JANUARY 6 TH WELCOME BACK Find your new

JANUARY 6 TH: WELCOME BACK! • Find your new seat! • Get out your topic selection worksheet – be ready to discuss soon. • Today: • WWI test overview • Introduction to the IA • IA timeline and due dates

IB History Syllabus Requirements Prescribed Subject (1) The Move to Global War World History Topics (2) Causes and effects of 20 th Century Wars The Cold War History of the Americas (3) Emergence in Global Affairs The Cold War in the Americas Civil Rights/ Social Movements

IB HISTORY INTERNAL ASSESSMENT

BACKGROUND OF IB HISTORY & ASSESSMENTS • Syllabus outline (page 2) • Concepts and skills for IB history (page 4 -6) • Assessment outline (page 15)

INTRO TO IA & DEADLINES • Topic question – January 13 th • Final copy – March 13 th • Follow all checkpoint guidelines on handout! • Let’s start with the general purpose…pg. 18

SCOPE OF THE HISTORICAL INVESTIGATION • You are required to: • undertake a historical investigation using a good range of historical sources • focus on a topic or event with a cut-off date that is at least 10 years before the submission date for the investigation; therefore, an investigation submitted in 2020 would have a cut-off date of 2010 (including effects). • provide a title for the historical investigation that should be framed as a question • produce a written account of between 1, 700‑ 2, 200 words for HL • The historical investigation will be internally assessed by me and externally moderated by IB. • The IA is worth 20% of your final IB history grade • Historical Investigation details (page 20)

HOW DO I CHOOSE MY TOPIC? REFERENCE TOPIC SELECTION WKST. • • • Things to consider: Are you interested in it? Is the scope narrow? Or is it too broad? Are there multiple perspectives/viewpoints? Is it worthy of investigation? • Typically, WWII & genocide topics are not scored well! • • Is the answer obvious? Will you be able to find a primary source? Are there historians who specialize in this topic? In the end, you need a minimum of 10 sources (5 print, 2 primary & 1 historian) – are these available within your topic?

JANUARY 8 TH: ARE YOU READY FOR MORE IA FUN? !? !? ! • In the Move to Global War textbook, read pgs. 232 -233 & 238. • Be ready to discuss: • Topics of three IA sections • Ways to be successful • Next…. turn to page 27 in the Assessment Guide and browse through the example IA. You do NOT have to read it yet, I just want you to get a feel formatting & the required components.

YOUR HOMEWORK THIS WEEK • Exploratory research! • Learn about your topic & narrow your scope • Locate a variety of sources – start saving & citing them now! • Meet with Mrs. Yeager, as needed • Wednesday: Annotated Bibliography • Thursday: Meet in library to research • Friday: Research Question (due Monday 1/13!) • Sunday: Office Hours at the UA Library

Source Requirements • • • It is crucial that there are sufficient sources to support your investigation!!! Need to use a minimum of TEN sources Need to use at least TWO primary sources Need to incorporate text from one historian! A minimum of five sources must be print (i. e. books or historical journals [online journals are acceptable]) Thus, no more than five websites used, unless more than ten sources total No general encyclopedias or textbooks; no blogs or general websites Secondary sources cannot have a copyright earlier than 1975 Citation format for all sources needs to remain consistent Chicago style! Keep track of all sources used; don’t wait until last minute to compile a bibliography Watch for biases & opinions in sources – get different views/ideas on topic

CHICAGO STYLE CITATIONS • Review the requirements for Chicago-style citations on page 8 in your assessment guide. Be ready to discuss! • Things to avoid: citation generators, sources without authors, basic websites (i. e. history. com), different formats/fonts • Let’s practice! • Book • Website • Online book • Purdue Owl is a great citation source! • https: //owl. purdue. edu/owl/research_and_citation/chicago_manual_17 th_e dition/cmos_formatting_and_style_guide/chicago_manual_of_style_17 th_e dition. html

Annotated bibliography – due January 27 • What is an annotated bibliography? • a list of citations to books, articles, and documents. Each citation is followed by a brief (usually one paragraph) descriptive and evaluative paragraph, the annotation. • Calls for the application of a variety of intellectual skills: ability to explain/summarize, analyze, and complete research • What is the purpose of an annotated bibliography? • The purpose of the annotation is to inform the teacher/student of the relevance, accuracy, and quality of the sources cited • Annotations are descriptive and critical; they expose the author‘s point of view and value to investigation.

Steps for creating an annotated bibliography 1. Research, locate and record citations from books, journals, websites that may contain important information on your topic. (remember to stay within the source guidelines!) 2. Briefly review and examine the documents 3. Cite the document using Chicago format 4. Write a concise annotation that summarizes the central theme and scope of the book or article. In your annotation, include: 1. Description of the author and source type (can also be purpose) 2. A brief summary 3. Explain how this work relates to your topic/will be used in your IA

ANNOTATED BIBLIOGRAPHY EXAMPLE Wilson, Woodrow. Address of the President to the United States Senate, January 22, 1917. (Washington D. C: Library of Congress, 1917). • Woodrow Wilson served as the U. S. president from 1912 -1920. On January 22, 1917 Wilson gave this speech to the Senate in order to explain the consequences of war, possible alternatives to declaring war, and his plans for post-war peace. This speech, given at a very vital time in US history, was seen as Wilson’s final attempt to compromise with Germany. Wilson’s 1917 Senate speech is valuable to this IA because it gives a first-hand perspective in to the struggles U. S. leadership faced with regards to a declaration of war. It also gives insight in to the founding principles of the League of Nations.

ANNOTATED BIB DO NOTS…. . • Do NOT rush to find ten sources and use the first ten you find • Do NOT type the question into a search engine and use the first sources that come up • Do NOT use prohibited sources • Do NOT plagiarize descriptions from Amazon, the book description, cliff notes, etc • Do NOT procrastinate this assignment • Do NOT waste in-class work time • Do NOT underestimate the usefulness of an annotated bib!!

SOURCE SUGGESTIONS/REMINDERS • Cite as you go! • Remember, your annotation needs three basic things – author overview, brief source summary, description of how you plan to use this in your IA • Your annotated bibliography should reflect the source requirements – 5 print sources, no secondary sources pre-1975, two primary sources, historian text • Use books written by historians • Consider a counter-argument • Google scholar instead of regular books • Browse other bibliographies for sources • UA Library, Public databases

LET’S DO ONE TOGETHER!!!

ANNOTATED BIBLIOGRAPHY • Your final copy must be submitted with the following: • Your research question at the top • Sources categorized • Primary • Print • Web • Sources alphabetized • It is due on January 27 th NO MATTER WHAT!!!

BELLWORK: JANUARY 10 TH 1. Last class you learned the IA was divided into three separate parts. Why do you think IB formats the IA this way? 2. List three things that need to be included in your annotated bibliography. 3. THINKER: What should you consider when coming up with a Research Question (RQ)? How do you write a good RQ?

RESEARCH QUESTION (RQ) • Your RQ needs to be historically debatable! • Is it worthy of investigation? • There should be no obvious answer to the question…… it is your job to use evidence/analysis to reach a conclusion. • Must be narrow and focused! If there is an entire book on your topic, it’s probably not narrow enough! • In order to produce a high-scoring IA, you NEED to have a good RQ!!!

RESEARCH QUESTION (RQ) • • • Wording is key! Can it be proven? ? ? Absolutely no “what-ifs” or conspiracies! “Compare/Contrast” – not an argument; lengthy “What” – too descriptive “To what extent” – Implies a multitude of answers; may be too many words so be as specific as possible! • “How” “Did” “Why” and “Was” are good command terms because it leads to an answer • Let’s practice!!!!

You be the judge…. . • How did the passing of women’s suffrage affect women’s social freedoms within the 1930’s? • Why did Germany lose WWII? • How did the U. S. Government differ from the British Royal empire after the Revolutionary War? • To what extent was Stalin’s collectivization successful? • Was the atomic destruction of Hiroshima and Nagasaki the most practical way to end WWII? • To what extent did Gandhi’s experiences in South Africa between 1894 -1901, influence his method of nonviolent resistance?

RQ PRACTICE ACTIVITY • Create two possible RQs: 1. a good/acceptable RQ 2. a bad/unacceptable RQ • Create your questions from the following topics – be ready to discuss: • • U. S. Imperialism Spanish-American War Causes of WWI in the Americas

JANUARY 13, 2020 Agenda • Today: • Overview of individual sections • Analysis of Mark Schemes • Tomorrow: ½ day = current event! • Wednesday: • Grading a sample IA • Individual conferences • Talk about changes to your RQ • Give an overview of how you plan to approach/answer this topic • Review a source – BRING TO CLASS! • Thursday: G 12 panel Upcoming Dates • Friday: Research Day in Lab! Come prepared to work! • Sunday 1/26: Office Hours at the UA library from 3 -5 pm • Mon 1/27: Annotated Bib due…NO MATTER WHAT!

Internal Assessment Criteria The historical investigation is assessed against three criteria that are related to the objectives for the Diploma Programme history course. By dividing the IA into three criteria, you have to show your skills! Section A Identification &Evaluation Section B Investigation Section C Reflection 6 marks 15 marks 4 marks ***Total 25 marks

IA GRADING SCALE • • 25 -21 = 7 20 -19 = 6 18 -16 = 5 15 -13 = 4 12 -10 = 3 9 -8 = 2 7 -1 = 1

Disclaimer • As your history teacher, I can ONLY read ONE draft per criterion. During this process, I am ONLY able to make general comments regarding content. • The submittal process is easier on Microsoft Word! Can NOT submit in Google Docs!

A. IDENTIFICATION AND EVALUATION OF SOURCES (6 MARKS) • • • Clearly state question Briefly explain focus Select two appropriate and relevant sources to analyse Explain the relevancy of the two sources selected for detailed analysis With regards to O, P, C, analyse the sources for V & L • A crucial element of this section is an appropriate RQ! • Scoring criteria page 24. What do you have to do to receive a 6?

Tips for part A • • • 500 words Clearly show what you will address in the investigation (“This investigation will focus on ‘how Wilson’s Moral Diplomacy impacted U. S. involvement in the Dominican Republic. ’) Be objective – don’t exaggerate. For instance, don’t say “it will be proven that……” Be clear in your analysis of OPCVL. “The purpose is…. ” “This source is valuable because…. ” Essentially there are three steps you must cover in part A – 1. Question is presented and scope is defined 2. Present the two sources and explain their relevance 3. Analyze each of the sources for OPCVL (Guide on pg. 12)

B. INVESTIGATION (15 MARKS) • The actual investigation! • Show ability to research using a variety of sources (multiple and primary vs. secondary) • Analysis using evidence presented • Must be an equal balance of evidence and analysis • Organization is key! • Must also include your conclusion (ANSWER your question!) • How should you approach this?

Tips for Part B • EXACTLY as it sounds – your investigation • ~1300 words • Everything must be cited! Everything! Use footnotes. • Keep all paragraphs consistent • Show use of variety of sources • Consider multiple perspectives • Scoring criteria page 25. What do you have to do to receive a 15?

ADVICE (DO’S!) v. Formatting for all sections needs to be the same! v. Keep track of your bibliography as you are working, do not leave it to the last minute (not all sources need to be used, but a variety should be!) v. A bibliography or list of sources and all citations, using the Chicago method, must be included v. Any illustrations or documents should be included in an appendix. None of these will form part of the word count but do not use this for crucial information to your analysis. It is not intended as a dumping ground if you go over the word limit! v. Organize your time and set clear objectives – if you aren’t meeting these seek help. v. Keep the mark scheme with you at all times and refer to it often. v. Be prepared to modify your topic… it will change as your research progresses.

C. REFLECTION (4 MARKS) • Requires you to reflect on the process of your investigation. • Include methods used by, and challenges facing the historian. • Consider the questions on page 21 in the assessment guide and 245 in the Move to Global War textbook.

Tips for Part C - Reflection • • 400 words What did you learn from the process? Can be first person, but isn’t required You do NOT need to address all questions, just the ones pertinent to you investigation • Needs to show connection between Part C and the rest of your investigation • People always lose points for being vague - avoid this! • Scoring criteria page 26. What do you have to do to receive a 4?

1/15 THE IA FUN CONTINUES……. • Today you are going to play the role of an IB History Moderator! You will be put to work marking a sample IA. • Using the mark scheme/rubric on pages 24 -26, grade the sample IA starting on page 27. • Pay close attention to what is required in each section. Take your time! • Remember, IB uses a “best fit” approach. • On a sheet of paper, list the mark awarded for each section, as well as, a justification for this score. • Be ready to discuss!

IA PANEL: 1/16 Senior Introductions • Your IA question (How did you decide? Why did you choose this? How did you narrow it down? ) • How you approached the research • One positive thing about the IA • Difficulties during the IA Possible discussion topics • • • Topic Selection Research Process Finding Sources Time Management Analysis vs. Evidence Helpful Tips

1/23: ANOTHER IA PRACTICE ACTIVITY • You will now read/analyze additional IA tips, hints, and strategies. • Start by reading……. . • Part A: pages 241 -243 • Part B: page 244 • Part C: page 246 • On a sheet of paper, respond to the following questions for each section: 1. What can you do to be successful? 2. What are some problems students encounter? How can these problems be avoided? 3. Review the IA excerpt what conclusions can you draw about this section? (You do NOT need to grade it!)

PART B OUTLINE • Now that you have located your sources and narrowed your topic, it’s time to organize your investigation by creating an outline! • Start by creating a list of points that will be addressed in your investigation (these points should relate to topics/paragraphs in your investigation) • You do NOT need to write this in paragraph form! Keep it organized! • Browse your ten sources for quotes/evidence. When you find a useful piece of evidence, write the quote in it’s corresponding topic.

NEXT IA DEADLINE: PART B OUTLINE – MONDAY FEBRUARY 3 RD! • Part B (the investigation) is one that will take the most time/research/effort in writing. Start this now! The better your outline – the easier it will be to write your investigation! • Your outline must include: • A list of points/topics to be addressed in your investigation (what will you need to cover in order to answer your question? ) • Also should include a counter argument! • A minimum of three quotes for each point (where did these quotes come from? ) • Any clarifying information • You do NOT need to analyze yet… but it may help your organization if you mention the points you plan to include. • Show student sample!!!

OUTLINE EXAMPLE • Why did the U. S. Senate vote against ratification of the Treaty of Versailles?

PART B STUFF!

FEBRUARY 6, 2019 PART B OVERVIEW & PRACTICE • Review the analysis vs. evidence handout on pages 10 -11 in your assessment guide. • As you read, answer the first three questions under the “warm up discussion” portion. • Do NOT move ahead! • Often times, students ask “how do I analyze? ” “What does it mean to analyze? ” How would YOU answer these questions? ? ?

PART B REMINDERS (DUE MONDAY FEB. 11 TH!) • Need to include RQ and word count for the section. • Need to include all footnotes/citations in correct format (make edits from your annotated bib!) • Footnotes do NOT count towards the word count. • 1300 words! • Keep a balance of evidence and analysis. • Need to show a variety of sources. • Need to incorporate historiography and perspective. • Should include thesis and a clear answer to your question. • Although you are not being graded on mechanics, you still need to create an organized paper that is easy to follow. • Refer to rubric so you know exactly how you will be assessed! • I can only edit this once! Make it count!

IN-TEXT CITATION FAQ’S • • • Citation guide – pages 8 & 9 How do I cite a text without an author? How do I cite a text with multiple authors? How do I cite a sentence with multiple quotes from different authors? How do I cite a website or article? How do I punctuate the sentence? What if I use the same author multiple times in a row? What if I only paraphrase/summarize the author instead of a direct quote? What if I only want to use a part of the quote?

ANALYSIS OR EVIDENCE? YOU DECIDE! • The Five Year Plan was a series of nation-wide centralized economic policies that were implemented in the Soviet Union starting in 1928. • The Five- year plan was well organized which helped increase the prestige of the USSR abroad. This is shown by the adoption of Sovietstyle economic plans in the Ukraine, Belarus & Moldova. • A turning point in WWII was the Battle of Stalingrad, which halted Hitler’s Eastern advance. • If Hitler maintained his alliance with Stalin and did not invade the Soviet Union, he would not have been forced to fight on two fronts and the outcome of WWII would undoubtedly be different.

YOU BE THE JUDGE! ANALYSIS OR EVIDENCE? ? ? • Read the three student samples. • As you read, identify the EVIDENCE vs. ANALYSIS! • Use this as a way to see what you should and should not do! • Be ready to discuss!

FEBRUARY 11 TH: PART B REFLECTION • Now that you are (hopefully) finished with your investigation, I want you to reflect on your progress. • On the back of the Part B rubric, respond to the following questions. (You may want to review the content descriptors first!) 1. In your opinion, what is the strongest part of your investigation? What did you do successfully? Why? 2. In your opinion, what is the weakest part of your investigation? What did you struggle with? Why? 3. Do you have any questions about your Part B draft? Is there anything specific you want me to keep in mind as I grade/edit it? Be specific! • If you did not turn in a Part B…. Explain why! What are you struggling with? Why and how did you get behind? Be specific! When do you plan to turn in this section?

PART B FEEDBACK • • • Take drafts seriously! PROOFREAD! Need to re-word for clarity! Passive voice = Proposal of question and scope Move to Part A. Style/font changes? ? ? Citation issues = IBID, multiple footnotes, variety, ellipses, punctuation, spacing/size Quotes need context! Do not expect them to speak for themselves! Your intro should include a thesis. What is your argument? Must use primary sources and historians. Does your evidence actually match your answer? Seems like you’re making assumptions without evidence…. . Do not just re-summarize the quote = analyze it! Review, consider, reflect on feedback – go back and make edits!

PART B GRADING Letter Grade CDO Score IB Part B Score # of students A 30 -27 15 -13 2 B 26 -24 12 -10 5 C 23 -21 9 -7 8 D 20 -18 6 -4 8 F 17 -below 3 and below 0 N/A 0 Did not turn in 6

PART A STUFF DUE WEDNESDAY FEBRUARY 20 TH!

Part A Review and Practice • With a partner, discuss the following What are you required to do in Part A? • Essentially there are three steps you must cover in part A – 1. Brief background is provided about the importance of the topic or situation question is presented & scope established 2. Present the two sources and explain their relevance 3. Analyze each of the sources for OPCVL (Guide on pg. 12) • ~ 500 words • Clearly show what you will address in the investigation. • Be clear in your analysis of OPCVL. “The purpose is…. ” “This source is valuable because…. ”

OPCVL (GUIDE ON PAGE 12; MOVE TO GLOBAL WAR TEXT PAGES 5 -8) • Origin – who created it? When? Where? Is there anything about the author that is important to investigation? (ex: general, politician, socialist, etc. ) • Purpose –think like the author: why was it created? What was the intent? Who is the audience? Can it tell you more than is on the surface? • Content – what does the source say? Summary? • Value – Based on who wrote it, when/where/why it was written, what value does this document have? What is the context – bring in outside information! What can we tell about the time period from the source? What was going on in history at the time the piece was created and how does this piece accurately reflect it? • Limitation – What part of the story can we NOT tell from the document? Does it inaccurately reflect anything? What is not addressed? What does the author leave out and why? (If you are going to comment on the bias, you must go into detail… Who is it biased towards? Against? Why? ) • You are becoming an expert on these sources!!!

WHY ARE THESE STATEMENTS GOOD? • The author, Arther Ferrill, is a current professor at the University of Washington. He received his Ph. D in ancient military history from the University of Illinois, and he is a respected expert in the field of Ancient Rome and military history. • The book was written by Robert Brigham, who has a Ph. D from the University of Kentucky and worked for Professor George Herring, a Vietnam War expert. He learned the Vietnamese language and frequently speaks at Vietnam War conferences.

WHAT IS WRONG WITH THESE STATEMENTS? • “This source is valuable because it gives a wide variety of information and uses multiple primary sources. ” • “The source is limited because it contains bias by the author. ” • “The authors are persuaded by the situation that happened. ” • “Communist rule isn’t typically considered a good thing…. ”

OPCVL PRACTICE • Next class Bring one of your sources that you want to analyze for part A! • FDR’s Fireside Chat in which he introduced the New Deal.

2/13: OPCVL PRACTICE! • Read/annotate FDR’s speech. • Analyze the values and limitations of the source with reference to origin, purpose and content. • Remember to think about this in the context of the time…. How can this help/limit our understanding of the Great Depression and New Deal? • Create the chart on the back – you do NOT need to write a full paragraph.

PART A PREP! • On a sheet of paper, you are going to create an outline for a sample OPCVL source analysis. • Start by responding to these questions: • What is your RQ? • What is the scope of your topic? Be specific! • Which two sources are you choosing to evaluate? Why? • Next, create an OPCVL chart like our class example. Evaluate the source you brought! • Take this seriously – it is like a rough draft to help you prepare for Part A. • Remember to be specific and get to the point! • Use assessment guide & Move to Global War textbook (pgs. 5 -8)

Component Origin Purpose Content Description Value Limitation

FEBRUARY 20 TH: PART A REFLECTION • On the back of the Part A rubric, respond to the following questions. (You may want to review the content descriptors first!) 1. In your opinion, what is the strongest aspect of your Part A? What did you do successfully? Why? 2. In your opinion, what is the weakest aspect of your Part A ? What did you struggle with? Why? 3. Do you have any questions about your Part A draft? Is there anything specific you want me to keep in mind as I grade/edit it? Be specific! • If you did not turn in a Part A…. Explain why! What are you struggling with? Why and how did you get behind? Be specific! When do you plan to turn in this section?

WARM-UP ACTIVITY - REFLECTIONS • To begin class, review the following: • Requirements for Section 3: The Reflection on page 21 in your assessment guide. • Page 245 in the Move to Global War textbook!

PART A FEEDBACK • Intro – clearly pose RQ, establish scope, present two sources and explain relevancy • Vague statements make Ms. Bruggeman cry inside…. • The author was born in 1905 which is valuable since they grew up during WWI • The content is valuable because it covers a number of perspectives • The purpose was to educate the reader so it is valuable in increasing knowledge • Since the source is secondary, it inherently limits the legitimacy of the source • Too much summary not enough analysis • The source is valuable because it was written by President Roosevelt in 1934. This is not analysis of value!

SEE WHAT I MEAN? ? ? • “Source A is valuable because both editors were alive during the operation. ” • “Another value is through the content of the letter because it shows the strategies used to accomplish her goals. ” • “This is valuable because it gives a unique perspective on the event. ” • “This source has value to historians as it is directly written by a historian who specializes in the topic. ” • “This source is of value to this investigation because its purpose is to show the divide between [these groups] existed. ” • “This particular source could be of value in terms of specific policies that were passed and the outcomes from it. ” • “This source is of value to historians because it talks about the important events and participants within the movement. ”

PART A FEEDBACK • Take analysis deeper! Don’t just say “what” limited the source – explain exactly HOW and WHY that makes it limited. • BAD: Since the Fireside Chat is meant to promote programs/instill confidence, it limits the source. • BETTER: The purpose of this Fireside Chat was to instill confidence in the American populace which limits the source because it is used to promote the programs and is positive in nature; therefore, it does not address problems that remain unsolved. • Analysis needs to be specific to YOUR investigation. Remember, you are asked to analyze OPCVL for historians studying your topic. • Word count issues! You are responsible for figuring out what to cut/add…. not me!

PART A GRADING Letter Grade CDO Score IB Part B Score # of students A+ A- 20 -18 6 5 0 0 B C+ 17 -15 4 3 7 10 CD 14 -10 2 1 5 5 F 9 -below 0 0 Did not turn in! 0 2

UPCOMING IA REMINDERS…. • Start editing your sections now – do not wait until the last minute! • Part C is due THIS FRIDAY 3/1! • THIS Saturday 3/2 office hours at Starbucks (Barnes & Noble) from 3 -5 pm • Monday 3/4: CDO Library work day • NEXT FRIDAY 3/8: One complete rough draft due for peer-editing • Friday 3/15: Final IA due! Then, we party! • Remember, if you do not submit it on Friday, you will be pulled from class and work with Rothkopf to submit whatever you have.

PART C STUFF

WARM-UP ACTIVITY – OPCVL • To begin class, review the Part A student sample - Follow all guidelines/directions. • Take this seriously! Use this as a chance to see what a good Part A looks like and reflect on how you can make these changes within your own paper!

PART C SAMPLES • Read the two student samples of Part C. • After each, respond to the questions. • You may also start the “planning tool” at the bottom. Whatever you do not finish, needs to be completed by Thursday! • FYI – Example 2 RQ is How did the Lavender Scare impact the U. S. LGBT community during the 1950 s?

HOW DID DISARMAMENT LEAD TO THE FAILURE OF THE LEAGUE OF NATIONS? Methods used by historians Challenges facing historian

WHY DID THE U. S. FAIL TO JOIN THE LEAGUE OF NATIONS? Methods used by historians Challenges facing historian

HOW DID THE RUSSO-JAPANESE WAR IMPACT JAPAN’S STATUS AS A WORLD POWER? Methods used by historians Challenges facing historian

MARCH 1 ST : PART C REFLECTION • On the back of the Part C rubric, respond to the following questions. (You may want to review the content descriptors first!) 1. In your opinion, what is the strongest aspect of your Part C? What did you do successfully? Why? 2. In your opinion, what is the weakest aspect of your Part C ? What did you struggle with? Why? 3. Do you have any questions about your Part C draft? Is there anything specific you want me to keep in mind as I grade/edit it? Be specific! • If you did not turn in a Part C…. Explain why! What are you struggling with? Why and how did you get behind? Be specific! When do you plan to turn in this section?

PART C FEEDBACK • Need to show connection to your investigation! If you’re going to say something about primary/secondary sources… include the exact sources you’re talking about! • Make sure your challenges are REAL and not assumptions (translation might present problems, lack of sources may be an issue, documents may be biased, scope may be a problem, one might have trouble finding primary sources) • Think more in the scope of HISTORIANS and less of a personal reflection • Don’t really need an intro/conclusion – especially if you’re near the word count! Be concise and get to the point! • BE SPECIFIC!!!!

PART C GRADING Letter Grade CDO Score IB Part C Score # of students A+ A 20 -19 4 1 AB 18 -16 3 11 C 15 -14 ish 2 9 D 14 ish-12 1 5 0 Did not turn in! 4

ROUGH DRAFT: FRIDAY MARCH 8 TH • • Title Page Table of Contents Each section is labeled & formatting is consistent Correct & consistent footnotes Page numbers Appendix with explanations Correct bibliography (sections for primary, print, web) This will be the last time someone will read your entire IA…. . make it count! Make it as close to the final as possible. Make all corrections this week!

KEEP FORMATTING CONSISTENT!!!! • • • Title Page Table of Contents Part A: Identification and Evaluation of Sources Part B: Investigation Part C: Reflection Bibliography

Title Page • Your title page must include your topic, question, IB HL History, date, and word count. NO NAMES! • Keep in mind…. . Footnotes, titles, bibliography, and appendix do NOT count towards the word count • Choosing an appropriate title will lead to an appropriate investigation. • YOU DECIDE!! Which title is probably easier to investigate and discuss effectively within the 2200 word limit? ? ? • 1. An investigation into African warfare: Why did the British army struggle in Southern Africa in the 1860’s? • 2. An investigation into African colonial warfare: To what extent was the defeat of the British by the Zulu at Isandlwana in 1879 due to the mistakes made by Lord Chemsford? • Make sure your title is focused and narrow enough to ensure your discussion/analysis are not vague.

An Investigation into the Amazingness of Elizabeth N. Bruggeman To what extent does Ms. Bruggeman’s awesomeness influence students’ historical understanding? IB HL History Internal Assessment Candidate Number: 003536 -013 15 March 2019 Word Count: 2104

TABLE OF CONTENTS Insert page numbers first! • Part A: Identification and Evaluation of Sources • Part B: Investigation • Part C: Reflection • Appendix • Bibliography Page 3 Page 5 Page 8 Page 9 Page 11

Appendix • NOT required • This could be included if you make reference to graphs, charts, maps, pictures, propaganda, etc. • Remember, this does NOT count towards your 2, 200 words!

EXAMPLE APPENDIX PAGE: • Appendix • Photograph A: New tractors being driven from a factory in 1935 ¹ • Photograph B: Propaganda poster promoting Stalin as “one of the workers”

Bibliography • Everything needs to be cited in the same format! • Divide the citations based on source type • Print • Web • Primary • All ten sources need to be alphabetized within each category • Refer to your bibliography sheet formatting examples • By this point, you should’ve already cited everything in your annotated bibliography, so remove the annotations and use the citations! • Does NOT count towards the word count

STEPS FOR FINAL SUBMITTAL 1. Turnitin. com 2. Upload a copy to Managebac 3. Print out a hard copy to turn in to Ms. Bruggeman Copies must be saved with Last Name, date & History IA/topic in file name! (ex: Bruggeman 3 -15 Hist. IACuban. Indep)

PEER EDITING INSTRUCTIONS • You have been pre-matched with a partner and will assess each other’s IA’S. Write on the IA and peer editing wkst. • Use the IA markschemes on pages 24 -26. Best fit! • Each section has a checklist, score card and place for comments. Take your time. • I will be grading your grading – be as accurate as possible. • At the end, provide suggestions for areas of improvement. • Make this count! Take it seriously! This is the last chance for good, constructive, and helpful feedback.

FINAL IA STEPS…. • • • Editing Appendix Title Page Table of Contents Bibliography Page Numbers Candidate Number Formatting Submittal