What is I.B. History II?
I.B. History II, aka I.B. World History, is the second year of the I.B. History H.L. course at Tualatin High School. The course builds upon the work done in I.B. History I and strives to create critical analysis of the past. Students will be prepared for the I.B. History external examinations and success in their tertiary education. We will analyze primary and secondary sources to reach reasoned conclusions and create compelling arguments of causality and significance.
This website is structured to be the primary support mechanism for success in I.B. History II class. Here you will find unit pages for each of our content focuses this year that include: key questions, assessments information, resources used and a unit calendar. It is the responsibility of all I.B. History II students to use this website to keep track of deadlines and review lessons missed before returning to class after an absences. Mr. Johnson will always make time to answer questions of engaged students.
Assessment Policy
Assessment in I.B. History II is structured to provide each student the scaffolding they will need to demonstrate their mastery of the material and be successful on the external examinations in May. To align with the structure of the I.B. assessment model, a student's grade in I.B. History II will be calculated by their performance on formative (20%) and summative (80%) assessment tasks. The tasks will be modeled to support student success on the internal and external components of the I.B. assessment model as well as prepare them for future academic endeavors.
The IB Modern European History class is part of the IB Diploma course and is therefore marked on the 1-7 scale. Below you will find the general Group 3 descriptors for each level, taken directly from the IBO. If you attain one of the below scores, it means that your assessment work has fully demonstrated this descriptor. You should use these descriptors to see what your grade means and what you need to work on to improve your attainment.
Grade 7: Demonstrates conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyze and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions;consistent evidence of critical reflective thinking; a high level of proficiency in analyzing and evaluating data or problem solving.
Grade 6: Demonstrates detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyze, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking;an ability to analyze and evaluate data or to solve problems competently.
Grade 5: Demonstrates a sound knowledge and understanding of the subject using subject-specific terminology;answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative although some ability is demonstrated to present and develop contrasting points of view; some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.
Grade 4: Demonstrates a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge;an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.
Grade 3: Demonstrates some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.
Grade 2: Demonstrates a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.
Grade 1: Demonstrates very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.
All summative assessments will be evaluated using rubrics directly from or derived from the IB History Exam. This will allow you to become familiar with the expectations and help improve your analytical writing. Here is a copy of the new assessment rubric that will be used for all on demand in-class essays as an example.
0 Marks
Answers do not reach a standard described by the descriptors below.
1-3 Marks
There is little understanding of the demands of the question. The response is poorly structured or, where there is a recognizable essay structure, there is a minimal focus on the task. Little knowledge of the world history topic is present. The student identifies examples to discuss, but these examples are factually incorrect, irrelevant or vague. The response contains little or no critical analysis. The response may consist mostly of generalizations and poorly substantiated assertions
4-6 Marks
The response indicates some understanding of the demands of the question. While there may be an attempt to follow a structured approach, the response lacks clarity and coherence. Knowledge of the world history topic is demonstrated but lacks accuracy and relevance. There is a superficial understanding of historical context. The student identifies specific examples to discuss, but these examples are vague or lack relevance. There is some limited analysis, but the response is primarily narrative/descriptive in nature rather than analytical.
7-9 Marks
The response indicates an understanding of the demands of the question, but these demands are only partially addressed. There is an attempt to follow a structured approach. Knowledge of the world history topic is mostly accurate and relevant. Events are generally placed in their historical context. The examples that the student chooses to discuss are appropriate and relevant. The response makes links and/or comparisons (as appropriate to the question). The response moves beyond description to include some analysis or critical commentary, but this is not sustained.
10-12 Marks
The response indicates an understanding of the demands of the question, but these demands are only partially addressed. There is an attempt to follow a structured approach. Knowledge of the world history topic is mostly accurate and relevant. Events are generally placed in their historical context. The examples that the student chooses to discuss are appropriate and relevant. The response makes links and/or comparisons (as appropriate to the question). The response moves beyond description to include some analysis or critical commentary, but this is not sustained.
13-15 Marks
Responses are clearly focused, showing a high degree of awareness of the demands and implications of the question. Responses are well structured and effectively organized. Knowledge of the world history topic is accurate and relevant. Events are placed in their historical context, and there is a clear understanding of historical concepts. The examples that the student chooses to discuss are appropriate and relevant and are used effectively to support the analysis/evaluation. The response makes effective links and/or comparisons (as appropriate to the question). The response contains clear and coherent critical analysis. There is an evaluation of different perspectives and this evaluation is integrated effectively into the answer. All, or nearly all, of the main points are substantiated, and the response argues to a consistent conclusion.
In acknowledgment of the high standard expected of an advanced course, students will be given the opportunity to re-submit assignments that they wish to attempt to improve upon based on feedback provided. Each quarter a deadline will be set for late work and re-submissions. After this deadline has passed, a student's grade will be finalized and no past work will be accepted. If you have any questions, please ask Mr. Johnson.
Important Links/Contact Mr. Johnson
Google Classroom: Some Formative Assessments (i.e. prompts, group essay plans, scripts, etc...) will be submitted through Google Classroom. Make sure you have joined our class by the end of week 1. Class codes for 2018-2019 school year are below:
Period 2 Class Code- q7fq8k
Period 6 Class Code- loqjsjr
Period 8 Class Code- wp6925
Google Calendar: Make sure you have joined the I.B. Calendar and use it to manage your time (deadlines). Mr. Johnson will try to be flexible as much as possible to avoid conflicts with other I.B. classes but you must also advocate for yourself if you notice a conflict when work is assigned.
Contacting Mr. Johnson: The best way to contact Mr. Johnson is by email: sjohnson1@ttsd.k12.or.us
He is in room 222 throughout the day starting from 7 AM. If you need to see him one on one, send an email with some suggested meeting times before school, at break, lunch or after school and he will get back to you asap.
Or to ask a question/make an appointment with Ms. Crabtree, you can email her at: ccrabtree@ttsd.k12.or.us
TUHS IB Website: Check in with the IB Program website for key dates, events, the calendar, exam information and all kinds of other important IB information.