IB History of the Americas Course Book: Oxford IB Diploma Program

512 Pages·2012·121.46 MB·English

by  Tom Leppard

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Companion definition
Course
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1B Diploma Programme core requirements,theoryof knowledge,
the extendedessay, and creativity, action, service (CAS).
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skills necessary to conductinquiryand researchand show
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A note academic honesty
on
It is of vital importanceto acknowledge and What constitutes malpractice?
appropriatelycredit the owners of information Malpractice is behaviourthat results in, or may
when that informationis used in yourwork. After resultin, you or any student gaining an unfair
all, ownersof ideas (intellectual property) have advantage in one or more assessment component.
propertyrights. To have an authenticpiece of work, Malpractice includes plagiarism and collusion.
it mustbe based onyourindividual and original
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appropriatelyacknowledged.
enclosed within quotationmarks and
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o CD-ROMS, email messages, web sites onthe
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informationprovided in another document.You do 0 Works of art, whether music, film, dance,
notneed to provide a footnotefor informationthat theatre arts, or visual arts, and where the
is part of a ”body of knowledge”. That is, definitions creative use of a partof a worktakes place,
must be acknowledged.
do not need to be footnotedas they are part of the
assumed knowledge. Collusion is defined as supportingmalpractice by
another student.This includes:
Bibliographiesshouldinclude a formal list of the
resources that you used in yourwork. ”Formal” 0 allowing your work to be copied or submitted
meansthat you shoulduse one of the several for assessment by another student
accepted forms of presentation.This usually 0 duplicating work for different assessment
involves separating the resources that you use into componentsand/or diploma requirements.
different categories (e.g. books, magazines,
newspaperarticles, Internet-basedresources, CDs Other forms of malpractice include any action
andworks of art) andproviding full information that givesyouan unfairadvantage or affectsthe
results of another student. Examples include,
as to how a readeror viewer of yourwork can
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compulsory in the extendedessay. room, misconduct during an examination,and
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Contents
Authors WOO\l\l Exam practice and further resources V181
Introduction
4 The Great Depressionand the
Guidelines for study
Americas, 1929—39 182
I Independence movements Alexis Mamaux,Mark D. Rogers and
Alexis Mamaux David Smith
What is meant by the Americas? The Great Depression in the United States 183
.
The NewWorld The Great Depression in Canada 208
. H _ _
Originsof revolution Latin American responsesto the Great
,,,,,,,,,,, theFlabsburgs
Spanish Americafrom the end of Depression 225
to French occupation of Spain 27 Exam practice and f,urtherresources ,241
VV .
The American War of Independence 3O
5 Political developments in the Americas
The Caribbean and Latin America: revolution
and independence 35 after the Second World War, 1945-79 242
A,_ me,Vricas, 1810—18..2..3.. Yvonne Berliner and Tom Leppard
Foreign relationsIn the 48
V
Economic and social effects ofthe revolutions The domesticpolicies of US presidents:
on the Americas V051 Trumanto Nixon 245
Exam practice and, furtherresources a, _ , , a, , VV58 Canada’5 domestic po..licie, s:Diefenbaker_ VV
to Clark 270
2 Nations and nation-buildingin the Revolution
The Quiet
290
Americas, 1787-1867 59 The Cuban Revolution 295
Yvonne Berliner and Tom Leppard Latin America
Populist leadersIn 312
Independenceachieved _.61 Military regimes In Latin America, 1960s—805, , 327
The Articles of Confederation andthe Exam practice and further resources ,, 335
US Constitution 64
The rise and rule ofth.e....c..a.ud/l/osIn 6 The Cold War and the Americas,
Latin America 74 1945-81 336
VV .. ., Yvonne Berliner, Tom Leppard,
TheWarof1812
,80
Canada and the ro,a,d..to confederation,V Alexis Mamauxand Mark D. Rogers
1837—67 88 Containment under President Truman 337
The US—Mexican Warof 1846—48a 95 The KoreanWar, 1950—53 , 355
_ _ ,V ,_ _ _V
Canada becomesanation 104 Eisenhower, Dullesand the New Look 361
, A, a. . a , ,_
The plightof Native Americans 109 US involvement in the Vietnam War 369
V,
Exam practice and further resources 114 US foreign policy towards the Americas 379
.. The Cold War in Chile, 1945—81 _ VV 389
3 The emergence of the Americas in , _ _ V
Exam practice and further resources 396
global affairs, 1880—1929 115 _ __
David Smith 7 Into the let century, 1980-2000 397
The United States: setting the stage V116 Yvonne Berliner and Mark D. Rogers
Ideological reasons for US expansion 117 The domesticand foreign policies of Reagan,
The Spanish—American War 125 Bush and Clinton 398
demo.c. r,,acy H
United States foreign policy 133 The restoration of In
The United States and the First,World War,,VV I44 Latin America 445
_____ United States V, , ,
Canada and the FirstWorld War 160 Into the 2Ist century: the 468
,V V V_ ,
The impact ofthe FirstWorld War Exam practice and further resources 496
on Canada 173
_ t, ,,,,w, orldWar :
The impact ofthe First on Index 498
_H
Latin America _175
._ -
Authors
Yvonne Berliner currentlyteaches world and MarkD. Rogers currentlyteaches history
Latin American history at Washington State at the J.E.B. Stuart High School in Fairfax
University. She taught history, andwas IB diploma County, Virginia, USA, where he was IB diploma
coordinator, at the International School Nido de coordinatoruntil 2006. His school received an
Aguilas in Santiago, Chile, until 1997. She has IBNA InspirationAward in 2004 and he is also a
been an IB history examiner, teamleader and James Madison Memorial FoundationFellow.
workshopleader since 1989.
DavidSmith teaches at the EcoleLindsay Thurber
TomLeppardhas been an IB history teacher, Comprehensive High School in Alberta, Canada,
examiner, curriculum writer, coordinator, where he also serves as the 1B diploma coordinator.
administrator and workshop leader since1983. He is an IB workshopleader, examiner, newschool
He recently received a lifetimeachievement application reader and a facultymemberforthe
award from theAlberta AssociationofIB World Online Curriculum Centre.
Schools, Canada.
Alexis Mamauxcurrently teaches 1B History
oftheAmericasat theUnited WorldCollege in
Montezuma, NewMexico,USA. Sheis also an IB
examiner, team leader and workshopleader.
Introduction
Thisbookis designed to be a companionto the knowledgeof the history of Canada, the United
study of the International Baccalaureate Diploma States and Latin America. A case study approach
Programmecourse for Route 2, Higher Level is often suggested for Latin America as it is such
History: Aspects of History of the Americas. It a diverse region, and the more focused approach
covers the historyof the WesternHemisphere is one way to gain both depth andbreadth. The
from the independencemovements of the late— countriesconsidered as examples of political, social
18th centuryto the onsetof the 21st century and and economic developmentsin the region, during
the accelerated changes that have taken place in the periods covered, thus vary from chapterto
the Americas since 1980. Teachers and schools chapter. Thisis to showflexibility in the approach,
are instructedto choose three of the topics in the rather than presentinga fixed template.
regional option. The recommendedfocus in this
course companionis on the more comparative This course companionaims to highlight the
uniquenessof the experience of individual
aspects of the syllabus, including: independence
countriesin the region while also showing the
movementsand nation building; emergenceof the
Americas in global affairs; the Great Depression; universalityof core historical concepts. Students
political developmentsafterthe Second World are encouragedto apply the discussion points to a
War; the role of the Americas in the ColdWar; number of areas beyond the Americas as a means
and the final decades of the century, 1980—2000. of engaging in the core focus of the course on
20th-centuryworldhistory.
In allinstances, students are expected to have
Guidelines for study
Each chapter in this book coversthe designated range of themes that make
up one entire section of the1B Historyof theAmericas paper. Three chapters/
sectionsmust be studied in theirentirety in order to be well prepared. The
final examination paper willinclude two questions oneach of the 12 sections
(thisbook coversseven) with each question focusing on a designated theme
from the section.
Each chapter in this textbook ends with five sample exam questions writtenby
IB examiners. These questions coverthe entire range of the type of questions
asked on IE examinationpapers. Use these questions for homework, in school
mock exams and revision exercises.Use the1B History guide to familiarize
yourself with the meaningof the IB “command terms” in each question.
Read each questioncarefully. Use the questionto structureyouranswer.
Answer the questionasked, not the questionon the topic for which you have
a ”prepared” answer. Prepared responses to questions on such populartopics
as the civil warin the United States and the Great Depression often fail to score
high marks due to this fundamentalerror.
Questions about ”why and withwhat consequences,” requireboth the ”why”
and the “consequences” to be addressed in the answer. ”Compare and contrast”
questions demanda balanced discussion of similarities and differences, in
a clearly structuredway. If the questionstates ”with reference to any two
countriesfrom the region,” a maximumof 12 can be achieved if only one
countryis discussed. A classic mistake is to talk about Germany or Japanin
questions aboutthe social, economic or political impact of the Second World
War on the Americas. Such a discussion wouldreceive a zero.
The final examinationdemands three questions to be answered in 150 minutes.
Allocate 50 minutesfor each question. Spend ten minutes of each 50 minutes
planningyourresponse. If you do run out of time, answerthe final questionas
completely as possible in note form.
To improve the quality of your essays, familiarize yourself withthe official
criteria andmarkbandsused by B examiners. A series of vague generalizations
(claimswith no factual support) will score no morethan six marks. A response
whichis simply a descriptive narrativeof events, howeverimpressively detailed
and accurate, will not score high marks.
The betteranswers to any question will consist of a series of valid claims, each
claim supportedby materialevidence, or facts. In turn, those claims should
be linked togetherusing linking phrases, and woveninto a clearly delineated,
analytically logicaland rhetorically well-structuredover—arching argument and
counter-argument.The very best responses will also include some discussion of
the historiography, an introductionand a conclusion.
Independence movements
There are certain dates that become a recognized form of shorthand
for the events they represent.Two such dates are 1492 and 1776:
the former representsthe beginningof the sustained conquestand
colonization of the Americas; the lattersignifiesthe conclusion of this
period of colonization. Europeansmade their way to the Americas in
a variety of ways with numerous objectives, but always considered
themselves Europeans. Only withthe United States Declaration of
Independencedid the colonizers residing in North America decide
to rupture theirties with the mother countryand create new,
independent states. After 13 British colonies declared independence
and achieved a surprising victory against the British Crown, other
colonies in the region were encouragedandbegan their ownwars of
independence.The first and most brutalof thesewars was in Haiti
where the slaves had suffered tremendouslyunder French rule and
sought to eliminate Europeansfrom the country. In one of the later
movements,Brazil achieved independencefrom Portugal in a
relatively bloodless fashion. In the middle (literally and figuratively)
were the wars for independenceamong the Spanish American
colonies: similar, in that theywere fighting the same European
power, but each distinct due its own history, demographyand
relationto the Spanish Crown.
The era of independencemovementsbegan in the 17605 and lasted
well into the 18205. It covered most of the two continentsand
involved the Europeanpowers. In thebeginning therewere colonists;
bythe end of this period, therewere Americans, Peruvians, Mexicans,
Brazilians and Haitians. It was a turbulent period for the entire region
but the different means and methodsof independencecame to define
the countries that were created out of these movements.
meth
The purpose of this chapter is to provide a
causes and developments among the independ
region. Bythe end of this chapter,students sho
o trace the rise of independence movementsi
the political, economic, social, intellectual and}
role of foreign intervention;conflicts and issu‘
analyzethe political and intellectual contributr
o
process of independence including GeorgeWa
Jefferson,Simén Bolivar, José de San Martin a
o explain the processes leading to the United St;
Independence: including the influenceofidea
declaration,decisive militarycampaigns and th i
outcome (the Battle of Saratoga)
o discussthe rise of independence movement
including characteristics of the independence
similarities and/ordifferencesbetween Coun es
campaigns and their impacton the outcome.
Chacabucoand Maipu) ‘
I 0 Independencemovements
o evaluatethe position of the United
independence, including the events an
the MonroeDoctrine *
o understand the impactof independent:
societies of the Americas: including e
perspectiveson economic develo‘pm'f
groups (Native Americans, AfricanAme
What is meant by the Americas?
At face value, the Americas seem homogenous;all countriesshare
the same alphabet, they are all eX-colonies,they achieved
independenceat roughly the same time, and in all of them
Christianity is the prevailing religion. The reality, however, is more
complicated. Not only do the Americas crosstwo continentsandthe
nearbyislands, isolated geographically from the rest of the world
bytwo oceans, but they are often isolated from one another.The
Americas are defined by mountain ranges that cut across them,
making travel difficult. Even today, the best way of getting from
one countryto the next is often via air travel. And there is little
consistency in the heterogeneityof the populationof the countries in
the region. In some countries, the indigenouspopulationconstitutes
the majority; in others, it has been all but eradicated. Political
systems also vary tremendously. Democracy prevails in some
countries, but in others military dictatorships are still dominantand
there have evenbeen attemptsat monarchies. Some countries have
been very right—wing while others are Marxist in their politics.
Discussion point
Rival claims
had -
‘Anwrim1’...vmh. Mmég'fi: ahead. '
.4
Jaun— Whatdoesthecartoon tell us aboutthe discoveryofAmerica? .4
.4.
Who really discovered America? -___4___..
Whatis America?
Who defined what Americais?
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