History HL Internal Assessment
The IB History Internal Assessment
Name: Your name.
School: West Charlotte High School (2316)
Candidate #: I can find these out for you next year.
Word Count: This number better be between 1500 and 2000 by the time you finish!!!!!!!!
1
Historical Investigation
HL 20%
Introduction
The historical investigation is a problem-solving activity which enables candidates to demonstrate the
application of their skills and knowledge to an area which interests them and which need not be syllabus
related. The emphasis must be on a specific historical enquiry tied to classroom activities that enables the
candidate to develop and apply the skills of a historian, such as making sense of source material and managing
conflicting interpretations. The activity demands that candidates search for, select, evaluate and use evidence
to reach a decision or solve a problem. The investigation is not a major piece of research–candidates are only
required to evaluate two of the sources they have used. However, these must be appropriate to the
investigation and critically evaluated. The account should not be written up as an essay but in the style outlined
later in this section. The internal assessment allows for flexibility and should encourage candidates to use their
own initiative. Examples of the types of investigations candidates may undertake are:
a historical topic or theme using written sources or a variety of sources
a historical topic based on fieldwork; for example, a museum, archeological site, battlefields, churches
a historical problem using documents (this could include newspapers)
a local history project
a history project based on oral interviews
a historical investigation based on interpreting a novel, film, piece of art, for example.
Candidates will be required to:
undertake a historical investigation
provide a title for the historical investigation which, in order to give focus and direction, may be framed as a
question
produce a written account, of between 1500–2000 words for HL and SL, which must consist of:
• an outline plan of the historical investigation
• a summary of evidence
• an evaluation of sources
• an analysis
• a conclusion.
The historical investigation will be internally assessed by the teacher and externally moderated by the IBO.
Choice of Topic
Candidates should choose their own topic, with the teacher’s guidance. The topic should be one that seems
interesting and worthwhile to the candidate.
The teacher must approve the investigation before work is started, and must ensure that it complies with the
regulations and is able to be assessed by the criteria for internal assessment.
Candidates must be aware of ethical considerations when undertaking any investigation. They must show tact
and sensitivity, respect confidentiality and acknowledge all sources used.
The Written Account
Regardless of the type of historical investigation chosen, every candidate must produce a written account
consisting of the following six sections:
A
B
C
D
E
F
Total
Plan of the investigation
Summary of evidence
Evaluation of sources
Analysis
Conclusion
List of sources
3 marks
6 marks
5 marks
6 marks
2 marks
3 marks
25 marks
2
Section A
Plan of
Investigation
3 points
0-There is no plan of the investigation, or it is inappropriate.
1-The research question, method and scope of the investigation are not clearly
stated.
2-The research question is clearly stated. The method and scope of the
investigation are outlined and related to the research question.
3-The research question is clearly stated. The method and scope of the
investigation are fully developed and closely focused on the research question.
SECTION A: PLAN OF THE INVESTIGATION
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GUIDELINES
AND
REQUIREMENTS
Recommended
word count: 100150
Point value: 3/25
marks
State the topic of
the investigation,
which should be
formulated as a
question and 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/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/areas
will be analysed.
ADVICE AND CONSIDERATIONS

When stating your research question, be sure to address why your topic is
interesting, or how you came to choose your topic.
 Your topic must be stated in the form of a question.
 In writing on METHOD: You must use the actual term “method”.
o Do NOT write about where you physically went to find your sources
 The words “UNCC”, “Davidson”, “library”, and “internet”
should not appear in this section!
o DO explain to the reader why you chose the sources you did
 This should be a conscious process, you should not use a
source simply because the title sounds relevant to your topic.
 You should be able to explain to your reader exactly how you
used your sources to help answer your research question.
 If there is a source that does not contribute to a more
complete answer to your RQ, ditch it. I am not interested in
“filler” sources (those which you include in your Works Cited
because you think they sound good).
 DO tell your reader if there are holes in your investigation
and why
 For instance: You write about the Ukrainian genocide
but have no memoirs from Ukrainians who survived
it. Is this because you could not find memoirs or
because you did not look? Did you consciously decide
to exclude this perspective from your investigation?
 It is completely acceptable to exclude a perspective
from your investigation IF you explain why you made
that choice. It is not acceptable to choose to exclude a
perspective because you did not want to put in the
work to find representative sources.
 In writing on SCOPE: You must use the actual term “scope”
o Include the sources you plan to use and the issues you will examine in
order to address your research question.
o This refers to time and place of your investigation, this means you must
include dates.
o This also refers to subtopic
 If your research question is “What caused the first world
war?” – you CANNOT deal with this in 2000 words!
 You must clarify in your PoI the tiny subtopic within this field
that you will actually address. This must be something you
can cover completely in 2000 words.
If someone has written a BOOK on your topic, you must narrow.
3
Section B
Summary of
Evidence
6 points
0-There is no relevant factual material.
1-2-There is some relevant factual material but it has not been referenced (MLA
or Chicago only, DO NOT USE APA STYLE).
3-4-There is relevant factual material that shows evidence of research,
organization and referencing.
5-6-The factual material is all relevant to the investigation and it has been well
researched, organized and correctly referenced.
SECTION B: SUMMARY OF EVIDENCE
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
GUIDELINES AND
REQUIREMENTS
Recommended word count:
500-600
Point value: 6/25 marks
Provides a description of
events that are relevant to
your research and that will
help you address your
research question
Indicates what you have
learned from the sources
used
Is organized, referenced,
and provides evidence of
thorough research
Any illustrations,
documents, or other
relevant evidence should be
included in an appendix and
will not be included in the
word count
This section should consist
of factual material that is:
 drawn from sources that
are appropriate for the
investigation
 correctly and
consistently referenced
(MLA or Chicago only,
DO NOT USE APA
STYLE)
 organized thematically
or chronologically.
ADVICE AND CONSIDERATIONS

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
You must link your overview of evidence to your research
question.
The goal is NOT to include every piece of information, but only
salient pieces of information. Present ONLY information that
will help you answer your research question; do not waste
words providing lengthy background information.
Your summary must be brief, concise, and written with clarity;
do not address the section to a teacher as the reader.
Use plenty of footnotes in this section using background
sources, not just the two books you are analyzing for Section C.
 This section should be divided up into sub-sections using
sub-headings.
o This means you have to have an organizational
structure (that means an outline)
 You CANNOT randomly throw together pieces of
evidence and expect your reader to follow your train of
thought; there should be some clear logic as to why
pieces of information are grouped together.
 You must use specific dates, statistics, events, quotes,
and descriptions. You CANNOT provide a broad
generalization of what happened during a period and
call it “evidence”.
 Think DEEP not B-R-O-A-D. This means, make sure your
scope is incredibly limited (like more limited than you
ever thought possible) so you can provide a whole lot of
evidence about one event rather than one or two pieces
of evidence about a whole bunch of events.
 A note on PROOFREADING:
o Read your entire IA out-loud to yourself. Fix the
mistakes that you find.
o Have a parent or friend (or both) who knows
nothing about your topic read your essay. Clarify
the areas that confuse them.
o Re-read your entire IA out-loud at least 24 hours
after completing it. Fix the mistakes you find this
time.
o Microsoft Word has spell check and grammar
check, use them.
4
Section C
Evaluation
of
Sources
5 points
0-There is no description or evaluation of the sources.
1-The sources are described but there is no reference to their origin, purpose,
value and limitation. OR either of the sources is not in Part B.
2-3-There is some evaluation of the 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 their origin,
purpose, value and limitation.
SECTION C: EVALUATION OF SOURCES

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

GUIDELINES AND
REQUIREMENTS
Recommended word
count: 250-400
Point value: 5/25
marks
a critical evaluation of
two important sources
appropriate to the
investigation that were
presented in Part B.
Refers to the origin,
purpose, values, and
limitation of each
source:
ORIGIN: Who (or what)
produced this
document?
PURPOSE: Why was
this document
produced? What is the
author trying to
accomplish? What is
the author’s
bias/perspective?
VALUE: What makes
this document useful to
you, or to anyone
interested in the topic?
LIMITATIONS: What
about this document
needs to be
questioned? Why
would someone use
caution when looking
at this document for
evidence and analysis?
ADVICE AND CONSIDERATIONS
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Deal with your TWO sources separately. This is not a comparison,
you do not need a transition from one source to the next.
Before your evaluation, provide a full MLA style bibliographic entry
of the source you will evaluate. This will ensure you fully cover
Origins.
You should never use the acronym OPVL, this is what we call it in
class; it is not internationally recognized lingo. Just say “source
evaluation”.
Titles of books get italicized.
“Titles” of newspaper articles, speeches, journal articles, and a few
other gems get “quotation marks”.
When in doubt check
ORIGINS AND PURPOSES: These sections need not be lengthy, simply
explain what was produced and why.
 ORIGINS: You must provide the academic credentials of the
author; if you cannot find anything on the author in the book,
search the Net. If you still cannot find information on your author,
SAY SO. It is not necessary to put in every academic post or
professorship the authors have held.
o The name of an author means nothing. You must include the
author’s qualifications to write on this particular topic.
 For instance: I could write a book on astrophysics. No
one should ever trust what I have to say about
astrophysics because I know nothing about it. Stephen
Hawking can write a book on astrophysics. He’s
completely qualified to do so but if you do not explain
his qualifications in the Origins section, no one will
know he’s qualified. If it is not written, it does not
exist. Don’t assume your reader knows every author
ever published.
 Because of this, you will need to at least do a Google
search of your authors used in C. Any information
gleaned from this search and used in C must also be
cited in the bibliography.
5
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
PURPOSES: The best authors will typically express purpose in the
preface/introduction/first chapter. You may have to search for
the purpose.
 NOTE: even narratives have a purpose. If you cannot locate a
clearly articulated purpose, you may use language such as: “It
appears that the author’s purpose is…”
 The author did not write this book/speech/article to help you
write this essay. Most secondary sources have a pretty
explicit statement of purpose somewhere in the introduction.
Most primary sources have an implicit purpose. If you’re
having trouble discerning the original intent of the author,
bring me the source and we’ll talk.
VALUE AND LIMITATIONS: These sections may not be balanced. One
side of the argument may be more substantive than the other.
 VALUE: Explain why this source is valuable in general, and
address why it is particularly important to your research. Make
specific references to the text and its sources; use quotes. You
may comment on footnotes of the book, what kinds of sources the
author used, etc.
o Value cannot be discerned without considering both origins and
purpose. Who wrote this document? When? Why? How do the
answers to these questions help you better understand how to
use this source?
 i.e. If Hitler wrote a short story about interaction
between Germans and Jews you would evaluate the
value of the source differently than if Joe the Plummer
wrote a short story about the same topic. Think about
time and place when you speak of value.
o The following are unacceptable:
 “This source is valuable because it is primary.”
 “The source is valuable because it is secondary.”
 “This source is valuable because it is about my topic.”
 “This is my most valuable source.”
 LIMITATIONS: Again, you must be specific, providing examples
from the text, quotes, etc. Limitations could include a critique of
sources; a critique of whether or not the coverage is too broad to
meet the author’s objectives; if the author is using out of date
scholarship, relying on only newspaper articles, etc. Why might a
historian need to show some degree of caution using this source?
o In addition, a source is not limited because it does not provide
you enough information about your particular topic. You cannot
fault an author for not writing the story you wish they had written.
Deal with what is in front of you.
A few words on using BIAS to assess VALUES AND LIMITATIONS:
Remember that all sources are biased, none are completely objective.
You need to provide a nuanced interpretation of “bias”. Explain WHY
the source is biased, and how this bias affects your research. If you
assert a degree of objectivity, be specific: Does the author present a
balanced perspective by providing multiple points of view? Does the
author present statistical data that is difficult to manipulate? Keep in
mind that NO SOURCES ARE COMPLETELY OBJECTIVE, even
statistical data can be “massaged” to make a point.
6
Part D
Analysis
6 points
0-There is no analysis or the section is simply a descriptive narrative.
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 (MLA or Chicago only, DO NOT USE APA STYLE). 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.
SECTION D: ANALYSIS
GUIDELINES AND REQUIREMENTS
ADVICE AND CONSIDERATIONS
 Recommended word count: 500-650
 This is where you examine different historical
interpretations of your research topic in analyzing
 Point value: 6/25 marks
the historical event itself.
 Addresses the importance of the
 YOU MUST CONNECT THE ANAYLYSIS SECTION
investigation in its historical context,
WITH THE ORIGINAL RESEARCH QUESTION OR
this adds weight and perspective to the
TOPIC. This is true for the entire paper. There should
study
be a thread running through the entire paper
This section should include:
connecting all sections back to the research question.
 An analysis that breaks down complex
 That said, you must integrate an analysis of the
issues in order to bring out the
author’s arguments into this section. Analyze the
essential elements, any underlying
authors’ conclusions in reference to your research
assumptions and any interrelationships
question.
involved
 The strength of your analysis is directly related to
 An understanding of the issue in its
the strength of your evidence
historical context
 You CANNOT introduce any new evidence in this
 A critical examination of the factual
section
material presented in section B
 An awareness of the significance of the  Take each sentence from your evidence section
(Section B) and write a corresponding sentence here
sources used, especially those
that explains the significance of that piece of
evaluated in section C
evidence. (You will find this is hard to do if you have
 A consideration of different
provided broad generalizations in your evidence
interpretations of evidence, where
section.)
appropriate.
 You MUST explain the significance of the sources
evaluated in C to answering your research question.
o i.e. “Hitler’s anti-semitic propaganda piece was
significant to the understanding of German
attitudes towards Jews because this was a
document that was readily available to the
German population and central to the formation
of popular perception of the Jewish menace.”
7
Part E
Conclusion
2 points
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0-There is no conclusion, or the conclusion is not relevant.
1-The conclusion is stated but is not entirely consistent with the evidence
presented.
2-The conclusion is clearly stated and consistent with the evidence presented.
SECTION E: CONCLUSION
GUIDELINES AND REQUIREMENTS
ADVICE AND CONSIDERATIONS
Recommended word count: 150-200
 Your conclusion should answer your research
question in a clear and focused manner. This may be
Point value: 2/25 marks
fairly brief – one paragraph will suffice if you
Must be clearly stated and consistent
addressed conclusions in the analysis section– or, as
with the evidence presented
is often the case when examining historical
As a follow-up to section D, requires an
interpretations, it may be a bit longer.
answer or conclusion to the original
 This is the first place you will state your THESIS
research question
(your one sentence answer to your research
Provides conclusions in a narrow and
question).
focused manner
 Include your final judgment on the two books. Are
the sources equally valuable for further research?
Articulate the reasons for your final evaluation of the
books.
 This section is super easy if you have followed
instructions on parts B and D. If you haven’t, your
conclusion will be weak.
8
Part F
Sources and
Word Limit
3 points
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0-excedes word limit or a bibliography is not included
1-A list of sources (MLA or Chicago only, DO NOT USE APA STYLE) is included but
these are limited or one standard method is not used consistently or the word
count is not clearly and accurately stated on the title page.
2-A list of sources (MLA or Chicago only, DO NOT USE APA STYLE) using one
standard method is included and the investigation is within the word limit.
3-An appropriate list of sources(MLA or Chicago only, DO NOT USE APA STYLE),
using one standard method, is included. The investigation is within the word
limit.
SECTION F: LIST OF SOURCES
GUIDELINES AND REQUIREMENTS
ADVICE AND CONSIDERATIONS
Not counted in word count
 The source list, generic headings, (e.g., “Section A”),
and references do not count toward the word count.
Point value: 3/25 marks
Everything else does. Your IA must be between
Includes a bibliography or list of
1500-2000 worlds. If the essay is UNDER or OVER
sources
the word count parameter, you receive NO POINTS
Must use a recognized citation system
in this section.
consistently

You must list all sources consulted.
Written sources should be listed
 You must separate primary from secondary sources
separately from non-written sources
if appropriate, as well as electronic vs. print sources.
If your historical investigation is not

Your bibliography must follow a standard citation
between 1500 and 2000 words, you
format, as should all footnotes in the body of the
will receive no credit in this section.
paper.
A list of sources (MLA or Chicago only,
 Footnotes are easiest to use throughout, and are easy
DO NOT USE APA STYLE) and all
to reference by the reader. Endnotes are acceptable.
citations, using one standard
Don’t forget that explanatory footnotes are an
method(MLA or Chicago only, DO NOT
excellent way for you to express ideas without being
USE APA STYLE), must be included; any
penalized in the word count.
illustrations, documents, or other
 Please, no references to Wikipedia, Encarta,
supporting evidence should be
WorldBook, Groliers, Facts on File, or other nonincluded in an appendix. None of these
scholarly encyclopedias.
will form part of the word count. The
 Please include the word count at the bottom of the
word count for the investigation must
be clearly and accurately stated on the
last section.
title page.
 This should be an easy 3 points.
 Common pitfalls:
o No title page
o No word count on your title page
o No consistency in citations
o Too few sources
o No primary sources
9
Advice on your Historical Investigation Topic
Below are some points that you need to think about in relation to your topic for the Historical Investigation:
Topic
Within certain limits, the topic will be for you to decide. It can be concerned with international, national,
regional or local political, social, or economic issues or foreign policy. The selection of a topic should take into
account the amount of material available and the scope for personal and individual investigation.
Structure
In parts of your Historical Investigation you will need to analyze and evaluate different historical points of
view. To help you achieve this, the title for your Historical Investigation should be phrased as a question. In
structuring such a question, you should consider the phrases “to what extent” or “how far”. What and how
questions should be avoided because they foster a descriptive or narrative approach. For example, on the topic
of the Origins of the Second World War, a good question would be:
To what extent did Hitler stumble into war in 1939?
A poorly phrased title for a Historical Investigation on the same topic would be:
What was Hitler’s foreign policy between 1933 and 1939?
You must also structure your Historical Investigation according to the structure laid out on page 4 and you
should also read carefully the assessment criteria given in Appendix A at the back of this booklet.
Personal Interest
The Historical Investigation must be on a historical topic or issue that you are interested in or keen to find out
more about. Your teacher will advise you and act as your tutor, but ultimately the effort, dedication and
inspiration must come from you. This is why the choice of topic and the question is fundamentally crucial to a
good Historical Investigation. Remember to also bear in mind that a well-produced Historical Investigation
will set you up with a strong grade in the bag before you do your final examinations in May 2014.
Your topic must be about a topic covered in our IB 20th Century class.
If your topic isn’t about WWI, WWII, the Spanish Civil War, or the Cold War,
you need to find a new topic!!!!!!!!!!
10
Historical Investigation Source Ideas Sheet
The most important part of your historical investigation is finding two sources that provide conflicting
interpretations of the same event. These do not always have to be in the form of history books. They can be
works of literature, personal diaries, detailed posters and even films. Look at the examples below that you
could use to help in your historical investigation e.g. This will help you for Section D.
Literature:
George Orwell – “Animal Farm” (Russia 1917-1945)
Harper Lee – To Kill a Mockingbird (Racial discrimination in the United States)
George Orwell – “The Road to Wigan Pier” (Britain in the 1930’s)
Erich Maria Remarque – “All Quiet on the Western Front” (World War One)
George Orwell – “1984” (Totalitarian regimes)
Jung Chang – “Wild Swans” (20thCentury China)
William Shakespeare – “Julius Caesar” (Roman Empire)
E.M.Forster – “A Passage to India” (British India between WW1 and WW2)
Film:
JFK – Murder of John F Kennedy
Thirteen Days – Cuban Missile Crisis
Saving Private Ryan – D-Day Landings
Schindlers List – Holocaust
Saladin – Saladin (Arabic Film)
Apocalyse Now – Vietnam (There are many on this conflict)
You could compare each of these sources to a more standard historical book on an issue in the work of fiction
or feature film.
You may be better able to think of some a topic from your personal heritage/national history you may want to
do. Be aware though of the importance or accessing the necessary sources.
The following table could help you get started
To what extent was...
How useful is...
How successful /
significant was...
[Event]
responsible for...
[Situation]
the most
[Development]
important result
[Individual]
of...
[Policy]
the Novel...
[Event]
the Album...
[Situation]
oral testimony...
to the historian [Development]
photography...
studying...
[Policy]
the painting...
the film...
[Individual] (e.g. politician /
sportsperson / entertainer / film director / in the context of...
etc)
11
The following list of past Internal Assessment questions from the IST will also be helpful:
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"Evidence based"
o What are the values and limitations of the PC game 'Company of Heroes' to the Historian
studying D-Day?
o What are the values and limitations of the film "Amistad" to the historian studying the
transatlantic slave trade?
o How accurate is the depiction of the 'White Rose' in the film 'Sophie Scholl – The Final
Days'?
o How useful is "The Secret Diary Of Adrian Mole" to historians of Thatcher's first
administration?
o How useful are declassified documents to Historians studying the treatment of the Jewish
Population of Vichy France?
o To what extent are photographic sources of the Vietnam War more useful to the Historian
than written accounts?
o How useful are visual sources in knowing what really happened during the 1984-5 miners'
strike?
"Event based"
o How representative is the My Lai massacre as evidence of American Experience in Vietnam?
o To what extent was the Jewish State of Israel established through means of terrorism?
o To what extent was the bombing of Dresden a necessary act of war?
o How was the visual image manipulated in Stalin's USSR?
o What was the Significance of the Gulf of Tonkin Incident in terms of American Involvement
in the Vietnam War?
o Why was the transatlantic slave trade abolished?
o Did Hitler really snub Jesse Owens at the 1936 Olympics?
o To what extent were the student riots of the 1980s in Korea the result of the policies of
President Park?
o Is the Italian liberation still celebrated today as it was in 1945?
"People based"
o What is the Historical Significance of the Roman Emperor Nero?
o Why was Fidel Castro able to take power in Cuba?
o Assess the accuracy with which the life and career of Rosa Parks has been depicted by
commentators and historians.
o How typical were the motives of Count Raymond IV of Toulouse for going on The Crusade?
o What was the historical significance of the sporting career of Muhammad Ali?
12
An Example of Narrowing Down a Topic
Taken from http://www.historyguide.org/guide/image.html
“You also need to look at your topic realistically. Obviously, no one would contemplate a topic so broad as “A
History of Europe, 1648-1996,” for an essay only twenty pages in length. Not only could you not condense
350 years of European history in twenty pages, fifteen weeks is hardly enough time to do the research for a
longer study, even if it were possible.
If you know very little about your topic, your first task is obviously to learn more. Suppose your general topic
is the Age of Enlightenment. This a broad topic. Consult an encyclopedia. You will run across names
(Diderot, Rousseau, Voltaire, Paine), events (Lisbon Earthquake, French Revolution), and ideas (13kepticism,
deism, liberty). Perhaps one of these things strikes your fancy. Suddenly, you find yourself attracted to Tom
Paine’s essay The Age of Reason, in general, and his ideas on deism in particular. You begin to ask yourself
questions: who was Tom Paine? What is deism? Who were the deists? Why did deism appear when it did?
What effect does deism have on the movement for parliamentary reform in England in the 1790s? Then, for
whatever reason, you are led to an entirely different topic, say, English political radicals in the age of the
French Revolution.
Through your discovery of Paine’s Rights of Man, you encounter the radical philosopher William Godwin.
He was an anarchist which is odd because he was writing at a time (1790s) when most English radicals were
trying to reform Parliament, not abolish it altogether. You then thumb through a brief biography of Godwin
and soon discover that he married Mary Wollstonecraft, an out-spoken feminist who wrote the first critique of
Edmund Burke’s Reflections on the Revolution in France (Paine’s Rights of Man was a response to Burke’s
Reflections as well). You also find out that Godwin and Wollstonecraft produced a daughter, Mary, who later
married Percy Bysshe Shelley, and wrote Frankenstein. Quite a jump from your first initial interest in Paine’s
deism, isn’t it? And all of this could have taken place in a week or two. I mention this example because using
this same technique, I arrived at a topic for seminar paper which happened to be about the notion of human
perfectibility in the thought of William Godwin.”
Guidance on How to Structure an Historical Investigation Question
Adapted from Historians’ Fallacies by David Fischer
An essential skill of the historian is the ability to ask questions. While this may seem like an easy task, it
may in fact be one of the most difficult. A historian is someone who asks an open-ended question about past
events and answers it with selected evidence that is arranged in an explanatory way. “Questions are the
engines of intellect … which convert energy to motion, and curiosity to controlled inquiry.” (3)
There are five general characteristics that a good historical question should have:
1.
2.
3.
4.
5.
It must be resolvable with measurable (empirical) evidence
It must be open-ended
It must be flexible and open to endless refinement
It must be explicit and precise
It must be tested
The following assignment will try to identify some of the
common problems in asking historical questions.
Types of fallacies
1. Too large of a scope: What happened during World
War 1?
The problem with this question is that it is so broad and
that there is so much information on the question that it
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becomes impossible to answer correctly. In order to have a proper focus one needs to start with a reverse
pyramid approach to questioning.
2. Non-question which sets out to prove an existing opinion
The historian cannot set out to prove something s/he has already concluded to be true. If you begin your
inquiry with the conclusion that “X was the case” than you will simply be trying to find evidence to support
your case not trying to discover historical truth. This can also be affected by the sources that you choose to
gather your evidence from. If you try to answer your question by only looking at sources from one perspective,
your question will not be answered.
3. Too many questions
This fallacy of questioning involves framing a question that makes false presumptions. The classic example of
this type of a question is “Have you stopped beating your wife?” A historical example is “What were the US’
primary motives for dealing with Hussein” This assumes that there were in fact primary motives and therefore
assumes that simple answers will be identified and explained. In fact there may be no simple answer to the
question. Another example is “Why are all radical revolutions violent?”
4. A question that demands a choice between two answers, which are in fact not exclusive or not exhaustive.
This type of question assumes that there is no choice between two opposites. It is also called either or
thinking. It assumes that there are no other options or that there is no middle ground between the two
positions. For example, questions like: “The Fall of the Russian Monarchy- Inherent Failure or Planned
Revolution?” assumes only two options are available. It also assumes that there is somehow a relationship
between the two ideas and that both ideas are mutually exclusive.
5. The abstract or metaphysical question
This is the failure in which a non-empirical problem is attempted to be solved by empirical means. For
example “Why was Lincoln shot?”
“Was the Korean War inevitable?” When posing a why question, the historian must be careful to define what
s/he is trying to determine. Is the why to determine the motive, reason, is a description of possibilities, a
historical process, the purpose behind the action, or a justification. Why questions on there own lack
direction, clarity and need to be carefully thought through.
6. What if questions
This is where the historian attempts to explain through empirical evidence what might have happened in
history, if in fact it actually had. While what if questions are very interesting and can serve to help clarify
historical events they ultimately prove nothing and cannot be viewed as the same as historical evidence. For
example, what would have happened if the Nazi’s had developed the atomic bomb first? All historical
evidence for what might have happened is necessarily taken from the world in which the Nazi’s did not
develop the bomb first. There is no way to escape this fundamental fact, therefore any records or evidence
used are immediately counterfactual.
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History Investigation Proposal Form
Topic/Question
Justification about why I want to study this Topic/Question
A list of five sources (fully referenced) that I have found already and will prove useful.
Two sources that I could use for Section C. Justification for why I think they are useful for Section C.
The below sheet is a suggestion of a format for your research journal. You will each be expected to keep a
clear record of each source that you consult in your research diary and have a research page where you take
notes. You will be checked periodically. (read: LIVE IN FEAR!!! )
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Research Diary Template
Date
Time Spent
Median of Research
What did you learn from this source?
Where are you going to go next?
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IA Most Common Mistakes
Technicalities:
 Each section needs to be on a separate page.
 Do a word count at the bottom of section/criterion
 Page numbers at the bottom of every page
 Mixing Section B and D is a serious problem!!!!
 Section F:
o Use the MLA sheet I gave you
o Each source must have been used in the paper!!!!
o Left-justified
o Single space the sources, double space between sources
o Separate works cited and websites cited. If you used sources
other than these two, make another section.
 Formatting should be the same throughout
 Times New Roman – size 12 font
 Double space rough draft. We will fix this for your final draft, but I will need the space to
help you make these rock star papers.
 1 Inch margins throughout
 Either use:
o Section A: Plan of Investigation
o Criterion A: Plan of Investigation
o These should be bold headings. They do not count as part of your word count.
It’s English People!!!
 Punctuation – USE IT!!!
 Subject/Verb Agreement – The limitation of this source IS (not are)
 Tenses – this is history. Present tense is NOT necessary.
 It’s v. Its
 Writing like you speak is a big no!!!! This is a professional paper.
 Using 1st person (no I, us, we)
 OPVL – Never use these acronyms
 Use a thesaurus every once in a while. I hate to see professional papers with words like
large, hard, big, a lot, best, because….
 Assuming your reader knows more than he/she does. Write as if I don’t know a thing
about your topic. This doesn’t mean that I’m stupid and you have to use small words. It
means that I need background information.
History HL Internal
Assessment
Question?
Name:
School: West Charlotte High
School (2316)
Candidate #:
Word Count:
20





IA Law and Order Style – Who committed the murder of Brownie Bear?
Criterion A – Plan of Investigation: Background of the case. Describe the scope (what the
investigation should identify and method (how the investigation will take place).
Criterion B - Summary of Evidence:
o Weapons found:
 Hair Bows
 Teeth Marks
 Stuffing
o Eye Witness Accounts:
 Mrs. Marquez
 Mr. Marquez
 Liliana Marquez
o Means
 Teeth
 Access to hair bows
o Motive
 Self soothing
 Anger Management
o Opportunity
 7:00 pm until 7:00 am – child is left
alone with Brownie
Criterion C - Evaluation of Sources:
o Eye Witness Account A: Mrs. Marquez
 Origin –
 Purpose –
 Value –
 Limitations –
 Everyone is biased – You need to explain to me HOW/WHY my eyewitness
account is biased!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Criterion D – Analysis:
o Using evidence from B and sources (especially C) ANALYZE!!!
o This is the trial after all the evidence is collected!
o Put all the puzzle pieces together.
Criterion E – Conclusion:
o These are your closing arguments.
o Tell me 2-4 key pieces of evidence and analysis.
o Close with the answer to your original question. THESIS STATEMENT!!!!!
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Internal Assessment Checklist
Paragraph
Each paragraph is focused on a main idea (mini thesis)
I have thought about how my paragraphs are arranged, and they are structured in a way that best
supports my argument.
Each paragraph employs evidence supporting that idea. That evidence is analyzed in my own
words.
Argumentation
I have thought about various historical arguments and have included at least two differing
interpretations in Section C.
Quoting and Citation
All material I have directly quoted appears between quotation marks.
I have minimized or eliminated block quotes. If quotes are longer than 3 sentences, I have
indented them on the left, single-spaced them, and not placed quotations at the beginning and end.
Each time I quote, I have checked to make sure that the quote is properly integrated into the
sentence.
Each of my quotes clearly relates to a footnote, endnote, or in-text citation which offers the source
and page number for the citation.
I have included a bibliography of my sources, which conforms to MLA citation style
I have checked to make sure that each source listed in my bibliography is used in my paper.
Style
Each page is numbered consecutively.
I have used Times New Roman 12 point font.
I have double spaced my rough draft and single spaced my final draft.
I have one inch margins on all sides.
I have included a title page that has my historical question, name, IB number, and word count.
Each Section is on a different page.
I have a word count on each page that has the word count for that section.
I used a thesaurus.
Editing
I have proofread my paper for spelling and grammar errors.
I have read my paper aloud to myself or to someone else, listening for sentences that do not make
sense.
I have asked _____________________________ (adult) to proofread my historical investigation.
This person is a good writer and editor.
I have asked _____________________________ (second adult) to proofread my historical
investigation. This person is a good writer and editor.
I have asked _____________________________ (student) to proofread my historical
investigation. This person is a good writer and editor.
I have asked _____________________________ (second student) to proofread my historical
investigation. This person is a good writer and editor.
Final Draft
I have sent Mrs. Marquez an electronic copy of my paper.
I have given Mrs. Marquez 2 hard copies of my paper.
I have turned in my rough draft (midterm graded paper corrected by Marquez).
My final draft is single spaced.
If Mrs. Marquez corrected something in any of my rough drafts, I have fixed it for my final draft.
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IB HISTORY INTERNAL ASSESSMENT TIMELINE
If you need to print something off, it needs to be done prior to the due date. If I have 20 students who need to print on
the due date, it will eat up too much class time. Don’t procrastinate if you don’t have your own printer!!!!!!!!!!
October 28th
October 30th
November 6th
or earlier
November 13th
or earlier
November 19th
or earlier
November 25th
or earlier
December 2nd
or earlier
December 6th
or earlier
December 12th
or earlier

Discussion of requirements for the Internal Assessment.

Meet with Mrs. Marquez to discuss topic / computer lab. (F5)


Topic - must be in the form of a historically debatable question and narrowly focused.
o Must be in the time periods of WWI, Spanish Civil War, WWII, or the Cold War.
Create a title page (similar to the 1st page of this packet) using your topic of choice
Provide a list of 10 POTENTIAL sources in MLA Bibliography format.
o no general encyclopedias or textbooks (this also includes those online)
o no secondary sources with a copyright earlier than 1975
o at least 5 sources must be books or historical journal articles (may use online
journals)
o thus no more than 5 websites unless more than 10 sources total
o just because a source is on this potential list, they might not make the final cut
Section A: Plan of Investigation

Section B: Summary of Evidence

Section D: Analysis

Section C: Evaluation of Sources

Section E: Conclusion

Section F: Bibliography


Each of the above will be totaled to equal a test grade.

December 18th
or earlier



January 7th,
2014
or earlier

Two typed COMPLETE drafts. Your classmates will read and critique one. The other will be
a test grade.
o Title Page (5 points) _____
o Section A: Plan of Investigation (9 points) _____
o Section B: Summary of Evidence (18 points) _____
o Section C: Evaluation of Sources (15 points) _____
o Section D: Analysis (18 points) _____
o Section E: Conclusion (6 points) _____
o Section F: Bibliography (9 points) _____
Internal Assessment Checklist *If I have told you to fix something, FIX IT!!!!!
ONE PRINTED FINAL COPY of your Internal Assessment (10 points) ___
ONE ELECTRONIC COPY (emailed copy to Mrs. Marquez) (10 points) ___
o Title Page (5 points) _____
o Section A: Plan of Investigation (9 points) _____
o Section B: Summary of Evidence (18 points) _____
o Section C: Evaluation of Sources (15 points) _____
o Section D: Analysis (18 points) _____
o Section E: Conclusion (6 points) _____
o Section F: Bibliography (9 points) _____
Internal Assessment Checklist *If I have told you to fix something, FIX IT!!!!!
Total Classroom Points
/20
20 Points
30 Points
/30
60 Points
/60
60 Points
/60
50 Points
/50
20 Points
/20
30 Points
/30
270
Points
/270
80 Points
/80
100
Points
450
Points
/100
*This is your
midterm
grade*
/450
*This will be
a test grade*
**Late work will be accepted at 50% off. All work is due at the beginning of class on the dates listed above.
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If you turn in anything after the due date, I take ½ of your points for that component.**
***Note: Just because you turn something in for each section doesn’t mean that you will receive all of the points.
The work must be of quality and meet the requirements and criterion outlined in this packet!!!!***
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