● There will be 5 sources: 4 written and 1 non-print, a mixture of primary and secondary sources
● 4 questions in 60 minutes (5 minutes of reading time at the start)
○ each question is a discrete entity; you can repeat ideas and information
■ interpret and analyse information from a variety of sources
■ compare and contrast information between sources
■ evaluate sources for their value and limitations
■ synthesize evidence from the sources with your own detailed knowledge of the topic
● Paper 1 has a predictable format. The nature and wording of the four questions never change. You can learn and practice the correct approach for each of these questions and maximize your technical marks.
● The historical context is identified before the first source with the wording, “These sources and questions relate to … ” followed by one of the Subject Guide bullets.
● Don’t worry if you are not familiar with some of the documents, people, or events; technically you don’t need to know anything about the topic/event in order to earn partial credit on questions 1, 2, & 3 (and to some extent 4)-this is a skills based exam
● Use your 5 minutes of reading time to:
○ first: read the questions (guides your focus when you read the sources in depth)
○ second: read the italicized introduction for each source (important contextual information is given there)
○ then: read sources looking for: similarities and differences, and how they relate to the theme of question 4
● You do not have to answer the questions in order, however they do build upon each other so it probably is a wise idea.
● Suggested Timeline:
10 minutes : read relevant documents and answer question 1: single source analysis
15 minutes : read relevant documents and answer question 2: compare and contrast
10 minutes : read relevant documents and answer question 3: OPVL
25 minutes : read relevant documents and plan and answer question 4: all sources and your own knowledge: mini-essay
Paper One Study Guide-1 extract from the IB Subject Guide-History
‑
This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the

Paris Peace Settlement—its making, impact and problems of enforcement—and attempts during the period to promote collective security and international cooperation through the League of
Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. The prescribed subject also requires consideration of the extent to which the aims of peacemakers and peacekeepers were realized and the obstacles to success.
Areas on which the source-based questions will focus are:
1. aims of the participants and peacemakers: a. Wilson and the Fourteen Points
2. terms of the Paris Peace Treaties 1919 ‑ 20: a. Versailles b. St Germain c. Trianon d. Neuilly e. Sèvres/Lausanne 1923
3. the geopolitical and economic impact of the treaties on Europe; a. the establishment and impact of the mandate system
4. enforcement of the provisions of the treaties: a. US isolationism—the retreat from the Anglo–American Guarantee b. disarmament—Washington, London, Geneva conferences
5. the League of Nations: a. effects of the absence of major powers b. the principle of collective security c. early attempts at peace keeping (1920 ‑ 5)
6. the Ruhr Crisis (1923); a. Locarno and the “Locarno Spring” (1925)
7. Depression and threats to international peace and collective security: a. Manchuria (1931 ‑ 3) b. Abyssinia (1935 ‑ 6)
Paper One Study Guide-2
[3 + 2 marks]
● The questions assess your historical comprehension of sources.
○ You do not need to give your own knowledge in your response.
● This is the only question that asks you explain what the document says.
○ This is basically the only time in IB History you’ll be asked for a “plot summary”.
● Question 1 will always be divided into 2 sections (a) & (b)
○ don’t spent a lot of time on these 2 questions; they are worth the least amount of

points
○ if a question is worth 3 marks, make 3 points; if a question is worth 2 marks, make 2 points
○ Make sure you have more than 1 distinct point . Stretch – better to say something and be off base than to not have 2 or 3 different points made.
● The wording will almost always fit into one of the following formats:
○ What does Source _____ suggest about _______________?
○ What is the message conveyed by Source _____?
○ What, according to Source _____, was the significance of ____________?
● Part (a)
○ write “first...second...third...” to make sure you make 3 separate points
○ do not repeat or make similar points; make 3 distinct points or move on
○ no need to use full quotes here; but one or two words of the source are okay
● Part (b)
○ establish the overall message or point made in the source, and then refer to the content of the source to elaborate further
■ write “the source suggests...” or “the overall message of the source is...”
■ write “it does so by first....second....” to make sure you make 2 separate points
○ In image analysis be sure to tie your analysis to the elements of the cartoon . eg: “ Deng Xiaoping is shown holding an axe which demonstrates his willingness to use violence. In addition the axe is much bigger than he is, indicating the scale of violence he enacted.”
Source A extract from the Covenant of the League of Nations , 1919.
“Article 16 - Should any member of the League resort to war in disregard of its covenants under
Articles 12, 13, or 15, it shall be deemed to have committed an act of war against all other members of the League, which hereby undertake immediately to subject it to the severance
[cutting off] of all trade or financial relations, the prohibitions of all exchange between their nationals and the nationals of the covenant-breaking state, and the prevention of all financial,
Paper One Study Guide-3 commercial or personal business between the nationals of the covenant-breaking state and the nationals of any other state, whether a member of the League or not.
It shall be the duty of the Council in such cases to recommend to the several governments concerned what effective military, naval or air force the members of the League shall contribute to the armed forces to be used to protect the covenants of the League.”

Source B a cartoon by David Low, published in the Star newspaper, 5 September 1922.
The coffin reads, “R.I.P War Died 1919.” The child’s shirt read “League of Nations.”
Bottles are labeled “Eastern Tonic,
Versailles Pick Me-Up, and Supreme Council
Prescriptions”
1 (a) What, according to source A, was the significance of Article 16 of the Covenant of the League of Nations? [3 marks]
(b) In source B, what is the cartoonist’s message about the League of Nations in the early 1920s? [2 marks]
Sample answer:
1a)The significance of Article 16 of the
Covenant was that, firstly, it made it clear that if any member resorted to war it would be considered to have made an ‘act of war’ against all other members. Secondly, it specified that this act of war would lead to the
‘severance’ of all trade relations and, thirdly, that the Council would then recommend to the governments concerned the military forces each member had to contribute to protect the League.
1b) The message of the cartoonist was that the League of Nations had weaknesses from the outset and that it might not be able to prevent future wars. It does so by firstly, the
League is holding a heavy casket or coffin which symbolize the League’s inability to act quickly to prevent conflict. The League itself is young and not strong or experienced in this cartoon which might be an allusion to the absence of key strong powers like the United States. Secondly, opponents to peace, the “God of War” here, is shown as being strong and not intimidated by the presence of the League.
Question One-Simplified Markscheme: For each item of relevant/correct information identified, award 1 mark - up to a maximum of 2 or 3 marks.
Paper One Study Guide-4
[6 marks]
● Question 2 will ask you to compare and contrast two documents.
○ aim to identify 3 similarities and 3 differences

■ Do not worry if sources have uneven commonalities/contrasts i.e. only one thing in common and many differences.
○ Compare and contrast on the same point within the sources. Bad eg: Source A places the blame on the failure of disarmament yet Source B makes no mention of this as a problem. Don’t compare apples to oranges!
● The wording will almost always be:
○ Compare and contrast the views expressed in Sources _____ & _____ about
_____________.
● Your answer should be exactly two full paragraphs (no bullets, charts, or diagrams)
○ First paragraph is for similarities, and second is for differences
■ for each point, briefly quote from the source (2-3 words)
○ DO NOT write an introduction or conclusion
● Must have a “detailed running compare and contrast” in order to receive full marks
○ USE THE WORDS “SIMILARITIES” AND “CONTRASTS”
○ use two different colored highlighters to highlight the similarities and differences
○ each sentence should be clear about which source is being referenced, (eg: In
Source B … .)
○ you are asked to compare and contrast the content
■ DO NOT discuss values and limitations
■ DO NOT explain why they might be different or similar
■ DO NOT explain what the source says/summarize source
How to draw comparisons and show similarities:
Both source A and source B...
Source A suggests... Similarly, source B suggests...
Source A supports sources B...
Like source B, source A says...
In the same way that source B argues..., source A points out that...
How to draw contrasts and show differences:
Source A suggests... However, source B says...
Source B disagrees with source A regarding...
Source A claims..., as opposed to source B which asserts...
Source B goes further than source A in arguing...
Source A highlights..., but source B does not mention this.
Paper One Study Guide-5
Source C extract from Peacemaking , by H. Nicolson, 1965, New York by Grosset &
Dunlap. (first published 1933)
“The historian, with every justification, will come to the conclusion that we were very stupid men. I think we were...We came to Paris confident that the new world order was about to be established; we left it convinced the new order had fouled the old...We arrived determined that

a peace of justice and wisdom should be negotiated: we left it conscious that the treaties imposed were neither just nor wise... It is impossible to read German criticism without deriving the impression that the Paris Peace Conference was guilty of disguising an imperialist peace under the surface of Wilsonism... Hypocrisy was the predominant and inescapable result... We had accepted a system for others which, when it came to practice we should refuse to apply to ourselves.”
Source D extract from The Economic Consequences of Peace , by J.M. Keynes, 1919,
New York:
Harcourt, Brace, and Howe.
“...the policy of reducing Germany to servitude for a generation, of degrading the lives of millions of human beings, and of depriving a whole nation of happiness, should be abhorrent and detestable... Nations are not authorised, by religion or by natural morals, to visit on the children of their enemies the misdoings of parent or of rulers... The treaty includes no provision for the economic rehabilitation of Europe--nothing to make the defeated Central
Empires into good neighbours...The Council of Four paid no attention to [this] issue, being preoccupied with others---Clemenceau to crush the economic life of his enemy, Lloyd George to bring home something that would pass muster for a week, the President to do nothing that was not just and right...”
2. Compare and contrast the views expressed in Sources C and D on the Treaty of
Versailles.
Question Two-Simplified Markscheme:
Band Descriptor Marks
1
Both sources linked , with detailed references to the two sources, identifying both similarities and differences.
6
2
Both sources linked , with detailed references to the two sources, identifying either similarities or differences.
4-5
3 Comments on both sources, but treating each one separately 3

4 Discusses/comments on just one source 0-2
Paper One Study Guide-6
[6 marks]
● Question 3 asks you to evaluate 2 sources in terms of their “value and limitations” by examining their “origin and purpose.”
○ address all four items for both sources
○ origin and purpose are meant to be superficial and generic (think of them as .5 marks each)
■ origin is given: COPY IT DIRECTLY! Don’t argue, just do it.
■ purpose is inferred through reading
○ value and limitation have no meaning in isolation from origin and purpose; they are also placed in a historical research context
■ the value of a source always depends on what you are using it for
■ for evaluation purposes, a source is not more or less useful just because it is primary or secondary
■ oftentimes the same thing that is a value is a limitation
● Useful considerations might include:
○ how much time passed before the artifact was written?
■ For a secondary source the passage of years might give time for reflection, opening of archives in some countries.
○ Is it a broad historical overview of a century/nation or a narrowly focused bit of research on the event at hand?
■ This may affect the level of detail a source can provide.
○ Consider the country of origin of the author.
■ Is there potential for censorship?
■ For primary sources always try to consider the motivation/pressures upon the author at the time of the event.
■ What was the author in a position to know?
● The wording will almost always be:
○ With reference to their origin and purpose, assess the value and limitations of
Source _____ and Source _____ for historians studying _______________.
● Deal with each source separately . DO NOT confuse this with question 2: you are not asked to compare and contrast the two sources
● ORGANIZATION IS CRITICAL TO CLARITY!
○ be clear on what source you are evaluating
○ write either 2 paragraphs (one per source) or four very short paragraphs (source
A-values, source A-limitations, source B-values, source B-limitations)
○ it is okay to write it out as bullet points or block format; you will not lose points for doing so, eg:
Paper One Study Guide-7

Source 1:
Origin: Origin Value: Origin Limitation:
Purpose: Purpose Value: Purpose Limitation:
Source 2:
Origin: Origin Value: Origin Limitation:
Purpose: Purpose Value: Purpose Limitation:
● Your answer is all about the “ so what?”
○ “The origin of source A is valuable because __________, so the author would
______.”
○ “The audience for source D is __________, so the purpose was to ________.”
○ “The source is a ______________, so the information might not be _______ .”
● Don’t overlook the form of the media (a transcript is a written copy of something that was given orally) The method in which something is conveyed is important.
Question Three-Simplified Markscheme:
Band Descriptor Marks
1
Both sources assessed, with explicit consideration of BOTH origins and purpose AND value and limitations.
5-6
2
Both sources assessed, but without consideration of BOTH origins and purpose AND value and limitations. OR explicit consideration of BOTH origins and purpose AND value and limitations - BUT only for one source.
3-4
3
Limited consideration/comments on origins and purpose OR value and limitations. Possibly only one/the wrong source(s) addressed
0-2
Paper One Study Guide-8
[8 marks]
● Question 4 always asks students to analyze the sources, synthesize them with their own knowledge, and then ultimately make a judgement/evaluation
○ answer is a mini-essay
○ needs a clear/relevant argument that addresses the question/statement given in the argument
■ doesn’t need a formal introduction, one sentence thesis will do
■ a series of thematic paragraphs or source by source
■ you can finish this essay in bullet format (but don’t start it that way)
○ draw a rough chart to note what the sources show in relation to the question
○ try to use all of the sources; all 5 are useful to the question

■ don’t spend too much time on any one source
■ make sure what you use is relevant to the question (don’t use a source just to use a source)
○ have a balance between source citation and student knowledge
■ refer to sources specifically by letter
■ include 2-3 word quotes from sources (nothing longer!)
○ The wording will almost always be: “Using the sources and your own knowledge,...”
■ assess the reasons why _______________”
■ discuss the extent to which you agree with the view that ___________”
Question Four-Simplified Markscheme:
Band Descriptor Marks
1
Developed and balanced analysis and comments using BOTH sources AND own knowledge. References to sources are precise; sources and detailed own knowledge are used together; where relevant, a judgement is made.
8
2
Developed analysis/comments using BOTH sources AND some detailed own knowledge; some clear references to sources. But sources and own knowledge are not always combined .
6-7
3
Some developed analysis/comments, using the sources OR come relevant own knowledge
4-5
4 Limited/general comments using sources OR own knowledge 0-3
Paper One Study Guide-9
Lincoln High School IB20 Paper-One Exam Scoring Guide:
Note: This is a rough translation, not an exact science. After an exam is given scores are often calibrated to match the difficulty of the sources and student responses.
Total Marks: Percentage Score:
25 100%
23-24 95%
22 90%
21 85%
20 80%
18-19 75%
17 70%
16 65%
15 60%

Information in this packet is gathered from anecdotal experience and from numerous sources including:
Fellows, Nick. Cambridge History for the IB Diploma: Peacemaking, Peacekeeping:
International
Relations 1918-36 . 1st Ed. Cambridge, UK: Cambridge University Press, 2012. Print.
IBO. Diploma Programme: History Guide . 2nd Ed. Chippenham, Wiltshire: Antony Rowe
Ltd,
2009. Print.
Rogers, Keely, and Jo Thomas. IB Skills and Practice: History for the IB Diploma . 1st Ed.
Oxford,
UK: Oxford University Press, 2012. Print.
Paper One Study Guide-10