Qatar Academy
IB History
2007-2009
Historical Investigation
Guide
1
Historical Investigation
HL 20%
SL 25%
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:
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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.
Requirements
Candidates will be required to:
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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:
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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.
2
The Written Account
Regardless of the type of historical investigation chosen, every candidate must produce a written account
consisting of the following six sections:
Plan of the investigation - 100–150 words
Summary of evidence - 500–600 words
Evaluation of sources - 250–400 words
Analysis - 500–650 words
Conclusion – 150-200 words
List of sources
A
B
C
D
E
F
A
Plan of the investigation 100–150 words
The plan of the investigation should include:
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B
the subject of the investigation which may be formulated as a question
the methods to be used in the investigation.
Summary of evidence - 500–600 words
The summary of evidence should indicate what the candidate has found out from the sources he or she has
used. It can be in the form of either a list or continuous prose. Any illustrations, documents, or other
relevant evidence should be included in an appendix and will not be included in the word count.
Evaluation of sources – 250 -400 words
C
This section of the written account should be a critical evaluation of two important sources appropriate to
the investigation and should refer to their origin, purpose, value and limitation. More than two sources may
be evaluated but the emphasis should be on the thorough evaluation of two sources rather than a superficial
evaluation of a greater number.
D
Analysis - 500–650 words
The analysis should include:
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E
the importance of the investigation in its historical context
analysis of the evidence
if appropriate, different interpretations.
Conclusion - 150–200 words
The conclusion must be clearly stated and consistent with the evidence presented.
F
List of sources
A bibliography or list of sources must be included although this will not form part of the word count.
Total: 1500–2000 words
20 marks
3
Tentative Schedule for I.A. 2007-2009
Date
Task completion

Jan - 2nd week
Statement of general topic area due
January –
2nd week
January –
4th week
February –
1st week
February3rd week
February –
3rd week
March 2nd week
March –
4th week
April
-1st week
April 3rd week
April 3rd week
April –
4th week
Summer 2004
Selection of two comprehensive reading sources (books)
Sept –
1st week
Sept –2nd- 3rd
week
Oct – 2nd week
Rough draft (all sections)
Jan – 1st week
Oral defense of Historical investigation
Jan – 2nd week
Final revision checklist due
Jan – 2nd week
3 copies of bound Historical investigation submitted
Summary writing outlining the content of the
comprehensive text
Statement of first historical question
Gathering of sources, ordering of books or searching for
internet sites
Instruction on research techniques (advanced searching,
database searching, research note taking)
Rough draft of Section A: Plan of investigation
Revised Plan of investigation
Selection of sources for Section C: Evaluation of sources
How to cite work and footnoting
Rough draft of Sections A- C, E
Revised Evaluation of Sources (optional)
Gathering of additional sources and reading
Historical investigation teacher student meetings
2nd Rough draft of Historical investigation
4
Selecting your Question
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,
especially in the Library, and the scope for personal and individual investigation. The
Historical Investigation must be on a historical topic or issue that you are interested
in and want to find more about. Your teacher will advise you and act as your tutor,
but ultimately the effort, dedication and inspiration must come from you. However,
I strongly encourage you to also select a topic that is related to the exam content
areas. By selecting a topic that may appear on an IB exam, you are completing your
internal assessment require as well as preparing for your exams.
The second major consideration in selecting your topic is to ensure that you have
a topic in which you can access resources. You will be required to find your own
resources for this topic. In order to develop your summary of evidence and analysis
section you will need to cite between 8 and 10 sources. It is also essential that you select
a topic that there is historical debate or various interpretations.
Structure
In parts of your Historical Investigation you will need to analyze and interpret 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 prescribed
structure and you should also read carefully the marking criteria given in an Appendix at
the back of this booklet.
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Ideas for the Historical Investigation
Topics and Questions
The Cold War – To what extent was the United States to blame for the Cold War?
The United Nations – To what extent have UN efforts at peace keeping succeeded in
reducing international conflict since 1945?
The First World War – How far was the First World War all Germany’s fault?
British Empire – To what extent was Britain content to let the British Empire collapse
after 1945?
China – To what extent did Mao’s Cultural Revolution achieve its aims?
Russia – How far was Lenin responsible for the Russian Revolution of 1917?
Collapse of Communism – To what extent was television responsible for the collapse of
communism in Eastern Europe between 1989 and 1991?
Gulf War – How far was the United States involvement in the Gulf War based on a
desire to protect the people of Kuwait from enemy invasion?
Middle East – To what extent did Nasser improve the lives of Egyptian people between
1952 and 1970?
Previous Qatar Academy questions
Were the events between the 9th and 11th of April 1948 in Deir Yassin a planned massacre
by the Irgun and Stern Gang?
Why did Fidel Castro allow the placement of nuclear weapons in Cuba?
To what extent was there efficient active resistance to the Nazi euthanasia program?
To what extent was Nasser responsible for escalation of the Suez crisis to a military
conflict?
To what extent did Saddam Hussein use violence to ascend to the Presidency in 1979?
To what extent did the USSR’s lack of military intervention hinder the GDR”s capacity
to prevent the opening of the Berlin Wall in 1989?
6
Asking the right 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. 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
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 becomes impossible to answer correctly. In order to
have a proper focus one needs to start with a reverse pyramid approach to questioning.
World War 1
Causes of World War 1
Comparing the Schlieffen Plan and
Plan 17
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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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Practice
Identify the problem in the following history question. Try rewording the question into a
better-defined question of historical inquiry.
How bad was the Taliban government in Afghanistan?
What were the effects of World War 2?
What is History - Fact or Fancy?
The Origins of Nazi Germany –German History or Charismatic Leadership?
If Kennedy had not been assassinated, would the United States have entered the Vietnam
War?
Application:
1. Create a subject hierarchy for your topic area
2. Write your proposed question of investigation for your topic
3. Check to see if your question avoids the six fallacies we have discussed
Internal assessment homework:
1. Examine your historical question and try to identify any question fallacies.
2. Re-write your question.
3. Identify and define each key term in your question sentence. What do you
mean specifically for each term?
4. Write a minimum of one paragraph telling me what YOU hope to discover in
your historical investigation.
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Stages of Research
Throughout your historical investigation you will find that your emotions, information
needs and topic are constantly changing. THIS NORMAL !!! This is a table I find useful
for reminding myself about the various stages of a major research project.
Stages
Feelings
Thoughts
Actions
Task initiation Topic Selection
Uncertainity
optimism
Prefocus
Exploration
Focus
Formulation
Information
Collection
Search
Closure
Starting Writing
frustration doubt
clarity
sense of directon
relief
satisfaction
dissatisfaction
increased
interest
specificity
ambiguity
seeking relevant information
seeking pertinent information
Suggested
readings Broad comprehensive sources
subject specific
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Summary of Evidence Guide
Key Points:
We tend to form opinions / make conclusions before we have gathered
(Summary of evidence) and examined (Analysis) the evidence.
Summary of evidence is the information in which you analyze to answer
your question
The information / evidence that you included in your summary of
evidence is determined by your question and your historical conclusions
The main purpose of the summary of evidence is to show that you have an
understanding of your topic and that you have consulted a number of different historical
sources. All points that are to be discussed in your analysis section must be
introduced in your summary of evidence section. The main historical skills involved
are your ability to critically select the most relevant information and then appropriately
classify that information into meaningful categories. Your summary of evidence should
include a number of different historical sources to provide a broad historical
understanding. When you are selecting your sources you should keep in mind that you
are going to be trying to answer to fundamental questions: what was said by the main
people involved in the event and what was actually done. Each topic heading is an
overall summary of what your sources reveled about the topic. All evidence used should
directly relate to your question and a topic heading.
How to get started:
Think of the broad questions in which you will need information in order to answer your
question.
As you are selecting information to include in your summary of evidence, be mindful of
your analysis. For example, last year I had a student researching the question of why
Malcolm X left the Nation of Islam. She identified that she would need some information
about Malcolm X the person to answer her question. But what should she include in this
section?
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Historical Investigation Form – Summary of
Evidence Questions
In order to proceed with your Historical investigation, you need to be aware of the
general questions about your topic. Please complete the following form.
Main Question
This question should be the main focus of your investigation and will continue to be
modified as you research. However by now, it should be narrow enough that you can
focus your research
Sub questions
What are the main topics areas that I need to know about this topic before I can start my
analysis? For example, if my general question is why the Nazis cancelled the Euthanasia
program, I would need information/evidence for the following:
a. What is the euthanasia program?
b. How extensive was the program?
c. What was the mandate of the program
d. Did the program actually stop?
e. What are the stated causes / historical interpretations for the cancellation?
On the following page, please list the questions
you will need to answer for your topical question
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1
2
3
4
5
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Summary of Evidence – Grading Criteria
First Draft
General criteria
1. You may submit the first draft in point form
2. Historical question is on the top of the paper
3. Larger font and in bold Summary of Evidence
4. All Topic Headings in bold
5. A minimum of four topic headings
6. A minimum of two citation for each topic section
7. A minimum of 3 different sources used in your citation
8. All citation must follow the in-text citation method (Sewell 87)
9. A bibliography attached to the back of the summary
10. Include a word count at the bottom of the last page
11. All work must be typed
Content Criteria:
1. Your topic headings is evidence that you know enough about your topic to
identify the main themes
2. Your classification of evidence into the appropriate topic headings is evidence
that you understand your main themes well enough that you can slect the most
important evidence for that theme. It is also an indication that you have complete
enough research on your topic.
3. All evidence used should directly relate to your question and your topic heading.
4. You should not write in a narrative/chronological story form. Each topic heading
is an overall summary of what your sources reveled about the topic.
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Source Evaluation Guide
Selecting your sources:
To complete your source evaluation section you will need to select two sources. Your
selection of sources should be guided by a couple of principles
1. The sources should be important to your topic. For example, if you were
completing an historical investigation on causes of the Cold War you may
choose to select Kennan’s Long Telegram as a source. This telegram is seen a
key document in shaping USA foreign policy. The main criterion is the source
plays a major role in shaping the understanding of your topic.
2. The sources should have different origin and purpose. One of your sources
should have it’s origin in the time in which you are studying and the other a
reflective historical interpretation. This will allow you to show your ability to
analyze both types of sources.
3. Remember you are evaluating the source of the information not the content.
Evaluating sources:
Use your SOAPS acronym to help you get started
Source
Where did the information come from?
Who is the author? What might be their personal biases? What is
their personal knowledge of the subject? Have they written about
the topic before? Are they directly involved with event?
Is the document a translation? Are the questions about the integrity
of the source?
Occasion
When was it written? Before or after the event being studied?
What are the events surrounding this source?
What is the event in which this document is being used (rally,
meeting, funeral, wedding)
Audience
Who was the intended audience of this source?
Was this source intended to be for a small audience or a large
audience?
What is the author’s relationship/ link to the audience?
Purpose
What message did the author hope to communicate with this
source? What did he/she hope to achieve?
Why was this source created?
Scope
How detailed is the source?
Is the source related to the topic/question?
What style of writing is being used? Descriptive/opinion/analysis
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Statements for Source Evaluation
Also see the document IB Source Evaluation: Values and Limitations located in my G drive folder titled IB exam preparation
Before writing your source evaluation you should always look at book reviews about
your selected source. Amazon.com or The New York Times provide extensive reviews
on many of the books that they have for sale. If you use the Amazon service, be sure to
read the reviews on under the heading Publisher Reviews as these are done by
professional reviewers rather than by customers.
Source:
Always included the basic publication information:
a. Stalin: The Breaker of Nations was published in 1991.
Background of the author (by an author writing a primary account):
a. A limitation is that the author was not actually in the camp at the time of the
battle and appears to be a supporter of Clemsford (an opposing perspective)
b. This source offers a personal glimpse as how ------ saw the event to which he
was one of the chief architectures.
Background of the author (by an author writing a secondary account):
a.
Conquest is the author of eighteen other books and works as Senior
Research Fellow at the Hoover Institute.
b.
Hsu was American educated and believes that the history of modern
China must be written with a Chinese scholar’s insight and a foreign
scholar’s objectivity
c.
Previous works from the author have been highly critical of
Communism and the Soviet system. Is it likely that this author will
sympathetically or objectively deal with the issues?
d.
The author of this book, a senior lecturer in American Studies, is also
the author of several popular books on the Apache.
e.
f.
g.
h.
i.
While this author has written 18 different history books, they are on a
wide variety of topics
This author is renounced author in the field receiving research awards
and literary prizes from [state organizations]
An eminent British historian who specializes [state topic]
This is a concise and orderly survey of African history that updates the
authors’ earlier Medieval Africa, 1400–1800 (1981).
One thus has to approach this book with some caution. First published
by thePeople’s Army Publishing House in 1988 and then issued in a
revised edition in 1994, this long and detailed official history is very
much a work-by-committee. Authors ofthe various sections are
identified, but the book has the official stamp of the MilitaryHistory
Institute of the Ministry of Defense, and it follows, without deviation,
official Socialist Republic of Vietnam rhetoric and positions.
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Source of the information/content of the document
a. This book is based on previously unpublished materials
b. Sherman’s selection of excerpts from the British communities diaries and
correspondence makes [the book] a highly accessible source…This approach
seems most valuable when critiquing the assumptions and prejudices that
underlay official policy and action
c. The personal reflections and attitudes of the officials revel much about life for
those who were responsible for the administration of the government.
d. The problem with using personal stories is that the overall context of the event
is often lost
e. The vast majority of histories of the Vietnam War have been written almost
entirelyfrom the U.S. perspective and Western sources, in part because the
government of theSocialist Republic of Vietnam has prevented access to
People’s Army of Vietnam(PAVN) archives.
Occasion:
What is the significance of the publication date in terms of historical events and
historical research?
a. The value of these sources would be their recent dates of publication. Both
were published after the break-up of the Soviet Union, which should allow the
authors greater access to the Soviet perspective.
b. This book is valuable because this subject has been largely neglected by the
current literature
historical research?
a. (Source written some distance from the event) Their viewpoints have the
advantage of time and hindsight and therefore, should be more balanced
b. The concern that emerges here is the extent in which history is being written
backwards
Purpose:
Look in the preface or on the book jacket to discover what the author states as
his/her purpose for writing this book
A. To give a portrait of Stalin and his nature (Conquest xi)
B. R. S. Alexander’s work attempts to synthesize all interpretations of
Napoleon.
C. The tone is set in the preface … (quote given)
Is the book designed to give a detailed account of a particular event (The first day of
the D-Day invasion) or a broad overview of a historical period (World War 2)?
a. Although the book deals with the entire war, there are important sections
concerning (a particular battle)
b. Apart from the introduction, it only covers events related to Isandlwana (the
battle being studied)
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c. Warren makes a solid and original contribution to an understudied period and
neglected subject.
Scope
Comment on the analytical style of the author
a. Conquest seems content to broad generalizations about complex issues
(example given)
b. The real value of Berkey’s work is that he places this discussion of popular
preachers and storytellers within a broader historical context
c. The telling of anecdotes drives this book’s account of the Mandate system.
While engrossing, readers are often left to themselves to draw conclusions
about the significance.
d. Shepherd makes a strong case for the necessity of [studying a particular
policy] to gain an overall understanding of how the government worked. One
is less convinced however, by the implications that such a study, by itself, is
sufficient.
e. Boyle’s book is at times fawning and uncritical
f. Boyle’s writing style reduces the readability and authoritativeness of the book
g. Robinson has written this book for the specialist and advanced graduate
student. He takes a lot of knowledge for granted.
h. This source is valuable because it develops understanding of the overall
historical context of the event. By focusing on key turning points and
watersheds, the overall significance of the period is evident.
i. Reflections on [particular perspective] tends to be less critical than with
[particular perspective]
j. He condenses his history so severely that serious inaccuracies ensue.
Comment on the extent of the research done by the author
a. Hsu supports his claims with statistical information on the effects of Mao’s
Plan. However on closer examination the statistics that are cited come from
one book. How reliable are these figures and why does Hsu use only one
source?
b. Conquest spends much of the book recounting anecdotal details from
individuals, which, in themselves, are interesting, but add little to a serious
historical study of the topic. The value of this information is questionable as it
is so limited in scope
c. It presents a very balanced view of the battle using a wide variety of sources
from first hand accounts to official war office material
d. It (the book) draws on a wider range of sources, such as the largely untapped
papers of the Jerusalem and East Mission, to provide revealing portraits of
British rule in Palestine.
e. This author relies upon recently declassified documents to shed light on the
peace process undertaken by Richard Nixon, Henry Kissinger, and North
Vietnamese representative Le Duc
f. Using extensive archival and oral sources, the authors present a masterful
account of the anticolonial resistance wars in the Volta and Bani areas of West
Africa in 1915–1916.
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g. Well-documented and convincing, Berman’s work leaves few stones unturned
in an effort to reconstruct step-by-step the process that brought an end to
American involvement in Vietnam.
h. The excellent bibliography is rich with primary data, including major
manuscript collections, personal papers, government reports, newspapers, and
other sources.
i. African American Women and Social Action attempts to cover too much
ground, and, thus, the book provides cursory treatment at some points.
j. Some sections of the book are highly dependent on secondary sources and
other depends on only one personal source.
k. A serious problem is that Harvey cites no sources for his data, which include
long quotations. Much evidently comes from his acquaintance with various
participants in the meetings; some of them, at least, are mentioned in the
acknowledgments, but it is impossible to evaluate their information.
l. There is little biographical data on the preachers and storytellers themselves.
In order to get a sufficiently large body of evidence, Berkey has to draw on
examples that are spread out in both time and place. This contributes to a
certain amount of chronological confusion in the study
Assignment for Source Evaluation:
1. Place the entire citation of each source in bold
2. Selection of two sources that are IMPORTANT to your topic
a. One source should be from the time period (written as a contemporary
event) in which you are studying
b. One source should be a reflective or a historian’s work
3. Put the command words of origin, purpose, value, and limitation in italics. This
serves as help to you and the examiner to quickly identify that you have covered
all aspects for each source.
4. Attachment of scholarly reviews of your selected secondary source (minimum of
1 review)
5. Origin, purpose, value and limitations in italics in the source evaluation section
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Analysis Section
Belief Bias, Argument, and Rhetoric
Belief bias
What is it?
Like the conclusion so you find the arguments that support it
People will tend to accept any and all conclusions that fit in with their systems of
belief, without challenge or any deep consideration of what they are actually agreeing
with.
The reverse is also true, and people will tend to reject assertions that do not fit in with
their belief systems, even though these statements may be perfectly logical and
arguably possible.
This is particularly true when people ignore the premises and focus solely on the
conclusions being drawn.
It is even more true of people who are not educated in logic and argumentation, as such
people reason by experience and not at all by logic.
Assignment: Write down a strongly held belief (political or culture, not religious) Write
one example of what kind of evidence would convince you that you were wrong. Can we
even think of an argument that would change your mind?
What is an argument?
An argument is a connected series of statements intended to establish a proposition.
Argument is an intellectual process. Contradiction is just the automatic gainsaying of any
statement the other person makes.
An argument makes technical sense, a giving of reasons, logical process
Assignment:
Look at each of the following passages and determine if it is an argument. (If it is an
argument, you should be able to see reasons that are used to support conclusions)
1. Unless people invest in computers for their home, they are going to be left
behind in the huge technological changes affecting our lives. Computers have
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become so much cheaper than they used to be. Most children feel entirely
comfortable with them.
2. Children will be able to do their school work much better if they have access
to a computer at home. The price of home computers has fallen considerably
over the past few years. So parents should buy a computer for their children to
use at home
3. Most people who visit zoos want to see lots of animals. Displays about
endangered species, however well presented, can never excite us in the same
way as real lions and elephants. Zoos need to concentrate on providing lots of
living animals rather than displays about them.
4. Some zoos are trying to save endangered species in order to return them to the
wild. Wildlife programmes on television are very popular. Safari parks
provide an opportunity to see animals wandering freely.
Rhetoric
Slanted, persuasive, generalizations, stereotypes,
Discussion: What are some techniques/devices that are used to develop rhetoric?
Examples:
weasel words – escape clauses
Innuendo –
a. plausible deniability
b. “The principal wasn’t drunk
yesterday
c. Implied but not stated
d. Pictures are very subjective to
this
Assignment: Based on the information in front of you (news story) identify words that
describable. Most news stories use rhetoric rather than reason
Analysis Skills: Deconstructing an argument
Adapted from Richard van de Lagemaat of the Inthinking organization
One attempt to understand the way information is used to shape our understandings is to
deconstruct the argument and hidden assumptions within the statements. For example, the
sentence above has two hidden assumptions; that information shapes our understanding
and that in every statement there is an argument and a hidden assumption.
Goal of identify and reconstructing arguments:
1. What are the conclusions
2. What are the reasons
3. What are the assumptions
4. How good is the argument
Conclusions:
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1. The conclusion is what the author is trying to persuade you of
2. Conclusion do not always cone at the end
3. Look for reason and conclusion indicators
The therefore test:
1. Helps to determine the structure of the argument
2. Imagine that the sentence so the text can be reordered in any way
3. Look for pairs of sentences between which it makes sense to put therefore
Argument patterns:
1. Side by side reasoning: Series of unrelated or unconnected sentences to back a
conclusion
2. Chain reasoning: Series of support sentence each building on the other to
reach a conclusion (this, than this, than this = conclusion)
Uncovering hidden assumptions:
1. Hidden assumption is a conclusion that is explicated stated
2. Key rule for identifying a hidden assumption is to identify the two key words
in the sentence and determine the conclusion about it.
Deconstruction the argument:
1. Number the sentences in the paragraph
2. Underline/Identify the words that indicate a conclusions
a. For that reason, as a result, therefore, so, because, consequently
b. If you can insert a “therefore” in front of the sentence you like have a
conclusion sentence
3. Identify the structure of an argument (Argument pattern)
4. Remove “window dressings” unnecessary words (not needed to understand
the argument) in the sentence
5. Reorder the paragraph with the conclusion on top
6. Construction the argument model (side by side or chain)
7. Add unstated/hidden assumptions
8. Evaluate the argument present in the paragraph
a. Does it follow logic or the evidence presented?
b. What is the evidence?
c. What objections could be raised about the hidden assumptions?
d. Are the hidden assumptions controversial? If so, they need to be
justified/explained
Distinguishing Reasons from Conclusions
1. Read each of the following arguments and state the letter which is the conclusion
of the argument
2. State whether the argument pattern is a chain or side by side
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1.
a. Smoking not illegal
b. In addition, millions of people get great pleasure from it
c. Therefore, people should be allowed to smoke wherever they like
2.
a. Anything that keeps the peace is beneficial to humanity
b. Nuclear weapons have kept the peace for over 50 years
c. Nuclear weapons are beneficial to humanity
3.
a. The victim, a vigorous 200 pound athlete was strangled be the
murderer’s bare hands
b. The mother-in-law can’t be the murder
c. The murderer must have a very well developed upper body strength
d. The mother-in-law is a frail 80 year woman
4.
a. Murder should be punished as severely as possible
b. Capital punishment is not he best form of punishment for murder
c. Life imprisonment is a more severe punishment than execution
5.
a. Humans and many higher animals have similar neurophysiologic
structures
b. Humans and animals exhibit many of the same binaural responses to
stimuli
c. It is reasonable to suppose that animals feel pain and pleasure like
humans
6.
a. Our whole class has to stay after school for an hour
b. I am going to need a ride home
c. The bus leaves right after school
Identifying the hidden assumptions
Read the following statements and determine the hidden assumptions
1. Since it is morally wrong to treat human beings as mere objects, genetic
engineering should be banned
2. Since it is natural for human being to eat animal flesh, there is no moral
reason why one should become a vegetarian
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3. Since we have a moral duty to provide food for future generations, we must
develop genetically modified crops
4. Roger goes to Harvard, so he must be very intelligent
5. The defendant is insane so he is not guilty
Deconstruction examples:
Follow the steps above and deconstruction the following paragraphs
1. We should bring most of our troops home from Europe. The threat from Russia
has gone now that the Evil Empire has collapsed; the Europeans can defend
themselves now that the threat to their security is less and they are so rich; and we
must reduce our federal deficit fast if our economy is not to collapse.
2. We need to make rail travel more attractive to travellers. There are so many cars
on the road that the environment and human safety are under threat. Rail travel
should be made cheaper. Everyone wants the roads to be less crowded, but they
still want the convenience of being able to travel by road themselves. People will
not abandon the car in favour of the train without some new incentive.
3. Dissecting creature in the biology classroom teaches students that animal like is
expendable and unimportant. Also a recent study showed that certain companies
who supply these creatures are careless of the suffering and pain inflicted upon
them. Furthermore, there are good alternatives available now in compute
simulations which teach the lessons taught be dissection just as well. So for all
these reasons we should no longer use dissection of animals to teach students in
the biology classroom.
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Bibliography
1.
2.
3.
4.
Citation Assistance
Use the online bibliographical assistance tool at www.noodletools.com
Consult the Handbook for research writers from Mr Janzen
Consult with Ms Martin in the library
Look at the bibliographies of other students on the G drive
Inserting footnotes:
1. In print layout view, click where you want to insert the note reference mark.
2. On the Insert menu, point to Reference, and then click Footnote.
3. Click Footnotes or Endnotes. By default, Word places footnotes at the end of each
page and endnotes at the end of the document. You can change the placement of
footnotes and endnotes by making a selection in the Footnotes or Endnotes box.
4. In the Number format box, click the format you want.
5. Click Insert. Word inserts the note number and places the insertion point next to the
note number.
6. Type the note text.
7. Scroll to your place in the document and continue typing.
As you insert additional footnotes or endnotes in the document, Word automatically
applies the correct number format.
Format of Annotated Footnote
1. Annotation or extra information (.) Erected after 1961 refugee crisis of 1961
when over 100000 East Germans fled to West Germany. Remained until its
eventual destruction in late 1989.
2. Last name of Author (,) Buckley,
3. First name of Author (.), William.
4. Name of the book or article if in a journal in quotation marks (.) ‘The Fall of the
Berlin Wall’
5. Page number(s)where you are quoting or paraphrasing (.) P12
Example:
Erected after 1961 refugee crisis of 1961 when over 100000 East Germans fled to
West Germany. Remained until its eventual destruction in late 1989. Buckley,
William. ‘The Fall of the Berlin Wall’. P1-2.
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Bibliography or Work Cited page
Basic internet site
Barton, T. et al “Participatory action research: basic methods and techniques.” Our
People, Our Resources. 1997. <http://www.iucn.org/themes/spg/
opor/opor3_2.html>. 18 Feb. 2003.
Database
Allen, Sharon Jean. “A Study of the Relationship between Symbolic and Technology
Assisted Play in Literacy Development.” Educational Resources Information
Center. 2002. OVID. U of Alberta Lib. 17 Feb. 2003.
Journal
Hirsh, Sandra G. “Children’s Relevance Criteria and Information Seeking on Electronic
Resources.” Journal of the American Society for Information Science. 50.14
(1999) 1265-1283.
Book source
Foster, Elizabeth S. Tutoring: Learning by Helping. Minneapolis: Educational Media,
1983.
Keys to Full marks in Section F:
1.
2.
3.
Check to ensure you have all of the correct punctuation and consistent
application of citation rules.
Ensure that your bibliography is in alphabetical order
Check to ensure that every source in your bibliography has been cited in
your historical investigation
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Grading Criteria
Historical Investigation Rough Draft 1
Plan of the Investigation ( / 4)
1 point for each of the following :
- Introduction of the topic as stated in the question
- Identification of the historiographical debate
- Identification of the purpose of the investigation
- Identification of the scope of question and the source used
Summary of Evidence
(/ 10)
1-3
The investigation has been poorly researched and insufficient evidence has been
produced which is not always referenced.
4-5
The investigation has been adequately researched and some supporting evidence has
been produced and referenced. Most evidence presented is not directly related to the
question of the investigation. Adequate indication of an understanding of the topic and its
historical context.
6-8
The investigation has been adequately researched and some supporting evidence has
been produced and referenced. Evidence serves to give the reader a good background to
the historical question. Good indication of an understanding of the topic and its historical
context.
9-10
The investigation has been well researched and good supporting evidence has been
produced which is correctly referenced. Evidence serves to give the reader an excellent
background to the historical question. Excellent indication of an understanding of the
topic and its historical context.
Evaluation of Sources ( /8 )
2-4
Sources are described but there is no reference to their origin, purpose, value and
limitation.
There is no description or evaluation of sources. Origin, purpose, value and limitation
have been indicated in italics
5-6
The evaluation of sources is generally appropriate and adequate but reference to their
origin, purpose, value and limitation, is limited.
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7-8 Evaluation of sources is thorough and there is appropriate reference to their origin,
purpose, value and limitation
Minus 1 IF Origin, purpose, value and limitation are NOT indicated in italics.
Book Review
Add two points for each book review attached to the historical investigation
Analysis ( /8)
2 points
 For analyzed evidence being introduced in the summary of evidence
1-2points
The effective use of five quotes
1-4
Good framework in which to build deeper analysis
Effective use of evidence used to support statements of conclusion
Conclusion ( / 2)
0
There is no conclusion
1
The conclusion is not entirely consistent with the question or the evidence
2
The conclusion is clearly stated that deals directly with the question
Referencing of evidence (
2 points
Use of footnotes
10)
1-2 points
A minimum of 15 references were present
2 points
Eight to ten sources were listed in the bibliography
1 point
Sources were listed in alphabetical order (authors name first)
1-3 points – correct citation of sources
ALL SOURCES LISTED IN THE BIBLIOGRAPHY MUST BE CITED IN THE
FOOTNOTES!!
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Final draft checklist
Name: _________________
Before submitting your paper, complete the following checklist.
Paragraph
Each paragraph is focused around a main idea ("mini-thesis"), which is stated in the paragraph's
first sentence (“statement of conclusion”).
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. All evidence and topics discussed in my
analysis section was introduced in my summary of evidence. I have used my own words to tell
the reader why and how my evidence supports the topic sentence.
Argumentation
I have thought about various historical arguments and have included at least two differing
historical interpretations in my analysis .
Quoting and Citation
All material I have quoted appears between quotation marks.
I have minimized or eliminated block quotes. If quotes are long than three sentences, I have
indented them on the left and changed the formatting to single-spacing. I have not placed
quotations at the start or end or paragraphs.
Each time I bring in evidence that is not clearly common knowledge, I have cited the source of
that information.
Each time I quote I have checked to make sure the quotation is properly integrated into the
sentence.
Each of my quotes clearly relates to a foot note, end-note, or in-text citation which offers the
source and page number of the quotation
My foot- or endnote style conforms to one style used consistently throughout my historical
investigation.
I have included a bibliography of my sources, which in ALPHABETICAL ORDER (LAST NAME
OF THE AUTHOR)
Style
Each page is numbered consecutively
I have used a common typeface, like Arial or Times Roman
Editing
I have proof read the paper for spelling and grammar errors
I have 1.5 spacing in the paper, and have left one-inch margins at top, bottom, and sides
I have read the paper aloud to myself or to someone else, listening for sentences that do not work
I have asked the following person ____________________________ to proof read my historical
investigation. This person is a good writer and editor.
Presentation
I have included a title page that has my historical question, name of the class, my name, IB
candidate number, name of teacher, and date of submission
I have made three bound copies that have a plastic cover and binding
Plagiarism declaration:
All work contained in this historical investigation is my own. I have not received or paid for
writing, research or editing assistance on this assignment. All paraphrasing and direct quoting of
information contained in this assignment has been properly cited.
I have submitted all of my notes and rough drafts as evidence of my progression of work and
research
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Words of Advice from the class of 2005
“I would spend more time on it during the summer holidays”
“I would read the guide before I started writing my investigation.”
“Choose a topic which has not already been overdone”
“Don’t choose something you think will be easy, choose something you are interested in”
“Make sure you have good resources before you commit too much time to your
investigation”
“It is easier and better to be too narrow [in question focus] than it is to be too broad”
“If your focus question is not PERFECT, do not continue with your investigation”
“Make sure you enjoy and are fully committed to your research question”
“Understand the layout of the investigation from the beginning”
“When making notes from books, make sure you write down exactly what page number
and book you got it from. It will make your life a lot easier later on”
“Work on it gradually, not over a short period of time or concentrated periods of time”
“Use lots of sources”
“Don’t trust computers”
“Write out a plan for each part of the investigation”
“Make as many drafts as possible”
“Concentrate a lot on the question.”
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