IB American Literature & History

1. IB American Literature & History Nuts & Bolts

2. History Course Goals • Understand history and how it relates to human experience, activity and motivation • Recognize, explain and analyze … ~ causes and consequences ~ continuity, change and development ~ similarity and difference • Promote an understanding of history as a discipline, including the nature and diversity of its sources, methods, and interpretations. • Encourage an understanding of the present through critical reflection upon the past. • Encourage an understanding of the impact of historical developments at national, regional and international levels. • Develop an awareness of one’s own historical identity through the study of the historical experiences of different cultures.

3. How do we meet these goals? • Asking analytical questions and searching for viable answers • Socratic Method • Analyzing and synthesizing a variety of sources for inquiry • Origin, Purpose, Value, Limitation (OPVL) • Using evidence to draw academic conclusions • Thesis Development • Constructing narratives connecting ideas, analysis, and evidence • Connections in writing

4. IB History of the Americas • This course will cover historical content to prepare students for Paper 3 of the HL History examination • In conjunction with the12th grade IB course it will also prepare students for some components of Paper 2 • The Internal Assessment will be completed during this course. (Spring) • Historical Investigation of a 20th century topic

5. IB History of the Americas • This course covers major developments in the Western Hemisphere from around 1760-2000 with a particular focus on the 20th century • Units of Study (Paper 3 on HL Examination) • Independence movements • Nation-building and challenges • United States Civil War: causes, course and effects 1840 ‑ 77 • The development of modern nations 1865 ‑ 1929 • Emergence of the Americas in global affairs 1880 ‑ 1929 • The Mexican Revolution 1910 ‑ 40*** • The Great Depression and the Americas 1929 ‑ 39 • The Second World War and the Americas 1933 ‑ 45 • Political developments in the Americas after WWII 1945 ‑ 79 • The Cold War and the Americas 1945 ‑ 1981 • Civil rights and social movements in the Americas • Into the 21st century—from the 1980s to 2000

6. Literature Course Goals • Introduce students to a range of texts from different periods, styles, and genres • Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections • Develop the students’ powers of expression, both in oral and written communication • Encourage students to recognize the importance of the contexts in which texts are written and received • Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures and how these perspectives construct meaning

7. More Goals! • Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts • Promote in students an enjoyment of, and lifelong interest in, language and literature • Develop in students an understanding of the techniques involved in literary criticism • Develop the students’ ability to form independent literature judgments and to support those ideas

8. The IB Literature Course • Part 1: Works in Translation– Senior Year * • Part 2: Detailed Study – Junior Year • Works: The Adventures of Huckleberry Finn; Robert Frost or Sylvia Plath; I Know Why the Caged Bird Sings • Assessment: Independent Oral Commentary ** • Part 3: Literary Criticism – Senior Year * • Part 4: Options – Junior Year • Works: The Great Gatsby; Fences; The Things They Carried • Assessment: Independent Oral Presentation ** * External Assessment; ** Internal Assessment

9. Annotating- The 3 C Approach Three big things to focus on when annotating text for both English and History • Connections: Connections from the text to text, text to author, text to self, figurative language connections, author’s craft connections, etc. What do you see/notice? • Context: Historical, political, cultural, economic, intellectual, religious, philosophical…What is it about the time period that influences the piece? Where does the piece “fit in?” When was the piece written? What’s the impact? • Clarifying Questions: What is confusing to you? What do you think? What does this mean? What questions do you have that you can bring to class for discussion?

10. Reading Notes • Along with annotation of primary documents. You will be required to take reading notes whenever textbook reading is assigned. (Tindall and Shi) • Reading notes should still focus on the 3 Cs while also adding key factual evidence. • Notes must be handwritten and use a clear organizational structure of some kind. • Cornell Notes • Outlining Notes

11. Homework Packets • We will be compiling unit homework packets that will be turned in at the end of every unit. • In order to potentially receive full credit, homework must be completed by its due date to obtain a stamp. • If homework is turned in with the homework packet without a stamp, it can still earn partial credit. • For History~ After each HWP is graded and handed back, you will put it into your three binder along with all other materials (readings, class notes, etc) from that particular unit.

12. Classroom Expectations

13. Do you round grades?!!!!

14. Phones • It is OK to have your phone out in class, until it becomes a problem. • We would prefer that you place the phones on top of your desk so we can see them. • We will use our phones for various school related purposes, so it’s important to have it out. • If your phone becomes an issue, the teachers reserve the right to take it away until the end of class.

15. Remember the golden rule!

16. Tardy Policy • 3 free passes • After 3, each tardy negatively impacts your participation grade in the class. • When you reach 5 tardies, you will receive after school detention. • Bottom line: Be here and be on time! • If you show up late with Starbucks, you’d better have coffee for Ms. Bede and Ms. VanDeBrake too.

17. Food & Drink • Food and drink are OK, until these things become problematic. If our room becomes a garbage dump, we will ban food from the classroom. Your Teachers

18. Academic Honesty • All work UNLESS SPECIFICALLY STATED should be completed individually. • In the event of academic DIShonesty, credit will be denied, disciplinary action will be taken, and respect will be lost.

19. MOST IMPORTANT CLASS RULE!!!!!!!