IB 20TH Century World History - Paper 1
HL = 20% of grade, SL = 30% of grade
Reading time: 5 minutes
-Read ALL sources carefully
-Familiarize yourself with the question
-Plan answer to 1st question
Writing time: 60 minutes
Q1 = 10 min
Q2 = 15 min
Q3 = 15 min
Q4 = 20 min
The format of the exam is predictable
 PREPARE for Paper 1 style questions in
advance
Questions 1a and 1b:
A = Reading comprehension
B = Political cartoon/Photo
5 marks
(A= 3, B = 2)
8-10 minutes
(do not go over time here)
Understand Historical Sources
The wording of 1a) and 1b) will be something like this:
‘According to Source A, why did…?’
‘What does Source B suggest about…?’
‘What message is portrayed by Source E?’
‘What is the significance of Source C…?’ (‘Significance’ = explain the source’s importance, not just give its meaning.)
These questions are intended for you to demonstrate your knowledge and understanding of the sources.
How to write the answer?
"The first reason given by the source is ...The second reason given by the source is ... The third reason given by the source is ..."
Political Cartoon Analysis
1. Who are the key figures and what are they doing? What, if any, is the significance of the way the figures are dressed or what they
are doing?
2. Are there any symbols in the cartoon? What are they? What do they represent? Why were these symbols chosen?
3. Is there any labeling that is present? What is the purpose of such labeling?
4. Is the issue treated satirically or seriously?
5. How does the picture relate to the issue/ event that the cartoonist is presenting?
6. What is the cartoonist’s point of view? Where does he or she stand? What message is being conveyed?
1a. For 3 marks, give at least 3 clear points from the source
(you can write four in case, to be on the safe side)
1a. Paraphrase from the source - i.e. put things in your own words
(you can quote but you don't have to do so, and you should avoid just copying large parts of the source)
1b. For 2 marks, give two clear (and separate) points about the 'message' conveyed in the source, supporting each
point with evidence from the source
"One message conveyed by the source is ..., because the source represents... A second message conveyed by the source is that ...
because the source conveys..."
*Remember that examiners are not allowed to include half marks or + and – when they are marking your exam, so make sure that you
have made your points clearly enough so that you can receive full marks
Question 2
6 marks
3 for compare, 3 for contrast
15 minutes max.
13-14 min would be ideal
Compare and Contrast Historical Sources as Evidence
The wording of Question 2 will be something like this: Compare and contrast the views expressed about… in Sources A and C
In other words, what are the similarities and differences in the way that the sources refer to a particular event?
Please note that ONLY TWO SOURCES will be used.
Your Must address comparisons and contrasts IN RELATION TO THE QUESTION!
For 6 marks, you need to write two paragraphs that include a running comparison/contrast of the two sources, carefully
supported by quotes. Make sure that you focus on answering the terms of the question - ie. it might be asking you to
compare/contrast in relation to a very specific topic, not just the sources in general.
Read through the sources carefully and underline key quotes and make note of key points and key words you plan to use
How to write the answer?
Write the first paragraph on points of comparison, and the second on points of contrast
Ideally = two clear points of comparison and two clear points of contrast (two of one and one of the other is ok)
Two separate paragraphs: You should try to link your Question 2 answers in a running analysis



“Both sources agree that ..... Source C claims ......... and Source D supports....The sources also agree that......”
“Source C refutes source D in that......... Source D contrasts with source C because....”
“The sources contrast in .......... While Source C conveys .........., Source D suggests ............."
The following might help you by seeing what examiners are told to do when marking your Question 2
-- If only one source is discussed award a maximum of (2 marks).
-- If the two sources are discussed separately award (3 marks) or with excellent linkage (4–5 marks).
-- Award up to (5 marks) if two sources are linked/integrated in either a running comparison or contrast.
--For maximum (6 marks) expect a detailed running comparison/contrast.
Sample Question: ‘In what ways do the views expressed in Source B support the conclusions in Source D?’
**For this style question: Make sure you start off analyzing the second source mentioned in the question and then see how far these opinions are
supported by the first source
-- End-on description of the sources would probably be worth (3 marks), if the comparative element is only implicit
--(4 marks) with explicit linkage
--If the linkage is excellent or detailed material is presented in a comparative framework (5 or 6 marks) could be score
The wording of Question 2 may focus on issues of consistency. For example: ‘How consistent are the accounts in Sources A
and C in their description of Israel’s reaction to the 1972 Munich massacre?’
**This question is intended for you to show your application and interpretation of the sources (For this type of Question 2, make sure you start with
the first source mentioned in the question and then see how far these opinions are supported by the second source.)
--If only one source is addressed award a maximum of (2 marks)
--If the two sources are discussed separately award (3 marks)
--or with excellent linkage (4–5 marks)
--For maximum (6 marks) expect a detailed running comparison
Question 3
6 marks
15 minutes
13-14 min would be ideal
Explain the Importance and Limitations of the Source (O-P-V-L)
Read both sources again, paying particular attention to the italicized origin of the source (highlight key information)
Evaluate the sources separately, with one paragraph for each explaining their origin (if a primary source has been reprinted in
another book, look at the original source not where it was re-printed!) and purpose (of the source as a whole, not just the specific
extract) and what values and limitations these provide for a historian studying the given topic.
Ideally you will find two clear values and two clear limitations per source
(It might turn out you find two values but only one limitation - don't worry if this happens, it is determined by the sources)
Make sure that you concentrate on giving values and limitations that are specific to the sources and not general comments (i.e. it
is useful as it is a primary source; it is limited as it is a secondary source and the author wasn't there, etc etc.)
How to write the answer?
Two separate paragraphs, each following this structure:
"The origin of this source is/was ....... (what, who, when, where - take from the source details) The purpose of this source is/was ......
(why it was made, for whom). The source is valuable because ...........(refer to origin). The source is also valuable because .........
(refer to purpose). The source is limited because ...........(refer to origin). The source is also limited because ......... (refer to purpose)."
Things to remember:
•Make sure to explicitly refer to origin, purpose, value, and limitation.
•Origin - if a primary source has been reprinted in another source, look at the original source, not where/when it was reprinted.
•Purpose - give the purpose of the source, not the excerpt.
•Value and limitations - use the information you have on the origin and purpose to evaluate the value and limitation of the source.
Write 2-3 points for the value and limitation of each source.
•Avoid using the word “bias” without stating what kind of bias it is and providing justification from the source.
Common Limitations of Sources:
•Subjective (Emotionally Laden)
•Evidence: Language, Tone, Style
•Public vs. Private
•Proximity to Event
•Selective use of information
•Political Bias
•Historian - National/Social Influence/Bias
•General texts lack depth/detail
•Language Issues (access to foreign documents/translation)
•Soviet Secrecy & Manipulation of Statistics
•Lack of access to Communist Archives (pre-1991 USSR)
•Face Saving
•Propaganda
•Exaggeration (Motivation for?)
The wording of Question 3 will be something like this: ‘With reference to their origin and purpose, what are the value and
limitations of Source A and Source C for historians studying the policies of Deng Xiaoping.’
**This question is intended for you to show your synthesis and evaluation of the sources.
Here is what the examiners are told to do when marking Question 3:
Ideally there will be a balance between the two sources, and each one can be marked out of (3 marks), but allow a 4/2 split.
If only one source is assessed, mark out of (4 marks)
For a maximum of (6 marks) candidates must refer to both origin and purpose, and value and limitations, in their assessment.
--Always address the two sources separately and analyze the sources in the order given in the question – origin, purpose,
value and limitations
--Remember that without understanding the purpose of a source it is impossible to judge accurately its values and limitations
--A source may also have more than one purpose
--Too many students outline in great detail the content of the two sources, i.e. what they are actually saying  This wastes time and is
not responding to the rubric of the question
Question 4
8 marks
20 minutes (at least)
22+ minutes would be ideal
Evaluate and Synthesize Evidence from BOTH Historical Sources and Background Knowledge
--Read/skim the sources and highlight key info related to the question
--Write a brief essay outline (2-3 minutes)
--Brainstorm three arguments - try to make them balanced so you can use all the sources in your essay.
--Imagine it was a P2: what information would you include (own knowledge)?
--Or create a chart:
Sources
Own knowledge
Historiography
Agrees with statement
A, E
etc
Western Liberal
Disagrees with statement
B, D
etc
Soviet Orthodox
Both agrees and disagrees
C
etc
Revisionist
--Start your essay with a thesis that has your three arguments built into it
--Write your essay. Refer to your outline while you write
“Answer the Q – Opposing View – Justify the two”
This is the most challenging question, and the one worth the most marks, which is why you need to allow enough time to
produce a decent answer here
Crucial to remember is that you must, must, must use both all the sources and your own detailed and specific knowledge in
your answer - if you use only the sources (and no own knowledge), or only own knowledge (and no sources), the maximum you can
score is 5 marks
You must use a synthesis of sources and own knowledge to produce a clear response to the question!
**In this sense, it is just like a full essay: you need to focus on clearly addressing the question, developing a clear argument, and
challenging any assumptions in the question if you can
Intro: You do not need an introduction or a conclusion (but they help create structure)
Keep the introduction BRIEF (don’t waste words)  focus on addressing the question with a strong thesis
Body 1: A clear point directed at answering the question, which is then supported by QUOTES from the sources ("as Source
A states......") and your own detailed knowledge ("from background knowledge I know that .......)
Body 2: Uses sources and own knowledge to present the other side of the argument
--When discussing different sources and interpretations you can show an awareness of the source evaluation (OPVL)
--Do not let this distract you from the main task of ANSWERING THE QUESTION!
Body 3: Offers a balanced response to the essay question
--Challenging the question in the conclusion can be about disagreeing with particularly loaded words in the question statement - i.e.
"brutal", "overwhelming", "mainly", "to a large extent" etc etc.
--If you run out of time before you manage to complete your answer to this question -  - you can try and get your points down in
bullet points in the last minute or so to see if you might be capable of getting some credit for your ideas from the examiner.
The wording of Question 4 will be something like this: ‘Using these sources and your own knowledge analyze the importance of
the Italian invasion of Abyssinia for international relations between 1934 and 1936.’
Here is the examiners’ advice for marking Question 4.
... credit other relevant material. If only source material or only own knowledge is used, the maximum mark that can be obtained is (5
marks). For maximum (8 marks), expect argument, synthesis of source material and own knowledge, as well as references to the
sources used.
This question is intended for you to show your knowledge, understanding, synthesis and evaluation of the sources.
(Question 4 requires use of all the sources and your own knowledge to write a mini-essay. This is a very challenging type of question
and needs to be practised. Try to steer yourself away from a very mechanical approach in your answer. You need to make sure your
answer explains how everything you use – whether source material or own knowledge – contributes to answering the question.)
Some Final Tips...
1. Don't panic; read the documents. Don't be surprised if the subject is obscure. You'll learn as you read. You are
being assessed on you skill of document analysis. So get in there and analyze.
2. Make sure you understand the question.
3. Remember that there is no one right answer on source analysis questions. Explanation and support for your
answer is what makes it right. Make sure you support your opinion by citing the documents.
4. Note the point of view of the author or speaker in each document. Pay attention to the social status or profession
of the author/speaker.
5.
Note the tone of the writer/speaker.
6.
Note the date of the documents. Their status as a primary or secondary source will impact how you interpret and
evaluate them.
7. Remember that the documents are not necessarily facts. The documents quite likely express the opinion or
perception of the author/speaker.
8. Assume the reader of the exam knows the documents inside and out but cite the documents that you use (e.g.
Source C argues…) Do not quote extensively from the documents. Concise and exact responses are much better
than long and general ones.
Sources:
Mimmack, Brian, Eunice Price, and Daniela Senes. History: A Comprehensive Guide to Paper 1. Harlow, Essex [England:
Heinemann/Pearson, 2009.
Paul, Hart, and UAS Dubai. "Paper 1 Bible." Paper 1 Bible. Accessed Fall 2012.
http://gssibhistory.wikispaces.com/file/view/Paper_1_Bible.pdf.
"Paper 1 Exam Technique: How to Structure Your Answers and Use Your Time!" Rudbeck-IB-History-Revision. Accessed December 21,
2012. http://rudbeck-ib-history-revision.wikispaces.com/Paper%201%20Exam%20Technique
…and MAK 