IB History of the Americas (HOTA)
Instructor
Travis Foltz
Phone
253-373-4100
Room
249
E-mail [email protected]
Course Overview:
The History of the Americas course covers major developments in the region from around 1760 to 2000: independence
movements; the challenges of nation-building; the emergence of the Americas in global affairs; the Great Depression;
the Second World War and the Cold War, and their impact on the region, as well as the transition into the 21st century.
Within each section political, economic and social issues are considered and, when relevant, cultural aspects are
included. The countries of the Americas form a region of great diversity but close historical links. Please note that the
philosophy and the instructional approach of the course will be to focus on teaching topics in-depth rather than glancing
over them in a survey fashion. Also note that you will not be responsible for knowing all of the potential units in IB
History of the Americas. You will learn three units in-depth. The History of the Americas course is designed to prepare
students for Paper 3 of the IB exam. Paper 1 and Paper 2 correspond to the 20th Century World History course, which is
taught the senior year.
The final IB grade is computed as follows:
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Paper 1—20%
Paper 2—25%
Paper 3—35%
Internal Assessment—20%
Course Objectives:
The aims of this IB history course include:
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Promoting an understanding of history as a discipline, including the nature and diversity of its sources, methods
and interpretations.
Encouraging an understanding of the present through critical reflection upon the past.
Encouraging an understanding of the impact of historical developments at national, regional and international
levels.
Developing an awareness of one’s own historical identity through the study of the historical experiences of
different cultures.
Year at a glance: The following as an outline of the topics to be covered in preparation for the IB history exams in
May of 2014.
1. Independence Movements:
This section focuses on the various forces that contributed to the rise of the independence movements, the similar and
different paths that the movements followed and the immediate effects of independence in the region. It explores the
political, intellectual and military contributions of their leaders and the sometimes contradictory views that shaped the
emergence of the new nations.
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What were the political, economic, social, intellectual and religious causes of the independence movement
in the United States?
What were the political and intellectual contributions of leaders like Washington, Adams and Jefferson to
the process of independence?
What influenced the ideas of the Declaration of Independence? Under what circumstances was the
Declaration of Independence written?
2. Nation-Building and Challenges
This section focuses on the new challenges and problems that came with independence. It explores the ways in which,
and the reasons why, the countries of the region attempted to build their nations. Independent and new nations
emerged; the colonial empires, with few exceptions, were gone; new world links were forged yet the colonial legacy
remained. Two of the problems that confronted the new nations were how to challenge it or how to build on it. The
task of building new nations opened the doors to novel ways of political, social and economic thinking and to the
redefining of concepts such as nation and state.
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What were the Articles of Confederation?
What was the Constitution of 1787?
What was the philosophical underpinnings of the first political systems in the United States?
What were major compromises and changes in the U.S. political system?
What were the causes and effects of the Mexican-American war of 1846-1848?
3. United States Civil War: causes, course, and effects 1840-1877
This section focuses on the United States Civil War between the North and the South (1861-1865), which is often
perceived as the great watershed in the history of the United States. It transformed the country forever: slavery
disappeared following Lincoln’s Emancipation Proclamation and the Northern success marked a victory for the
proponents of strong central power over the supporters of states’ rights. It marked the beginnings of further westward
expansion and transformed United States’ society by accelerating industrialization and modernization in the North and
largely destroying the plantation system in the South. The war left the country with a new set of problems: how would
the South rebuild its society and economy and what would be the place in that society of 4 million freed African
Americans? These changes were fundamental, leading some historians to see the war (and its results) as a “second
American Revolution”.
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What was the cotton economy? How did slavery work and what were its conditions like? How did slaves adapt
and resist their conditions?
What were some political issues between north and south? What was the debate about states rights?
Modernization? What was sectionalism? What was the nullification crisis? How did the North and South differ
economically?
What were the ideologies both for and against slavery? What was the impact of the abolitionists?
What were the causes and consequences of westward expansion and the sectional debates? What was the
Kansas-Nebraska problem? What was the Ostend Manifesto? What were the Lincoln-Douglas debates? What
was the impact of the election of Abraham Lincoln? What was the Emancipation Proclamation? Who was
Jefferson Davis? How did he come to lead the Confederacy?
What were the strengths and weaknesses of the Union and the Confederacy? What as the significance of Grant
and Lee? What was the significance of Sherman and Jackson?
What was the effect of Antietam and Gettysburg? What was the effect of foreign powers?
What were the successes and failures of Reconstruction?
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What was the significance of African Americans in the Civil War and in the New South? What were some legal
issues? What were Black Codes? What were Jim Crow laws?
4. The Emergence of the Americas in global affairs 1880-1929
This section focuses on modernization in the region, and its impact on foreign policy. It explores the involvement of the
nations in the First World War. Modernization shaped the new nations and its effects created the basis for a major shift
in the foreign policies of the region. By the end of the century, for example, the United States played a more active role
in world affairs, and in the affairs of Latin America in particular, thus transforming inter-American relations. When the
First World War broke out in Europe, several American countries were involved in the conflict. When the war ended, its
impact was felt in the economic, social and foreign policies of the participating countries.
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What were the causes of the U.S. expansionist foreign policies?
What were the causes and effects of the Spanish-American War?
What was the “Big Stick” policy? What was Dollar Diplomacy? What was Moral Diplomacy? How were they
applied and what was their impact in the America’s?
5. The Great Depression and the Americas 1929-1939
This section focuses on the nature of the Depression as well as the different solutions adopted by governments in the
region and the impact on these societies. The Great Depression produced the most serious economic collapse in the
history of the Americas. It affected every country in the region and brought about the need to rethink economic and
political systems. The alternatives that were offered and the adaptations that took place marked a watershed in political
and economic development in many countries in the region.
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What were the political and economic cause in the Americas?
What was the nature and efficacy of the solutions in the United States? i.e. Hoover, FDR and the New Deal
What were some criticisms of the New Deal?
What was the role of Mackenzie King and RB Bennett in Canada?
What was the impact of the Great Depression on society? i.e. African Americans, women and other minorities
What was the role of the Great Depression and the arts? i.e. photography, the movie industry, the radio and
literary currents
6. The Second World War and the Americas 1933-1945
As the world order deteriorated in the late 1930s, resulting in the outbreak of war in Europe, the countries of the region
reacted in different ways to the challenges presented. This section focuses on the changing policies of the countries in
the region as a result of growing political and diplomatic tensions preceding and during the Second World War. It also
exa • Hemispheric reactions to the events in Europe: inter-American diplomacy; cooperation and neutrality; Franklin
D. Roosevelt’s Good Neighbour policy, its application and effects
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What was the diplomatic and/or military role of the United States and Canada during the Second World War?
What was the social impact of the Second World War on African Americans, Native Americans, women and
minorities?
How were Japanese Americans and Japanese Canadians treated?
What was the reaction to the Holocaust in the Americas
What was the impact of technological developments and the beginning of the atomic age?
What were the economic and diplomatic effects of the Second World War in the United States?
7. Civil Rights and Social Movements in the Americas
This section focuses on the origins, nature, challenges and achievements of civil rights movements after 1945.
Movements represented the attempts to achieve equality for groups that were not recognized or accepted as full
members of society. The groups challenged established authority and entrenched attitudes.
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What were the origins and tactics of African American organizations during the Civil Rights movement?
What was the role of the US Supreme Court?
What were legal challenges to segregation in education? How did segregation end in the South (1955-1965)
What was the role of Dr. Martin Luther King in the Civil Rights Movement? What accounts for the rise of radical
African American activism? (1965-8): Black Panthers; Black Muslims; Black Power and Malcolm X
Power Standards:
Demonstrate knowledge and understanding of historical topics 50%
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Analyze issues of American Independence and the Constitution
Analyze and evaluate the causes and effects of the Mexican-American War 1846-1848
Analyze the causes and consequences of the U.S. Civil War
Analyze the emergence of the Americas in global affairs 1880-1929
Analyze the Great Depression in the Americas 1929-1939
Analyze the impact of WWII on the Americas
Analyze the Civil Rights Movement in the United States
Skills:
Read, analyze and interpret historical documents 15%
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Determine the central idea(s) of a primary or secondary source and provide an accurate summary of the
document.
With reference of the origin and purpose assess the value and limitations of historical documents (both primary
and secondary)
Analyze evidence and interpretation of historical events 15%
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Analyze historical events by employing tools of historical analysis: compare and contrast, causation, choice,
contextualization, chronology/periodization and critical evaluation
Compare and contrast the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts
Develop a thesis using, citing and applying historical evidence 20%
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Develop an argument/thesis or significant research question
Defend argument by citing relevant information/evidence from multiple primary/secondary sources
Grading
KM staff has worked long and hard to move to a standards based learning (SBG) environment for our
students. The standards based grading (SBG) model takes the guess work out of what a grade means for a student.
In SBG system a student’s grade is based on being able to show what they know and are able to do on a set of
specific standards and aligned skills associated the content in each course. A grade in the SBG system is not about
tardies, behavior, missing assignments, absences, etc., it is about what they truly know and are able to do or not do.
A SBG system grade is more of a true measurement of their skill and knowledge. Using the attached SBG
Conversion scale teachers and students can more effectively and precisely communicate areas of strength or
needed growth. This scale will be used to report the extent to which your child demonstrates proficiency on
established state and national standards as well as associated skills.
Kent-Meridian’s Standards Based Grading Conversion Scale with description
Score 4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and
100% applications regarding more complex material that go beyond what was
taught in class.
Score 3.5
92%
In addition to Score 3.0 performance, the student demonstrates in-depth
inferences and applications regarding the more complex content with partial
success.
Score 3.0
85%
“The Standard.” The student demonstrates no major errors or omissions
regarding any of the information and processes that were explicitly taught.
80%
The student demonstrates no major errors or omissions regarding the simpler
details and processes (Score 2.0 content) and partial knowledge of the more
complex ideas and processes (Score 3.0 content).
75%
The student demonstrates no major errors or omissions regarding the simpler
details and processes but exhibits major errors or omissions regarding the
more complex ideas and processes (Score 3.0 content).
70%
The student demonstrates partial knowledge of the simpler details and
processes (Score 2.0 content) but exhibits major errors or omissions regarding
the more complex ideas and procedures (Score 3.0 content).
65%
With help, the student demonstrates a partial understanding of some of the
simpler details and processes (Score 2.0 content) and some of the more
complex ideas and processes (Score 3.0 content).
Score 0.5
55%
With help, the student demonstrates a partial understanding of some of the
simpler details and processes (Score 2.0 content) but not the more complex
ideas and processes (Score 3.0 content).
Score 0.0
50%
Even with help, the student demonstrates no understanding or skill.
Score 2.5
Score 2.0
Score 1.5
Score 1.0
The KM Honor Code
Kent-Meridian students will refrain from cheating. Cheating violations include but are not limited to: providing or
receiving answers on assignments or exams; using cheat sheets; copying assignments; submitting a former
student’s work with “modifications” as one’s own work; and plagiarizing, including internet sources. In addition,
KM students will be honor bound to prevent and/or report violations of this Honor Code, should they witness
them. Choosing not to act in such circumstances constitutes collusion.
Personal integrity and conduct that is consistent with this code will produce the atmosphere of trust necessary for
the success of each KM student.
The following penalties will be enforced in all KM classes:
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The first time a student is caught cheating on an assignment or assessment he/she will receive school
discipline (short term suspension) and will be expected to redo the assignment or assessment in the
presence of a responsible adult. According to the KM student handbook, his/her guardian will also be
notified. The student will be placed on academic probation for the remainder of the school year. All of the
student’s teachers will be informed that the student is on academic probation.
If the student is caught cheating again in any class that same year the student will receive school discipline
(short term suspension) and will be expected to redo the assignment or assessment in the presence of a
responsible adult. A conference will be held with the student, parent/guardian, counselor, teacher(s) and
administration regarding the second offense incident.
A third cheating offense is subject to loss of credit for the semester.
Your integrity is serious business. Take care to safeguard it!
Rules:
1. Respect means we are silent when anyone in class has the floor (this includes all members of the class-teachers,
students and guest speakers)
2. No food, soda or energy drinks in class.
3. Use appropriate language—no offensive or derogatory remarks
4. No electronics including Ipods and cell phones. These are not allowed even in down times of class like when a
test is completed. If you need to be entertained then bring a book to class to read during down times.
5. Wear appropriate clothing—this includes avoiding provocative clothing and no hats.
6. You must be seated by the time the bell rings at the start of class and you need to wait until the teacher dismisses
you at the end of class.
7. You will not use any kind of make-up or fragrance in class, or groom yourself in any way such as: lipstick
application, combing, etc.
8. Always keep all classroom materials that are passed out in class—all readings, tests, PowerPoints, documents,
etc. This requires you to be organized thoroughly throughout the year. You will need this information when you
take the IB History of the Americas exams.
9. Discussion and participation are required. This is a class where opinions matter. The purpose of this class is to
develop your role and capacity as a citizen. If you are a student who does not necessarily identify as a “talker” then
this class will push you outside of your comfort zone a little bit.
10. Each student will be given 3 free passes to leave the class each Semester. The teacher reserves the right to
determine when it is appropriate for the students to leave the classroom.
11. Plagiarism (to take and use someone else’s ideas or work and claim that they are your own) or cheating is a
serious offense in my class. Any student who is caught plagiarizing, copying another’s work, or cheating in any way
will immediately be given a zero on the assignment. Students who aid in these activities will be treated the same as
those who actively plagiarize, copy, or cheat. Additionally, contact with the student’s parents may also be made.
Repeated plagiarism is grounds for administrative referral or removal from the course.
12. In general, late work will be accepted more than one day after the due date. Exceptions may be made due to
extenuating circumstances at the teacher’s discretion. Please do your best to meet due dates.
13. It is the responsibility of absent students, not the teacher, to make arrangements with me for make-up tests,
and complete their missing work in a timely manner.
Procedures:
1. Upon entering the classroom, each student will check the Smart Board, take assigned seat, and begin the “Do
Now.” Students not in their seat when the late bell begins to ring will be considered tardy. (Please note the
attached sheet regarding consequences for frequent tardies.)
2. Trash will be placed in the proper receptacle at the end of each session as students leave the room.
3. No student will be out of their assigned seat without permission. Exceptions to this rule: you are going to throw
up or you are on fire. In these cases, please leave.
4. Furniture, classroom supplies, textbooks, etc., will be properly maintained. Desk surfaces will not be marked.
Please remember, we are guests at the school.
5. Whenever a guest teacher is here in place of Mr. Foltz. the utmost courtesy, respect, and cooperation is required.
Students who do not act appropriately for substitutes or are named as being uncooperative in substitute teacher
notes will face severe consequences. When in doubt, please comply with a substitute’s requests or instructions,
and discuss any problems with me when I return.
6. Students must bring a calendar/organizer with them to class each day. Chronicles will be checked
periodically to make sure assignment due dates are recorded.
7. Students will also bring appropriate reading materials such as novels or periodicals to read when they have
completed class work or have extra time in class.
8. Sleeping in class or attempting to fall asleep is expressly forbidden! Students who fall asleep in my class can
expect an unpleasant consequence…. Experts say that high school students need at least 8 hrs. of sleep each night.
If you are having trouble staying awake, consider altering your schedule outside of school, or learn the wonders of
caffeine. Remember, school comes first!
Classroom Consequences:
1st time: Review expectations/oral warning
2nd time: 1 minute conference after class
3rd time: 30 minute detention after school and parent contact
4th time: referral to administration and parent contact
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Severe, defiant or harmful behavior will result in automatic code blue referral
Supplies and Materials Necessary for Success:
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Pen Drive or Flash Drive
Please use blue or black ink. You are strongly discouraged from using pencils and avoid using red, pink, purple
or other odd colors.
Highlighter
Laptop or desktop computer to be used at home
At least a 2-inch 3-ring notebook to bring to class
A large 4 to 5 inch 3-ring notebook to store notes, tests and readings to be stored at home and reviewed later
when you complete the IB assessment
Library card for the King County Library System
Outside reading book
Planner
Lined notebook paper
Dictionary, Thesaurus and Atlas (home)