General Hideki Tojo (centre) proposes a toast with the German and Italian Ambassadors to Japan and officers from the Japanese Ministry of Foreign Affairs. The occasion was the signing of the tripartite pact, a defence agreement between Japan, Germany and Italy. Courtesy Australian War Memorial, P02223.001
Welcome to the new SL/HL DP HISTORY course page. This page is designed to help you with resources, assignments, assessments and IB requirements for each history topic.
Some history guide links:
“The Move to Global War”
“Causes and Effects of 20th Century War”
The Fundamentals of History - by Arthur Marwick
History Guide for Exams 2017
Summary from IB of the HL/SL IBDP history course
Course Design - extracts taken from the new history guide - exams 2017.
6 key concepts of IB History from amphi.com
Course Outline
History guide amendments for exams 2020
Revised Course Outline May 2016
Internal Assessment - conducted throughout the course -same progress timeline as the Extended Essay.
UNIT 1) WWI - Causes and effects of war - paper two
UNIT 2) SCW - Causes and effects of war - paper two
UNIT 3) Italy and Germany - The move to global war - paper one
UNIT 4) Japan - The move to global war - paper one
UNIT 5) Hitler - Authoritarian states - paper two
UNIT 6) Mao - Authoritarian states - paper two
UNIT 7) CCW - Causes and effects of war - paper two
UNIT 8) WWII in the Pacific: Total War- Causes and effects of war - paper two
UNIT 9) Castro - Authoritarian states - paper two
UNIT 10) H/L Japan 1912-1990 - paper three
UNIT 11) H/L The People's Republic of China (1949-2005) - paper three
UNIT 12) H/L China and Korea (1910-1950) - paper three
Mock exams and revision
Revised and integrated History Course Outline for exams 2017.docx
Internal Assessment (IA) Investigation
IA Topics from modern history and areas related to what we study as a unit in class will of course help you with your final DP results.
Historical topics that relate to Japan have the advantage of greater access to related primary and secondary resources.
Some recent controversial and interesting titles (now in the school library) related to Japan's modern history include:
The Rising Sun - the decline and fall of the Japanese Empire - John Tolland
Takarazuka - Jennifer Robertson
Women, Quotas and politics - Ed. Drude Dahlerup
The killing of History - Keith Windschuttle
Thought Control in Pre-War Japan - Mitchell
The state and the mass media in Japan, 1918-1945 -Kasza
The Emptiness of Japanese Affluence - McCormack
Reflections on the way to the gallows - Hane
Broken Silence - Buckley
The Comfort Women - George Hicks
Feminism in Modern Japan - Vera Mackie
Political Women in Japan - Susan J. Pharr
Restless Wave - Ayako Ishigaki
Hirohito - Herbert Bix
Populist Collaborators: the ilchinhoe and the Japanese colonization of Korea 1896-1910 - Yumi Moon
Brokers of Empire: Japanese settler colonialism in Korea 1876-1945- Jun Uchida
This photo essay on Civilisation and Barbarianism, from MIT, criticises patriarchal colonialism, a topic well worth investigating!
https://medium.com/history-of-yesterday/what-happened-when-a-kamikaze-pilot-returned-627f3d75c956
Australian Comfort Women
https://www.theguardian.com/world/2015/sep/01/china-rebuilds-its-forgotten-auschwitz-to-remember-japans-brutality
https://darktourists.com/inside-the-unit-731-museum-harbin-dark-tourism-china/
Mr. Parker covers the same IB History Course options as we do!
Some investigation resources:
This is one of the best IB History IA Investigation overviews from, you guessed it, Australia (Wesley College, Melbourne)
Should we invite some right wing Japanese historians to school to encourage freedom of expression and a better liberal democracy in Japan? See the start of this interview to see the argument for doing so. Here are some Right Wing Japanese historian that are still alive as of Sept. 2018:
Why Steve Bannon admires Japan - The Diplomat
List of Japanese - Cubans sent to internment camps during WWII found
TSM for the IA for first exams 2017
IA Mark sheet - for first exams 2017
Historical method - wikipedia overview
Internal Assessment Schedule - 2021-2022
IA History Example
Markers comments
Website with other IAs and examiner comments:
https://sites.google.com/site/historicalinvestigationsite/home/examples-from-ib
IA guide by Jennifer Dikes - incorporates our use of the Oxford guide
Using individuals in history as IA topics - an insight - History versus Henry VIII
Active history provides an excellent (free) overview regrading how to approach your IA: https://www.activehistory.co.uk/ib-history/ib-history-internal-assessment.php
Purple 2019 IA Mark Scheme
Some past IA links with all working and complete drafts
Mina
Skye
Yuki Kojima
Tyus
Karin
Yu
Tasuku
Emily
Graduates IA links
Malka
Michelle
Jiyun
Sana
Oka
Curtis
Sophia
Amy
2022 12 IA LINKS:
Erika
Kokoro
Claire
Koki
Ryosuke
Aoto
2023 IA Links:
Tamami
Takeyori
Toko
Rena
Kent
Rachel
2024 IA Links
Irfan
Sophie
Mary
Ethan
Kenta
Nao
Lee Ern
2025 IA Links
Kiyo
Kei
Melody
Gen
Cristina
Alice
Haruna
Kia
2020 Idea for an IA - the Museum of British colonialism, you could develop a Museum of Japanese colonialism, Museum of American colonialism, Museum of Dutch colonialism, Museum of French colonialism, Museum of Spanish colonialism, Museum of Portuguese colonialism, Museum of German colonialism, Museum of Italian colonialism etc. This could be part of / your IA, and it could contribute to CAS by educating your school community about the "debatable and contentious" colonial narratives national governments espouse.
READING FOR THIS WEEKEND - 3.11.2018 The Nationalist Assault on Japan's Local Peace Museums: the Conversion of Peace Osaka - Philip Seaton pdf
Web site with active links to read and view - https://apjjf.org/2015/13/30/Philip-Seaton/4348.html
Further resources for the investigation:
wam-peace.org/en/ - see videos "Breaking the History of Silence" and peace museum overview in English
www.ritsumei.ac.jp/mng/er/wp-museum/english/fifteen_war_determining.html
Osaka Municipal Central Library - English Version - please check where the best resources are located for your investigation and what type of resources are available. Do you need to book ahead re materials? Can you have materials sent to your local municipal library?
Sign up for your own electronic copy of "The move to global war", "Authoritarian states" and "Causes and effects of war"- Oxford University Press
IB History - key terminology courtesy of Mr. Budd
Photo brainstorms - started grade 11 Jan. 2018
PAPER TWO OUTLINE re. External assessment p. 79 of the History guide for Exams 2017
Paper 2 (SL and HL)
Duration: 1 hour 30 minutes
Weighting: 45% SL, 25% HL
Paper 2 is an essay paper based on the 12 world history topics.
The paper consists of two questions for each of the 12 topics. Students must answer two questions, each selected from a different topic. Some comparative questions on this paper require that examples be drawn from more than one region. When the word “region” is used in a paper 2 question, it refers to one of the four regional options defined by the world map in the introduction to the world history topics in the “World history topics” section. The maximum mark for this paper is 30. The paper is marked using generic mark bands and a paper-specific markscheme.
PAPER TWO MARK BANDS re. External assessment p. 80-81 of the History guide for Exams 2017
External markbands—paper 2 (SL and HL)
Marks Level descriptor
0 Answers do not reach a standard described by the descriptors below.
1–3 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 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 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 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 The demands of the question are understood and addressed. Responses are generally well structured and organized, although there is some repetition or lack of clarity in places. Knowledge of the world history topic is mostly accurate and relevant. Events are placed in their historical context, and there is some understanding of historical concepts. The examples that the student chooses to discuss are appropriate and relevant, and are used to support the analysis/evaluation. The response makes effective links and/or comparisons (as appropriate to the question). The response contains critical analysis, which is mainly clear and coherent. There is some awareness and evaluation of different perspectives. Most of the main points are substantiated and the response argues to a consistent conclusion.
13–15 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 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.
EXCELLENT PAPER TWO RESOURCES from Peakib
Mock Exams and revision
GRADE 11 & 12 S/L - H/L COMPLETE DP HISTORY COURSE REVIEW CHART 2017
Think IB.net - history page
PAST PAPERS AND MARK SCHEMES
2017 Specimen Papers
Student revision notes via reddit
STUDY GUIDE PROTOCOL FOR PAPERS ONE,TWO AND THREE
RESOURCES FROM MOODLE
From Lanterna - Study stamina
From Lanterna - Back to basics: how to make good study notes
IBDP History exam essay help
Overview of the current IBDP History exam
Mr. Budd saves the day with his history essay resources. The information and the video explanations sum up the basics of what you have always had to do in a history essay.
http://www.mrbuddhistory.com/essay-writing-help.html
This link is a little dated but still outlines a logical structure for your to follow:
https://year11ib.wikispaces.com/file/view/IB+History+Essays.pdf
Excellent information from a DP History workshop in Australia regarding papers 2 and 3.
http://thinkedu.net/blog/ib-dp-history-workshop-day-2/
Past paper questions and exemplars from "Traces of evil" - a IB History teachers web site - Mr. David Heath
Best past papers web site with markers comments - warning - possible virus
Colour Coding and advice for your IB essays
IB History examination tips from another teacher - he does the same option 3, paper one as we do.
We need new ways to ensure our history is not forgotten
Alternative history: the dangerous by-product of fake facts
Never stop asking why history matters
Why American culture was a perfect fit for fascism.
Difficult source questions:
What is the difference between an unbiased source and a neutral source? Are they the same thing?
Is the best source one that is neutral or one that tells the truth?
What happens if we believe that everyone has their own version of the truth? Are there any universal truths?
How far do we have to corroborate sources to find the truth? When is something an irrefutable fact?
Harvard online history lessons and resources - excellent discussions relating to many of our IB topics.
November 2017 IBDP exams
Paper one source booklet
Paper one questions
Paper two questions
Paper three H/L questions
2018 - 19 re-calibrated plan after full day of grade 12 History due to typhoon missed days -
CCW comparative essay test on the 7th of December, 2018.
13th of December - due date for Internal Assessment Investigation
Nov-Dec. 2018 - Causes and effects of 20th century wars - WWII in Asia-Pacific
Jan 2019 - Authoritarian States - Castro
Feb - March 2019 - H/L Japan, China & China and Korea re. last two modern thematic points (see H/L syllabus)
April 2019 - Review entire course
May 2019 - IBDP H/L and S/L History Exams
2019 PATH OF LEAST REVISION
Study thoroughly both case studies (Japan and Germany/Italy) in relation to paper one "The Move To Global War" and use this as the basis for essay responses in paper two and three.
You can use these topics in relation to Causes and Effects of WWI (results/response to war and causes of WWII), the SCW re. German and Italian involvement and you can use information from paper one Germany/Italy to answer a question on Hitler as an Authoritarian State leader (Paper two). By revising in depth the Japanese case study (Paper one) you could answer two questions on the paper three exam - Japan 1911 - 1990 (with a little modern update). For paper two you could have as a back up revision area the Chinese Civil War & Mao and use this revision for your third essay in paper three. So the "general path of least revision" is: Japan, Germany/Italy and China because it incorporates WWI effects, SCW, WWII, Hitler, CCW & Mao.
Six Key Concepts of IB History
CHANGE The study of history involves investigation of the extent to which people and events bring about change . Discussion of the concept of change can inspire sophisticated discussions such as encouraging students to think about, and look for, change where some claim none exists, or using evidence to challenge orthodox theories and assumptions about people and events that it is claimed led to significant change. Students’ questions and judgments about historical change should be based on deep understanding of content and on comparisons of the situation before and after the events under examination.
CONTINUITY While historical study often focuses on moments of significant change, students should also be aware that some change is slow, and that throughout history there is also significant continuity. Students can demonstrate deep historical knowledge and understanding by, for example, showing awareness that t here are times when there has been considerable continuity in the midst of great historical change . Alternatively, students may question and assess whether a change in political leadership, for example, brought about a change in foreign policy, or whether it was simply mirroring policies of previous governments.
e.g. Why fascism is so tempting and how your data could power it - Yuval Noah Harari
CAUSATION Effective historical thinkers recognize that many claims made about the past seek to more thoroughly explain and
understand how a certain set of circumstances originated. Deep historical understanding is demonstrated where students recognize that most historical events are caused by an interplay of diverse and multiple causes that require students to make evidence-based judgments about which causes were more important or significant, or which causes were within the scope of individuals to direct and which were not.
CONSEQUENCE
History is the understanding of how forces in the past have shaped future people and societies. Students demonstrate
competency as historical thinkers where they understand and can explain how significant events and people have had both
short-term and long-lasting effects. Students use evidence and interpretations of those people and events to make
comparisons between different points in time, and to make judgments about the extent to which those forces produced
long-lasting and important consequences.
SIGNIFICANCE History is not simply the record of all events that have happened in the past. Instead, history is the record that has been preserved through evidence or traces of the past, and/or the aspects that someone has consciously decided to
record and communicate. Students should be encouraged to ask questions about why something may have been recorded
or included in a historical narrative. Similarly, they should be encourage to think about who or what has been excluded
from historical narratives, and for what reasons. Additionally, students’ questions should encourage them to think about,
and assess, the relative importance of events, people, groups or developments, and whether the evidence supports the
claims that others make about their significance.
PERSPECTIVES IB students should be aware of how history is sometimes used or abused to retell and promote a grand narrative of history, a narrowly focused national mythology that ignores other perspectives, or to elevate a single perspective to a position of predominance. Students are encouraged to challenge and critique multiple perspectives of the past, and
to compare them and corroborate them with historical evidence. Students should recognize that for every event
recorded in the past, there may be multiple contrasting or differing perspectives. Using primary-source accounts and
historians’ interpretations, students may also investigate and compare how people, including specific groups such as
minorities or women, may have experienced events differently in the past. In this way, there are particularly strong
links between exploring multiple perspectives and the development of international-mindedness.
HISTORY RISING
Historical Thinking Concepts - covers our IB concepts but not from IB
Nationalism versus Globalism - the new political divide - Yuval Noah Harari
UNCHARTED
2019 BTSN Handout
2019 BTSN Slideshttps://historyrising.net/
NOVEMBER 2019 Grade Boundaries - remember these change for each examination period:
November 2019 History subject report History
HL/SL Grade boundaries Higher level overall
Grade: 1 2 3 4 5 6 7
Mark range: 0 - 12 /13 - 25 / 26 - 35 / 36 - 47 / 48 - 61 / 62 - 73 / 74 - 100
Standard level overall Grade: 1 2 3 4 5 6 7
Mark range: 0 - 12 13 - 24 25 - 34 35 - 48 49 - 62 63 - 76 77 - 100
Higher and standard level internal assessment Grade: 1 2 3 4 5 6 7
Mark range: 0 - 2 3 - 5 6 - 8 9 - 12 13 - 15 16 - 19 20 - 25
Higher and standard level paper one Grade: 1 2 3 4 5 6 7
Mark range: 0 - 3 4 - 6 7 - 9 10 - 12 13 - 15 16 - 18 19 - 24
Higher and standard level paper two Grade: 1 2 3 4 5 6 7
Mark range: 0 - 4 5 - 8 9 - 10 11 - 14 15 - 19 20 - 23 24 - 30
Higher level paper three all regions Grade: 1 2 3 4 5 6 7
Mark range: 0 - 6 7 - 12 13 - 16 17 - 20 21 - 26 27 - 31 32 - 45
From a past IB student in how to handle IB History
Mr. Dobbie - paper two and three rubric
Controversial political cartoons for all topics: Dr. Seuss went to war
Internal Assessment Criterion C) Reflection - additional sources
The questions for reflection from the History IB guide should be used to shape your reflection about the methods historians use and you as an historian have used.
https://owltutors.co.uk/tips-success-write-section-3-history-ib-ia/
https://www.youtube.com/watch?v=q-ioSYB1LWI
http://ibhistoryia.weebly.com/section-3.html
IB History 2017 Specimen papers and mark schemes Paper 1, 2 and 3 from my IB resources:
Paper 1 Questions
Paper 1 Source booklet
Paper 1 Examiners mark scheme
Paper 2 Questions and mark scheme
Paper 3 Questions and mark scheme
2022 Examiner Report
Compilation of SL & HL past questions from 2017 - 2022
H/L Summary of a Summary
2024 Grade 12 overview of IBDP Chinese and Japanese History
Welcome to the new SL/HL DP HISTORY course page. This page is designed to help you with resources, assignments, assessments and IB requirements for each history topic.
Some history guide links:
“The Move to Global War”
“Causes and Effects of 20th Century War”
The Fundamentals of History - by Arthur Marwick
History Guide for Exams 2017
Summary from IB of the HL/SL IBDP history course
Course Design - extracts taken from the new history guide - exams 2017.
6 key concepts of IB History from amphi.com
Course Outline
History guide amendments for exams 2020
Revised Course Outline May 2016
Internal Assessment - conducted throughout the course -same progress timeline as the Extended Essay.
UNIT 1) WWI - Causes and effects of war - paper two
UNIT 2) SCW - Causes and effects of war - paper two
UNIT 3) Italy and Germany - The move to global war - paper one
UNIT 4) Japan - The move to global war - paper one
UNIT 5) Hitler - Authoritarian states - paper two
UNIT 6) Mao - Authoritarian states - paper two
UNIT 7) CCW - Causes and effects of war - paper two
UNIT 8) WWII in the Pacific: Total War- Causes and effects of war - paper two
UNIT 9) Castro - Authoritarian states - paper two
UNIT 10) H/L Japan 1912-1990 - paper three
UNIT 11) H/L The People's Republic of China (1949-2005) - paper three
UNIT 12) H/L China and Korea (1910-1950) - paper three
Mock exams and revision
Revised and integrated History Course Outline for exams 2017.docx
Internal Assessment (IA) Investigation
IA Topics from modern history and areas related to what we study as a unit in class will of course help you with your final DP results.
Historical topics that relate to Japan have the advantage of greater access to related primary and secondary resources.
Some recent controversial and interesting titles (now in the school library) related to Japan's modern history include:
The Rising Sun - the decline and fall of the Japanese Empire - John Tolland
Takarazuka - Jennifer Robertson
Women, Quotas and politics - Ed. Drude Dahlerup
The killing of History - Keith Windschuttle
Thought Control in Pre-War Japan - Mitchell
The state and the mass media in Japan, 1918-1945 -Kasza
The Emptiness of Japanese Affluence - McCormack
Reflections on the way to the gallows - Hane
Broken Silence - Buckley
The Comfort Women - George Hicks
Feminism in Modern Japan - Vera Mackie
Political Women in Japan - Susan J. Pharr
Restless Wave - Ayako Ishigaki
Hirohito - Herbert Bix
Populist Collaborators: the ilchinhoe and the Japanese colonization of Korea 1896-1910 - Yumi Moon
Brokers of Empire: Japanese settler colonialism in Korea 1876-1945- Jun Uchida
This photo essay on Civilisation and Barbarianism, from MIT, criticises patriarchal colonialism, a topic well worth investigating!
https://medium.com/history-of-yesterday/what-happened-when-a-kamikaze-pilot-returned-627f3d75c956
Australian Comfort Women
https://www.theguardian.com/world/2015/sep/01/china-rebuilds-its-forgotten-auschwitz-to-remember-japans-brutality
https://darktourists.com/inside-the-unit-731-museum-harbin-dark-tourism-china/
Mr. Parker covers the same IB History Course options as we do!
Some investigation resources:
This is one of the best IB History IA Investigation overviews from, you guessed it, Australia (Wesley College, Melbourne)
Should we invite some right wing Japanese historians to school to encourage freedom of expression and a better liberal democracy in Japan? See the start of this interview to see the argument for doing so. Here are some Right Wing Japanese historian that are still alive as of Sept. 2018:
Why Steve Bannon admires Japan - The Diplomat
List of Japanese - Cubans sent to internment camps during WWII found
TSM for the IA for first exams 2017
IA Mark sheet - for first exams 2017
Historical method - wikipedia overview
Internal Assessment Schedule - 2021-2022
IA History Example
Markers comments
Website with other IAs and examiner comments:
https://sites.google.com/site/historicalinvestigationsite/home/examples-from-ib
IA guide by Jennifer Dikes - incorporates our use of the Oxford guide
Using individuals in history as IA topics - an insight - History versus Henry VIII
Active history provides an excellent (free) overview regrading how to approach your IA: https://www.activehistory.co.uk/ib-history/ib-history-internal-assessment.php
Purple 2019 IA Mark Scheme
Some past IA links with all working and complete drafts
Mina
Skye
Yuki Kojima
Tyus
Karin
Yu
Tasuku
Emily
Graduates IA links
Malka
Michelle
Jiyun
Sana
Oka
Curtis
Sophia
Amy
2022 12 IA LINKS:
Erika
Kokoro
Claire
Koki
Ryosuke
Aoto
2023 IA Links:
Tamami
Takeyori
Toko
Rena
Kent
Rachel
2024 IA Links
Irfan
Sophie
Mary
Ethan
Kenta
Nao
Lee Ern
2025 IA Links
Kiyo
Kei
Melody
Gen
Cristina
Alice
Haruna
Kia
2020 Idea for an IA - the Museum of British colonialism, you could develop a Museum of Japanese colonialism, Museum of American colonialism, Museum of Dutch colonialism, Museum of French colonialism, Museum of Spanish colonialism, Museum of Portuguese colonialism, Museum of German colonialism, Museum of Italian colonialism etc. This could be part of / your IA, and it could contribute to CAS by educating your school community about the "debatable and contentious" colonial narratives national governments espouse.
READING FOR THIS WEEKEND - 3.11.2018 The Nationalist Assault on Japan's Local Peace Museums: the Conversion of Peace Osaka - Philip Seaton pdf
Web site with active links to read and view - https://apjjf.org/2015/13/30/Philip-Seaton/4348.html
Further resources for the investigation:
wam-peace.org/en/ - see videos "Breaking the History of Silence" and peace museum overview in English
www.ritsumei.ac.jp/mng/er/wp-museum/english/fifteen_war_determining.html
Osaka Municipal Central Library - English Version - please check where the best resources are located for your investigation and what type of resources are available. Do you need to book ahead re materials? Can you have materials sent to your local municipal library?
Sign up for your own electronic copy of "The move to global war", "Authoritarian states" and "Causes and effects of war"- Oxford University Press
IB History - key terminology courtesy of Mr. Budd
Photo brainstorms - started grade 11 Jan. 2018
PAPER TWO OUTLINE re. External assessment p. 79 of the History guide for Exams 2017
Paper 2 (SL and HL)
Duration: 1 hour 30 minutes
Weighting: 45% SL, 25% HL
Paper 2 is an essay paper based on the 12 world history topics.
The paper consists of two questions for each of the 12 topics. Students must answer two questions, each selected from a different topic. Some comparative questions on this paper require that examples be drawn from more than one region. When the word “region” is used in a paper 2 question, it refers to one of the four regional options defined by the world map in the introduction to the world history topics in the “World history topics” section. The maximum mark for this paper is 30. The paper is marked using generic mark bands and a paper-specific markscheme.
PAPER TWO MARK BANDS re. External assessment p. 80-81 of the History guide for Exams 2017
External markbands—paper 2 (SL and HL)
Marks Level descriptor
0 Answers do not reach a standard described by the descriptors below.
1–3 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 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 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 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 The demands of the question are understood and addressed. Responses are generally well structured and organized, although there is some repetition or lack of clarity in places. Knowledge of the world history topic is mostly accurate and relevant. Events are placed in their historical context, and there is some understanding of historical concepts. The examples that the student chooses to discuss are appropriate and relevant, and are used to support the analysis/evaluation. The response makes effective links and/or comparisons (as appropriate to the question). The response contains critical analysis, which is mainly clear and coherent. There is some awareness and evaluation of different perspectives. Most of the main points are substantiated and the response argues to a consistent conclusion.
13–15 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 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.
EXCELLENT PAPER TWO RESOURCES from Peakib
Mock Exams and revision
GRADE 11 & 12 S/L - H/L COMPLETE DP HISTORY COURSE REVIEW CHART 2017
Think IB.net - history page
PAST PAPERS AND MARK SCHEMES
2017 Specimen Papers
Student revision notes via reddit
STUDY GUIDE PROTOCOL FOR PAPERS ONE,TWO AND THREE
RESOURCES FROM MOODLE
From Lanterna - Study stamina
From Lanterna - Back to basics: how to make good study notes
IBDP History exam essay help
Overview of the current IBDP History exam
Mr. Budd saves the day with his history essay resources. The information and the video explanations sum up the basics of what you have always had to do in a history essay.
http://www.mrbuddhistory.com/essay-writing-help.html
This link is a little dated but still outlines a logical structure for your to follow:
https://year11ib.wikispaces.com/file/view/IB+History+Essays.pdf
Excellent information from a DP History workshop in Australia regarding papers 2 and 3.
http://thinkedu.net/blog/ib-dp-history-workshop-day-2/
Past paper questions and exemplars from "Traces of evil" - a IB History teachers web site - Mr. David Heath
Best past papers web site with markers comments - warning - possible virus
Colour Coding and advice for your IB essays
IB History examination tips from another teacher - he does the same option 3, paper one as we do.
We need new ways to ensure our history is not forgotten
Alternative history: the dangerous by-product of fake facts
Never stop asking why history matters
Why American culture was a perfect fit for fascism.
Difficult source questions:
What is the difference between an unbiased source and a neutral source? Are they the same thing?
Is the best source one that is neutral or one that tells the truth?
What happens if we believe that everyone has their own version of the truth? Are there any universal truths?
How far do we have to corroborate sources to find the truth? When is something an irrefutable fact?
Harvard online history lessons and resources - excellent discussions relating to many of our IB topics.
November 2017 IBDP exams
Paper one source booklet
Paper one questions
Paper two questions
Paper three H/L questions
2018 - 19 re-calibrated plan after full day of grade 12 History due to typhoon missed days -
CCW comparative essay test on the 7th of December, 2018.
13th of December - due date for Internal Assessment Investigation
Nov-Dec. 2018 - Causes and effects of 20th century wars - WWII in Asia-Pacific
Jan 2019 - Authoritarian States - Castro
Feb - March 2019 - H/L Japan, China & China and Korea re. last two modern thematic points (see H/L syllabus)
April 2019 - Review entire course
May 2019 - IBDP H/L and S/L History Exams
2019 PATH OF LEAST REVISION
Study thoroughly both case studies (Japan and Germany/Italy) in relation to paper one "The Move To Global War" and use this as the basis for essay responses in paper two and three.
You can use these topics in relation to Causes and Effects of WWI (results/response to war and causes of WWII), the SCW re. German and Italian involvement and you can use information from paper one Germany/Italy to answer a question on Hitler as an Authoritarian State leader (Paper two). By revising in depth the Japanese case study (Paper one) you could answer two questions on the paper three exam - Japan 1911 - 1990 (with a little modern update). For paper two you could have as a back up revision area the Chinese Civil War & Mao and use this revision for your third essay in paper three. So the "general path of least revision" is: Japan, Germany/Italy and China because it incorporates WWI effects, SCW, WWII, Hitler, CCW & Mao.
Six Key Concepts of IB History
CHANGE The study of history involves investigation of the extent to which people and events bring about change . Discussion of the concept of change can inspire sophisticated discussions such as encouraging students to think about, and look for, change where some claim none exists, or using evidence to challenge orthodox theories and assumptions about people and events that it is claimed led to significant change. Students’ questions and judgments about historical change should be based on deep understanding of content and on comparisons of the situation before and after the events under examination.
CONTINUITY While historical study often focuses on moments of significant change, students should also be aware that some change is slow, and that throughout history there is also significant continuity. Students can demonstrate deep historical knowledge and understanding by, for example, showing awareness that t here are times when there has been considerable continuity in the midst of great historical change . Alternatively, students may question and assess whether a change in political leadership, for example, brought about a change in foreign policy, or whether it was simply mirroring policies of previous governments.
e.g. Why fascism is so tempting and how your data could power it - Yuval Noah Harari
CAUSATION Effective historical thinkers recognize that many claims made about the past seek to more thoroughly explain and
understand how a certain set of circumstances originated. Deep historical understanding is demonstrated where students recognize that most historical events are caused by an interplay of diverse and multiple causes that require students to make evidence-based judgments about which causes were more important or significant, or which causes were within the scope of individuals to direct and which were not.
CONSEQUENCE
History is the understanding of how forces in the past have shaped future people and societies. Students demonstrate
competency as historical thinkers where they understand and can explain how significant events and people have had both
short-term and long-lasting effects. Students use evidence and interpretations of those people and events to make
comparisons between different points in time, and to make judgments about the extent to which those forces produced
long-lasting and important consequences.
SIGNIFICANCE History is not simply the record of all events that have happened in the past. Instead, history is the record that has been preserved through evidence or traces of the past, and/or the aspects that someone has consciously decided to
record and communicate. Students should be encouraged to ask questions about why something may have been recorded
or included in a historical narrative. Similarly, they should be encourage to think about who or what has been excluded
from historical narratives, and for what reasons. Additionally, students’ questions should encourage them to think about,
and assess, the relative importance of events, people, groups or developments, and whether the evidence supports the
claims that others make about their significance.
PERSPECTIVES IB students should be aware of how history is sometimes used or abused to retell and promote a grand narrative of history, a narrowly focused national mythology that ignores other perspectives, or to elevate a single perspective to a position of predominance. Students are encouraged to challenge and critique multiple perspectives of the past, and
to compare them and corroborate them with historical evidence. Students should recognize that for every event
recorded in the past, there may be multiple contrasting or differing perspectives. Using primary-source accounts and
historians’ interpretations, students may also investigate and compare how people, including specific groups such as
minorities or women, may have experienced events differently in the past. In this way, there are particularly strong
links between exploring multiple perspectives and the development of international-mindedness.
HISTORY RISING
Historical Thinking Concepts - covers our IB concepts but not from IB
Nationalism versus Globalism - the new political divide - Yuval Noah Harari
UNCHARTED
2019 BTSN Handout
2019 BTSN Slideshttps://historyrising.net/
NOVEMBER 2019 Grade Boundaries - remember these change for each examination period:
November 2019 History subject report History
HL/SL Grade boundaries Higher level overall
Grade: 1 2 3 4 5 6 7
Mark range: 0 - 12 /13 - 25 / 26 - 35 / 36 - 47 / 48 - 61 / 62 - 73 / 74 - 100
Standard level overall Grade: 1 2 3 4 5 6 7
Mark range: 0 - 12 13 - 24 25 - 34 35 - 48 49 - 62 63 - 76 77 - 100
Higher and standard level internal assessment Grade: 1 2 3 4 5 6 7
Mark range: 0 - 2 3 - 5 6 - 8 9 - 12 13 - 15 16 - 19 20 - 25
Higher and standard level paper one Grade: 1 2 3 4 5 6 7
Mark range: 0 - 3 4 - 6 7 - 9 10 - 12 13 - 15 16 - 18 19 - 24
Higher and standard level paper two Grade: 1 2 3 4 5 6 7
Mark range: 0 - 4 5 - 8 9 - 10 11 - 14 15 - 19 20 - 23 24 - 30
Higher level paper three all regions Grade: 1 2 3 4 5 6 7
Mark range: 0 - 6 7 - 12 13 - 16 17 - 20 21 - 26 27 - 31 32 - 45
From a past IB student in how to handle IB History
Mr. Dobbie - paper two and three rubric
Controversial political cartoons for all topics: Dr. Seuss went to war
Internal Assessment Criterion C) Reflection - additional sources
The questions for reflection from the History IB guide should be used to shape your reflection about the methods historians use and you as an historian have used.
https://owltutors.co.uk/tips-success-write-section-3-history-ib-ia/
https://www.youtube.com/watch?v=q-ioSYB1LWI
http://ibhistoryia.weebly.com/section-3.html
IB History 2017 Specimen papers and mark schemes Paper 1, 2 and 3 from my IB resources:
Paper 1 Questions
Paper 1 Source booklet
Paper 1 Examiners mark scheme
Paper 2 Questions and mark scheme
Paper 3 Questions and mark scheme
2022 Examiner Report
Compilation of SL & HL past questions from 2017 - 2022
H/L Summary of a Summary
2024 Grade 12 overview of IBDP Chinese and Japanese History