Diploma Programme subject outline—Group 3: individuals and societies

ZAMAN Elite Kazakh School 063462 0646

School name School code

Name of the DP subject History

(indicate language)

Level
(indicate with X)
Higher X Standard completed in two
years
Standard completed in one year
*

Name of the teacher Sanzhar Manarbek

who completed this
outline
Date when outline 01.11.2024
was completed
* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in
one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

If you will teach history, complete the following chart.

Prescribed subject Topics HL option and sections

The move to global war Authoritarian states (20th History of Europe

- Case study 1: Japanese century) 1. Inter-war domestic developments in European states (1918–1939)
expansion in East Asia - Germany 2. Imperial Russia, revolution and the establishment of the Soviet Union
(1931–1941) - Italy (1855–1924)
- Case study 2 : German - China 3. The Soviet Union and post-Soviet Russia (1924–2000)
and Italian expansion - Cuba
(1933–1940)
 Causes and effects of 20th-
century wars
- the First World War
- the Second World War
- the Spanish Civil War
- The Chinese Civil War

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should
not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
 Topic/unit Contents Allocated Assessment Resources
time instruments to be List the main resources to be
(as identified in
used used, including information
the IB subject On technology if applicable.
guide) e
State the topics/units in the clas minutes
order you are planning to s is 45 .
teach them.

In 6 classes
one for HL.
wee
k
ther
e
are

Year The move to Global war 1. Case study 1: Japanese Formative assessments Textbooks:
1 expansion in East Asia - Class discussions
(1931–1941) and group activities Oxford IB Diploma
1.1. The impact of - Group Programme: The Move to
nationalism and presentations Global War Course
militarism on Japan’s - Debates and Companion
foreign policy: the 5 hours simulations
origins, 1853–1930 - Worksheets History for the IB Diploma
1.2. Japanese expansion 5 hours - Entry/exit tickets Paper 1 The Move to Global
in South-east Asia, 1931– - Pop-quizzes War with Cambridge Elevate
1941 - Homework Edition 2
1.3. The international 5 hours assignments
response to Japanese - Primary source Oxford IB Diploma
expansion, 1931–1941 Total:15 hours commentaries Programme: Causes and
- Archival visits and Effects of 20th Century Wars
learning logs Course Companion
- Mock exams
 Oxford IB Diploma
2. Case study 2: German Summative assessments Programme: Authoritarian
and Italian expansion - 4x 1000 words States Course Companion
(1933–1940) essays per year (SL)
2.1. The impact of 5 hours + an extra two and
fascism on Italian Foreign essays (6 per year)
policy: the origins, 1870– for HL History for the IB Diploma
1933 5 hours - Book review (year Paper 2 Causes and Effects of
2.2. The impact of 1) 20th Century War (20th
Nazism on German 5 hours - Research paper: Century) Cambridge Elevate
foreign policy: the methodological Edition (2 Years)
origins, 1918–1933 5hours problems which
2.3. Italian expansion, historians face in an History for the IB Diploma
1933–1940 5 hours archive (1000 Paper 2 Authoritarian States
2.4. German expansion, words) (20th Century) Cambridge
1933–1938 Elevate Edition (2 Years)
2.5. German expansion,
1938–1940 3 hours European States in the
2.6. International Interwar Years (1918–1939)
responses to Italian and 4 Cambridge Elevate Edition (2
German aggression, Years)
1935–1940
Total: 32 hours Imperial Russia, Revolution
Paper 1 practice and the Establishment of the
Combined Total: 47 Soviet Union (1855–1924)
hours HL Cambridge Elevate Edition (2
Causes and effects of 1. The First World War: Years)
20th century wars Total War
HL - 44 1.1. Causes 4 hours The Soviet Union and Post-
1.2. Practices 4 hours Soviet Russia (1924–2000)
1.3. Effects 4 hours Cambridge Elevate Edition (2
Years)
Total: 12 hours
Other sources:
 2. The Spanish Civil War
2.1. Causes 2 hours ThinkIB:
2.2. Practices 3 hours https://www.thinkib.net/
2.3. Effects 3 hours
Extracts from relevant
Total: 8 academic books
3. The Second World War
in Europe and North Collections of primary sources
Africa: A return to Total available online
War 4 hours
3.1. Causes 4 hours Youtube
3.2. Practices 4 hours
3.3. Effects Netflix
Total: 12 hours
Documentaries and movies
4. The Chinese Civil War 2 hours
4.1. Causes 3 hours
4.2. Practices 3 hours Fenby, Jonathan, Modern
4.3. Effects China: The Fall and Rise of a
Total: 8 hours Great Power - 1850 to the
present (Chapters 19- 21, 24)
4 hours
Paper 2 practice
Combined Total: 44
hours (SL and HL) Gaddis, John Lewis, The Cold
History of Europe Inter-war domestic War: A New History (Chapters
developments in European 2, 4-6)
HL only - 40 hours states (1918–1939)
1. Weimar Germany (1918-
1933)
1.1. Constitutional, 4 hours Zubok, Vladislav, A Failed
political, economic and Empire: The Soviet Union in
social issues (1918–1933) the Cold War from Stalin to
1.2. Initial challenges 2 hours Gorbachev (Chapters 3- 8)
 (1918–1923)
1.3. “Golden Era” under 2 hours
Stresemann (1924–1929)
1.4. The crisis years and 2 hours
the rise of Hitler (1929– Self-created Google Slides
1933) presentation and Google Docs
Total: 10 hours handouts

2. Italy (1918–1939) 2 hours

2.1. Rise of Mussolini 2 hours
2.2. Consolidation of
power 2 hours
2.3. Mussolini’s pre-war
domestic policies,
including economic,
social and political 4 hours
policies
2.4. Nature of the fascist Total: 10 hours
state

2 hours
3. Spain (1918–1939)
3.1. Political, social and
economic conditions in 2 hours
Spain
3.2. The Primo de Rivera
regime, polarization and
political parties under 2 hours
the Second Republic
3.3. Azaña and Gil Robles
and the causes of the 4 hours
Civil War
3.4. Foreign involvement
 and reasons for Total: 10 hours
nationalist victory under
Franco
2 hours

4. Bulgaria (1918-1939) 4 hours

4.1. The aftermath of the
First World War in 2 hours
Bulgaria
4.2. Political crisis and 4 hours
the communist threat
4.3. Tsar Boris III and the Total: 10 hours
monarchy
4.4. Bulgaria in the Combined Total: 40
1930s: challenges and hours (HL)
successes

Internal assessment Discussing, preparing and 15 hours, including

HL - 15 hours researching the internal time allocated for
assessment: How to be effective individual supervision
historians meetings with
students
Mock Exam Year 1 June
3 hours

Combined Total: 18
hours (SL and HL)
Year Authoritarian states 1. Mussolini and Italy
2 (20th century) 1.1. Emergence of an
authoritarian state in
HL - 48 hours Italy and consolidating
and maintaining power 6 hours
 1.2. Fascist policies and
their impact 4 hours
1.3. Answering exam
questions 2 hours

Total: 12 hours

2. Hitler and Nazi Germany

2.1. Emergence of an
authoritarian state in
Germany and 6 hours
consolidating and
maintaining power 4 hours
2.2. Nazi policies and
their impact 2 hours
2.3. Answering exam
questions Total: 12 hours

3. Mao and China

3.1. Emergence of an
authoritarian state in 6 hours
China and consolidating
and maintaining power 4 hours
3.2. Mao's policies and
their impact 2 hours
3.3. Answering exam
questions

4. Cuba and Castro

4.1. Emergence of an
authoritarian state in
Cuba and consolidating 6 hours
and maintaining power
 4.2. Castro’s policies and 4 hours
their impact
4.3. Answering exam 2 hours
questions

Total: 12 hours

The answering of exam

questions (8 hours) will
include question about
both Authoritarian
States and Causes and Combined Total: 48
Effects of 20th century hours (SL and HL)
wars

History of Europe 1. Imperial Russia,

revolution and the
HL only - 50.5 hours establishment of the
Soviet Union (1855–
1924)
1.1. Alexander II (1855–
1881): the extent of 4 hours
reform
1.2. Policies of Alexander
III (1881–1894) and
Nicholas II (1894–1917):
economic modernization,
tsarist repression and the 4 hours
growth of opposition
1.3. Causes of the 1905
Revolution (including
social and economic
conditions and the
 significance of the Russo-
Japanese War);
consequences of the 4 hours
1905 Revolution
(including Stolypin and
the Dumas)
1.4. The impact of the 4 hours
First World War and the
final crisis of autocracy in
February/March 1917
1.5. 1917 Revolutions:
February/March
Revolution; Provisional
Government and dual
power (Soviets);
October/November 4 hours
Revolution; Bolshevik
Revolution; Lenin and
Trotsky
1.6. Lenin’s Russia/Soviet
Union; consolidation of
new Soviet state; Civil
War; War Communism; 4 hours
New Economic Policy
(NEP); terror and Total: 24 hours
coercion; foreign policy

2. The Soviet Union and

post-Soviet Russia
(1924–2000)
2.1. Soviet Union (1924–
1941): Stalin and the
struggle for power
(1924–1929); defeat of 4 hours
Trotsky; Stalin’s policies
of collectivization and
the Five-Year Plans;
2.2. Government and 4 hours
propaganda under Stalin;
the purges and the Great
Terror
2.3. The impact of the
Great Patriotic War
(1941–1945); events in 4 hours
the Soviet Union (1945–
1953): political and
economic developments 4 hours
2.4. Khrushchev and
Brezhnev: domestic
policies and foreign
relations
2.5. Transformation of
the Soviet Union (1985– 4 hours
1991): Gorbachev (aims,
policies and extent of
success); political
developments and
change
2.6. Collapse of the 4 hours
Soviet Union; post-Soviet
Russia to 2000; role and Total: 24 hours
policies of Yeltsin;
political and economic 2.5 hours
developments to 2000
Combined Total: 50.5
hours (HL)
 Paper 3 practice
Internal assessment Time allocated for supervision 5 hours
and answering students’ queries
HL - 5 hours about the assessment

Revision Exam preparation: writing style 10 hours

and strategies for the exam;
HL - 10 hours mock exam in February
Internal Assessment
and Revision - 15
hours (Sl and HL)

TOTAL HOURS IN
TWO YEARS: 262
hours

1. IB internal assessment requirement to be completed during the course

Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement, when the internal assessment
requirement will be due and how students will be prepared to do it.

Year 1, October (beginning): Introduction to historical investigation and ways of making history. The teacher reminds students of the six key
concepts for the history course (causation, consequence, continuity, change, significance and perspectives). These can be a very useful starting point
in helping students to formulate a question. The teacher talks to the class about the foundations of historical research - historiography (the history of
history), types of history (political, social, economic) and approaches to history (focusing on power, ideas and beliefs, identity, etc). Special attention
is given to the various types of primary and secondary sources historians use to conduct research - written, visual, material, oral, and where students
can find them. Throughout the session, students are asked to identify archives, museums and other heritage organisations where they could find
useful sources for their investigation. Students are introduced to the timeline for the historical investigation. ( 2 hours)
 Year 1, January (beginning-mid): students should have used the time to visit archives and museums and think about the question that they want to
answer and what sort of sources they can use to do that. At this point, they are not expected to come up with the exact title for their historical
investigation. However, students will be asked to come up with three historical topics that interest them and discuss them with the teacher after
Christmas. Students also meet the school librarian to discuss reliable websites, newspapers, textbooks and journals

Year 1, February (beginning): Academic honesty and plagiarism. The teacher reminds students how to quote and paraphrase correctly (2 hours)

Year 1, April (beginning): The students hand in their research proposals. The proposal consists of 500 words and includes 1) a working title, 2) a
selection of primary or secondary sources the students will use to answer the question, 3) additional questions and hypotheses that will guide the
investigation, 4) a short literature review discussing some of the methodological issues that historians face when doing research and whether the
students have encountered any of those (2 hours)

Year 1, May (beginning): Each student will have a one-to-one meeting with their teacher to discuss research plans over the summer (1 hour)

Year 1, May (mid May): Reviewing historical investigations from previous years and assessing them according to the marking criteria. Group
discussions about what makes a good historical investigation - critical analysis, knowledge and understanding, structure and presentation. The
teacher reminds students how referencing and bibliographies work (2 hours)

Year 1, May (end): Have a meeting with the class before the end of the academic year and agree on a deadline for submitting the first draft. Students
should come prepared with a detailed timetable of what they need to achieve over the summer ( 1 hour)
Year 2, October (beginning): Check progress on the first draft

Year 2, November (beginning): The draft version should be submitted by now, and some guidance and advice can be provided by the teacher

Year 2, December (mid December): The final version should be submitted to the teacher for internal marking

Year 2, March (beginning): Final version samples should be submitted for external moderation to the IB

2. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline
that would allow your students to make links with TOK. Describe how you would plan the lesson.
 Topic Link with TOK (including description of lesson plan)

Heroes and villains: The Should terms such as “villain” or “hero” be used when writing about history, or should value judgments be avoided?
Yalta Conference 1945
The lesson will consist of a short presentation about the 1945 Yalta Conference attended by Franklin Roosevelt, Winston
Churchill and Joseph Stalin. Students will be then divided into three teams - America, Britain and Russia.

Each team will have to argue that their national leader was a hero and the others two were villains. Students will be
asked to come up with three reasons why their national leader should be considered heroic and three reasons why each
of the other two leaders should be perceived as a villain (or a hero). This will encourage students to think about the
significance of different perspectives and how these affect the study of history.

Students will be given time to prepare short presentations. When they are ready they will present their arguments to
the rest of the class. There will also be time for questions at the end of each presentation. This will give students more
time to interrogate each other’s ideas and communicate effectively.

Once each group has presented, there will be a class discussion about the deeper meanings of heroes and villains. The
purpose of this part will be to give students time to reflect on their ideas. Having heard arguments both in favour and
against Roosevelt, Churchill and Stalin being heroes/villains, students will be asked to write their own definition of a
hero and a villain in their worksheets.

The class will conclude with some students sharing their definitions with the rest of the class.
1. Topic: The French Revolution (History)

TOK Link: The Role of Emotion and Reason in Knowledge

Lesson Plan:

 Objective: Students will examine the causes and consequences of the French Revolution, focusing on the role of
emotion and reason in shaping historical knowledge and events.
 TOK Connection: Discuss how emotion and reason influenced both the revolutionaries and historians when
interpreting this period of history. How do emotions such as anger or hope drive political change, and how do
they shape historical narratives?
 Lesson Flow:
 1. Introduction to the French Revolution – Provide a brief overview of the events leading to the French
Revolution, emphasizing the social, political, and economic factors.
2. TOK Discussion (Emotion vs. Reason) – Engage students in a discussion: "To what extent did emotion
(e.g., anger, hope, fear) contribute to the revolution compared to reason (e.g., Enlightenment ideas,
political philosophy)?" How do these factors interact in shaping historical events?
3. Group Activity: Students will analyze historical documents from both revolutionary leaders (like
Robespierre and Danton) and historians, identifying emotional vs. rational appeals in these sources.
4. Reflection: How might the emotional intensity of the revolution have affected the accuracy of historical
records? Can we trust historical accounts that were influenced by strong emotions, and how do we
differentiate between fact and emotion-driven narrative?
5. Debrief: Students reflect on the balance between reason and emotion in the events of the revolution
and how this balance might affect the way historians write about revolutions today.

2. Topic: The Cold War (History)

TOK Link: The Role of Perspective in Historical Knowledge

Lesson Plan:

 Objective: Students will explore the ideological conflict of the Cold War and how different perspectives shaped
the understanding of historical events.
 TOK Connection: Analyze how historical knowledge of the Cold War is shaped by the perspective from which it
is viewed (e.g., Western vs. Eastern perspectives). To what extent can we trust historical narratives that come
from different ideological or political viewpoints?
 Lesson Flow:
1. Introduction to the Cold War – Review the major events and key players in the Cold War (e.g., Cuban
Missile Crisis, Vietnam War, Berlin Wall).
2. TOK Discussion (Perspective and Bias) – Discuss how different countries’ perspectives shaped their
views on the Cold War. For instance, how did the Soviet Union and the United States interpret events
like the Cuban Missile Crisis or the Vietnam War? How do these differences affect the historical
narrative we receive today?
3. Activity: Divide the class into groups representing the United States, the Soviet Union, and other key
Cold War players (e.g., Cuba, China). Have each group present their perspective on a specific Cold War
 event, followed by a class-wide discussion on how each perspective shapes the interpretation of history.
4. Reflection: After the activity, ask students whether any perspective can be considered "objective" in
history. How do historians address this issue when writing about ideologically charged events?
5. Debrief: Students discuss how perspectives—whether personal, national, or ideological—shape the
historical narratives we study. How does this affect the reliability of historical knowledge?

3. Topic: The Impact of the Industrial Revolution (History)

TOK Link: Knowledge and the Ethics of Historical Interpretation

Lesson Plan:

 Objective: Students will examine the social, economic, and environmental impacts of the Industrial Revolution,
focusing on the ethical implications of historical knowledge and interpretations.
 TOK Connection: Discuss how historians interpret the Industrial Revolution through different ethical lenses,
considering both positive and negative consequences. Should the ethical consequences of an event be part of
its historical interpretation?
 Lesson Flow:
1. Introduction to the Industrial Revolution – Provide an overview of the Industrial Revolution's causes,
technological innovations, and long-term effects on society.
2. TOK Discussion (Ethics of Knowledge) – How do historians balance the economic growth of the
Industrial Revolution with the exploitation of workers, child labor, and environmental degradation?
Should historians prioritize the positive or negative aspects of historical events in their narratives?
3. Activity: Students will examine various historical accounts of the Industrial Revolution, comparing how
different historians have framed the ethical consequences of the era (e.g., some may emphasize
industrial progress, while others highlight social injustice).
4. Reflection: In what ways do ethical considerations shape historical interpretation? Can we write history
that is "neutral," or does every interpretation carry an implicit ethical stance?
5. Debrief: Students reflect on whether ethical concerns should influence historical research and
interpretation. How might different ethical perspectives (e.g., utilitarianism vs. human rights) shape the
way we understand the past?
 4. Topic: The Collapse of the Soviet Union (History) – Higher Level

TOK Link: The Reliability of Historical Evidence and Historical Revisionism

Lesson Plan:

 Objective: Students will analyze the collapse of the Soviet Union, focusing on the reliability of historical
evidence and the role of historical revisionism in shaping our understanding of this pivotal event.
 TOK Connection: Explore how historical knowledge is shaped by the evidence we have and how historical
revisionism can influence the interpretation of the collapse of the Soviet Union. How reliable are different
sources, and how do political agendas affect historical narratives?
 Lesson Flow:
1. Introduction to the Collapse of the Soviet Union – Review the causes of the collapse, including
economic problems, political reforms (Perestroika and Glasnost), and external pressures such as the
arms race and Western influence.
2. TOK Discussion (Reliability and Revisionism) – Discuss how the collapse of the Soviet Union is
interpreted differently by Russian historians compared to Western historians. How do factors like
political agendas, access to documents, and state control over historical narratives affect what is known
about the event?
3. Activity: Students will examine primary sources from the period (e.g., speeches by Gorbachev, Western
press reports, and Soviet propaganda) and evaluate the reliability of each source. How do these sources
present different views of the Soviet Union's collapse?
4. Reflection: How does the knowledge of the Soviet collapse change over time, as new evidence becomes
available or as political circumstances change? Can we ever arrive at an "objective" understanding of
events, or will history always be subject to revision based on new evidence and changing perspectives?
5. Debrief: Students discuss the impact of historical revisionism on public memory. How does the political
context of today shape the interpretation of historical events?
4. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).

Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)

Authoritarian states The Authoritarian states course will be instrumental for teaching students critical thinking and research skills.

Students will study four authoritarian states - Germany, Italy, China and Cuba. Whilst learning about each country,
students will regularly have to prepare research briefs (one side of A4) with each country’s most distinctive features. It
will be entirely up to students to decide how to structure and what to include in their briefs. Not only will this be their
homework assignment after every class, but it will also be their primary learning exam for the mock exams at the end of
each part of the course. Although students will be taught extensively about authoritarian countries, it will be up to them
to systemise and organise the information effectively to do well in exams.

After students have learned about the first two case studies (Germany and Italy), they will have a week (4 teaching
hours) where they will have to research, write and reflect on a mock essay question asking them to compare and
contrast two authoritarian states. They will have 2 hours to prepare the essay (in class, using their research briefs), 1
hour to write the essay in a mock exam environment, and 1 hour for reflection. The hour for reflection will be structured
like a workshop where students will share essay writing tips and discuss what they need to improve in groups.

This process will be repeated once they have completed the course and learned about the last two case studies (China
and Cuba). Overall, this type of formative assessment will encourage students to conduct independent research, whilst
also providing them with the opportunity to brainstorm writing and research issues after each mock exam.
5. International mindedness

Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will
use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Second World War Second World War commemoration in Britain, Germany and Russia

This topic provides an excellent opportunity to examine how countries commemorate the Second World War based on
their different cultural perspectives and experiences during the war.

Students will be split into three groups a week before the class and they will be asked to work together and research
different forms of Second World War commemoration in Britain, Germany and Russia. Each group will have to produce a
short research brief (two sides of A4) looking at how the war is celebrated in each country, what sort of festivities take
place and whether there are any interesting museum exhibitions, documentaries or short videos. All students will
receive a list with suggested resources to guide their inquiry. However, they will have to choose which sources to focus
on.

Each group will have to briefly present its findings to the class. After the presentations, the groups will be given some
time to discuss several questions. First, students will discuss the questions within their groups and then all three groups
will exchange ideas.

The questions will be along the lines of:

1. Can you spot any differences or similarities in how Britain, Germany and Russia commemorate the Second
World War? If yes, what sort of issues caught your attention?

2. Why do you think that celebrations in Britain and Russia are so different from one another even though both
countries fought on the same side and won? How does Germany compare to them?
 3. To what extent is national history biased? Why might that be the case?

4. What is the role of culture in the study of history? What about emotions?

5. What sort of differences are there between world history and national history? Why do we have national
histories?

6. How can international-mindedness help with reconciling different national interpretations of history?

Finally, students will have to imagine themselves as British (1 group), Russian (1 group) and German Second World War
veterans (1 group). Each group will have to write an appeal as to why their country should celebrate 9 May together
with the two other countries. For Britain and Germany 9 May is the Day of Europe, whereas for Russia it is known as
Victory Day. Each group will have to come up with three reasons why all three countries should celebrate the end of the
Second World War together. To complete the exercise, students will have to escape the confines of their narrow
national histories and look for common themes and experiences that can unite them.

To conclude, by doing research on Second World War commemoration, discussing the questions above and completing
exercises, students will be encouraged to think about the importance of culture in shaping national perspectives on
history. Likewise, the question about open-mindedness will prompt students to consider how open-mindedness is not
just a fancy phrase. It is an approach that guarantees not only a better understanding of history and its intricacies but
also better relations between different nations.

6. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic
from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will
identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Authoritarian states - Mao's policies and their impact

China
Inquirers - For example, students will have to analyse statistics about China’s first and second Five-year plans. Students
will learn to be inquirers by interrogating the data and drawing comparisons across different economic sectors. They will
frequently be asked to write down and summarise their findings.
 Thinkers - Another exercise students will do will be to look at two posters of Chinese families. Students will need to
examine the posters and think about what the pictures reveal about China’s social policies, namely how many children
families were allowed to have and why that was the case. By comparing and contrasting different primary sources such
as posters, texts and other audio-visual material, students will develop their critical thinkinking, whilst exploring various
political, social and economic problems.

Communicators - Students’ ability to communicate will be developed in each class. Whether students are looking at
data about China’s industrial and agricultural output or they are comparing Chinese state propaganda aimed at families,
they will have to present their ideas and findings in an organised and succinct fashion.

Principled - By learning about Communism in China, students will learn to appreciate the importance of democratic
governance, human rights, the rule of law and other principles that are necessary for both collective and individual
prosperity.

Open-mindedness and international mindedness - By looking at states outside Europe such as China, students will
have the opportunity to learn about different perspectives and how to appreciate them. International mindedness will
be shown to be the key to incorporating different and often competing interpretations of history. The sheer volume of
the countries, regions and periods covered by the IB History course will teach students to always look at questions from
more than one angle.
7. Resources

Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses?
Will students have access to resources beyond the ones available at school? Briefly describe what plans are in place if changes are needed.

Resources for students

Textbooks:

Oxford IB Diploma Programme: The Move to Global War Course Companion

Oxford IB Diploma Programme: Causes and Effects of 20th Century Wars Course Companion

Oxford IB Diploma Programme: Authoritarian States Course Companion

and/or
History for the IB Diploma Paper 2 Authoritarian States (20th Century) Cambridge Elevate Edition (2 Years)

European States in the Interwar Years (1918–1939) Cambridge Elevate Edition (2 Years)

Imperial Russia, Revolution and the Establishment of the Soviet Union (1855–1924) Cambridge Elevate Edition (2 Years)

The Soviet Union and Post-Soviet Russia (1924–2000) Cambridge Elevate Edition (2 Years)

Other resources:
The move to Global war

For the historiography of Mussolini and fascist Italy: a paper by S. C. Azzi : “The
Historiography of Fascist Foreign Policy.” The Historical Journal, Vol. 36, No. 1 (Mar., 1993), pp.
187-203

For Japan, a book by E. O. Reischauer: Histoire du Japon et des japonais or History of

Japan and the Japanese (American professor who was raised in Japan)

Internet Modern History Sourcebook (primary documents on most topics) http://www.fordham.edu/halsall/mod/modsbook.html

Authoritarian States:
● Fascism

https://www.library.wisc.edu/exhibits/special-collections/italian-life-under-fascism-selections-from-the-fry-collection/

● Nazism

Germany’s involuntary charity walk “Nazis against Nazis” https://www.youtube.com/watch?v=KvjIYl_Nlao

● Communism

‘Airbrushing Stalin and Mao’s Horrific Crimes’ http://www.worldaffairsjournal.org/article/airbrushing-stalin-and-mao’s-horrific-crimes

BBC2 Film on Stalin: https://www.youtube.com/watch?v=SIzApqzlP3Q

Smithsonian Channel Documentary on Stalin: https://www.youtube.com/watch?v=IIaeCkwrpdA

Chinese propaganda posters website http://chineseposters.net/themes/pla.php

French Stalin resource : http://www.imdb.com/title/tt5287808/

Chinese film link https://www.youtube.com/watch?v=ZB7HYhUpDz8

20th Century Wars:

● The First World War

If WWI was a bar fight: http://themetapicture.com/if-wwi-was-a-bar-fight/

https://www.diigo.com/outliner/2cxa65/Hist-11_WW1?key=lu7u4vofrw

https://www.bbc.com/news/magazine-26048324

https://www.nationalarchives.gov.uk/first-world-war/interactive-global-first-world-war-map/

● The Second World War

World at War (11 disc series) http://www.amazon.co.uk/World-At-War-Complete-Disc/dp/B00008WQ9Y

World War 2 in Colour (Netflix)

Greatest Events of WW2 in Colour (Netflix)

History of Europe

● Interwar period

https://www.mtholyoke.edu/acad/intrel/interwar.htm
 ● Russia

Louise Bryant’s memoirs of the October Revolution http://www.marxists.org/archive/bryant/index.htm

Cartoons/articles on/by Boris Yefimov (Tsardom through end of Cold War) http://www.pbs.org/redfiles/prop/deep/interv/p_int_boris_efimov.htm

Article on the Katyn massacre of 1940: http://www.historytoday.com/john-p-fox/katyn-tragedy-upon-tragedy