Name: _________________________
IB 20TH Century World History
Internal Assessment Guide
From Question Creation to Final Submission
SL = 25%, HL = 20%
1
Table of Contents
IA at a Glance……………………………………………………………………………………………………………..p. 3
Examples of Types of Investigations………………………….…………………………………………………………p. 4
Cold War Practice IA…………………….………………………………………………………………...…………….p. 5
Question Creation………………………………………………………………………………………………………...p. 6
IA Research………………………………………………………………………………………………………..…...…p. 7
Sample Data Sheet………………………………………………………………………………………..………………p. 8
Cover / Title Page…………………………………………………………………………………………………..……..p. 9
Table of Contents…………………………………………………………………………………………………………p. 9
A. Plan of the Investigation………………………………………………………………………………….………….p. 10
B. Summary of Evidence……………………………………………………………………………………………..…p. 11
Summary of Evidence Example………………………………………………………………………………p. 12
C. Evaluation of Sources……………………………………………………………………….……………………….p. 13
Evaluation of Sources Example 1…………………………………………………………………………………p. 14
Evaluation of Sources Example 2…………………………………………………………………………….……p. 15
D. Analysis…………………………………………………………………………………………………………….....p. 16
Analysis Example…………………………………………………………...…………………………………p. 17
E. Conclusion…………………………………………………………………………………………………….………p. 18
F. Sources and Word Limit………………………………………………………………………………..……………p. 19
Bibliography vs. Works Cited………………………………………………………………………..……….p. 19
Appendices….……………………………………………………………………………………………………………p. 20
Generic IA Checklist………………………………………………………………………………...………………….p. 21
Historical Investigation Final Draft Checklist………………………………………………………………...………p. 22
Sample IA…………………………………………………………………………………………………………...pp. 23-25
Skills which need to be understood and conveyed in your investigation:
• How to make strong arguments
• The tools of historiography
• The difference between narrative data and analysis of data
• Should provide the reader with an understanding of your appreciation for the limits of historical “knowledge”
2
IA at a Glance
Requirements of the historical investigation
The historical investigation is a problem-solving activity that enables you to demonstrate the application of your skills and knowledge
of a historical topic that interests you. For the purposes of this course, the emphasis must be specific to Topic 5: Cold War. It should
be a topic which enables you to develop and apply the skills of a historian by selecting and analyzing a range of source material and
manage diverse interpretations. The activity demands that you search for, select, evaluate and use evidence to reach a relevant
conclusion. The investigation should be written in the specific format outlined.
Format: *Total of 1500-2000 words*
A. Plan of Investigation: 100-150 words
B. Summary of Evidence: 500-600 words
C. Source Evaluations: 250-400 words
D. Analysis: 500-650 words
E. Conclusion: 150-200 words
F. Bibliography: not part of word count, 6-12 reputable sources
A. Plan of the Investigation should include: [3 marks]
Subject of the investigation which may be formulated as a
question
Reasons you chose this topic and what you hope to find out
Methods (focus questions) used to research as well as
appropriate sources
This is a relatively brief but important section that serves to
focus and structure your research
B. Summary of Evidence should indicate: [6 marks]
Description of evidence (including historical or political
context, key people, places, and/or events)
Timelines, charts, maps, and additional data may be added as
appendices
C. Evaluation of Sources: [5 marks]
Critical evaluation of TWO of the sources (similar to
annotated bibliography) appropriate to research and should
reference their origins, purpose or POV, value and limitations.
You should clearly have more than 2 sources, but are only
analyzing 2
D. Analysis: [6 marks]
Will comprise the majority of your original writing
Clearly explains WHY this is important
Analysis of the evidence
Alternate interpretations or POV
Using Summary from B – break down into key issues, points
Historical context will add weight & perspective so don’t
ignore it
E. Conclusion: [2 marks]
No more than a complex and analytical paragraph that provides
an answer to your question based on the evidence presented
F. Bibliography: [3 marks]
University of Chicago Style Citations
6-12 reputable sources (No encyclopedias)
Formatting:
White, unlined 8 ½” x 11” paper
1 inch margins
Times New Roman, size 12
Double spaced (Do not double space the footnotes or the works
cited. However, leave a one space in between entries)
Cover/
Title Page
(Q, name,
#)
1
Table of
Contents
2
B.
Summary
of
Evidence,
p. 2
5
C.
Evaluation
of Source, p.
1
6
Topic,
Question &
A. Plan of
Investigation
3
C.
Evaluation
of Source,
p.2
7
D.
Analysis,
p.2
10
E.
Conclusion
11
F.
Bibliography
12
B.
Summary
of
Evidence,
p. 1
4
D.
Analysis, p.
1
8
Appendix
(optional)
13
The end of each section should contain the word count
All pages should be numbered
 IAs should include both footnotes and a bibliography (in
University of Chicago style)
An appendix should be used to organize any visual
information (charts, graphs, photographs, posters, propaganda,
works of art…). The material in the appendix does not impact
the total word count.
* Full marks in this section will ONLY be awarded if the word count is completely within the prescribed limits AND if the sources used are cited
and listed correctly. If the citation of sources or word limit expectation is abused, additional marks can be deducted from other areas of your
paper. (1500-2000 Words)
3
Examples of Types of Investigations:
An investigation into social history
How successfully did Hitler promote the ideal of the family in the Third
Reich?
A Plan of the investigation

To establish what Hitler’s ideal for the family was

To measure how far his vision accorded with reality
B Summary of evidence

Background: position of family/women prior to 1933.

Duties of women defined as: children, church, kitchen (kinder, kirche,
küche).

Hitler’s ideals: Mein Kampf and other contemporary sources, for
example, speeches.

Evaluation of evidence: historians of social history of Third Reich.
C Evaluation of sources

Comparison of two historical studies, for example, Crew, D F. 1994.
Nazism and German Society

1933–1945. Routledge; Noakes, J and Pridham, G. 1984. Nazism
1919–1945, Vol 2. State, Economy & Society 1933–39. University of
Exeter.
D Analysis

The place of family in Nazi ideology

Role of men: penalties on bachelors

Ideal of women as mothers/wives/employees as promoted by Hitler
and Goebbels

Reality of women’s position: Lebensborn (homes for unmarried
mothers); employment patterns—demands of war and rearmament
An investigation of an event represented in newspaper reports
How did newspaper reports on the death of Kennedy vary, and how reliable
were they?
A Plan of the investigation

To show how the reports of Kennedy’s assassination reflected the
impact of the event on America.

To demonstrate how reporting changed with the passage of time
B Summary of evidence

Sections on Kennedy and on assassination

Immediate reactions of the press

Subsequent press reports
C Evaluation of sources

Evaluation of major newspaper reports, such as in the Washington Post
and The Times (London)

Either compare contemporary accounts or show how treatment of
Kennedy’s assassination changed over time in one newspaper
D Analysis

Importance of context

Tone of early reportage and analysis of reasons for it.

How newspaper reporting changed with emerging evidence and
changing mood of country
E Conclusion

Accuracy and effectiveness of reporting

Discussion of newspapers as sources of historical evidence
E Conclusion

Evaluation of myth of German family as measured against evidence of
family life from social history studies

Discussion of pressures/outside influences that undermined family
policy
An investigation comparing a film and a written account of a historical event
How and why did the accounts of the storming of the Winter Palace in
October 1917 differ in the film, October, and in the book, A People’s Tragedy,
The Russian Revolution 1891–1924?
An investigation into local history
How, when and why was the church/mosque/temple of [name] built and what
can be learnt from it about the village of [name] in a defined period?
A Plan of the investigation

To study the film October and compare it with a historical study of the
storming of the Winter Palace
A Plan of the investigation

To establish how, when and why the church/mosque/temple was built,
its contribution to village/town life and what can be learnt from it
about the life of the people of [name]
B Summary of evidence

Film footage: October, 1927, directed by Eisenstein (account of
storming of Winter Palace)— emphasis on symbols

Written account: Figes, O. 1996. A People’s Tragedy, The Russian
Revolution 1891–1924. Pimlico

Details of evidence: discussion of significance
B Summary of evidence

How: building methods, style, architecture

When: chronology, origin and changes

Why: religious motives, social status, demographic context

History of and from it: demographic changes, religious changes, social
implications, war damage, plague (graveyards)
C Evaluation of sources

Eisenstein’s October: functions—propaganda, creation of a myth.

Historical focus of A People’s Tragedy, The Russian Revolution 1891–
1924.
C Evaluation of sources

Buildings and artifacts: the church/mosque/temple and its religious
“furniture”

Written sources: parish/local records
D Analysis

Myth of revolutionary uprising—spontaneous or not?

Function of film—giving confidence and pride to an emerging Russian
state

Focus of historian—overall evaluation
D Analysis

Religious practices, changes, beliefs

Impact of political change/revolutions

Rise and fall in the economic status of the area

War and plague that hit the area

Art and architecture
E Conclusion

Contrast between the two sources

Analysis of revolutionary myth

Evaluation of sources and evidence as presented, for example,
propaganda, western historian’s view
E Conclusion

The church/mosque/temple as a historic monument or a living record
(Buildings such as castles, forts, industrial buildings, bridges, poor houses
(unions), could be treated
in the same way.)
4
COLD WAR  Practice IA
Topic 5: The Cold War
This topic addresses East–West relations from 1945. It aims to promote an international perspective and understanding of the origins,
course and effects of the Cold War—a conflict that dominated global affairs from the end of the Second World War to the early 1990s.
It includes superpower rivalry and events in all areas affected by Cold War politics such as spheres of interest, wars (proxy), alliances
and interference in developing countries.
Major themes
Origins of the Cold War
Nature of the Cold War
Development and impact of the Cold
War
End of the Cold War














Ideological differences
Mutual suspicion and fear
From wartime allies to post-war enemies
Ideological opposition
Superpowers and spheres of influence
Alliances and diplomacy in the Cold War
Global spread of the Cold War from its European origins
Cold War policies of containment, brinkmanship, peaceful coexistence, détente
Role of the United Nations and the Non-Aligned Movement
Role and significance of leaders
Arms race, proliferation and limitation
Social, cultural and economic impact
Break-up of Soviet Union: internal problems and external pressures
Breakdown of Soviet control over Central and Eastern Europe
Material for detailed study:
 Europe: Eastern Countries & Germany (especially Berlin (1945-61)
 Middle East: Egypt with some Israel (1948+), Iran (1979) and Afghanistan (1979-1989)
 Asia: China, Vietnam & Korea
 Latin America: Cuba (Bay of Pigs & Cuban Missile Crisis), Argentina

Wartime conferences: Yalta and Potsdam (1945)


US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO
Soviet policies & Sovietization of Eastern and Central Europe: COMECON, Warsaw Pact



Sino–Soviet relations
US–Chinese relations
Non-Aligned Movement

Key People:
o USA: Truman, Eisenhower, Kennedy, Johnson, Nixon, Reagan
 Key individuals: Marshall, Kennan, Acheson, Rusk, Kissinger
o Europe: Churchill, Stalin, Khrushchev, Brezhnev, Gorbachev, Marshall Tito
o Middle East: Gamal Abdel Nasser, David Ben-Gurian, Yasser Arafat, Shah Reza Pahlavi, Ayatollah Khomeini
o Asia: Mao Zedong, Deng Xiaoping, Ho Chi Minh, Ngo dinh Diem
o Latin America: Fidel Castro, Juan (and Eva) Peron, Salvador Allende
5
Question Creation:
Step 1: Create a question:
 Use a command term (To what extent, compare/contrast, analyze, assess)
 Create an overarching question
 Narrow the scope of the question
o Develop leading questions, Be specific
Step 2: Is your question researchable?
 Begin with preliminary research
o HHS Databases: Gale Powersearch
 5W+H focus
 Are your going to be limited by availability (or lack of translations for) sources?
Do you need to modify your question? Broaden it? Narrow the focus?
Step 3: From Preliminary to Subject Specific research
 HHS Databases:
Gale: Global Issues in Context
Facts on File: Modern World History
o EBSCOhost: AP Source
o Jstor
 Presidential Libraries/Archives
o National Archives: http://www.archives.gov/ & http://www.archives.gov/presidential-libraries/
 Truman: http://www.trumanlibrary.org/
 Eisenhower: http://www.eisenhower.archives.gov/
 Kennedy: http://www.jfklibrary.org/
 Library of Congress
o European Reading Room: Communist International (COMINTERN) Archives Project:
http://www.loc.gov/rr/european/comintern/comintern-home.html
o Exhibitions: Revelations from the Russian Archives: http://www.loc.gov/exhibits/archives/intro.html
 Additional Resources
o National Security Archive, George Washington University: http://www.gwu.edu/~nsarchiv/
o Marxist.org: http://www.Marxists.org
 History Archive: http://www.marxists.org/history/index.htm
o Modern History Sourcebook, Fordham University: http://www.fordham.edu/Halsall/mod/modsbook.asp
o Radio Free Europe: http://www.rferl.org/, Radio Habana: http://www.radiohc.org/
Step 4: Modify Your Question (if necessary)
Which title is probably easier to investigate and discuss effectively with the 2000 word limit? Why?
TITLE A:
TITLE B:
An investigation into African warfare:
An investigation into African colonial warfare:
Why did the British Army struggle Southern Africa during the
To what extent was the defeat of the British by the Zulu at
1870s?
Isandlwna in 1879 due to the mistakes made by Lord
Chelmsford?
6
IA Research:
There are five general characteristics that a strong historical question should have and can be addressed with research:
1. It must be resolvable with measurable (empirical) evidence
2. It must be open-ended
3. It must be flexible and open to endless refinement
4. It must be explicit and precise
5. It must be tested
Preliminary Reading: general reference material, like an
encyclopedia, dictionary, or other reference book
HHS databases
Remember the IB research process:
(Diploma candidates: you should also be doing this for your
Extended Essays)
**You might encounter difficulties researching:
Cold War many articles use catchy headings like “second
cold war” try adding specific dates “1945-1953”
NATO  still exists, try also searching “Warsaw Pact”
Atomic Bomb  yields article on Japan  try searching
“nuclear arms race cold war” or “nuclear proliferation”
Cold War Fear  try search terms such as: “espionage,”
“propaganda,” or “red scare”
Subject Specific Reading: look up material on your subject by
using the library catalogue and consulting sources listed in the
general reference material
 Continue to refine search
 Use more specific search terms (see suggestions above)
 Begin to incorporate historiography (Jstor articles)
Keep track of your notes/research using a Data Sheet:
*Use a word document
Source
1.
2.
3.
Facts &
Quotes
1.
2.
3.
Key Words &
Search Terms
1.
2.
3.
Keep track of your sources:
-Use your easy bib accounts
-Or you can create a University of Chicago bibliography using
http://www.easybib.com or http://www.bibme.org/ (for free)
As your research:
 You may have to refine your question
 O-P-V-L your sources
 Keep track of your sources in University of Chicago
style
 Incorporate historiography
 Think ahead to potential outline
7
Sample Data Sheet:
Name: _____________________________________
Topic 5: Cold War
Theme:
Question:
Potential Search Terms:
Cold War
Soviet Union
Source
Rogers, Keely, and Jo Thomas. History: 20th Century
World : The Cold War : [developed Specifically for
the IB Diploma]. Harlow: Pearson, 2008
United States
Ideology
Superpowers
Key Facts & Quotes
Handouts/readings from class/for HW:
*Cold War Historiography
*Germany chapter
*UN Chapter
8
Cover / Title Page:
What you need to include
How it needs to be presented
Titles should start out with the general topic: “An
investigation….”
Titles should end with a more specific question
Example: An investigation into German social history:
How successfully did Hitler promote the ideal of the
family in the Third Reich?
An investigation into German social history: How successfully
did Hitler promote the ideal of the family in the Third Reich?
Title May be in BOLD and between 14-16 pt. Font (Times
New Roman)
Title page must include (bottom left-hand corner, 12pt font):
 Your Name
 Your Candidate Number
 Course Title (IB 20TH Century World History)
 SL or HL designation
 Your Teacher’s Name
 Total Word Count
My Name
My Candidate #
IB 20TH Century World History HL/SL
Ms. Makarczuk/Milne
Total Word Count: 1,775
Table of Contents:
Directions for creating a Table of Contents using Microsoft Word can be found at:
http://office.microsoft.com/en-us/word-help/create-a-table-of-contents-or-update-a-table-of-contents-HP001225372.aspx
Examples:
9
A: Plan of the Investigation (100-150 words) [3 marks]
0
1
2
3
There is no plan of investigation, OR it is inappropriate.
The research question, method, and scope are not clearly stated.
The research question is clearly stated. The method and scope of the investigation are outlined and related to the research
question
The research question is clearly stated. The method and scope are fully developed and closely related to the research
question
Subject of the investigation which may be formulated as a question
Reasons you chose this topic and what you hope to find out
Methods (focus questions) used to research as well as appropriate sources
This is a relatively brief but important section that serves to focus and structure your research.
Example 1: With what justification can it be claimed that it was the leadership of Trotsky which promoted Red victory in the
Russian Civil War?
Moderator comments: In this tightly focused plan of investigation the student has shown evidence of context and a clearly articulated research
question that permits the student to work towards providing a balanced judgment after a consideration of factors. The way in which the task is then
broken down and areas of investigation noted to allow for a judgment to be reached reveals a succinct and focused coverage of scope and method.
While it only uses 105 words, the student has set the scene for what follows in terms of organization in the following section. Marks: 3 of 3
Example 2: The Women’s Army Corps during World War II
10
B: Summary of Evidence (500-600 words) [6 marks]
0
1-2
3-4
5-6
There is no relevant factual material.
There is some relevant factual material, but it has not been referenced.
There is relevant factual material that shows evidence of research, organization, and referencing.
The factual material is all relevant to the investigation and it has been well researched, organized, and correctly
referenced.
Description of evidence (including historical or political context, key people, places, and/or events)
Stick to salient pieces of information
Timelines, charts, maps, and additional data may be added as appendices
 You must link your overview of evidence to your research question
Summary of Evidence Components
Strong Summary of Evidence Sections are devoid of
YOUR analysis
Evidence should not be organized by source (as it is in
your notes / on your data sheet)
Consider THEMATIC Groupings and bulleted points
with footnoting
Example
If your question was:
"To what extent was the United States firebombing of Dresden in
1945 an act of terrorism?" you may want to approach it like this:

Widely accepted definitions of terrorism
 Make sure you define terrorism so you can evaluate
whether the bombing fits the description.
o You may include different definitions from
different views, which can be evaluated later in
section D.

Historical context: Events during WWII that may help the
reader judge whether it was an act of war or terrorism.
o Present evidence that puts the event into historical
context, like the fact that Germany had bombed
London, or was currently implementing the Final
Solution.

Multiple viewpoints: Evidence that supports the idea that the
bombing was indeed a terrorist act VS. Evidence that suggests
the bombing was simply an act of war
o Research 2-3 views that argue that it was terrorism.
o Try to get primary sources of people involved in the
actual decision and/or were affected by the bombings
o Research 2-3 views that argue is was NOT terrorism,
but an act of war.
o Alternatively, part of the historical context could be
the US knew the war was won by this time; but
bombed them anyway!

Go BEYOND these suggestions!
You should include:

Multiple sources:
o Primary sources
 Archives, presidential libraries,
declassified information…
o Secondary sources
 Newspaper and journal articles
from the time period
o Historical interpretations
 Journal articles and
historiography.

Define all key terms

Historical Context:
o Background information
 Key events
 US vs. USSR, Democracy vs.
Communism

Multiple viewpoints/historical perspectives
o If you have evidence that supports only
one possible answer, then you will have
nothing to evaluate and analyze in
section D.

Go BEYOND these suggestions!
11
Summary of Evidence Example:
Iranian Revolution (1977-1979)
A Case Study of Power Struggle Spawned from an Inept Leadership
To What Extent was the Iranian Revolution Stolen by the Islamic Fundamentalists?
Moderators Comments: Criterion B



There is much information provided but it is not always accurate. While referencing is present, it is not always complete
(note the lack of page numbers, for example). Terms of importance that need explanation could have been included in a
glossary and indicated in section B. The frequent references to “excerpts” do not always help clarify matters unfortunately.
While relevant factual material showing evidence of research, organization and referencing is therefore present, the award
falls into the level 3–4 markband.
Received: 4 of 6 marks
12
C: Evaluation of Sources (250-400 words) [5 marks]
0
1
2-3
There is no description or evaluation of sources.
The sources are described but there is no reference to their origin, purpose, value and limitation.
There is some evaluation of sources but reference to their origin, purpose, value, and limitation may be limited.
4-5
There is evaluation of the sources and explicit reference to origin, purpose, value, and limitation.
Critical evaluation of TWO of the sources (similar to annotated bibliography) appropriate to research and should reference their
origins, purpose or POV, value and limitations
You should clearly have more than 2 sources, but are only analyzing 2
Origin and Purpose
You must link your overview of evidence to your research
question
Origin:







Who created it?
Who is the author?
When was it created?
When was it published?
Where was it published?
Who is publishing it?
Is there anything we know about the author that is
pertinent to our evaluation?
Purpose:
 Why does this document exist?
 Why did the author create this piece of work? What is
the intent?
 Why did the author choose this particular format?
 Who is the intended audience? Who was the author
thinking would receive this?
 Can it tell you more than is on the surface?
Value and Limitations
Value:
 What can we tell about the author from the piece?
 What can we tell about the time period from the piece?
 Under what circumstances was the piece created and
how does the piece reflect those circumstances?
 What can we tell about any controversies from the
piece?
 Does the author represent a particular ‘side’ of a
controversy or event?
 What can we tell about the author’s perspectives from
the piece?
 What was going on in history at the time the piece was
created and how does this piece accurately reflect it?
Limitations: NO SOURCES ARE COMPLETELY
OBJECTIVE!!!
Being biased does not limit the value of a source! If you are
going to comment on the bias of a document, you must go into
detail. Who is it biased towards? Who is it biased against? What
part of a story does it leave out? What part of the story is
MISSING because of parts left out?
 What part of the story can we NOT tell from this
document?
 How could we verify the content of the piece?
 Does this piece inaccurately reflect anything about the
time period?
 What does the author leave out and why does he/she
leave it out (if you know)?
 What is purposely not addressed?
Evaluation of Sources Should Include:








University of Chicago Citation
Context: Genre, Culture, Discipline…
Main Ideas
Supporting Ideas
POV: Which side of the issue?
Validity of Source: Authority, Relevance to Topic, Date
o Verifiable Facts, Evidence, Counter-Arguments
o Opinions, Generalizations, Assumptions, Purpose
Value: To your research
Limitations: Gaps in Information, Omissions, Accuracy, Validity…
13
Evaluation of Sources Example 1:
The following excerpt comes from an Internal Assessment that used the following research question:
“How significant was Fidel Castro in the Missile Crisis of 1962?”
Cuba on the Brink: Castro, the Missile Crisis and the Soviet Collapse compiled by James
G. Blight, Allyn J. Bruce and David A. Welsh is an in-depth “report” on the Havana conference in
1992 hosted by Castro to discuss Cuba’s specific role during the Crisis. Cuba on the Brink was
written with the purpose to “greatly enlarge the number of participants in the Havana conference
by supplying context sufficient for our readers to ‘be there’ vicariously.” The book’s values lies
[sic] in the fact that it provides a new Cuban perspective on the Crisis that has often been
disregarded. As well, since Castro hosted the conference, the reader is exposed to Castro’s own
interpretation and evaluation of Cuba’s significance. Its limitations is [sic] that the Havana
conference is dependent on “critical oral history;” considering that the conference occurred thirty
 The choice of sources is
excellent because both provide
the “smoking gun.” The answer
to the research question will
clearly hinge on these two
documents.
 The student clearly identifies
the origins & purpose of each
document by explaining, indepth, how these sources came to
be.
years after the Crisis, it is doubtful that the recollections of the veteran participants have not been
altered either subconsciously or for the purpose of conforming to political pressures.
Whereas Cuba on the Brink is based on discussion thirty years after the Crisis, “The
Mikoyan-Castro Talks, 4-5 November 1962: the Cuban Version” is a record of conversations
between Castro and Soviet envoy Mikoyan in the immediate aftermath of Khrushchev’s
acceptance of Kennedy’s demand that Soviet nuclear missiles be withdrawn from Cuba. These
conversations, which occurred on 4-5 November 1962, were obtained from [sic] Philip Brenner,
Cuba specialist, who provided them to the Cold War International History Project and were
translated form [sic] Spanish by Carlos Osorio. Cuba’s release of these documents provide a
valuable source since the records are primary documents recorded immediately after the event and
expose the hurt and betrayal felt by Castro over Khrushchev’s decision to withdraw. As well,
since this is a conversation between a Soviet and a Cuban, the historian can notice the different
 Excellent evaluation of the
limitations of the first source by
pointing out issues of historical
memory. It could have also
highlighted more explicitly, that
Castro might have deliberately
misrepresented his recollection
in order to improve his
reputation.
 Good evaluation of values of
source #2. Points out that Cuban
and Soviet versions could be
used to corroborate each other.
interpretations of each country. These Cuba documents can be compared against the Russian
version of the Mikoyan-Castro Talks released prior to the Cuban version. Thus, assuming that
both versions are independent from one another, the historian can compare the versions to one
another for accuracy and biases.
Original Examiner Comments: “Good choice of sources: one contemporary and one secondary. Very clear comments on value and
limitations of both. Could be slightly more focused on purpose of Mikoyan-Castro talks, but still thorough enough for full marks
[credit].”
14
Evaluation of Sources Example 2:
Moderator Comments: Criterion C
 The source types selected—one textual and one visual—are appropriate and relevant.
 There is explicit coverage of the necessary OPVL areas for each source and the student has gone beyond generalizations
about bias and dealt quite specifically with the problematic nature of the selected sources. There are elements of description
of content but these are followed by relevant critical evaluation and comment associated with this brief description.
 The student has shown sufficient understanding of the process of evaluation to meet the demands expressed in level 4–5 of
section C.
 Marks: 5 out of 5
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D: Analysis (500-650 words) [6 marks]
0
There is no analysis.
1-2
There is some attempt at analyzing the evidence presented in section B.
3-4
There is analysis of the evidence presented in section B and references are included.
There may be some awareness of the significance to the investigation of the sources evaluated in section C. Where
appropriate, different interpretations are considered.
5-6
There is critical analysis of the evidence presented in section B, accurate referencing, and an awareness of the
significance to the investigation of the sources evaluated in section C. Where appropriate, different interpretations are
analyzed.
Will comprise the majority of your original writing
Using Summary from B  critically break down key issues, points
As well as awareness of the significance of the sources used, especially those evaluated in section C
Clearly explains WHY this topic/question is important
 YOU MUST CONNECT THE ANAYLYSIS SECTION WITH THE ORIGINAL RESEARCH QUESTION OR TOPIC. This is true for the
entire paper. There should be a thread running through the entire paper connecting all sections back to the research question.
Analysis of the evidence & alternate interpretations or POV
Breaks down complex issues in order to bring out the essential elements, any underlying assumptions and any
interrelationships involved
Historical context will add weight & perspective so don’t ignore it
Suggested Format for Analysis:
Paragraph 1 - Historical Context 
 Demonstrates understanding of the issue in historical
context.
 What events were going on in that may have led to
underlying assumptions or points of view on this issue
that you will break down and analyze in this section?
Paragraph 2 - Significance of Sources from C 
 Demonstrate awareness of the significance of the
sources evaluated in Part C.
 Make critical comments on evidence from those sources
Paragraph 3 - Critical examination of one possible answer 
 Examine evidence from part B that could lead to one
possible answer / interpretation of research question.
 Here it is essential to make critical comments based on
evidence.
 Discuss cause-and-effect relationships, underlying
assumptions and any interrelationships that are related to
the evidence you presented.
Paragraph 4 - Critical examination of DIFFERENT possible
answer 
 Examine evidence from part B that could lead to a
DIFFERENT possible answer / interpretation of
research question.
 Here it is essential to make critical comments based on
your evidence.
 Discuss cause-and-effect relationships, underlying
assumptions and any interrelationships that are related to
the evidence you presented.
Examples:
To make it clear that you are placing your topic within its
historical context, literally spell it out by writing, "This
investigation is important in its historical context because
___________"
An example from: To what extent did Stalin's Five-Year
Plans improve Russia’s military?
(Stalin established collectivization and the five-year plans
because of the very real threat of foreign invasion during the
1920s and 30s.)
This investigation is important in its historical context because
Stalin's motivation to correct the problems with Russia's military
came simply from the fact that he feared other countries, due to
Russia’s previous failures from World War I. Russia had lost
many soldiers due to Russia’s unequipped military, such as the
200,000 casualties in the Battle of Masuria. As Stalin wrote about
industrializing for military purposes in the Pravda, “We must
make good this distance in ten years. Either we do it, or we shall
be crushed.”
Examiner Comment: A clear attempt at establishing historical
context.
Paragraph 5 – Foundation for Conclusion 
 Write a paragraph that considers the above
interpretations and starts to transition toward a
conclusion [see Section E]
16
ANALYSIS: Critical thinking & Problem solving
-This is the part you do from your own knowledge & experience
-What are your conclusions based on the evidence?
*The elements of the investigation identified in your summary of evidence will be broken down into key issues or points*
Don’t add any new facts. Only use facts already introduced
-You posed the question
-You did the research
-Now you show how the two fit together
Example:
With what justification can it be claimed that it was the leadership of Trotsky which promoted Red victory in the Russian
Civil War?
Moderators Comments: Criterion D
 The section is effectively referenced. It refers to a
variety of historians’ views in an integrated fashion in
the analysis.
 The critical commentary is largely consistent with what
has been stated in section B, though there could have
been “some evidence of awareness of the significance to
the investigation of the sources evaluated in section C”.
 There is a well-written and balanced coverage of factors
in this 714-word section.
 Received 5 of 6 marks
Tips:
-Clear, Analytical, and Comprehensive Thesis
-Address all parts of the question
-Substantiate the thesis with ample historical evidence
-Address P.O.V.
17
E: Conclusion (150-200 words) [2 marks]
0
1
2
There is no conclusion OR the conclusion is not relevant.
The conclusion is stated, but is not entirely consistent with the evidence presented.
The conclusion is clearly stated, and is consistent with the evidence presented.
This section is a follow-up to section D. It requires an answer or conclusion, based on the evidence presented, which either partially
or fully addresses the question stated or implied in the investigation.
No more than a complex and analytical paragraph that provides an answer to your question based on the evidence presented
Must be clearly stated and consistent with the evidence presented
Tips:
-This section should be a strong finish to your investigation
-Summarize what you have found out
-Do not introduce any new facts or arguments here
Example: With what justification can it be claimed that it was the leadership of Trotsky which promoted Red victory in the
Russian Civil War?
Moderators Comments: Criterion E
 The conclusion could be better written (see the claim that Trotsky was “the major benefactor”, perhaps better as “a major
benefactor”) but it is clear enough and consistent with the evidence provided.
 In this case a best-fit approach would result in a mark at the top of the level for section E.
 Received 2 of 2 marks
Example 2: How did the Red Guards carry out their role in the development of the Chinese 1966 Cultural Revolution?
Moderators Comments: Criterion E
 The conclusion is not really consistent with the original question
 Received 1 of 2 marks
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F: Sources and Word Limit [3 marks]
0
1
2
A list of sources is not included OR the investigation is not within the word limit.
A list of sources is included, but these are limited OR on standard method is not used consistently OR the word count is
not clearly and accurately stated on the title page.
A list of sources using one standard method is included AND the investigation is within the word limit.
University of Chicago Style Citations
6-12 reputable sources
 No encyclopedias!
No references to Wikipedia, Encarta, WorldBook, Groliers, Facts on File, or other non-scholarly encyclopedias
Footnotes/Citations:






Keep track of all sources (in University of Chicago style) on your data sheets and in
your easybib accounts
o http://www.easybib.com/
Using Microsoft Office:
o References  Insert Footnote
o http://office.microsoft.com/en-us/word-help/insert-delete-or-edit-footnotes-and-endnotes-HP001226522.aspx
Citations must include ALL pertinent information
o Be sure you are using the correct citation (see: All 59 Options tab in easybib)
 Ex. If it is a primary source document (such as a )
Make sure that ANY Internet sources contain stable URLs and Dates of Access
IBID: Latin for ibidem, meaning "the same place"
o If you reference the same source on the same page (consecutively), you may use IBID in lieu of rewriting the same
citation again
 Books may be referenced using IBID, but different pages must be specified. Ex. IBID, 54
o Never use IBID as the 1st footnote of a new page in your IA
Format of Footnotes must be the same (No space between citations or 1 space between citations – but not a mix of the 2)
Sources: The difference between a bibliography and a works cited page
A Bibliography: A comprehensive list of all of the materials that you
have consulted, even if they are not directly cited in your IA
A Works Cited Page: Contains only the sources that you have cited
in your IA
Rules for BOTH a Bibliography and a Works Cited page:
 Must be Alphabetical
 No numbering or bullets
 Do not break up thematically
 Must include all pertinent source information
 ANY Internet sources must contain stable URLs and Dates of
Access information
19
Appendices:




Any illustrations, documents, or other relevant evidence should be included in an appendix and will not be included in the
word count
o Include an appendix only if you reference that specific material it in the IA
o All appendix material must be labeled, footnoted, and cited
If there is more than one appendix, each must be identified with a number or letter in addition to the title
o Appendices should be labeled according to the order they are mentioned in the paper
For each appendix, the title, page number, and appendix number or letter must appear in the table of contents
Material from an Appendix should be referenced in Parts C: Evaluation of Sources and D: Analysis
o Reference Appendix (parenthetically)
 Make reference to the material within the appendix within a sentence and follow it with (see Appendix A)
Examples:
20
Generic IA Checklist:
Name: _______________________________________
SL or HL
Topic: ___________________________________________________________________________________
Question: _________________________________________________________________________________
__________________________________________________________________________________________
Total Word Count: __________________
21
Name: ____________________________________
22
Sample IA: Afghanistan and the United States Constitution: To what extent did the anti-communist policies of the United
States contribute to the rise of the Taliban?
Word Count: 1,997
23
Summary of evidence contined:
24
Analysis Continued:
Grade for Afghanistan Sample IA
Moderator comments
Criterion
A
Marks
3
available
Marks
2
awarded
B
6
C
5
D
6
E
2
F
3
Total
25
6
4
6
2
3
23
Moderator comments

Criterion A: The research question is clearly stated on the front cover
but is implicit in this section. The method and scope of the
investigation are fully developed and focused on the research question.

Criterion B: The factual material is all relevant to the investigation
and it has been well researched, organized and correctly referenced.

Criterion C: There is evaluation of the sources and explicit reference
to origin, purpose, value and limitation.

Criterion D: There is critical analysis of the material presented in
section B, accurate referencing, and an awareness of the significance of
the sources. Different interpretations are considered.

Criterion E: The conclusion is clearly stated and consistent with the
evidence presented.

Criterion F: An appropriate list of sources, which are well used, is
included. The investigation is within the word limit.

General comments: An excellent piece of work in every respect.
25