IB Exam Preparation Paper 1 - 60 Minutes Question 1, Study notes of History

Download IB Exam Preparation Paper 1 - 60 Minutes Question 1 and more Study notes History in PDF only on Docsity! IB Exam Preparation Paper 1 - 25 Marks - 60 Minutes Question 1 - 5 Marks - Identify 1A is generally a text document out of 3 Marks. There are 4 possible responses, so max marks are given so long as 3/4 are made. Highly suggested to make 4 specific points. Each point should follow with a new sentence to make it clear. 1B is a cartoon or a map with the maximum of 2 marks. There are 3 given responses, so attempt to make 3. Question 2 - 6 Marks - Compare and Contrast 2 requires a separate Compare and Contrast paragraph that add up to either 3 marks for each or 4/2. Due to this you should aim to have 4 compare and 4 contrast points made. Always reference both documents in each point made. Refer to them as Document A/B Question 3 - 6 Marks - OPVL Must complete an OPVL on two documents. DO NOT COMPARE. Do each separately. Either follow "The Origin is, The Purpose is" structure or have a 4 paragraph response, with the paragraphs being Value of A, Limit of A, Value of B, Limit of B with reference to Origin and Purpose in each of the 4 paragraphs. Marks are far more subjective here but go in-depth on all components. Do not just state vague values and limitations like its a primary source or written a while ago. Who is the person writing this and how does it make it valuable then? Question 4 - 8 Marks - Synthesis Essay part of exam. Include an introduction and a conclusion. Be sure to reference to all documents (document A) in the essay. To earn higher marks, you must bring in outside information. Specifically state that said given information is of your own. For maximum marks, a comprehensive essay that fully answers the question is required. Paper 2 - 40 Marks - 90 Minutes These questions will relate to 5 given topics: Cause, Course, and Outcomes of War, Single Party States, Democratic States, Nationalist and Independence Movements, and The Cold War. Each topic will have 6 questions. You must answer 2 questions, each from a different topic. We focus on CCO and Cold War, but any question can be answered as many of the Paper 3 topics blend into those themes. Answer each question in essay format. Graphic organizers are highly suggested. Paper 3 - 60 Marks - 150 Minutes Same essay format as Paper 2. There will be roughly 25-28 questions, drawing at least 2 questions from each of the major topics covered. – 3 – M13/3/HISTX/BP2/ENG/TZ1/XX/M Paper 2 markbands: The following bands provide a précis of the full markbands for paper 2 published in the History guide (2008) on pages 71–74. They are intended to assist marking but must be used in conjunction with the full markbands found in the guide. For the attention of all examiners: if you are uncertain about the content/accuracy of a candidate’s work please contact your team leader. 0: Answers not meeting the requirements of descriptors should be awarded no marks. 1–3: Answers do not meet the demands of the question and show little or no evidence of appropriate structure. There are no more than vague, unsupported assertions. 4–5: There is little understanding of the question. Historical details are present but are mainly inaccurate and/or of marginal relevance. Historical context or processes are barely understood and there is minimal focus on the task. 6–7: Answers indicate some understanding of the question but historical knowledge is limited in quality and quantity. Historical context may be present as will understanding of historical processes but underdeveloped. The question is only partially addressed. 8–9: The demands of the question are generally understood. Historical knowledge is present but is not fully or accurately detailed. Knowledge is narrative or descriptive in nature. There may be limited argument that requires further substantiation. Critical commentary may be present. An attempt to place events in historical context and show an understanding of historical processes. An attempt at a structured approach, either chronological or thematic has been made. 10–12: Answers indicate that the question is understood but not all implications considered. Knowledge is largely accurate. Critical commentary may be present. Events are generally placed in context and understanding of historical processes, such as comparison and contrast are present. There may be awareness of different approaches and interpretations but they are not based on relevant historical knowledge. There is a clear attempt at a structured approach. 13–15: Answers are clearly focused on the demands of the question. Specific knowledge is applied as evidence, and analysis or critical commentary are used appropriately to produce a specific argument. Events are placed in context and there is sound understanding of historical processes and comparison and contrast. Evaluation of different approaches may be used to substantiate arguments presented. 16–20: Answers are clearly structured and focused, have full awareness of the demands of the question, and if appropriate may challenge it. Detailed specific knowledge is used as evidence to support assertions and arguments. Historical processes such as comparison and contrast, placing events in context and evaluating different interpretations are used appropriately and effectively. Review 1. The peace-making process in the 1970, specifically, 1973-1978 in regards to the Arab- Israeli conflict. The Arab, UN and the USA perspectives. 2. WWI & WWII Allied tactics and strategies. 3. Religious factors that helped/hurt the origins of the Spanish CW. 4. Collective security in either the 1920-30’s or 1945-1955 5. Political and economic effects of the US Civil war and any other. 6. Guerilla warfare in the 20th C was a success or failure. Why? 7. What caused the failure of democracy in Weimar Germany? 8. How successful did Hitler implement his religious policies in Germany? 9. Compare and Contrast Stalin and Mao The successes or failures of Peron and/or Castro. 10. The role of Women and/or minorities in two authoritarian states. 11. Describe the rise to power of authoritarian or single party leaders. 12. Yalta & Potsdam and their role in breaking wartime alliances. 13. How did the US attempt to prevent the global spread of communism from 1945-1962 14. Social and economic impacts of the Cold War on two countries excluding the US & USSR. 15. The significance of the Korean War and/or Korea to the Cold War. 16. Examine the changing nature of US-Chinese relations between 1949 and 1972. 17. The internal problems that contributed to the break-up of the USSR. 18. The social/economic impact of independence on one country in the America’s. 19. The causes of the Mexican-American war. 20. The role of foreign powers on the outcome of the US CW. 21. Nullification and how it contributed to the US CW. 22. US Imperialism from 1880-1929 23. What way did Canada or any Latin-American country participate in WWI? 24. Successes and failures of Alvaro Obregon 25. Plutarco Elias Calles and Lazaro Cardenas 26. Reasons people had to oppose the New Deal? 27. Impact of the Great Depression on women and minorities in the US or Canada. 28. The Good Neighbor Policy. 29. President Johnson and the ‘Great Society.’ 30. President Kennedy’s Alliance for Progress and its impact on Latin America. 31. The impact of the Cold War on Canada’s foreign policy. 32. The rise of radical African-American activism and its impact on Dr. MLK jr. 33. The reasons for and the impact of, youth protest in the 1960’s & 1970’s. 34. President Reagan’s policy and their benefits to the US. 35. Globalization on any country in the America’s. Tel Aviv Golan Heights — an area of high ground which dominates much of northern Israel and the route to the Syrian capital, Damascus. Between 1948 and 1967 the Syrians held the heights. Most of the 100,000 Syrian inhabitants fled during the fighting. West Bank of the River Jordan - this area had been part of the Arab state of Jordan since the 1948-9 war; 750,000 people, mostly Palestinian Arabs, lived here (the population of Israel was about 2.5 millon). Parts of the West Bank are very fertile, especially in the river valley. BB Israeli conquests June 1967 Israoli victory in six * Israel destroyed the air forces of Egypt, Jordan and Syria + Bull Jowish sottements in those occupied tortrios july Nationalization of Suez Canal ‘Mediterranean Sea ‘October 29 lal forces invaded Gaza Strip =a ot fe land on the coast, populated October 31 | British and French with 300,000 inhabitants, mostly bombed Egyptian airfields Palestinian Arabs. It was from Gaza Neale vekadnelo™ | that many raids were launched November 6 UN ome eadingto syainet eset inte 19006 French forces Eisenhower Doctrin “ Formation of United Arab Republic (UAR) Palestine Liberation Organization (PLO) formed June Six-Day War November | UN Resolution 242 Sinai - a large area of Egyptian Arafat became Chairman territory. It is mostly a desert. of FLO Very tew people live here. On the western side is the Suez Canal September | PLO expelled from Jordan and to the south-east is the September | Death of Nasser Gulf of Aqaba. Israeli athletes killed at Munich Olympics October War May ‘Treaty of disengagement of Israeli and Arab forces November | Yasser Arafat addressed UN PLO raids int frael ‘fom Syria, and Israek reprisals June Election of Likud government in Israel I November | Sadat’s visit to Israel Countdown tovar 1966-7 + Egypt Syria delence agreement 1 Camp David Agreement || ° reese onto, ncng a ts on ra Syran border + Sovetnerventontiggered Nas UN force between Israel and Egypt | | ° fom nat an cee Selo of Tien laws sppng ‘Treaty of Washington between Israel and Egypt l Israel launched air attacks, 5 June 1966 LUN Resolution 242 calle for * Israel withdrawal rom occupied lands + Arab recognition of Israel Course of the war '* Egypt and Syria surprise attack raelis recovered and went on offensive ‘+ Arabs used oil weapon to pressure the West + USA and USSR enforced a ceasefire Both superpowers airlifted military supplies to their allies Results of the war * Arabs regained pride and respect + Sadat had broken the stalemate and forced a change in US policy ‘EeenhowerOocne fered ado ssn Mik East ret “hiematonal Comme USA cubed eal o mania Ab sport inctescg ore Bay 0 se one an a ap “The UN recommended the parttion of Palestine in 1947, leading o creation of Israel in 1948 “The USSR provided mitary and franca a to Egypt and tr, Syria | LUN forced Britain and France to withdraw from Suez Canal in 1956 ‘and stationed a peacekeeping force on Egyptian-Israel border [sn ct ctatinatnamandiaainnnsines | [ ‘Soviet miscalculation conte o war and Arab eat n ‘SocDay War 1067, ‘US ploy dug andar cade War of 979 ined the super ot Eayptan government “The Soviets teamed thir Arab als but lations wth Eaypt ‘eteroratedin 19708 and Golan Heights, 1974-5, ‘+ US"shutle diplomacy led to withdrawals by Israel forces from Sinab Withdrawal of UNEF in 1967 led to Egyptian blockade of Gulf of Aqaba ‘and, two weeks later, to outbreak of SicDay War l LUN effectiveness in Arab-Israeli conflict decined ator ‘October War of 1973, ‘Treaty of Washington 1979 confirmed what was agreed in 'A Framework for Peace between Egypt and Israel’ at Camp David Begin flew to Egypt ‘Sadat flow to lsrael, thus recognizing Israel, 1977 I + Israels to withdraw from Sina ‘Camp David, 1978. US-brokered peace deal: ‘+ Egypt o allow Israoli ships through Suez and Stats of Tran “+ Palestinians o be granted ‘autonomy’in West Bank and Gaza However: + A diplomatic triumph for Carter + Israel and Egypt now more secure * Other Arab states and some Egyptians were opposed + The Palestinian problem was stil an unresolved source of tension  Invention of the cotton’gin’ USA declared African slave trade illegal Missouri Compromise Formation of National Anti-Slavery Society May Start of Mexican War August Wilmot Proviso ‘Treaty of Guadalupe Hidalgo ‘The 1850 Compromise Kansas-Nebraska Act Dred Scott decision Lincoln-Douglas debates John Brown’s raid November Lincoln elected president December South Carolina seceded January/February Mississippi, Florida, ‘Alabama, Georgia, Louisiana and Texas seceded February Confederacy established April Confederate forces opened fire on Fort Sumter April-June Virginia, Arkansas, North Carolina and Tennessee seceded July First Manassas April Battle of Shiloh June-July Seven Day battles August Second Manassas vi ‘Southern ‘grievances Irdsty J. Economic ieee [isn] ae ‘September Battle of Antietam September Emancipation Proclamation December Battle of Fredericksburg May Battle of Chancellorsvlle July Battle of Gettysburg July Capture of Vicksburg September Battle of Chickamauga May-June Wilderness-Petersburg campaign September Fall of Atlanta November Lincoln re-elected president April Lee surrendered at Appomattox April Lincoln assassinated: Andrew Johnson became president December Thirteenth Amendment added to the Constitution Civil Rights Act Military Reconstruction Act Fourteenth Amendment added to the Constitution Fifteenth Amendment added to the Constitution 1877 Compromise vate [Feene] oderieaen bectviose? Feaponeose oy Mary Sous |__[ Noh noe na re ° Pants now recta? ‘The problem of states’ rights Kentucky and Virginian Resolutions Hartford Convention The Nulifcation Crisis Probl Problem of lem of tarts slavery JC.Cathoun | President (and South Carolina) Jackson Compromise 1820 Compromise 1836 Independence 1845 Joined USA Guadalupe Hidalgo =a =  The situation | Kansas Republican ‘American Party Dred Scott The Lecompton ‘success problems by 1856 1857 Constitution ne} a I Bleeding Sumner The Panic Douglas v of 1857 Buchanan Democrat split Republican I Policies 1856 presidential Southern bias? | [John Brown's | | The situation | | 1858 mid-term sloction ‘Slave Power raid in 1860, elections ‘conspiracy? Lincoln v Douglas Frémont v Buchanan v Fillmore =} Froisional Cofedoie Confederate Pesisent -———— Congest “etorson Oar ‘The 1860 election “The upper South The Democratic The Constitutional The Republican convention Unionists. convention ‘Hope of compromise I Lincoln v Seward President | [ Congees | | Vigiia Peace teat I Douglas | v | Breckinridge v{ Ben | v Lincoln a 1e campaign Reasons for 1 ot seceding Souther response Reasons for [Seaton enone | cane Elections in South Cooperationists or ‘South Carolina Secessionists seceded Mississipi || Florida || Alabama | | Georgia || Lousiana || Texas seceded || seceded seceded | | seceded || seceded || seceded — ol Inaugural ‘dere ‘The situation in 1861 ‘A modem war? = The nate of Tasks “The naval “The wars main ‘war ‘theatres  Problems Policies Re Exports and trade col- | King did little in his first | Problems continued until the a =a lapsed term. Bennett's efforts ran J onset of the Second World Polly tom uk Pola son eer and counter to his original beliefs | War mony Ponca goverment but he slowly introduced fed- * Besant of Amerteanization eral measures + Determination to promote French identity in Quebec High unemployment | Unemployed and Farm Relief |Money allocated was to be ad- Act, 1931 ministered by provinces not Consumer bom period +" Shortpost nar rcesion the federal government. Too + Uneven economic grown + Overreliance on US tade and tutte money investment Public Works Construction | Federal building programme Canada in the 1920s Act, 1934 to create jobs. Many found work. Nonetheless, unemploy- ment remained high until the Second World War Farmers’ distress: fore- | Farmers’ Credit Act, 1934 | Many farmers were allowed closures due to drought to remain on their farms and collapse of wheat rather than face eviction Need for relief National Service Loan Public bought these and gov- Francais Pr [_mivremnanecer " " Fallin the value of the dolar | financial commitments. Pro- nangfieesdy take care of the needy Tigh |i rset [rade ws ned eder Canadian production 1935 Fade zener with [Ring and Rose aged USA reduce high tariffs between the two nations Natural catastrophe in agriculture — the Dustowt ‘Troubled banks Bank of Canada set up in | Banks could no longer issue i ee to transfer their gold reserves to the Bank of Canada. Creat- ed a stable banking system Employment and || Natonal Products |[ Praries Farm | canactan wheat || Dominion ade Social Securty Act |] Markoting Board |} Rehabittaton Act Board ‘and Industry Relief - Unemployment Farm Relief Act ‘Trade — Imperial Preference ‘Comprehensive | [ Reguatetne sale || Heiptortamers | [Regulate me sale || equate business Repression ‘unemployment || of staple goods insoun ‘of wheat ‘and commerce Saskatchewan Proposed Canadian New Deal 1935 Increased trade with USA ( 1835 election: RB. Bennet anc Conservatives lost Increased federal government spending 1907. The Commitae ofthe Privy Counc n Brian declared many tthe New Deal measures unconsthstonal owel-Stols Commission Bennett's proposed ‘New Deal’ and the 1935 election = Department of Munitions and Supply — = a a The impact of the Second World War on Canada. Government attempts to end the Depression >] Cooperatives; Community cohesion French-Canadian contol ot Quebec Hl Regina rts; On-o-Ontawa tok; ‘General Mobrs strike Alternative responses to the Depression  ete ain Mesures wre acped 9 mpevetbe ef arb women n second ard higher econ. ‘Steps were taken to eraure beter wages ard improved conditions or female nda workers. Fels made up 46 per cert of he wordorce ua pay was granted or female texte workers By tis dite the number of women a uriverity hat doubled in si years. vote and 65 percent them supported Pern. “Twenty fou women took her sea selected members of Congres nd seven women centered he Serate, Seo dace ici Per ea ay Gestapo Chancellery (civil service) Gauloiters Regional governments, Courts [Nazi Party and state organizations Himmler (Head of the SS and the German police) ss TT Civilian police Watfen-SS (special military units)  | Chapter summary Youth culture and protests of the 1960s and 1970s ‘The 1960s was characterized by protest movements in ‘many countries. US student unrest was due to the ‘ising proportion of young people in college, where they discussed responding to President Kennedy's call to idealism, to the Civil Rights Movement, to the perceived repression by the college authorities, and to the Vietnam War. Some students sought personal fulfiment, dropped out and adopted the counterculture, most famously the hippies. Other students, such as those in the New Left, sought social, political and economic reform. Many students participated in protests, asin Chicago in 1968. Perhaps the most important result of the Chicago riots was their contribution to the election (1968) and re-election (1972) of Richard Nixon to the presidency. ‘The Nixon administration responded to student violence by trying to discredit the students and by using force and, some say, persecution. The protests eventually died out because of internal divisions, government repression and the exit from Vietnam. The 1960s remains controversial. Some people look back with affection on the decade as having wel led to a more liberal USA, others lament the permissiveness. ‘The Canadian counterculture was also due to the expansion of university education and conservative University administrations. Much of the unrest was due to the generation gap, but the influence of the US student movement and hostility to the Vietnam War ‘were also important. Again, some sought personal fulfilment and became hippies, others became politically active. Some students became violent, especially Québécois separatists. The Canadian ‘government was more tolerant and sympathetic than the US government. This contributed to the petering out of the student unrest. In some Latin American countries, repressive ‘governments ensured that there was no student protest. Chilean students protested against university administrators, Brazilian and Mexican students against their governments. The Mexican protests were on the largest scale, influenced by rock 'n’ roll but especially by discontent with one-party rule, excessive expenditure on the Olympics, and the repressive, brutal government response to protests. Some students avoided political protest and opted out as hippies. Some students’ hatred of the government was such that they resorted to terrorism, as in Uruguay and Argentina. ‘Student rebellion Why How * Proportionately more young people and * Hippies —‘all sex and drugs’ students * Counterculture * Kennedy appealed to idealism * Anti-war protests: * Civil Rights Movement inspired activism * SDS - left-wing * College authorities unpopular * Attempted sabotage of Democrat National Convention * Pacifism, Vietnam War * Bombings Results * Destructive? * Election of Nixon in 1968 * Exit Vietnam? * More tolerant society? How + Street protests Rock music Hippies * Guerrilla activities How Why ‘More students + New Lot + University administrators Unpopular university administrators + Organizations * Anti-government feeling + Young vs old * Violence + Zolov: rock roll + USinfluence + Hippies * Vietnam War + Quebec vs other provinces NO,:Tc '&"-\'v-... \ r\ 2oV\'i.o-,. l:x~ t"\. l)'S.S\<. ~ c"'\~ ,-",-*!?.rVC-Y'\fl A\\.('C'~ S\ov-::. ~o.M\YI \..,JW2... T e ho("OU'" C'""r;:..u-1Cf't U2. 'Br~~d.cV';'\ of' '10.\\0.. t '?0 -b Ja~ 'kl)~",!> o.~ re SSIOY""\ -r\ \-on'>I C- ~<::> '" \::::. l11-'15 (O-orea:t.\~.... lilo ~53 \'!:.'t co\J \N~r 54- <O~ '-\\,)'I(~\:"lj \~~t>r'\5 ~ -19"Vd~()k 19 - ~s l..J &0W~ S;-~\ b ,~+ f\~\\0-.r-\ <-<2... ~~\ ?\o-'" "Il.:~y:)"& \Q.\.)\c~"'li to \.~__..:::.. ;r::.:::::::::--_____ E~-\ ~"...<"\ b\OL ~('n":> LO''ht'V\.v'....\'S-t­ Lorrp:,",,(V\Q..>I'I.~ vN:').V (Y\on;;~\ ~\~f'\ ro-.'>C. ';::,ulJ\et\(o.... 'Xn>V"l (..",40.:. "" S(e£ C-V"\ ~.J -l-e.\e <3('0.1"'\ N()r~ Tcc'i'" 0\\ 6\O<:k:.act€­ ~e.~ 0-<"'0..-P."V ('\ 50 Tru~ 1)e;,c..~\ v-..€.... \SDj(e-~ \..) t-.) N tl<f'l - <'C( c~"" "z'~01'- cl/if> en'IAc.... (p1V"\ ~......-, ~ C'VYIt'\c.,.. O~ "'OU(1r00\~ 3)CJ.~J \e::s.h'\ NS<:... - <0 '6 ~\ou)1d '0 c~ :So~o ¥'\ 1"(" ~ ? 0 \ .. Ui~ {A c..:-h ()"" ~ A t\)ZDs 'i'c.cA­ (~ 00,"",\(\1) \Y\€0'j f~ \'rd.oCh,~ f I'J evU \Ot:::l\4. ' V \~-t<lO\V'\ \)\\I\1:>\C,,\ f\e'C 0.1.0\<- ~\>oY' S~ SEA-rb T e..\ \..VO,", 'St\(O\'li-S JOv-..~", ') E"S(C \o.-ti~ \:)\},f 0\ '"\o.......K\ V') "R+ o~k",-<;', ife ~o " \':J --\\\v~ e r C()MboV.~C-'"\ \I ... e-t a...VV\.' I '2.C-t+fb.¥"\ rY'\J \ ,~\ Ce.a <:L.f\ re.. Q~c"r:')iI>(-Onch~\ e~ \ '\ ().,-\ \ '""'" ~o.c''\'S ~e:o..c.e.'"\o\~ 13re.....2'" ""e,v' '1::),d\i,~ F \ \) G-\ \..O--\\"J ¥-e\~0C\'S G3 - <O'b SIc-\\."'s, Pe,,~~'vj ~v0 ~~)(It txrfY\O,n?-e";IJ-\ f 1('0-+, Ov'\ ?enc.e -f._A G.::, e ~I ~-\-~,J\ c~ l;....x:.... S6-V-.:> \=> 0 c+- Co~..... e.. \'/c:::A.. 'SuiY\IV\, \ V~\6h J~\l0J ~~\Iol\ -S~&Y\'\!: ~~UH\d, ~ \',-t"\. (n<o, ~ ~~\I'id '?o..r,,- SUfy,,,,,',t l) ., z. \ "-C \ d e>'lT­ Vi ey'\V"\c:... S \) '''''md:­ 1Se. h "" ~ 0.. q l::;vo...\e. ~\0... T U ~ CI.baV\. ~e.'v'C \v-hOA B"'J o-r 7tJS ~\yj', \-e. 1.:::?cJ..'t rt'\V5.:;,', \e<:; H'\. \\)~J Pr("fV\«;. \ '"' CJ.oc.... "B\o~o.&:.> or cv~ t-l~1 \',(\e "Yes,,-e)'l" \ «(,O-"J '\)ll IV'\',~\ (Q.."\. \ f'\-e:,rue.~ () '" lD.e+lCA+e...- r 2rc~ C0\6 '-'0n r }, [f~,-o-eJ 1l!~'v=:J s-trU.-\-eC1\ c. Anns re6od',c.') 'J -'ta. \k:..S '2e,o C'f+'l.o...... 3'~V\ r e.>.Jo \ ....""\\ {)V'\ N\¥.O(l.'S, c\-'I~ ~~ \ \ "-K.Q (Je.­ ~\ -\- \ / 'SeA- \t--u: t-\:·e\s \y"\~~ (6~ f\J~m /lJ...JC1..cs,olJ.> (~e\L ~-oo.~ ~r ~JJ~ ISac~+ Av- c. 0-' Cy-', s\ ~ \AfhCu. I A~, (cJ 'E-tv-. 'lOt' ',0- (Or-.f\\0T­ So~\'.<"l- 1...J~\Ls....-f\"'~-'I- C ~' A~<,\(~Vl~\..A'\D'lS \J<; fho..'S ~.\ ~ N\ Lo-roJ'vC.W\cdRnT l>~'S~ ~ \Y'\ Cube\.