger argument.
They will be released first come, first serve to the person you critiqued. So if you are not the first one, you will need to critique another. You will have one week to complete this process, so peer critiques are due by Friday, April 15th.
After Part two is complete I will post the moderator comments from IB for this exam question so you can better craft your replies with consideration for what IB was looking for in this essay.
Part Three: Your Reply.
You will need to reply to the critique. Answer the question(s) posed. Explain in more detail. Honestly consider the insights, inquiries, etc. proffered by your peers. Again you will have one week to complete this final part of the blogging process, so replies are due by Friday, April 22nd.
Any late work will be penalized 10% for everyday it is late, plus it delays the opportunity for you to participate further in this assignment. I look forward to seeing how you apply what we have done so far this semester to the demands of the IB. Gook Luck!
Sunday, February 28, 2016
Comparing what you know
IB Markscheme for first round of history blogging:
For what reasons, and with what results, was the second half of the nineteenth century a period of social and economic change?
Candidates need to specify the nature of social and economic change, perhaps pointing out technological and intellectual changes that improved conditions for most people, account for it, and explain results.
Reasons could include: increase of education; political rights such as the franchise; end of serfdom and servitude; more democracy and freedom; growth of industry, towns and transport; better medical facilities.
Results could include: a freer, better educated, more widely travelled, and healthier population. On the other hand industry, transport, and urbanization had their down side: overcrowding; crime; diseases; poverty, etc. increased for many.
[0 to 6 marks] for unsupported generalizations.
[7 to 9marks] for narrative/descriptive answers with little cause and effect.
[10 to 11 marks] for specific knowledge and understanding of change.
[12 to 13 marks] for focused understanding and analysis of cause and results.
[14+ marks] for perceptive, original, thoughtful essays.
For what reasons, and with what results, was the second half of the nineteenth century a period of social and economic change?
Candidates need to specify the nature of social and economic change, perhaps pointing out technological and intellectual changes that improved conditions for most people, account for it, and explain results.
Reasons could include: increase of education; political rights such as the franchise; end of serfdom and servitude; more democracy and freedom; growth of industry, towns and transport; better medical facilities.
Results could include: a freer, better educated, more widely travelled, and healthier population. On the other hand industry, transport, and urbanization had their down side: overcrowding; crime; diseases; poverty, etc. increased for many.
[0 to 6 marks] for unsupported generalizations.
[7 to 9marks] for narrative/descriptive answers with little cause and effect.
[10 to 11 marks] for specific knowledge and understanding of change.
[12 to 13 marks] for focused understanding and analysis of cause and results.
[14+ marks] for perceptive, original, thoughtful essays.
Friday, February 12, 2016
Using What You Know...?
So now everyone should be signed in and have access. We are one semester and 6 weeks into our two year endeavor so time to step it up a notch. With adding the blog process to help develop our skills in writing specifically for the IB.
Using the following prompt from the 2007 IB Exam - construct and post your introductory paragraph for this essay.
For what reasons, and with what results, was the second half of the nineteenth century a period of social and economic change?
Part One: Your Answer.
These are essays of historical interpretation you should set the direction, tone and structure of the rest of your essay with the introduction - thesis, main ideas of support you would further develop in the body of the essay, and briefly what your conclusion is. You will have one week to draft and post your response, so postings are due by Friday Feb. 19th.
Part Two: Peer Critique.
You will have one week to reply to someone, be prepared to address several people, they do not need to be in your class section. Critiques should be constructive, inquisitive, helpful, more than a simple praise or complaint. They will be released first come, first serve to the person you critiqued. So if you are not the first one, you will need to critique another. You will have one week to complete this process, so peer critiques are due by Friday, Feb. 26th.
After Part two is complete I will post the moderator comments from IB for this exam question so you can better craft your replies with consideration for what IB was looking for in this essay.
Part Three: Your Reply.
You will need to reply to the critique. Answer the question(s) posed. Explain in more detail. Honestly consider the insights, inquiries, etc. proffered by your peers. Again you will have one week to complete this final part of the blogging process, so replies are due by Friday, Mar. 4th
Any late work will be penalized 10% for everyday it is late, plus it delays the opportunity for you to participate further in this assignment. I look forward to seeing how you apply what we have done so far this semester to the demands of the IB. Gook Luck!
Using the following prompt from the 2007 IB Exam - construct and post your introductory paragraph for this essay.
For what reasons, and with what results, was the second half of the nineteenth century a period of social and economic change?
Part One: Your Answer.
These are essays of historical interpretation you should set the direction, tone and structure of the rest of your essay with the introduction - thesis, main ideas of support you would further develop in the body of the essay, and briefly what your conclusion is. You will have one week to draft and post your response, so postings are due by Friday Feb. 19th.
Part Two: Peer Critique.
You will have one week to reply to someone, be prepared to address several people, they do not need to be in your class section. Critiques should be constructive, inquisitive, helpful, more than a simple praise or complaint. They will be released first come, first serve to the person you critiqued. So if you are not the first one, you will need to critique another. You will have one week to complete this process, so peer critiques are due by Friday, Feb. 26th.
After Part two is complete I will post the moderator comments from IB for this exam question so you can better craft your replies with consideration for what IB was looking for in this essay.
Part Three: Your Reply.
You will need to reply to the critique. Answer the question(s) posed. Explain in more detail. Honestly consider the insights, inquiries, etc. proffered by your peers. Again you will have one week to complete this final part of the blogging process, so replies are due by Friday, Mar. 4th
Any late work will be penalized 10% for everyday it is late, plus it delays the opportunity for you to participate further in this assignment. I look forward to seeing how you apply what we have done so far this semester to the demands of the IB. Gook Luck!
Subscribe to:
Posts (Atom)