MYP+4+and+5



> > Unit title: The Origins of the Cold War > Statement of inquiry: Nations form alliances to protect their military, cultural and economic interests. > Key concept: systems > > >> >>> > > > Related concepts: conflict, cooperation, ideology > > >> >>> > > >> >>> > > >> >>> > > > Global context: identities and relationships >> >>> > > > > Assessment objectives > > > A1: use a wide range of terminology in context >> >>> >>> >>> >>> > A2: demonstrate knowledge and understanding through developed descriptions, explanations and examples >> >> >> > B3: use research methods to collect and record appropriate, varied and relevant information >> >> > B4: evaluate the process and results of an investigation >> >> >> > C3: document sources of information using MLA format >> >> >> > D1: discuss concepts, issues, models, visual representation, theories >> > D2: synthesize information to make valid, well-supported arguments >> > D3: analyze and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations >> > D4: interpret different perspectives and their implications >> > > > > > Weekly Timeline (31 March-23 May) >> >>> >>> >>> >> >>> >>> >>> >>> >>> >> >>> >>> >>> >>>> >>>> >>>> >>> >>>> >>>> >> >>> >>> >>> >>> >>>> >>>> >>>> >> >>> >>> >>>> >>>> >>> >>> >> >>> >>> >>>> >>>> >>> >> >>> >>> >>>> >>>> >>> > > > =STUDENT WORK= =REFLECTIONS=
 * systems are sets of interacting or independent components. Systems provide structure and order in human and natural and built environments. Systems can be static or dynamic, simple or complex. For individuals and societies, systems thinking provides a powerful tool for understanding both natural and human environments, and the role of individuals within them. Social and natural systems rely on a state of equilibrium and are vulnerable to change from internal and external forces (Individuals and societies guide, 2015).
 * For this unit we will be focusing on the ideological systems of capitalism and communism and on the alliance systems of Nato and the Warsaw Pact.
 * conflict can develop from inequalities in distribution of power and may manifest itself in many forms: protracted disagreements or arguments; prolonged armed struggles; clashes of opposing feelings or needs; serious incompatibilities between two or more opinions, principles or interests. Historians study conflict between individuals and societies over time and across place and space, and they also examine how conflicts can be sources of continuity and catalysts for change (Individuals and societies guide, 2015).
 * For this unit we will be examining the opposing feelings and needs of the USSR and the USA and how that opposition led to long-term conflict.
 * cooperation is the action or process of individuals or societies working together towards the same end. Historians examine the cooperation between societies, individuals, and environments in order to determine the positive, negative, short-term and long-term factors that define/derive a historical event or process. Cooperation can be a catalyst for change or continuity. Cooperation between actors implies certain levels of responsibility (Individuals and societies guide, 2015).
 * For this unit we will be examining the cooperation agreements that developed between countries and how they helped define the future course of the Cold War.
 * ideology is a system of ideas and ideals, which can form the basis of political or economic theories, policies and actions. Ideologies usually encompass systematic arrangements of premises and assertions that are used to interpret the world and make normative assertions about how it should be organized. Ideologies can evolve and change over time in order to meet the needs of a group of people or a society. Ideologies can be derived from the place and space in which a group of people or a society is located. Ideologies can evolve into political, economic or social systems and these systems can impact humans in a variety of ways. For example, through the definition of certain rights and responsibilities (Individuals and societies guide, 2015).
 * For this unit we will be examining the political ideologies of the USA and USSR and how those ideologies led those countries to make decisions about how the world should be organized.
 * An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
 * Our inquiry will focus on the beliefs and values of communists and capitalists, Americans and Soviets, and the clash between these two cultures.
 * use the following terms in context:
 * 1)  People: Roosevelt, Churchill, Stalin, Truman, Atlee, Molotov, Kennan, Wallace, Byrnes, Lublin Poles, London Poles
 * 1)  Places:Berlin, West Germany, East Germany, Poland, Greece, Czechoslovakia, Romania, Bulgaria, Hungary, Albania, Italy, France
 * 1)  Things:the United Nations, Yalta Conference, Potsdam Conference, Nato, the Warsaw Pact, the Long Telegram, Cominform, Comecon, Marshall Plan, provisional/interim government, coalition government, occupation zones, sectors, Berlin Blockade, Berlin airlift, propaganda, denazification, cold war
 * 1)  Ideas:iron curtain, sphere of influence, containment, communism, capitalism, democracy, buffer zone, freedom of the press, freedom of assembly, freedom of speech, superpower, Truman Doctrine
 * explain why the USA-USSR alliance in 1945-46 began to break down in 1945
 * describe the consequences of the Berlin blockade
 * explain how the USSR gained control of Europe by 1948
 * use research methods to collect and record information related to the research question, “Who was more to blame for the start of the Cold War: the USA or the USSR?”
 * ATL: Organization skills--managing time and tasks effectively by keeping an organized and logical system of information files
 * evaluate the process and results of an investigation into the research question,“Who was more to blame for the start of the Cold War: the USA or the USSR?”
 * ATL: Reflection skills—considering the process of learning by asking what questions do I have now
 * Learner Profile: Reflective—We work to understand our strengths and weaknesses in order to support our learning and personal development
 * document sources of information for the research essay
 * ATL: Media literacy skills—locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media
 * Learner Profile: Principled—We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of other people.
 * discuss Soviet expansionism and American reactions to it
 * argue who was more to blame for starting the Cold War: the USA or the USSR
 * analyze and evaluate a range of primary and secondary sources related to the Cold War in terms of origin and purpose, examining values and limitations
 * compare and contrast the arguments of George Kennan and Henry Wallace regarding U.S. policy toward the Soviet Union
 * Week 1 (31 March): The Yalta Conference
 * Reading: MWH 318-21
 * Handout: Sources of Discord Activity 1: Plans for postwar Europe (Yalta)
 * Suggested reading:
 * Week 2 (7 April): The Potsdam Conference
 * Reading: MWH 322-323
 * Handout: Sources of Discord Activity 1: Plans for postwar Europe (Potsdam)
 * Handout: Sources of Discord Activity 2: The breakdown of cooperation (First and Interim Meetings of Council of Foreign Ministers)
 * Handout: Sources of Discord Activity 2: The breakdown of cooperation (Second Meeting of Council of Foreign Ministers)
 * Suggested reading:
 * Week 3 (14 April): Soviet expansionism
 * Reading: MWH 324-327
 * Handout: “Salami Tactics,” Stalin’s takeover of Eastern Europe: [|__http://www.activehistory.co.uk/main_area/worksheets/gcse/cold_war/10_Salami%20Tactics.pdf__]
 * Resources:
 * Churchhill’s “Iron Curtain” speech: [|__http://www.youtube.com/watch?v=S2PUIQpAEAQ__]
 * CNN-BBC Cold War series, episode 2: Iron Curtain 1945-1947 [|__http://www.youtube.com/watch?v=J9UkOyBiRf4__]
 * Revision: [|__http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/sovietexpansionineasterneuroperev1.shtml__]
 * Suggested reading:
 * “Poland: NATO should send troops to east Europe, ignore Russia's objections” [|__http://www.reuters.com/article/2014/04/15/us-ukraine-crisis-poland-idUSBREA3E0QS20140415__]
 * “Special Report: How the US made its Putin problem worse” [|__http://www.reuters.com/article/2014/04/18/us-ukraine-putin-diplomacy-special-repor-idUSBREA3H0OQ20140418__]
 * Week 4 (28 April): The American reaction
 * Reading: MWH 328-330
 * Handout: Sources of Discord Activity 2: Why did cooperation break down (Kennan)
 * Handout: Sources of Discord Activity 2: Why did cooperation break down (Wallace)
 * Suggested reading:
 * Telegram from Nikolai Novikov, Soviet Ambassador to the US, to the Soviet Leadership," September 27, 1946. Novikov describes the advent of a more assertive US foreign policy. He cautions the Soviet leadership that the Truman administration is bent on imposing US political, military and economic domination around the world. This telegram has, since its discovery in the Russian archives, been labelled the Soviet equivalent of US Ambassador to the Soviet Union George Kennan's "Long telegram: [|__http://digitalarchive.wilsoncenter.org/document/110808__]
 * “ In Cold War Echo, Obama Strategy Writes Off Putin” [|__http://www.nytimes.com/2014/04/20/world/europe/in-cold-war-echo-obama-strategy-writes-off-putin.html?hp&_r=0__]
 * “Russia needs to defend its interest with an iron fist” [|__http://eng.globalaffairs.ru/pubcol/Russia-needs-to-defend-its-interests-with-an-iron-fist-16457__]
 * Week 5 (5 May): The Berlin Blockade
 * Reading: MWH 331-332
 * __ Wed 7 May: Summative assessment 1--Presentation (A, B, C) __
 * Task outline:
 * Rubrics: [|__MYP 4-5 Presentation task rubrics.pdf__]
 * Fri 9 May: Speaker-Ms. Dagmara, “Life in the PRL”
 * Suggested reading:
 * Week 6 (12 May): Nato
 * Reading: MWH 333
 * __ Fri 16 May: Summative assessment 2: Test (A, D) __
 * Task outline:
 * Rubrics: [|__MYP 4-5 Test task rubrics.pdf__]
 * Suggested reading:
 * Week 7 (19 May): A divided Germany
 * Reading: MWH 334-335
 * __ Fri 24 May: Summative assessment 3: Research essay (B, C, D) __
 * Task outline:
 * Rubrics: [|__MYP 4-5 Essay task rubrics.pdf__]
 * Suggested reading:

NAZI GERMANY

THE SECOND WORLD WAR Are the causes of war by accident or by design?

Key Concept: Global Interactions Objectives: A1, A2; C2, C3; D2, D3 ATL: Information Literacy Learner Profile: Inquirers

=LOGBOOK=
 * Week One:
 * Treaty of Versailles and its consequences
 * The in-between years (1919-1939)
 * Criterion A
 * Week Two:
 * rearmament, Saar plebiscite, remilitarization of the Rhine, Anschluss, Spanish Civil War, the Sudetenland and Czechoslovakia
 * The policy of appeasement
 * Source analysis: origin, purpose, value, limitation
 * Week Three
 * Czechoslovakia and the end of appeasement
 * Nazi-Soviet pact

=ASSESSMENTS= =RESOURCES= =STUDENT WORK= =REFLECTIONS=
 * Activity: Select and defend your view on the policy of appeasement
 * Required reading
 * Suggested reading