IB History Workshop
Shanghai 15 – 17 March 2008
Differences between the old and new syllabus
1. Command terms
a. The command terms have changed (last page of the syllabus), they are
more subject specific and clearer. Some new terms like ‘distinguish’
b. Use new terms in test questions
2. Changes
a. Two routes – you choose between 1 or 2:
i. SL/HL core. Route 1 History of Europe and Islamic world,
route 2 20th century world history
ii. HL. Route 1 Option 1, Route 2 Choice of one option selected
from options 2, 3, 4 or 5
b. Teaching starts Sept 2008 (northern hemisphere)
c. No change in IA, total marks 25
d. Some new topics and reworked HL options 2
e. HL/SL differentiation in Paper 1
i. SL: Q1 understanding of the source
ii. HL: Q1 understanding and importance of the source
(understanding tested in question a ‘identify the key points’ ,
importance tested in question b … ‘what message is conveyed
in Source X’, for importance discuss origin and value and also
contextual understanding)
iii. Q1 SL expected to compare and contrast two sources
iv. Q1 HL expected to compare and contrast three sources (style
‘to what extent to Sources B and C support the views expressed
in Source E about the …’)
v. Q2 Write two paragraphs first in which your compare
(similarities) and another in which your contrast (differences),
running comparison (marking ‘3’ who paraphrases and linking
comments at the end, ‘4’ comparison and contrast but jumping
but not clearly ‘5 – 6’ clear comparison and contrast in
different paragraphs but no clear examples from sources ‘7’
comparison and contrast plus examples from sources like little
quotes. Tell them to say Source X mentions this but Source Y
does not … also contrasting by omission. Also mention the
type of sources as comparison/contrasting but this must be done
shortly. Note essay style of writing no bullet points.
vi. Q3 SL question ‘compare and contrast’ two sources; HL ‘to
what extent do Sources B and C support views expressed in
Source E’; note that ‘to what extent’ also needs to be addressed
i.e. in what ways B and C do not support Source E.
Answer model: Paragraph 1 paraphrase E, paragraph 2 how
Source B supports E and how not, paragraph 3 how Source C
supportes E and how not.
vii. Q4
3. Paper 2
a. Note only four regions instead five. Cover two regions at least.
b. In each theme: three questions on names people/topics etc and two
open ended questions
c. 1. Causes, practices and effects of wars; more wars has been
introduced. Teach few more.
d. 2. Democratic states; possible selection USA, Germany, India or Japan.
4.
Marking exercise Paper 1
Q1 a
Q1 b
Q2
Q3
Q4
Grade
1
0–2
2
3–5
Joni
3/3
2/2
4/6
4/6
4/8
17/25
6
3
6–8
IB
3/3
1/2
6/6
4/6
5/8
19/25
6
4
9 – 11
Comment
5
12 – 15
6
16 – 19
7
20 – 25
5. IA
a. The scope. Use the word scope for example ‘the scope of this
investigation is the 1930s/ideological debate/etc ...’ there is no need to
tell ‘I will firstly evaluate sources, analyse etc …’
b. May use subheadings in Section B and use the same subheadings in
Section C – but counted as part of the word count.
c. Summary of evidence needs to have facts and make sense.
d. Evaluation of sources basically the same as in Paper 1.
e. Analysis should address points raised in Section B (Summary of
Evidence). Do not introduce new critical facts (this should be done in
Section B). In the analysis refer to sources you evaluated in Section C.
f. Note that value and limitations are discussed in relation to the research
question at hand.
g. In conclusion not just a summary of what is said but a stance on the
issue, an answer to the research question with backing it up by the
argument presented.
6. Paper 2
a. Required discussion on concepts and discussion for and against
sometime. Paper 2 requires more analysis and concepts. Introduction
should contain some generalisations of key concepts, then a thesis
statement, in the body the evidence and conclusion that again answers
the question based on the evidence provided. ‘Big picture’ in the
conclusion. First paragraph should define key terms.
b. Four Cs – context, clarification, controversies, contention (thesis) …
may be helpful.
c. In the introduction use the words from the question.
7. TOK
a. Film: Burke Connections 1, Connection 2, Millenia
b. Book: Dada Sobel: Longitude
c. Commander Perry (pictures of him arriving … good to illustrate how
culture affects how we perceive), maps (Eurocentric), numbers (Mao
70 % rights 30 % right) … 70 % in China is just a pass mark!
d. Three day TOK camp.
e. In history teach your kids to notice interpretation in history …
f. Teacher prepares a bin, bottom are the things that have been there
longest, students write a story what happened on that day (narrative),
compare different interpretations.
g. Empty your pockets … what can you tell about the person based on
with this evidence.
h. Edited Soviet pictures … propaganda and history.
i. Group students according scientists, artists, humanities (history) ….
Show them a skull … each group tells how they would use the skull,
what they would do with it. History people approach the skull similarly
to scientists, interesting debate about connections of disciplines.
j. How to encourage TOK integration: TOK meetings in which we
discuss how to integrate TOK into mainstream teaching, give teachers
posters of TOK essay topics.
8. Extended Essay
a. Some people have a long essay others have chapter headings. It may be
easier for a student if they write a little thesis (with subheading).
Chapter by chapter outline can help.
b. In the introduction say why the topic is interesting. Integrate source
evaluation into your essay.
c. When a student comes to meet a supervisor. Students should organise
them under subheadings. Access university libraries over the summer.
Ask them to provide a research question
d. Concluding interview for the essay, the supervisor has to write a report.
Your report has influence on how the examiner assesses criterion K.
9. The Grade Award
a. Discussion on examiners’ reports
b. G2 forms are discussed (teachers’ feedback about the exam)
c. Establishing grade boundaries based on generic Group 3 criteria, 2/3
boundary, 4/5 boundary, 6/7 boundary, other boundaries by computer
d. At risking. Look at patterns in assistant examiners. If examiner is not
in line with other examiner their work will be remarked by the chief
examiner.
e. Final mark is calculated out of moderated marks with weighting (total
mark comes out of 100)
f. Schools predicted grades are compared with the results. If the results
are two marks out the work of those students is remarked.
g. After this, students who received 2/3 and 6/7 are remarked.
h. If results are challenged and principal examiners do the remarking.
Components are marked by different examiners as normal.
Tips
- Add a sentence that challenges the question
- P1 Q3 Write two paragraphs first in which your compare (similarities) and another
in which your contrast (differences)
- Final sample exam papers will be out in July 2008
- Have students to decide before the exam which option they will do for Paper 1
- Seminar Studies series has books about Falkland War and Iran – Iraq war
- Use timelines for Paper 1 preparation, ask students to write answers to different
components (for example q 4 write this mini essay in 15 min), read the last question
first and then when you answer q 1 – 3, jot down some ideas from documents for q 4
already … then at the end of the exam answer the q 4 with reference to source and
then your own knowledge (ideally marry both in flowing essay).
- EXAM technique: Reading time (choose the question you want to answer quickly);
then read the LAST question and then read the sources and think what they would say
as an answer to that question. When you are starting … jot down ideas for the last
question plus your own knowledge. Then leave it. Then answer questions in order not
wasting much time on q1, 2 and 3. Lastly read your notes and brainstorming of q4 and
answer that … you should have at least 15 minutes for this question.
- time q1 10 min keep it short
- time q2 15 min see above more .. first paragraph compare (simarities) contrast
(differences), conclusion. Read source X you compare to … then look at the other
sources, in both sources underline similarities, waveline difference.
- time q3 15 min. Use p. 129 blue book for value and limitations.
Origin
Purpose
Link to content
Value
Limitation
Students will fill in the chart to generate answer to the question.
‘Flip flop’ identify value first and then flip it in relation to purpose or origin.
Marking value and limitations award one mark each, and origin and purpose
award one mark.
- time q4 20 min. 1.5 pages about. It should really be a mini essay. Get brainstorming
you did in the beginning. Underline sentences that answer the question in different
sources. Then write an essay that directly answers the question in essay format with
references to sources - example ‘Source A’. Own knowledge contains factual
evidence and conclusion should contain a sentence related to historiography. NOTE
TIMELINE helps in organise the ideas and bringing own knowledge. Use mini quotes
from sources to show evidence from sources.
- Avoid useing wikipedia because authors are anonymous or critically point it out.
Only one draft and then editing and handing in the final essay. Answer questions with
questions.
- Avoid name dropping… they should show how they have internalised the debate.
- Teaching ideas
1. Presentations. Ask students to take notes. Tell how it will be evaluated.
Email most useful presentations.
2. Trials. Crime against humanity. Prosecution and Defence team plus
witnesses. Also contains evaluation criteria.
3. Magazine. Produce a magazine based on events.
4. Essays every 2 – 3 weeks.
5. Notes. Good notes will be posted.
6. Source based exercises. Produce
7. Peanutbutterwiki.com. Students can contribute their lecture notes on
particular topic.
8. Debate. Who started Cold War (Yalta and Potsdam), Opium War,
Italian Unification.
9. Online debate … ask students to contribute. Studywiz, Blog.
10. Teach in themes … this helps students to answer Paper 2 questions
better. Use histories as case studies for ‘theory’.
Sources
- School history project
- Access to History new editions … more user-friendly
- Tomkinson: single party states, wars and warfare, IB baccalaureate material
- Feigon Lee – critical of Mao
- VIDEO History’s turning points
- Halliday: The Hidden Story of Mao
Possible structure 1
Paper 1
1 Peacemaking, peacekeeping – international relations 1918 – 36
Paper 2
1 Causes, practices and effects of wars (WWI, Spanish Civil War, Chinese
civil war)
2 Democratic states – challenges and responses (‘Eisenhower, Kennedy,
Johnson, Nixon’, Weimar Germany, Japan 1945 – 52)
3 Origins and development of authoritarian and single-party states (Mao,
Castro, Stalin … maybe Hitler or Peron)
Paper 3 (Europe)
1. Unification and consolidation of Germany and Italy 1815 – 90
2. European diplomacy and the First World War 1870 – 1923
3. Interwar years: conflict and cooperation 1919 – 39
Course outline
Term 1
o Unification and consolidation of Germany and Italy 1815 – 90
o European diplomacy and the First World War 1870 – 1923
Term 2
o Peacemaking, peacekeeping – international relations 1918 – 36
o Interwar years: conflict and cooperation 1919 – 39
Term 3
o Democratic states – challenges and responses (Weimar Germany)
o Origins and development of authoritarian and single-party states (Hitler and
Stalin)
o Coursework started
Term 4
o (Origins of the Cold War shortly)
o Democratic states – challenges and (Japan 1945 – 52)
o Democratic states – challenges and (‘Eisenhower, Kennedy, Johnson, Nixon’)
o Origins and development of authoritarian and single-party (Mao, Castro,
Peron).
Term 5
o Origins and development of authoritarian and single-party (Mao, Castro,
Peron) continued
o Revision
Term 6
o Exams