1. Performing on the Papers Paper 1, Paper 2 and the IA

3. Paper 1 General Advice Based on Communism and Crisis (1976-1989) 5 primary and secondary sources, (tertiary) 60 minutes, plus 5 minutes reading time 30 percent of your grade Read, Read, Read Determination of how useful each source is ◦ When analyzing sources, the simplest means are often the best. Try using the ‘five question’ approach, also known as the ‘five Ws’:  Who wrote or produced it?  When?  Where?  Why?  For whom? i.e. who was the intended audience of the source? Write in complete thoughts

4. Paper 1 General Advice Don't panic; read the documents. Don't be surprised if the subject is obscure. You'll learn as you read. You are being assessed on you skill of document analysis. So get in there and analyze. Make sure you understand the question. Remember that there is no one right answer on source analysis questions. Explanation and support for your answer is what makes it right. Make sure you support your opinion by citing the documents. Note the point of view of the author or speaker in each document. Pay attention to the social status or profession of the author/speaker. Note the tone of the writer/speaker. Note the date of the documents. Their status as a primary or secondary source will impact how you interpret and evaluate them. Remember that the documents are not necessarily facts. The documents quite likely express the opinion or perception of the author/speaker. Assume the reader of the exam knows the documents inside and out but cite the documents that you use (e.g. Source C argues...) Do not quote extensively from the documents. Concise and exact responses are much better than long and general ones.

5. Paper 1 Structure The first question will test understanding of a source in part (a) and part (b). ◦ Knowledge and understanding ◦ Understand historical sources The second question will test analysis of sources through the comparison and contrast of two sources. ◦ Application and interpretation ◦ Compare and contrast historical sources as evidence The third question will ask students to discuss two sources in relation to their origins, purpose, values and limitations. ◦ Synthesis and evaluation ◦ Evaluate historical sources as evidence The fourth question will test evaluation of sources and contextual knowledge. ◦ Knowledge and understanding ◦ Demonstrate an understanding of historical context ◦ Synthesis and evaluation ◦ Evaluate and synthesize evidence from both historical sources and background knowledge

6. Paper 1 Questions 1a and 1b Suggested time, 10 minutes The wording of 1a) and 1b) will be something like this: ◦ ‘According to Source A, why did...?’ ◦ ‘What does Source B suggest about...?’ ◦ ‘What message is portrayed by Source E?’ ◦ ‘What is the significance of Source C...?’ (‘Significance’ asks you to explain the source’s importance, not just give its meaning.) These questions are intended for you to show your knowledge and understanding of the sources Likely 3-4 sentences each Very mechanical: “The first reason… The second reason…” “One message is… A second message is…” Four reasons for full marks 1b: have used cartoons and photographs recently

7. Paper 1 Question 2 Suggested time, 15 minutes Restrict yourself to the specific topic The wording of Question 2 will be something like this: ‘Compare and contrast the views expressed about... in Sources A and C.’ ◦ In other words, what are the similarities and differences in the way that the sources refer to a particular event? ◦ The following might help you by seeing what examiners are told to do when marking your Question 2. You should try to link your Question 2 answers in a running analysis like the following example: ‘Source A mentions this..., but on the other hand Source C says...’ Another way that Question 2 might be phrased is the following: ‘In what ways do the views expressed in Source B support the conclusions in Source D?’ This question is intended for you to show your application and interpretation of the sources Two separate paragraphs Really want to go for 6 reasons May want two different color highlighters to show “compare and contrast”

8. Paper 1 Question 3 Suggested time, 15 minutes The wording of Question 3 will be something like this: ‘With reference to their origin and purpose, what are the value and limitations of Source A and Source C for historians studying the policies of Deng Xiaoping.’ This question is intended for you to show your synthesis and evaluation of the sources Must pay attention to the italicized, source information Give values and limitations that are specific to the sources Two separate paragraphs

9. Paper 1 Question 3 ValueLimitations Origin Primary Secondary Primary Secondary Purpose Facts Opinions Facts Opinions Does the language, tone or style convey emotion and subjectivity? Is the source intended for a public or private audience? What is the chronological and geographic proximity to the event? Is there any indication of bias based on politics, nationalism, or social class? To what quality of information did the producer have access? Was this source manipulated or censored? Was the source intended to persuade or inform? Does the source exaggerate or spin information? For what reason? May use bullet points O: P: V: L:

10. Paper 1 Question 4 Suggested time, at least 20 minutes Synthesis of all sources and knowledge Full essay, likely 3-6 paragraphs A brief introduction, don’t waste time State clear response, support it (as Source A states…), acknowledge other side of the argument Write a clear conclusion with a balanced response

11. Paper 1 Rubric Question #1: Comprehension Questions (3 and 2 Marks) For each response required, award 1 mark simple comprehension and 2 marks for explanation. Question #2: Compare and Contrast (6 Marks) Award 2 marks if only one document is addressed. Award 3 marks for a simple description of both documents. Award 4 marks for an explicit link between the two documents. Award 5-6 marks for either an excellent linkage OR a detailed comparison of similarities & differences in a comparative framework. Question #3: Origins and Purposes, Values & Limitations (6 Marks) Each sources should be graded out of 3 marks, but allow a 4/2 mark split. If only one source is referenced, grade out of 4 marks. Award 6 marks if the response covers both origins and purpose and values and limitations for both documents. Question #4: Synthesis (8 Marks) Award a maximum of 5 marks if the response uses only source material or only outside information. For higher marks, source material must be referenced. For 8 marks, the response must make a clear argument synthesizing both material from multiple sources and outside information. Source material must be referenced. The response need not deal with every source to score an 8.

12. Paper 2 General Advice Choose two questions from 30 presented, must be from two different topics 90 minutes, spend 5-10 planning in exam book Do not spend more than 50 minutes on a paper 45 percent of your grade Define terms presented in the question (i.e. ideology, limited warfare) Focus on the demands of the question Show evidence of understanding of various points of view Write with appropriate spelling and grammar Rewards use of historiography

13. Structure of the Paper Introduction ◦ Set historical context ◦ Clarify any terms from the question ◦ Narrow from a broad overview ◦ Thesis as last sentence; state the main idea, specify the argument Body ◦ Start with strongest arguments ◦ Explain your arguments and provide examples, use dates, avoid generalizations, use historical vocabulary (hegemony, ratify, unilateralism, etc.) ◦ Offer a concluding sentence Conclusion ◦ Summarize arguments and support thesis ◦ Consider the big picture ◦ Not more than five sentences

14. Types of Questions Each topic will have six (6) total questions. The questions will have the following format 3 of the 6 will be “named questions” which specify a specific leader, state, war, & etc. ◦ Example: Analyze the methods used by either Castro or Mao to maintain his position as the ruler of a single-party state 2 of the 6 will be “open-ended” or general questions ◦ Example: Examine how and why one leader of a single-party state was able to make a successful bid for power 1 of the 6 will ask about “social, economic, or gender issues” ◦ Example: Discuss the role and status of women in two single-party states, each chosen from a different region

15. Sample Questions of CPE Compare and contrast the causes of two wars (excluding the First World War), each chosen from a different region. Analyze the results of two wars, each chosen from a different region How far is it true to say that economic resources, rather than a belief in a cause, win wars? “Wars create more problems than they solve.” Discuss this claim with reference to the causes and results of two wars (each chosen from a different region) during the 20 th century. To what extent did technological developments ensure victory in 20 th -century wars? Compare and contrast the role of technology in two wars of your choice. How and why did technological developments play an important part in 20 th -century wars? Assess the social and economic causes of any 20 th -century war. Assess the social and economic effects of one war on two countries involved, in the ten years following the end of the war. Assess the economic and social results on the civilian population of one 20 th -century war. With reference to two wars, each chosen from a different region, explain to what extent the role and status of women was affected.

17. The IA 25 percent of your grade Completed throughout the year Schedule to be presented Lab time available weekly

18. Planning Your IA 1. Start by identifying a general area of interest. 2. Narrow it down to a specific question or area of investigation. 3. Choose a working title that may be changed or refined at a later stage. 4. Make sure sufficient resources can be obtained for the planned investigation. 5. Complete section A, the plan, and evaluate the suitability of the research area. 6. Read widely around the area of study and note down resources used. 7. Review the research question and refine it if necessary. 8. Take notes from resources, gathering evidence and diverse opinions. 9. Ensure accurate use of referencing. 10. Sort evidence thematically or chronologically. 11. Choose two suitable sources to evaluate in section C. 12. Review your analysis. Check for differing viewpoints where appropriate. 13. Write the investigation, according to IB guidelines.

19. A) Plan of Investigation 100-150 This is a relatively brief but important section. A sharply focused question and a clearly structured plan will be more likely to produce a successful investigation. It is also very important to note information regarding the 10 year rule as outlined in the section “Internal assessment details—SL and HL” of the guide. Students should: ◦ state the topic of the investigation, which should be formulated as a question; it could be useful to provide a rationale for the choice of the selected topic for investigation ◦ define the scope of the investigation; identify themes or areas of investigation to be undertaken in order to ◦ reach an effective and successful conclusion to the investigation ◦ explain the method of the investigation by stating the ways in which themes or areas will be analyzed. ◦ identify the two sources to be evaluated and their value to the investigation

20. B) Summary of Evidence 500-600 This section should be organized, referenced and provide evidence of thorough research. This can be in either a bulleted list or continuous prose. This section should consist of factual material that is: ◦ drawn from sources that are appropriate for the investigation; sources should be sufficient to provide an ◦ in-depth understanding of the topic and clearly related to the question ◦ correctly and consistently referenced ◦ organized thematically or chronologically.

21. C) Evaluation of Sources 250-400 The two sources chosen for this section could be, for example, written, oral, visual or archeological. The purpose of this section is to assess the usefulness of the sources but not to describe their content or nature. Each source can be referred to in a separate paragraph or both sources can be evaluated in a running comparison. This section should consist of: ◦ a critical evaluation of two important sources appropriate to the investigation ◦ explicit reference to the origin, purpose, value and limitation of the selected sources.

22. D) Analysis 500-600 This section should consist of: ◦ an analysis that breaks down complex issues in order to bring out the essential elements, any underlying ◦ assumptions and any interrelationships involved ◦ an understanding of the issue in its historical context ◦ a critical examination of the factual material presented in section B ◦ an awareness of the significance of the sources used, especially those evaluated in section C ◦ a consideration of different interpretations of evidence, where appropriate. Information should be correctly and consistently referenced.

23. E) Conclusion 150-200 This section requires an answer or conclusion to the research question, based on the evidence presented. The conclusion must be clearly stated, consistent with the evidence presented and relevant to the research question.

24. F) Sources and Word Limit There should be accurate and consistent referencing throughout the investigation. All sources, whether written or otherwise (including interviews), should be listed. A bibliography or list of sources and all citations, using one standard method, must be included; any illustrations, documents, or other supporting evidence should be included in an appendix. None of these will form part of the word count. The word count for the investigation must be clearly and accurately stated on the title page.

25. IA Rubric A) Plan of the Investigation 0) There is no plan of the investigation or it is inappropriate. 1) The scope and plan of the investigation are generally appropriate but not clearly focused. 2) The scope and plan of the investigation are entirely appropriate and clearly focused. B) Summary of Evidence 0) There is no evidence. 1-2) The investigation has been poorly researched and insufficient evidence has been produced which is not always referenced. 3-4) The investigation has been adequately researched and some supporting evidence has been produced and referenced. 5) The investigation has been well researched and good supporting evidence has been produced which is correctly referenced. C) Evaluation of Sources 0) There is no description or evaluation of sources. 1) Sources are described but there is no reference to their origin, purpose, value and limitation. 2-3) The evaluation of sources is generally appropriate and adequate but reference to their origin, purpose, value and limitation, is limited. 4) The evaluation of sources is thorough and there is appropriate reference to their origin, purpose, value and limitation.

26. IA Rubric D) Analysis 0) There is no analysis. 1-2) There is some attempt at analysing the evidence and the importance of the investigation in its historical context. 3-4) There is analysis of both the evidence and the importance of the investigation in its historical context. Where appropriate, different interpretations are considered. 5) There is critical analysis of the evidence and the importance of the investigation in its historical context. Where appropriate, different interpretations are analysed. E) Conclusion 0) There is no conclusion. 1) The conclusion is not entirely consistent with the evidence presented. 2) The conclusion is clearly stated and consistent with the evidence presented. F) Sources and Word Limit 0) A list of sources in not included and/or the investigation is not within the word limit. 1) A list of sources is included but it is incomplete, or one standard method of listing sources is not used consistently. The investigation is within the word limit. 2) A comprehensive list of all sources is included, using one standard method of listing sources consistently. The investigation is with the world limit.

27. Command Terms