Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures

1. Continue working on their individual design features of their portfolio
2. Select students to present progress on their portfolios (based on score on essay + volunteer basis)
3. Ensure that all portfolios are “live” by 30 August
4. Plan for next week
   • Reading Assignments
   • Review Assessments
     • Journals
       • Assess vs. Non-Assessed

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment DetailsNo formal assessment; Student Portfolios should be “live” by 30 August

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79This prescribed subject addresses the development of the Arab–Israeli 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 1948‑9 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 Egyptian–Israeli peace agreement.

2. ❑ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
3. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
4. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
5. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
6. ❑ Arabism and Zionism; emergence of the PLO
7. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
8. ❑ role of the United States, USSR and UNO
9. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

Unit Name
Course Introduction

Essential Questions

Content & Procedures

1. Debate: “The United States has an Obligation to Recognize the Micheletti Government in Honduras”
3. Have students outline events/timeline
4. Using Levels of Analysis, analyze the causes & effects of the crisis
5. Come to a few consensus points on the crisis; use for future comparison to similar events in the Americas post-1945

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ❑ Other Paper/Project

Assessment Details
No formal assessment; Student Portfolios should be “live” by 30 August

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures

1. Continue working on their individual design features of their portfolio
2. Select students to present progress on their portfolios (based on score on essay + volunteer basis)
3. Ensure that all portfolios are “live” by 30 August
4. Plan for next week
   • Reading Assignments
   • Review Assessments
     • Journals
       • Assess vs. Non-Assessed

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment DetailsNo formal assessment; Student Portfolios should be “live” by 30 August

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79This prescribed subject addresses the development of the Arab–Israeli 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 1948‑9 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 Egyptian–Israeli peace agreement.

2. ❑ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
3. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
4. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
5. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
6. ❑ Arabism and Zionism; emergence of the PLO
7. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
8. ❑ role of the United States, USSR and UNO
9. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures

1. Review Portfolio Content Mapping Essay
2. Demo varieties of blogging & wiki software
   • WordPress
   • Blogger
   • PB Works
   • WikiSpaces
3. Have students choose the venue for their portfolios
4. Students begin work on designing features for their portfolio

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment DetailsNo formal assessment; Student Portfolios should be “live” by 30 August

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79This prescribed subject addresses the development of the Arab–Israeli 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 1948‑9 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 Egyptian–Israeli peace agreement.

2. ❑ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
3. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
4. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
5. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
6. ❑ Arabism and Zionism; emergence of the PLO
7. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
8. ❑ role of the United States, USSR and UNO
9. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures

1. Review Portfolio Content Mapping Essay
2. Demo varieties of blogging & wiki software
   • WordPress
   • Blogger
   • PB Works
   • WikiSpaces
3. Have students choose the venue for their portfolios
4. Students begin work on designing features for their portfolio
5. Select students to present progress on their portfolios (based on score on essay + volunteer basis)
6. Ensure that all portfolios are “live” by 30 August
7. Plan for next week
   • Reading Assignments
   • Review Assessments
     • Journals
       • Assess vs. Non-Assessed

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment DetailsNo formal assessment; Student Portfolios should be “live” by 30 August

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures

1. Review Portfolio Content Mapping Essay
2. Demo varieties of blogging & wiki software
   • WordPress
   • Blogger
   • PB Works
   • WikiSpaces
3. Have students choose the venue for their portfolios
4. Students begin work on designing features for their portfolio

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment DetailsNo formal assessment; Student Portfolios should be “live” by 30 August

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79This prescribed subject addresses the development of the Arab–Israeli 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 1948‑9 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 Egyptian–Israeli peace agreement.

2. ❑ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
3. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
4. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
5. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
6. ❑ Arabism and Zionism; emergence of the PLO
7. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
8. ❑ role of the United States, USSR and UNO
9. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures
See linked rubric

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment Details
Content Map due to Turnitin.com no later than 26 August (10 points) Linked rubric has details.

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79
This prescribed subject addresses the development of the Arab–Israeli 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 1948‑9 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 Egyptian–Israeli peace agreement.

2. ❑ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
3. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
4. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
5. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
6. ❑ Arabism and Zionism; emergence of the PLO
7. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
8. ❑ role of the United States, USSR and UNO
9. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures
See linked rubric

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment Details
Content Map due to Turnitin.com no later than 26 August (10 points) Linked rubric has details.

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79
This prescribed subject addresses the development of the Arab–Israeli 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 1948‑9 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 Egyptian–Israeli peace agreement.

2. ❑ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
3. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
4. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
5. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
6. ❑ Arabism and Zionism; emergence of the PLO
7. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
8. ❑ role of the United States, USSR and UNO
9. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course?

Content & Procedures
See linked rubric

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment Details
Content Map due to Turnitin.com no later than 26 August (10 points) Linked rubric has details.

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79
This prescribed subject addresses the development of the Arab–Israeli 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 1948‑9 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 Egyptian–Israeli peace agreement.

2. ❑ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
3. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
4. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
5. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
6. ❑ Arabism and Zionism; emergence of the PLO
7. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
8. ❑ role of the United States, USSR and UNO
9. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

Unit Name
Course Introduction

Essential Questions
What is an Electronic Portfolio? How will it play a role in learning in this course? What is a Personal Learning Contract?

Content & Procedures
See linked rubric

Type of Assessment

1. ❑ Journal Entry
2. ❑ OPVL Paper
3. ❑ IB Paper 1-type Question
4. ❑ IB Paper 2 or 3-type Question
5. ❑ IB Internal Assessment
6. ❑ Book Review
7. ✓ Other Paper/Project

Assessment Details
Content Map due to Turnitin.com no later than 26 August (10 points) Linked rubric has details.
Introduce & Outline Personal Learning Contract. Begin to meet with individual students

IB History Skills/Assessment Objectives

1. ❑ Recall and select relevant historical knowledge
2. ❑ Demonstrate an understanding of historical processes: cause and effect; continuity and change
3. ❑ Understand historical sources (SL/HL paper 1)
4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
5. ❑ Demonstrate knowledge and understanding of a specific historical topic (IA)
6. ❑ Deploy historical knowledge as evidence
7. ❑ Show awareness of different approaches to, and interpretations of, historical issues and events
8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
9. ❑ Present a summary of evidence (IA)
10. ❑ Evaluate different approaches to, and interpretations of, historical issues and events
11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
15. ❑ Present an analysis of a summary of evidence (IA)
16. ❑ Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)
17. ❑ Demonstrate evidence of research skills, organization and referencing (IA)