T° International: History and Geography Syllabus

The 20min oral exam is anticipated for the week of 13th-17th May 2024 followed by the 4hr written exam between 8h and 12h on Wednesday 29th May 2024, The Connaissance du Monde oral exam is scheduled for the week beginning 3rd June 2024.

This is the History book for obligatory background reading assignments in each chapter:

This is the corresponding Geography book for each chapter:

 

T°OIB Syllabus

History

 

Theme 1: Challenges to Democracy, Rise of Totalitarianism and World War II: 1929-1945

Chp1: Causes and impacts of the 1929 Crisis + Great Depression

Chp2: Totalitarian Regimes (Nazi Germany and Stalin’s USSR)

Chp3: World War Two (Survey of the war, Violence, French Experience)

 

Theme 2: The Post War Bi-Polar World and Challenges

Chp1: End of WW2 and Emergence of the Cold War

Chp2: A New Geopolitical Order and Emergence of the Developing World

a) Creation of Israel and the Arab Response *

b) Emergence of Mao’s China *

c) Vietnam War, 1955-63

d) French Republic and Nationalist Movements in Africa, 1954-62

e) Castro’s Cuba, 1959-62 *

 

Theme 3: Economic, Political and Social Changes: 1950s-91

Chp1: International Economic and Political Changes

a) Oil and Political Islam

b) Deng and Reagan

c) The Rise of the EU and Fall of the USSR

Chp2: Domestic Challenges within the USA and France from the 1950s to 2001

Pillar One: The USA

Impact of Vietnam War

Civil Rights Movement

Rise and Evolution of Conservatism

Pillar Two: Protest and Government Responses in the USA and France

1968 and Counterculture

Feminism and Women’s Rights

LGBTQ+ Rights

 

Geography

 

 Theme 1: Seas and Oceans at the Core of Globalization

-Importance of Maritime Space in globalization

-Unequal integration of territories into globalization

-Tensions between States over the control and use of maritime space (e.g. South China Sea)

Question spécifique: France and the USA – a comparison of maritime powers

 

Theme 2: Territorial Dynamics, Cooperation and Tensions in Globalization

-Unequal integration of territories into globalization

-The place of the USA in Globalization

-Examples of Globalization at different scales:

Local, Regional, Global

 Question spécifique: France – differentiated international influence and unequal attractiveness in globalization

 

Theme 3: Complex Dynamics: The European Union and Globalization

– The European Union and Globalization

Question Spécifique The differential dynamics of cross- border territories of the United States and of France in the EU. 

 

 

T°Int HISTORY

THEME 1 Chapter 1

Introduction

This chapter studies the impact of the global economic crisis on societies and politics in the short, medium and long term. It focuses on the causes of the crisis triggered by the 1929 Wall Street Crash, the transition from an American crisis to a global crisis and the consequences, including unemployment and political instability. It also draws attention to the immediate and longer-term implications of increased federal government intervention in the economy. Thus, it also introduces the rise of neoliberal economic thought (Friedrich Hayek) and Keynesian economic theory foreshadowing the post WW2 debate between a big government welfare state versus the ideology of the invisible hand of the market.

 

Key Questions

  1. How did the economic crisis of the 1930s pose a challenge to democratic governments?
  2. What were the key economic, social, and political consequences of the Great Depression in the United States?
  3. How did the New Deal transform the role of the federal government in American society?
  4. In what ways were the approaches to the Depression in the USA and France similar and different?

Resources for the Great Depression and the New Deal

The 1929 Stock Market Crash (9m):

 

The Great Depression Explained in 2 minutes:

Analysis of Ideas of Keynes vs Hayek:

https://www.bbc.com/news/business-14366054

KEY IDEAS:

Keynesian economics is a macroeconomic economic theory of total spending in the economy and its effects on output, employment, and inflation. … Based on his theory, Keynes advocated for increased government expenditures and lower taxes to stimulate demand and pull the global economy out of the depression.

Friedrich Hayek believed that the prosperity of society was driven by creativity, entrepreneurship and innovation, which were possible only in a society with free markets.

 

 

The Dust Bowl and the Depression (3m41):

 

 

Hoovervilles:

 

The New Deal Explained:

 

HELP FOR DBQ ASSIGNMENT;

POSSIBLE INTRODUCTION FOR DBQ HOMEWORK:  (feel free to copy, use, adapt or not use this introduction)

This essay will assess how the New Deal changed the role of the federal government in the USA. The New Deal was a series of reforms implemented by President Roosevelt following his election in 1933 which were designed to get Americans back to work and jump start the economy in order to help it recover from the Great Depression. These innovations fundamentally altered the role of the federal government by making it more deeply involved in the nation’s economy life. This piece of work examines why the New Deal was needed, the changes it made, and how they led to greater levels of federal government intervention in US economic and social life.          (Thesis in bold)

_______________________________________

The subsequent paragraph can describe (briefly) what the Great Depression was (and in so doing demonstrate that the crisis was so profound that a BIG government response was needed).

The following paragraphs need to describe and explain what the New Deal was (use the chapter from your summer homework if you want and/or the History Chapter 1 Study Pack) and also show how it was led by the federal government on a scale which had never been seen before. These paragraphs are also where you could bring in a reference to Keynesian ideas (or not).

DON’T FORGET to include a discussion (maybe a single substantial paragraph) of the values and limitations of both documents – this is IMPORTANT! 

In the conclusion return to the question and underscore how the role of the federal government had changed (the government was now much bigger in terms of what it did in national life).

 

THEME 1 Chapter 2

Introduction

This chapter surveys the characteristics of totalitarian regimes (ideology, forms of adhesion, use of violence and terror for coercion and control devices) and their consequences on the European order. You will compare and contrast the characteristics of Stalin’s USSR and Nazi Germany and consider how ‘totalitarianism’ differs from ‘authoritarianism’.

Key Questions

  1. How did totalitarian regimes exploit the economic crisis in order to gain and maintain power in the 1930s?
  2. How important was the role of ideology and coercion in the consolidation of power in Nazi Germany and Stalinist Soviet Union?
  3. How can we explain popular support for the regimes in Soviet Russia and Nazi Germany?
  4. How effective were the regimes in maintaining their power and control?
  5. Compare and contrast the characteristics of the Soviet and Nazi regimes.

Video resource:

Watch this 15 minute video for a clear overview of Stalinist Russia and Nazi Germany – it also covers two of the points de passage: the Ukrainian Famine and the Spanish Civil War:

Kristallnacht: Pictures capture horrors of 1938 Nazi pogrom

https://www.bbc.com/news/world-europe-63587638

 

Main History Chapter 2 Powerpoint:

T° History Theme 1 Chp2

Comparison of USSR and Nazi Germany Powerpoint:

USSR and NAZI Germany Compared

 

Feedback of students’ responses to the collaborative exercises on Stalin’s and Hitler’s regimes:

1. Using examples, justify why the regime you have researched can be described as totalitarian

NAZI REGIME: 

A Totalitarian regime is a form of government that theoretically permits no individual freedom and that seeks to subordinate all aspects of individual life to the authority of the state. That notion also is associated with propaganda and censorship which Hitler did during his campaign in 1933. The Nazi Party strived to be strict and therefore, have a strong hold over Germany in order to bannish all political parties, and most importantly communists, so they could have more power. However, this led to the reduction of individuals’ liberty which meant they could no longer be able to think and vote for others than nazis. Trade unions, which could be a source of resistance, were also abolished by them. And to finally control the germans from its roots, the education was controlled and formed mini-nazis throughout a biased transmission of knowledge.

__________________________________________________________________________

When a government is Totalitarian it means it theoretically does not permit individual freedom and lowers all aspects of life to the authority of the state. When Hitler first came to power and became chancellor in 1933, he quickly established his party in the political life. In February 1933, the Reichstag was dissolved and a new election was called. This event was used by the Nazis as a pretext to ban the communist party. A month later in March, Hitler assumed full constitutional powers and in July the Nazi party became the only official party. The Nazi party didn’t permit individual freedom as many religions were forbidden, some ethnies were persecuted and political, public opinions were suppressed. Hitler and the Nazis installed their government, banishing all other parties and controlling all parts of the economical, social and political life. The Nazi regime didn’t hesitate to use violence for justice on those who didn’t approve of their ideology. Also the Nazi regime had a political police called the Gestapo which was feared by all. The Nazis spread their ideology by using propaganda and also creating a youth organisation that was mandatory. The Nazi regime was a totalitarian regime as it had a single powerful leader, authorized only one party (it’s own), a political police, control over society, and used terror in order to maintain their sovereignty.

USSR REGIME: 

TOTALIRIAN REGIME : form of government that theoretically permits no individual freedom and that seeks to subordinate all aspects of individual life to the authority of the state. doc p 383: “a totalitarian regime is one in which there is dictatorial rule in one party state which totally controls all activities (economic, political, social, intellectual and cultural) and directs them towards achieving the state goals.” And so, when Stalin took over in 1927, he wanted to build the power of the Party within the USSR. His regime was totalitarian because only one party was powerful, no one was safe. The state attempted to indoctrinate everybody with the party ideology. They used violence, physical terror and mental terror to crush the opposition and keep the regime in power. So, people had no rights they were always watched.

2a. How did the Nazi regime exploit the economic crisis in order to gain and maintain power in 1930s? 

  • Nazis implemented a propaganda campaign to take advantage of the crisis.
  • Hitler also attributed many of Germany’s ills to the Jews who he held as responsible for Germany’s defeat in WW1.
  • The unpopular French occupation of the Ruhr also contributed to Germany’s economic weaknesses and made the Weimar Republic seem weak – the offer of a strong Nazi alternative as a government thus appeared even more attractive in the eyes of voters.
  • The 1929 economic crisis led to factory closures in Germany thus exacerbating its unemployment problem (reaching a new height of 6 million).
  • As a result of all these problems The government was criticized mostly by the working class and the industrialists for not improving the situation making the Weimar Republic lose support
  • The Nazi suggested new alternatives and solution which attracted all levels of society. The Nazi party had many different ideas to fix the problem such as: ridding Germany of Jesuits, Freemasons, Jews, and Marxists, overthrowing the Versailles settlement and creating the Nazi private army which would give small wages and uniform to the soldiers helping solve  unemployment.
  • In addition to all these reforms, Hilter was a great politician that knew exactly what to say and how to portray his ideas to the masses. Because of fear of communism (which brought industrialists and landlords on his side because he was agains communism) and socialism + unemployment, Hitler and the Nazi party were able to come into power by grabbing the attention of everyone with their ideas and notions, which would have been more difficult if the population wasn’t as desperate due to the economy plummeting.

 

How did the USSR’s regime exploit the economic crisis in order to gain and maintain power in 1930s? 

After WW1 industrial production remained low, Stalin believed a rapid rise in industrial production was vital. This also offered an advantage because industrialization meant more urban workers who were more likely to support the Communist Party than the rural peasants.

Stalin implemented Five Year Plans with clear targets and successfully increased production (steel, oil, iron, coal etc) thus making the USSR a modern industrial power and providing jobs.

2b. How important was the role of ideology and coercion in the consolidation of power in Stalin’s USSR?

Stalin used force to frighten the mass of the population into obedience (via mass arrests).

As a further example of coercion, Communism was applied to all aspects of life (e.g. farms were shared, families also lived together in the the same houses and building) and this greatly extended the reach and power of the State thus contributing to the consolidation of Stalin’s power.

During the 1930s Stalin tightened his grip on the Party by purges of dissidents.

A Great Terror was implemented between 1936 and 1938 – estimates suggest approximately 3 million were executed and sent to labour camps. Hundreds of important officials were also arrested.

How important was the role of ideology and coercion in the consolidation of power in Nazi Germany?

The election campaign of 1933 was extremely violent – Nazi supporters wrecked rival political party meetings.

Having Nazis in charge of local government all over the country (particularly Prussia, the largest German State) also gave them control and access to the Police.

The Reichstag was subsequently destroyed by fire and this was blamed on the Communists as a means of stirring up fear.

2c. How can we explain popular support for the regime in Nazi Germany?

The Nazi Party was effectively the only political party.

They held huge rallies, press conferences and made radio broadcasts + employed mass advertising campaigns to attract and maintain popular support.

How can we explain popular support for the regime in the USSR?

Exceptional workers were rewarded (known as the Stakhanovite movement after Aleksei Grigorievich Stakhanov, who was credited for mining 102 tons of coal in less than 6 hours (14 times his quota) on 31 August 1935.

There was a great deal of free education, there were free meals in workspaces, and free clothes in workspaces.

More production made it feel like they had more, and more production meant more money, and the more money people collectively make, the more money people individually receive when this was divided between them.

2d.   How effective was the regime you have researched in maintaining their power and control?

Nazi Germany: 

Hitler used the Reichstag Fire as a pretext to passing the ENABLING LAW on 23 March 1933. It stated the government could introduce laws without the approval of the Reichstag for the next four years, ignore the Reichstag and the constitution.

The govt tried to control as many aspects of life as possible – all other political parties were banned, the state governments (Landers) lost all power since their functions were taken over by a Nazi Special Commissioner, the Civil Service was purged of all Jews and anyone opposing the State, Trade Unions were abolished, school textbooks rewritten to fit with Nazi theory, a Hitler Youth organization was created in which children were taught that their first loyalty was to Hitler and not the family. All communications and media were also brought under the control of the minister of propaganda, Dr Joseph Goebbels.

STALIN’S USSR: 

Massive investment in education (in 1930 the govt announced all children aged 8 to 11 must be enrolled in schools and consequently the number of pupils increased from 13 million to 20 million between 1929 and 1931). Orthodox soviet thinking was promoted.

There was a cultural revolution from 1929-31 under which the State mobilized artists, writers and musicians to extol virtues such as hard work in order to raise morale and inspire people to great efforts.

Cinema was also employed as a means of propaganda (eg the work of Sergei Eisenstein in films such as Battleship Potemkin).

 

Past student essays on Totalitarian Regimes:

Two examples of well constructed, well researched and logical argued essays with sound conclusions:

Totalitarian Regimes Comparison Essay Example 1

Totalitarian Regimes Essay Example 2

 

 

THEME 1 Chapter 3

 

 

This chapter examines the defeat of France, and the paths of Collaboration and Resistance that confronted the country during the early 1940s. It also covers the extent and violence of WWII, including the brutality of the war on the Eastern front in order to come to some understanding of the crimes against humanity committed during the Holocaust. An additional component is on the impact of war on the US ‘homefront’, with particular attention to the role of women in defence industries, for example, and the internment of Japanese-Americans on the West Coast. The role of the two atomic bombs in ending the war in the Pacific theatre of conflict, and the circumstance of the end of the war in Europe form important links to the emergence of the Cold War tensions after the war.

WW2 Overview PPT:

Hist Theme 1 Chp3

Article on the decision to use the Atomic Bomb:

Mod Hist Review Atom Bomb

Documents on the French Homefront:

Life in occupied France during the second world war

Impact of WW2 on France: Orador-sur-Glane:

Summary of the US Homefront:

WWII Home Front

For American-Japanese internment arising from Executive order 9066, see this site + video:

https://www.history.com/topics/world-war-ii/japanese-american-relocation

Summary of class work on Essay Introduction with thesis statement + plan:

WW2 US HOMEFRONT ESSAY THOUGHTSa

Why and how was the Shoah carried out?

Shoah is the Hebrew word for “catastrophe”.  This term specifically means the killing of nearly six million Jews in Europe by Nazi Germany and its collaborators during the Second World War. English-speaking countries more commonly use the word Holocaust, which is Greek for “sacrifice by fire”.

Please visit the Memorial de la Shoah website to learn more, the FAQs are particularly informative:

Frequently Asked Questions

Short Intro video (3m)

 

Full version of Auschwitz episode 3:

 

Decision to use the Atomic Bomb:

From: https://view.officeapps.live.com/op/view.aspx?src=https://static.pbslearningmedia.org/media/media_files/fe4ac1c8-0bc4-43e2-bfc7-c56ff52c021b/5c125aec-96c4-42f5-81d4-a0d57e23746a.docx

When Harry Truman became president upon the death of Franklin Roosevelt, the Atlantic and Pacific theaters of World War II were quite different. Hitler’s government was falling apart, and Germany surrendered on May 8, 1945, less than a month after Truman took office. In contrast, Japan appeared unstoppable. Bombs and napalm dropped on Tokyo had claimed approximately 100,000 Japanese lives. The ferocious resistance by Japan’s army on the island of Okinawa, where 10,000 American and 100,000 Japanese soldiers died, reinforced the notion that Japan would never surrender.

A committee appointed by Truman soon after he took office in April had a solution to dealing with Japan. It reported that a top-secret weapon, the atomic bomb, would be available soon and should be used without warning. The report offered no alternatives. While the president had agreed in mid-June to plan for a possible U.S. invasion of Japan in the fall of 1945, his lack of experience in office, determination to minimize American casualties, and desire to demonstrate strength to the Soviet Union made him inclined to accept the study committee recommendation. Furthermore, the bombing of civilian populations became an acceptable practice due to the possibility of aerial attacks by all sides in the war. Finally, Japan’s attack on Pearl Harbor in 1941 justified any counterattack. On July 25, Truman learned that the bomb had been successfully tested. He ordered military commanders to deploy the weapon at their discretion.

After a final diplomatic attempt to obtain Japan’s unconditional surrender failed, the bomber Enola Gay dropped an atomic bomb on the Japanese city of Hiroshima on August 6. Truman was shown aerial photos of the devastation two days later. He was unaware that 80,000 Japanese had been killed and that tens of thousands more would die from ensuing radiation sickness. A second strike on August 9 destroyed the Japanese port city of Nagasaki, killing 40,000 more people. Japan surrendered on August 14.

Watch video on this site:

https://www.pbslearningmedia.org/resource/pres10.socst.ush.dww.atomicbomb/truman-and-the-atomic-bomb-world-war-ii-truman/