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Niklas AnderssonNiklas Andersson

IB history, 2009 ­ 2011

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INTERNATIONAL BACCALAUREATE(for the examinations 2010 onwards)HISTORY, Higher level.Nature of the Subject:The core of the Higher level course is the study of Europe (including Russia) since 1750. Emphasis is placed on the political, social, economic and intellectual forces which have shaped the continent we know today. However, we are concerned that students should not develop a Eurocentric view of the world, so considerable attention is paid to the world outside Europe.

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This course is designed to give students a thorough knowledge of the main themes in the development of Modern History in Europe and the World. In the 20th Century, we concentrate on three topics: "Causes, Practices and effects of War", "The Rise and Rule of Authoritarian states" and "The Cold War".Students are expected to use a wide variety of sources in their study of the History. A wide reading programme is essential and familiarity with primary sources is encouraged. The aim is to become familiar with the widest variety of interpretations possible and we encourage a critical attitude towards the works read and the interpretations advanced for particular issues.

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AssessmentExternal Assessment 80%Written Papers (5 hours)Paper 1: 1 hr (20%). A document­based paper set on prescribed subjects drawn from the twentieth century world history topicsThree Topics on the 20th Century World History. For 2010 examination sessions, the topics are;

Prescribed subject 1: Peacemaking, peacekeeping­international relations 1918­36This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the Paris Peace Settlement­its making, impact and problems of enforcement­and attempts during the period to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. The prescribed subject also requires consideration of the extent to which the aims of peacemakers and peacekeepers were realized and the obstacles to success.Areas on which the source­based questions will focus are:

aims of the participants and peacemakers: Wilson and the Fourteen Pointsterms of the Paris Peace Treaties 1919­20: Versailles, St Germain, Trianon,

Neuilly, Sèvres/Lausanne 1923the geopolitical and economic impact of the treaties on Europe; the

establishment and impact of the mandate systemenforcement of the provisions of the treaties: US isolationism­the retreat from

the Anglo­American Guarantee; disarmament­Washington, London, Geneva conferences

the League of Nations: effects of the absence of major powers; the principle of collective security and early attempts at peacekeeping (1920­5)

the Ruhr Crisis (1923); Locarno and the Locarno Spring (1925)Depression and threats to international peace and collective security: Manchuria

(1931­3) and Abyssinia (1935­6).

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Prescribed subject 2: The Arab­Israeli conflict 1945­79This prescribed subject addresses the development of the Arab­Israeli conflict from 1945 to 1979. It also requires consideration of the role of outside powers in the conflict either as promoters of tension or mediators in attempts to lessen tensions in the region. The prescribed subject requires study of the political, economic and social issues behind the dispute and the specific causes and consequences of the military clashes between 1948­9 and 1973. The nature and extent of social and economic developments within the disputed territory of Palestine/Israel within the period and their impact on the populations should also be studied. The end date for the prescribed subject is 1979 with the signing of the Egyptian­Israeli peace agreement.Areas on which the source­based questions will focus are:

last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war

British withdrawal; establishment of Israel; Arab response and 1948/49 wardemographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration

and the economic development of the Israeli stateSuez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel

and the UNOArabism and Zionism; emergence of the PLOSix Day War of 1967 and the October War of 1973: causes, course and

consequencesrole of the United States, USSR and UNOCamp David and the Egyptian­Israeli Peace Agreement.

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Prescribed subject 3: Communism in crisis 1976­89This prescribed subject addresses the major challenges­social, political and economic­facing the regimes in the leading socialist (Communist) states from 1976 to 1989 and the nature of the response of these regimes. In some cases challenges, whether internal or external in origin, produced responses that inaugurated a reform process contributing significantly to the end of the USSR and the satellite states in Central and Eastern Europe. In other cases repressive measures managed to contain the challenge and the regime maintained power in the period.Areas on which the source­based questions will focus are:

the struggle for power following the death of Mao Zedong (Mao Tse­tung), Hua Guofeng (Hua Kuo­feng), the re­emergence of Deng Xiaoping (Teng Hsiao­p’ing) and the defeat of the Gang of Four

China under Deng Xiaoping: economic policies and the Four ModernizationsChina under Deng Xiaoping: political changes, and their limits, culminating in

Tiananmen Square (1989)domestic and foreign problems of the Brezhnev era: economic and political

stagnation; AfghanistanGorbachev and his aims/policies (glasnost and perestroika) and consequences for

the Soviet stateconsequences of Gorbachev s policies for Eastern European reform movements:

Poland­the role of Solidarity; Czechoslovakia­the Velvet Revolution; fall of the Berlin Wall.

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Paper 2: 1 ½ hrs (25%). An essay paper based on the twentieth century world history topics.Choice of TWO essays from 6 topics (5 questions on each topic) on 20th Century World History. The questions chosen has to be from different topics.Knowledge of the topics beyond 1995 in not required.

­Two open questions ­ candidates may use their own examples.­Two specific questions ­ naming either people or events.­One question ­ addressing social, cultural, economic or gender issues.One or two questions in each section will require examples of two different regions. When the word "region" is used in a question it refers to one of the five regional options (Africa, East and South East Asia and Oceania, Europe (including Russia/USSR), South Asia and the Middle East (including North Africa)).

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Paper 3: 2½ hrs (35%). Choice of THREE essays from 25 titles on European History from 1750 to the late 20th Century. The syllabus is divided into 22 sections, and one question will be set on each of these 22 sections. The remaining three questions are "cross­overs".Only proper names or events which are included in the syllabus will be used in the questions.

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Internal AssessmentHistorical investigation (20%): This is an integral part of the history course and it is compulsory for both higher level and standard level candidates. It enables the candidates to demonstrate the application of their skills and knowledge in history and to pursue their personal interests without the time constraints associated with written examinations.Students choose their subject in conjunktion with the tutor. One general topic is chosen and all candidates prepare a choicen question from the general topic.Internally assessed by the teacher and externally moderated. The historical investigation is a problem­solving activity which enables candidates to demonstrate the application of their skills and knowledge to an area which interests them. The emphasis is on a specific historical enquiry tied to classroom activities that develop and apply the skills of a historian, that is, making sense of source material and managing conflicting interpretations. The activity calls for candidates to search for, select, evaluate and use evidence to make a decision or solve a problem. The investigation is not a major piece of research­candidates are only expected to evaluate two important sources which have arisen from a particular issue; nor should it be written up as an essay. It have to consist of the following four sections;

a. plan of the investigationb. findings of the investigationc. evaluation of two sourcesd. analysis and conclusionThe written account should be 1700­2000 words for HL and 1200­1500 for SL.

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PRELIMINARY SCHEDULE FOR 2009­2011

AUTUMN ­09Introduction of the course.Planning of the course.Discussions on the question, What is History?How to write an essay.

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19:th Century World History;The dramatic and explosive changes of the World during this Century.NationalismThe end of the Napoleonic era and the Vienna CongressThe years of 1815, 1830 and 1848.The unification of Italy and Germany.

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The First World War;The development from 1870 onwards to the outbreak of "The Great War". Examening the years 1870­1914 from different point of views (from the policies of the statesmen to the thoughts of the people, from the consequenses of the industrial development to the ideological changes).The First World War (from the "Great" war to the dramatic catastrophy)End of term exam

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SPRING ­10Russia from the late 19:th centuryThe Russian revolutionThe Russian Civil War and the struggle of powerStalinThe Historical Investigation

The World re­made. The peacetreaties and especially Europe after the war. The germ to the next Worldcatastophy?

The World between 1920­45:Examening different nations with an emphasis on Germany.The diplomatic scene and international policies.Economic and social development of the World (different and common features).Mussolini's ItalyHitler's GermanyThe causes of the second World War to its outbreak in Europe.The League of Nations and the struggle for Peace.Japanese aggression and expansionism.The second World War.End of Year exam.

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AUTUMN ­10East/West relations after 1945.The Cold War, 1945­50. The Korean War. The Frigid Fifties. The 1960s ­ Cuban Missile Crisis and Vietnam (1945­73). Detente in the 1970s. The New Cold War and developments in the 1980s. China 1928­85. The breaking up of the Eastern Block.End of term exam.

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SPRING ­11The third World, decolonisationThe collapse of the Soviet Union and the Satellite statesReviewing the course.MockexamFinal exam.

During the course all students write shorter and longer essays. The essays are presented by the student to the class.As a general rule the sudents have to prepare themselves for every lesson by reading on the topic which is dealt with. If suitable litterature isn't available the teacher will provide the sudents with material.

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19:TH CENTURY HISTORY

The dramatic changes for the people in Europe during the period 1815­1871.1. The economic transformation (förvandling, omdaning) of Europe; the industrial and demographic revolutions.

To understand the social and political history of Europe, or the World, in the 19:th century one has to examine the economic transformation; industrialisation, urbanisation and the birth of a totally new society. The speed of economic and social change begun by this economic revolution has never slackened. Rather it has accelerated, and the society of which we are part is the consequence and continuation of this unending process of accelerating change.

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THE AGRARIAN REVOLUTIONBut to understand the industrial revolution one has to understand the revolutionary development in agriculture which preceded that in industry.An enormous increase in food production ­ a. Series of technical improvements in methods of farming.b. changes in the system of landholding.1.The first factor in this period of change was a remarkable growth in population. In 1800 the population of Europe as a Whole stood approximately at 188 million; by 1850 it had reached 267 million. Great Britain: The most important aim in Britain was to preserve worldpeace ­ splendid isolation. Between 1750­1850 the population growth was remarkable. Between 1800­1850 from 9­18 million and in the end of the century 33 million. Russia: during the 19:th century 39­110 million (Poland and Finland not included).

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The pressure of a growing population in the countryside was causing the peasentry to move ­ crowds of people on the move ­ "push­pull" syndrome.The pressure of a growing population in the countryside was causing the peasentry to move into the towns. Old towns grew bigger and new towns appeared. Urbanisation.

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2.The industrial process.By 1815 the new industrial process affecting the production of iron and textiles, the manufacture of machinery and the application of steam power had given Great Britain an enormous lead over all other European countries. In the 18:th century England, a number of factors combined to produce a favourable setting for industrial development.a) Supply of natural resources ­ rich deposits of coal and iron.b) Rivers furnished the waterpower to keep machines whirring, and c) harbours helped it shipping the products of British industry around the World. d)Wool and cotton from the colonies provided the raw materials for a flourishing textile industry.e) The country had a large labour force due to the increased population ­ improvements in sanitation, hospital care and advances in medicine the death rate was reduced (no wars).e)New methods of farming required fewer people to produce food.f)Resources and an ample (tillräklig) labor supply were organized by businessmen who supplied capital, bought the new machines, and built the new factories.g) For centuries, Englishmen had been accumulating capital from farming, handicrafts and overseas trade.h)There was also a new enormous demand for goods; in Britain it sprang from several sources; The rapid rise in population created a need for food, clothing, and housing (the threat of wars and the colonies iron and steal products).i) The government of 18th century England encouraged the growth of industrialism ­ markets expanded and foreign and domestic trade increased rapidly.

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With the return of peace it was unlikely that her economic competitors would allow one country to remain the workshop of the world; an effective response to the British challenge, however, could only be made in the west, were capital was available and small forms of industry were already in existence. Even here the type of industrialism which developed in the years following the war and which began to accelerate after 1830 was distinctly dependent upon the technical experience of British engineers and workers who played a considerable part in this first phase of the industrial revolution on the continent. The industrialisation spread from the area around the British channel south­ and eastwards.

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REQUIREMENTS FOR INDUSTRIALISATION:1. Access to raw material. Something valuable.2. Access to manpower. Due to the rapid populationgrowth from the end of the 18:th century farming couldn't provide work for everyone which resulted in the access of manpower in industry.3. Access to energy. Coal, Water ­ steam and later electricity.4.Access to capital. In many countries the industrialisation couldn't get started before foreign capital was invested which required a quite liberal and secure political climate. The legislation had to encourage industrial enterprises.

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3.Revolution of transport and communications.The industrial transformation demanded a development of the transportation. Even before the railway roads, canals and rivers were built and improved.But it was the railways that were to bring about the real revolution in European communications. Railways stimulated the rapid growth of industrialisation. An enormous industrial process itself and developing the trade and making industrialisation possible in many places.

George Stephenson's 'The Rocket'.

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4.The enormous demands made on capital to finance these developments helped to create a fourth characteristic of the economic revolution ­ the enhanced (ökande) position of banking on an international and national scale. The national banks appear.Joint­stock companies appeared. This way capital could be raised and the wealth spread among the stock­holders. Companies raised money for their enterprises by offering shares in their company in return for loans from the general public. Since governments and local authorities showed themselves ready to follow the same financial procedures the so called 'capitalist' economy spread through Europe.The most striking feature was the growth of international financial operations. London developed into the financial centre of the world. The economy of one country became involved in the economy of the others.

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IDEOLOGIES OF THE 19:th CENTURYNATIONALISM

National consciousness existed in most European nations already during the Middle Ages. In many cases it was attached to a person who symbolized the nation rather than to an abstract concept of nationalism.•Mercantilism• Reformation• Romanticism• USA 1776• French Revolution 1789

The French Revolution gave weight to trends already present.Modern European Nationalism goes back to the French revolution (1789).Before the revolution it had been the french king who personified and symbolized the monarchy but after the revolution it was the french state which was identified as the nation. It viewed the nation as the totality of its inhabitants who were not linked to any particular ruling power. The revolutionaries claimed to speak on behalf of the French nation, the people of France who were bound together by ties of common traditions, language, race and aspirations. The French people had the duty to obey the government and defend the country, but they also had the right to a state of their own to protect them and uphold their common inheritance. And to do this the new regime gave the country a united system of law and administration and waged war against its enemies.

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In most of the European areas, which consisted of many smaller states (The italian and german speaking territories) or which for a long time had been governed by a foreign rule (Austria­Hungary, Poland) the people realised that the leading European states already were "national states" (France, Spain, Great Britain). The objective became to create similar national states.

Though this European nationalism defeated Napoleon the European rulers, gathered in Vienna 1815, didn't like it and tried to fight it back. The statesmen suspected nationalism as a dangerous, unstable force.

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After 1815 nationalism grew, especially in countries which still were divided or in countries which consisted of many different nationalities. The aim for the nationalists became to create unified national states.Nationalism took many different expressions; 1) cultural­the search for the national past, the revivement (återupplivandet) of old popular legends and folktales, 2) linquistic­the common language (the history of the language), 3) revolutionary­in countries with a despotic and foreign rule (Italy, Poland).

This nationalism was not static and it took on many different forms as it fused with other systems of thought current at the beginning of the century.The nation was conceived (uppfattades) as a historic and emotional entity with which all men should integrate themselves.CONSERVATISM came to have a strongly­developed national feeling centered upon the historic tradition of the nation.LIBERALS believed that free individual and economic development would ultimately produce a strong nation.

Nationalism came close to liberalism in its objectives of liberty and trust in man. One wanted to sweep away despots and introduce parlamentarism.It was most popular among the middle class which usually favoured the ideas of liberalism and nationalism.

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A VARIETY OF "NATIONALISMS" EXISTED

From 1848 nationalists lost their interest of other peoples nationalistic fights. The own people was focused and gloryfied, more anti­democratic and militant­more dangerous from a global perspective. After the nationalistic failures 1848 nationalism changed: 1. Now the idealists who had formerly been in the forefront were superseded (ersatta) in the leadership of the national cause by statesmen aware of the realities of the European political situation (Bismarck, Cavour). National ambitions were directed toward practical achievements through diplomacy or military aggression.

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2. In central Europe the bourgeoisie had been frightened by the Revolution (1848) and the specter of radicalism (the communistic manifest­the bloodshed in Paris in june 1848) which it had raised. They now bolstered (stöttade) nationalism as a bulwark against radicalism. It bacame bound up with a search for order. Liberty was rejected together with radicalism, and the state was conceived (uppfattades) to be an instrument of power both for national glory and for internal order. The liberal idea of nationalism was vanishing and conservative and romantic elements came consistently into the foreground. The idea of the nation came to be infused with romantic and racial ideas. This wasn't the case everywhere, but it was certanly a current of thought which gathered strength after 1848. It meant a view of the nation as the exclusive claimant (pretendent, fodringsägare) to citizen loyalties, as well as an assertion (hävdande, förfäktande) of its superiority over all other nations.Outside the nation no life or creativety was possible.

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In IMPERIALISM one could see the great expansion of the French and British empires. Here was an outlet for feelings of national superiority and aggressiveness. A paternally­oriented policy of national dominance which, because of their political or economic situation, these nations could not advocate (förfäkta) in Europe.In Europe the climax of this cultural nationalism came with the totalitarian movements of the 20:th century.

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ASSESSING WHETHER THE PEACEMAKERS IN 1815 WERE GUIDED BY NATIONAL INTERESTS OR BY IDEALS AND PRINCIPLES.

EVALUATING THE POLICIES OF METTERNICH IN RELATION TO:a) The settlement of Europe after the Napoleonic wars andb) the decline of Austria