IB History SL/HL Prescribed Subject 4: Rights and Protest (Case Study 1: APARTHEID SOUTH AFRICA 1948–1964) Enquiry Question: Why was apartheid established in South Africa? Learning Objectives To explain the Political, Military, Social and Economic factors that contributed to the establishment of the apartheid regime To research and peer teach one aspect of the historical context of South Africa in the 1940s

IB History SL/HL Prescribed Subject 4: Rights and Protest (Case Study 1: APARTHEID SOUTH AFRICA 1948–1964) Enquiry Question: What were the non-violent campaigns against apartheid that took place in the 1950s? Learning Objectives To analyse the impact of non-violent campaigns against apartheid including; Defiance Campaign Bus Boycotts Protests against Passes Freedom Charter

IB History SL/HL Prescribed Subject 4: Rights and Protest (Case Study 1: APARTHEID SOUTH AFRICA 1948–1964) Enquiry Question: Why did the anti-apartheid struggle become violent? Learning Objectives To explain the events of the Sharpeville Massacre To analyse the extent to which Sharpeville was a turning point for the anti-apartheid movement To reflect on the decision to adopt armed struggle against the apartheid regime

IB History SL/HL Prescribed Subject 4: Rights and Protest (Case Study 1: APARTHEID SOUTH AFRICA 1948–1964) Enquiry Question: How was the apartheid regime established in South Africa? Learning Objectives To establish knowledge of the apartheid regime and make comparisons to Jim Crow To analyse the significance of the Tomlinson Report To evaluate the impact of apartheid laws

IB History SL/HL Prescribed Subject 4: Rights and Protest (Case Study 1: APARTHEID SOUTH AFRICA 1948–1964) Enquiry Question: What did apartheid mean in practice? Learning Objectives To explain the impact of ‘classification’ To research the impact of apartheid laws To create and complete examination questions and markschemes to improve source evaluation skills

A lesson and essay planning activity used to introduce different types of analysis in History that will be expected at IB. Essay planning activity uses an essay planning grid and a (tongue-in-cheek) hypothetical essay question.

IB History - SL/HL - Paper 2 - Cold War Enquiry Question: How did American ‘dollar imperialism’ contribute to rising tensions? Learning Objectives To explain the perspective of the US through analyzing the Truman Doctrine To analyse the impact of the Marshall Plan on Cold War tensions To evaluate the extent to which American “dollar imperialism” caused the Cold War

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How did events in Europe and Asia affect tensions between the Superpowers? Learning Objectives To explain the impact and significance of events in Europe and Asia on tensions between the USA and USSR including Hungarian dictatorship Czechoslovakian coup Berlin Blockade Soviet Bomb China becomes communist Communist uprisings in Asia

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How do historians differ in their interpretations of how the Cold War started? Learning Objectives To clarify what is required for writing to be ‘analytical’ To deepen understanding of the perspectives on the Origins of the Cold War To examine a sample essay that demonstrates L7 skills

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How did Sino-Soviet relations develop 1949-1976? Learning Objectives To deepen contextual understanding of Sino-American relations in the 1950s and 1960s To analyse American and Chinese motives for rapprochement To evaluate who gained the most from rapprochement; Nixon or Mao

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How far did ‘peaceful coexistence’ ease Cold War tensions 1953-61? Learning Objectives To examine the impact of ‘peaceful coexistence’ on Cold War tensions To examine the impact of ‘New Look’ on Cold War tensions

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How do the arms race affect superpower relations 1949-63? Learning Objectives To identify how nuclear weapons were developed by the two superpowers To explain why and how the arms race developed To evaluate the impact of the arms race

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How did Sino-Soviet relations develop 1949-1976? Learning Objectives To identify and describe the relationship between China and the USSR in 1949 To explain why and how the relationship changed (consolidation, split and confrontation) To evaluate the impact of China on superpower relations

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How do historians compare the impact of leaders during the Cold War? Learning Objectives To compare and contrast the impact of Stalin and Truman on the development of the Cold War To deepen understanding of planning a comparative essay To examine a sample essay that demonstrates comparative skills

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How close did the USA and USA come to a ‘hot war?’ Learning Objectives To compare and contrast the impact of several crises on the development of the Cold War To deepen understanding of planning a comparative essay To examine a sample essay that demonstrates comparative skills

IB History - SL/HL - PAPER 2 - Cold War Enquiry Question: How did détente change the nature of superpower relations? Learning Objectives To explain the reasons for détente To analyse the key features of detente To assess the reasons why détente came to an end

IB DP HL History of Europe - Topic 18: Post-war Central and Eastern Europe (1945-2000)

IB DP HL History of Europe - Topic 18: Post-war Central and Eastern Europe (1945-2000) Lesson 2 - Soviet Domination Lesson Objectives • To explain the motives for Soviet control of Eastern Europe • To analyse the nature of Soviet control through political, economic and foreign policy • To assess the extent of Soviet control in central and Eastern Europe Lesson Activities Populist Writers as Secondary sources: students evaluate the COPVL of the source that describes Soviet Domination as a “plague”. Brief lecture on the geopolitical context of post-World War II Europe. Overview of Soviet aims and strategies in Eastern Europe. Stalin’s Actions in Eastern Europe (video analysis): Watch the video “The Cold War - Stalin’s Actions in Eastern Europe 1945-1948”. Students complete comprehension questions. Self/peer assessment. Discuss key points and take notes on Soviet strategies. Primary Source Analysis: Divide students into small groups and provide each group with primary source documents. Each group analyses their document, focusing on the Soviet approach to establishing control. Groups share their findings with the class. Geographical Analysis (Map Activity): Compare maps of Europe before and after World War II. Identify changes in borders and the establishment of Soviet satellite states. Discuss how these changes reflect Soviet influence. Collaborative Inquiry Case Studies: Assign each group a different Eastern European country (Poland, Hungary, Czechoslovakia, Romania, Bulgaria, East Germany). Research the Soviet policies implemented in their assigned country. Collate findings into collaborative document for review. Class Discussion: Reflect on the similarities and differences in Soviet control across Eastern Europe. Discuss the short-term and long-term effects of Soviet domination. Historiographical Evaluation: Provide students with quotes from historians Tony Judt, Anne Applebaum, and Norman Davies. Discuss how historians’ interpretations of Soviet domination vary and consider student own analysis, how can this be validated and challenged. Examination Questions: Students review potential examination questions and class discuss choices for the examination with reasons and approaches.

IB DP HL History of Europe - Topic 18: Post-war Central and Eastern Europe (1945-2000) Lesson 1 - Central and Eastern Europe in Context Lesson Objectives • To explain the formation and nature of Central and Eastern Europe • To outline the key events and themes of Soviet domination • To consider the broad themes of Central and Eastern European history Lesson Activities Geography of Central and Eastern Europe: Students are presented with a map of Central and Eastern Europe (slide from the provided lesson). They must label key countries (e.g., West Germany, East Germany, Poland, Czechoslovakia, etc.). What is the significance of the different regions and colors on the map? How does geography influence political control? Historical Context and Key Themes: Students read a brief historical summary covering the Soviet occupation and control of Central and Eastern Europe. For each country (East Germany, Bulgaria, Romania, etc.), students summarize the key historical context in one word (e.g., resistance, repression, etc.). Timeline and Chronological Understanding: Students review a timeline of events (1945–2000) and color-code events based on their significance (political, social, economic, international/foreign policy, leadership change). Analyze the pattern and frequency of events. What does the timeline reveal about the Soviet strategies and control in the region? Which types of events (political, social, etc.) dominate?

IB DP HL History of Europe - Topic 18: Post-war Central and Eastern Europe (1945-2000) Lesson 4 - Support and Cooperation, Repression and Protest (1945-68) Lesson Objectives To explain the key aims and actions of communist governments To analyse the impact of domestic policies To evaluate the extent to which communist government had transformed central and Eastern European society