Key continuities with current History
course
The new guide builds on many of the strengths of its predecessor and teachers will find that
they are able to continue to teach topics and themes that their students have enjoyed in the past
and topics they have already found and developed good resources for if they want to or take the
opportunity to explore new topics, for example from the Early Modern period.
The new course again requires students to study one prescribed topic, two world studies
topics and three regional topic sections.
In addition the final assessment tasks will be familiar i.e.
Paper 1
1 hour document based paper with 4 questions.
Paper 2
1 hour 30 minutes 2 essay questions
Paper 3
2 hours 30 minutes 3 essay questions
Internal Assessment
Research Task – 20 hours recommended.
Key Concepts – New Guide
There are six key concepts that have new emphasis
throughout the DP History course:
Change
Perspectives
Continuity
Key
concepts
Significance
Causation
Consequence
Overall changes
• There is NO Route 1 and Route 2. The History
curriculum is now one course.
• All three examination papers offer a broader range
of topics to facilitate the study of medieval, early
modern and modern History topics.
• Teachers do not need to teach a broader range of
time periods – it is just an option for those that do.
• It is a requirement that students are taught cross
regional case studies on Paper 1 and Paper 2.
Overview of key changes Prescribed
Topics (Paper 1)
• The Prescribed Topics have changed. Each topic has
two regional case studies and BOTH must be studied.
• The two case studies used are from different regions
– to offer students the opportunity to explore two
different regions and to look for similarities and
differences between the two case studies.
• To encourage a comparative approach the two case
studies are sub-divided into themes to facilitate
comparisons and give students a better
understanding of the themes.
Prescribed Topics
• Military Leaders
• Themes: Leadership, Campaigns, Impact
•
Genghis Khan 1200-1227
•
Richard I of England 1173-1199
• Conquest and its Impact
• Themes: Context and motives, Key events and actors,
Impact
•
Final stages of Muslim rule in Spain
•
Conquest of Mexico and Peru 1519-1551
• The Move to Global War
• Themes: Causes of Expansion, Events, Responses
•
Japanese expansion in East Asia 1931-1941
•
German and Italian expansion 1933-1939
Prescribed Subjects cont.
• Rights and Protest
• Themes: Nature and characteristics of discrimination, Protests
and Action, The role and significance of key actors/groups
•
Civil Rights Movement in the United States 1954-1965
•
Apartheid South Africa 1948-1964
• Conflict and Intervention
• Themes: Causes of the conflict, Course and interventions,
Impact
•
Rwanda 1990-1998
•
Kosovo 1989-2002
Overview of key changes Paper 1
Assessment
• It will no longer be necessary to pre-register a choice for
Paper 1, all choices will be combined in one test document.
• There will be four sources instead of the present five, with
source types being primary, secondary, written, pictorial and
diagrammatic.
• Paper 1 will be out of a total of 24 marks instead of the
present 25.
• The four questions will be similar to the present style but will
be in a slightly different order.
Question Styles
• Question 1A: will test understanding of 1 source 3 marks
• Question 1B: will test understanding of 1 source 2 marks
• Question 2: will analyze the value and limitation of 1
source, in their analysis students will now refer to origin,
purpose and content (a change in this style).
4 marks
• Question 3: Compare and Contrast
• Now using markband for assessment
• Best fit model
6 marks
• Question 4: Mini-essay using sources and own knowledge.
• Now using markband for assessment
• Best fit model
9 marks
Overview of key changes Paper 1
Third Question: Markbands
Note: Examiners are reminded of the need to apply the markbands that provide the ‘best fit’ to the responses given by candidates and to award credit
wherever it is possible to do so.
Marks
5-6
Level descriptor


3-4


There is discussion of both sources. Explicit links are made between the
two sources.
The response includes clear and valid points of comparison and of
contrast.
There is some discussion of both sources, although the two sources may
be discussed separately.
The response includes some valid points of comparison and/or of
contrast, although these points may lack clarity.
1-2


There is superficial discussion of one or both sources.
The response consists of description of the content of the source(s),
and/or general comments about the source(s), rather than valid points of
comparison or of contrast.
0

The response does not reach a standard described by the descriptors
above.
Overview of key changes Paper 1
Fourth Question: Markbands
0
The response does not reach a standard described by the descriptors below.
1–3
The response lacks focus on the question.
References to the sources are made, but at this level these references are likely to consist of descriptions of the
content of the sources rather than the sources being used as evidence to support the analysis.
No own knowledge is demonstrated or, where it is demonstrated, it is inaccurate or irrelevant.
4–6
The response is generally focused on the question.
References are made to the sources, and these references are used as evidence to support the analysis.
Where own knowledge is demonstrated, this lacks relevance or accuracy. There is little or no attempt to
synthesize own knowledge and source material.
7–9
The response is focused on the question.
Clear references are made to the sources, and these references are used effectively as evidence to support the
analysis.
Accurate and relevant own knowledge is demonstrated. There is effective synthesis of own knowledge and
source material.
Overview of changes – Paper 2
World history topics
There is now a much broader choice of topics ranging from
medieval through to modern history topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Society and economy [750-1400]
Causes and effects of medieval wars [750-1500]
Dynasties and rules [750 – 1500]
Societies in transition [1400-1700]
Early Modern states [1450-1789]
Causes and effects of Early Modern wars [1500-1700]
Origins, development and impact of industrialization [1750-2000]
Independence movements [1800-2000]
Evolution and development of democratic states [1848-2000]
Authoritarian states [20th century]
Causes and effects of 20th century wars
The Cold War: Superpower tensions and rivalries [20th century]
Overview of changes – Paper 2
• Teachers can choose any two of twelve topics.
• The new History Guide has a table for each World History
Topic with the topics and prescribed content. The
prescribed content must be studied.
• Please note that the suggested examples are not
prescriptive.
• There will be two questions only on each topic. Both
questions for each topic will be ‘open’ and will not refer to
a named example.
• Students must be prepared to answer the ‘open’
questions using the case studies they have been taught
appropriately
Overview of changes – Paper 2
As with the previous guide, student must answer two
essay questions each chosen from a different topic.
It is important that teachers offer a conceptual approach
to this paper, and cover case studies from at least two
regions. Comparative questions may ask for examples
drawn from different regions.
Example: Compare and contrast the causes of two
20th century civil wars each chosen from a different
region.
Overview of changes – Paper 2
There are now 5 markbands with a range of 3 marks in
each.
Paper 2 essays are marked out of 15 marks instead of the
present 20 marks.
The 3 markbands should make marking essays clearer as
a response can at the top / middle / bottom of each
markband.
Overview of changes – Paper 3
Paper 3 [Higher Level Option] In-depth Regional study
Within each of the four regional options there is now more
breadth in terms of timeframe. Topic sections will begin with
medieval options and run through to 20th century. As with Paper
2, there is the freedom to study topics from different periods.
One regional topic from the following 4 choices must be chosen:
1.
2.
3.
4.
History of Africa and the Middle East
History of the Americas
History of Asia and Oceania
History of Europe.
Overview of changes – Paper 3
There is a choice of 18 topics / sections for each region.
Teachers should select three.
The three sections must be taught in totality.
Student can answer any three questions.
The content of each section topic has changed to some
degree – so teachers must take care to cover all the new
bullets for each section.
Teaching & Learning: Paper 3 HL only
Each topic has an introductory paragraph and a series
of bullet points.
It is essential for teachers to understand that BOTH the
introductory paragraph and the bullet points are
prescribed content for this component.
Exam questions could refer to the paragraph material and
/ or the bullet point material.
ONLY where a bullet allows for a case study approach –
can students select which country they discuss.
Overview of assessment changes
• The Paper 3 examination for each regional option will
consist of 36 questions.
• There are new markbands for both essay papers i.e.
Paper 2 and Paper 3. Essays are now marked out of
15 marks – whereas before they were marked out of
20 marks.
Overview of key continuities: Internal
Assessment
Internal Assessment Historical Investigation
The historical investigation, as with the previous course,
requires students to complete a 20 hour historical
investigation into a topic of their choice.
It is still weighted 20% HL and 25% SL of final grade.
As with all History tasks, topics must not be on an event
that has happened in the last 10 years.
Overview of key changes – IA
However, the structure, format and assessment of the
IA has changed. It is now comprised of three
elements:
Identification and
evaluation of sources
500 words 6 marks
Investigation
Reflection
1,300 words
15 marks
400 words
4 marks
Overview of key changes - IA
Section 1 Identification and evaluation of sources
• Clearly state question
• Brief explanation of the nature of two sources chosen
and explanation of their relevance to investigation
• Detailed analysis of values and limitations of these two
sources
• Approximately 500 words
Overview of key changes - IA
Section 2 Investigation
• Investigation must be clearly and effectively organised
• Critical analysis of question
• A valid conclusion drawn from the analysis
• Approximately 1,300 words
Overview of key changes - IA
Section 3 Reflection
This section is not a ‘what I enjoyed doing…’ type of
reflection
• Students reflect on and develop what the investigation /
research process has taught them about methods used
by historians
• Students reflect on and develop what the investigation
has taught them about the challenges faced by
historians
• Approximately 400 words
Discussion questions that could
encourage reflection (taken from subject guide)
• What methods used by historians did you use in your
investigation?
• What did your investigation highlight to you about the
limitations of those methods?
• What are the challenges facing the historian? How do
they differ from the challenges facing a scientist or a
mathematician?
• What challenges in particular does archive-based
history present?
• How can the reliability of sources be evaluated?
• What is the difference between bias and selection?
Overview of key changes - IA
• A bibliography and consistent and appropriate
referencing must be included with each investigation.
These are not included in word count.
• If this is not done correctly it becomes an academic honesty
issue (this is the way this is now being addressed across all
DP subjects)
• Word limit is 2,200 words.
• No specific penalty for going over but teachers/moderators are
to stop reading at 2200 with no credit being given for anything
after that.
Teaching & Learning: Internal Assessment
Suggested breakdown of word count:
Section 1
500 words
6 marks
Section 2
1,300 words
15 marks
Section 3
400 words
4 marks
Total
2,200 words
25 marks