IB History
Internal
Assessment
If a full effort is made and instructions are
followed closely in this investigation then you
can count on a 6 or 7!
History IA
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What is the IA?
A written investigation of a historical concept(s),
event(s), or situation(s) which has been
narrowed and made as specific as possible.
Skills which need to be understood and
conveyed in your investigation:
• How to make strong arguments.
• The tools of historiography.
• The difference between narrative data and
analysis of data.
• Should provide the reader with an
understanding of your appreciation for the
limits of historical “knowledge.”
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INTERNAL ASSESSMENT
• Topic choice must be historical
(duh!).
• It CANNOT be related to your
extended essay. It CAN be a
modification of other historical
research you have done
• It cannot deal with an event in
the last TEN YEARS
• I STRONGLY suggest that it be
related to a History of the
Europe of the XX century topic
on which you likely will be
tested in May – see course
outline
• I want a topic idea submitted to
me by September 28
The IA carries significant weight!
Relative Value of the IA to your Final IB
Grade
a. Standard Level (SL) Students:
25%
That is one quarter of your overall IB
grade!
This is good news!
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Suggestions:
• Choose a topic which lends itself to analysis – a
topic which is arguable or controversial is
recommended.
• Make sure there are plenty of resources available
to you before you settle on a topic.
• Avoid dependence on the internet sites (this does
not include internet databases like Questia!)
• Understand the difference between narrating or
describing (Section B) events and analyzing them
(Section D)
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Examples of bad IA topics and questions vs.
good ones
How have women’s roles changed under Castro?
Problem: too descriptive, doesn’t lend itself to
discussing interpretation, what is the time frame?
FIX: To what extent were Castro’s efforts to
achieve gender equality between 1959 and
1990 driven by ideological interests, versus
political and economic ones?
New warfare technologies used in WWI
Problem: too broad, how is “use” to be understood?;
this is not a research question
FIX: Did the military commands involved in WWI
comprehend how new war technologies
(planes, tanks, etc.) were going to effect how
battles were fought, and did they adjust their
strategies accordingly?
The US Civil War
Problem: way too broad, no focus, would lead to
pure description
FIX: What conditions and factors explain the
victory of the Union forces over those of the
Confederacy in the American Civil War?
• Write your thesis in the form of a
question.
• Make sure your thesis is focused - not
too general.
• Be sure to cite your sources
frequently.
• Ensure the conclusion is based upon
the evidence and analysis presented.
• Keep within the world limit. (NO
MORE THAN 2,000 WORDS!)
MANY STUDENTS END UP COMPLAINING THAT
THEY ARE INHIBITED BY THE 2,000 WORD LIMIT.
TRY TO NARROW YOUR TOPIC!
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How should this investigation be organized?
5 SECTIONS:
A: Plan of the Investigation
(3 Marks)
B: Summary of Evidence
(6 Marks)
Narrative Information ONLY - frequently cited
C: Evaluation of Sources
(5 Marks)
Analysis of any two sources used for B
D: Analysis
(6 Marks)
Analysis of the information in section B
E: Conclusion
(2 Marks)
A clear answer to your question
List of Sources and word Limit
TOTAL
(3 Marks)*
25 Marks
* Full marks in this section will ONLY be awarded if the
word count is completely within the prescribed limits AND
if the sources used are cited and listed correctly. If the
citation of sources or word limit expectation is abused,
additional marks can be deducted from other areas of your
paper. (1500-2000 Words)
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format
The components of the Internal
Assessment and marks for each
section are as follows:
1.
2.
3.
PLAN OF INVESTIGATION (3 marks) –
states research question, method and
procedure of investigation (what is being
examined (and perhaps what is not),
how research was done, sources
evaluated. Must have a suitable time
frame.
SUMMARY OF EVIDENCE (6 marks) –
factual material only—no
interpretation/analysis. Can be bulleted,
or written, and must be properly cited.
Is organized and relevant to the
question.
SOURCE EVALUATION (5 marks) – OPVL
applied to TWO sources of your
choosing.
MARK SCHEME FOR EVIDENCE
SECTION
0 … There is no relevant factual
material.
1–2 … There is some relevant
factual material but it has not
been referenced.
3–4 … There is relevant factual
material that shows evidence of
research, organization and
referencing.
5–6 … The factual material is all
relevant to the investigation and
it has been well researched,
organized and correctly
referenced.
MARK SCHEME FOR POVL SECTION
0 … There is no description or
evaluation of the sources.
1 … The sources are described but
there is no reference to their origin,
purpose, value and limitation.
2–3 … There is some evaluation of
the sources but reference to their
origin, purpose, value and limitation
may be limited.
4–5 … There is evaluation of the
sources and explicit reference to
their origin, purpose, value and
limitation.
•
Continued …
4. ANALYSIS (6 marks) – assesses
evidence, importance of the
investigation, various
interpretations; shows
awareness of source biases
5. CONCLUSION (2 marks) – must
be consistent with evidence and
interpretation presented
6. LIST OF SOURCES (and within
word limit) (3 marks) – suggest
you have a minimum of 6-8, no
encyclopedias, include
journal/book entries, be
selective with websites (try
.edu). Follow format (either MLA
or APA)
MARK SCHEME FOR ANALYSIS SECTION
0 … There is no analysis.
1–2 … There is some attempt at
analyzing the evidence presented
in section B.
3–4 … There is analysis of the
evidence presented in section B
and references are included. There
may be some awareness of the
significance to the investigation of
the sources evaluated in section C.
Where appropriate, different
interpretations are considered.
5–6 … There is critical analysis of the
evidence presented in section B,
accurate referencing, and an
awareness of the significance to
the investigation of the sources
evaluated in section C. Where
appropriate, different
interpretations are analyzed
MARK SCHEME FOR CONCLUSION
SECTION
0 … There is no conclusion
1 … The conclusion is not
entirely consistent with the
evidence presented.
2 … The conclusion is clearly
stated and consistent with
the evidence presented.
MARK SCHEME FOR LIST OF WORKS CITED
SECTION
0 … A list of sources is not
included or the investigation is
not within the word limit.
1 … A list of sources is included
but these are limited or one
standard method is not used
consistently or the word count is
not clearly and accurately stated
on the title page.
2 … A list of sources using one
standard method is included and
the investigation is within the
word limit.
3 … An appropriate list of
sources, using one standard
method, is included. The
investigation is within the word
limit.
other considerations
WORD COUNT – 1500-2000, does not
include Works Cited, appendices or
similar documentation
PAST WEAKNESSES OF EASTSIDE
STUDENTS 
• Insufficient numbers of resources; use
of inappropriate resources (esp.
websites)
• Inadequate citation in the document
• Inadequate/incomplete reference style
• Excessive narrative as opposed to
analysis
EXAMPLE OF AN INTERNAL ASSESSMENT

Planning your historical investigation
• 1. Start by identifying a general area of
interest.
• 2. Narrow it down to a specific question
or area of investigation.
• 3. Choose a working title that may be
changed or refined at a later stage.
• 4. Make sure sufficient resources can
be obtained for the planned
investigation.
• 5. Complete section A, the plan, and
evaluate the suitability of the research
area.
• 6. Read widely around the area of
study and note down resources used.
 7. Review the research question and refine
it if necessary.
 8. Take notes from resources, gathering
evidence and diverse opinions.
 9. Ensure accurate use of referencing.
 10. Sort evidence thematically or
chronologically.
 11. Choose two suitable sources to evaluate
in section C.
 12. Review your analysis. Check for differing
viewpoints where appropriate.
 13. Write the investigation, according to IB
guidelines.
INTERNAL ASSESSMENT
There are three keys to creating an Internal
Assessment that will earn you the highest
score. They are:
1. Follow the exact format and include all
required sections
2. Do NOT procrastinate; get your research done
well before the draft is due, and make sure
your research is well done (proper citation,
good sources, etc.)
1.
Turn in as complete a rough draft as
possible, allowing me to comment on it.
Rough drafts will be due November 30 ***
in IB office.
What will happen if I don’t do an Internal
Assessment
These
guys
will
show
up at
your
house
—and
it
won’t
be
pretty
Or possibly this
will happen …
Treatment of Sources
•
Internet sources should be used sparingly! (Databases
are the exception.) Start with Wikipedia, but do not finish
there!
•
Use primary AND/OR secondary sources. (It depends on the
nature of your investigation)
•
If you use pictures, graphs, or documents, please label these
(with a number or letter) place them in the APPENDIX section,
and be certain to use them in your paper at some point. In
other words if you include them, make them relevant to the
thesis. Refer to them by the number or letter you have
assigned it. INCLUDE AN APPENDIX ONLY IF ABSOLUTELY
NECESSARY TO ARGUE YOUR THESIS.
•
It is better to OVER-REFERENCE than to under-reference.
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• Cite you sources frequently
using the MLA, footnote or
endnote format. Better to cite
too often than not enough.
• Make sure each source used is
listed in the Bibliography section.
• Each direct QUOTE must be cited
in THAT sentence.
• IDEAS gained from others need to
be cited as well.
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History IA Title
1. Titles should start out with the
general topic: “An investigation….”
2.
Titles should end with a more
specific question
Example:
An investigation into German social
history: How successfully did Hitler
promote the ideal of the family in the
Third Reich?
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Choosing an appropriate title
Which title is probably easier to investigate and
discuss effectively with the 2000 word limit?
Why?
TITLE A:
An investigation into African warfare:
Why did the British Army struggle Southern Africa
during the 1870s?
TITLE B:
An investigation into African colonial warfare:
To what extent was the defeat of the British by the
Zulu at Isandlwna in 1879 due to the mistakes
made by Lord Chelmsford?
Make sure the title is focused and narrow enough to
ensure your discussion is not superficial.
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Sample Titles:
An investigation of an event represented in newspaper
reports: How did newspaper reports on the death of
Kennedy vary, and how reliable were they?
• An investigation comparing a film and a written
account of a historical event: How and why did the
accounts of the storming of the Winter Palace in October
1917 differ in the film, October, and in the book, A
People’s Tragedy, The Russian Revolution 1891-1924?
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Sample Titles
•
An Investigation of the Industrial Policies of modern
communist states: To what extent were the first Five Year
Plans of Stalin and Mao successfully implemented?
•
An Investigation into the Cold War: How can our
understanding of the origins of the Cold War be aided by a
study of different schools of thought on it’s origins?
•
An investigation of the Politics of the Russian
Revolution: Why did Trotsky leave the Menshevik party and
become a Bolshevik, and how important was his role in the
Bolshevik Revolution of October 1917?
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SAMPLE TITLE PAGE:
An Investigation into Soviet Domestic Policies:
To what extent was Stalin’s First Five Year Plan
Successful?
(PHOTO/ILLUSTRATION)
John Smith
Candidate Number: 734-0134
History Internal Assessment (SL)
January 24th, 2004
Word Count:: 1956
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Section A: The Plan of Investigation
(100-150 words)
• Be concise
• Clearly show how you are going to tackle or address
the investigation. In other words, what methods you
will use to argue your thesis effectively.
• Please don’t just say you are going to “summarize the
evidence, evaluate sources and analyze to support my
conclusion.” .
• Be objective - don’t exaggerate! For instance, don’t
say “it will be proven that….”
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PART A
Essentially there are three steps you
must cover in Section A:
• Brief background/contextual
information is provided about the
importance of topic or situation.
• The specific thesis question and topic
of investigation are clearly presented.
(This can be presented at the top of
the section!)
• The methods/strategies and/or scope
of investigation are clearly explained
to the audience.
All of this in ONE paragraph!
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SECTION B: Summary of
Evidence (500-600 words)
Exactly as it sounds – a summary of evidence
Two format options:
1) list and cite evidence! I Strongly suggest you
divide into sub topics (like you would do for
TEFAC!) – See example
2) Or…you can write a narrative – See example
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Part B
SHOW THE ORIGINS OF EACH
STATEMENT:
Laver argued that Stalin was
manipulative…..,
The Five-year plan was well
organized (Laver, 45)
This is super important
especially if your summary
includes another historian’s
argument/analysis from a
secondary source. It might be
confused with being your
analysis. You do not want that
to happen!
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Example of Narrative and Descriptive
Statements List for Section B
1.
Coal production increased by 33% under the First-five year
plan. (Susemichel, 46)
2.
Stalin held a position in each of the 4 major branches of the
communist party. (Gambiani, 60)
3.
As a young man before the revolution, Stalin would listen
the opinions of others before making his own decision.
(Correll, 171
4.
Under the first five-year plan, each factory had its own
specific quotas to set. (Jones, 57)
5.
The loss of 800,000 Soviet troops was a significant loss at
Stalingrad (Prescott, 233)
6.
Trostky was called an “effective organizer” by Historian
John Laver (49).
7.
Trotsky did not try to vote Stalin out of the Politburo in
1923. Furthermore, Trotsky had few allies in the Politburo.
(Baldwin, 142)
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SAMPLE OF IN-TEXT CITATIONS (REFERENCES)
a) In 1999, historian Robert Smith
argued that “Stalin was both
cunning and opportunistic in
his quest for power” (177).
b) As one historian suggests
“Stalin was both cunning and
opportunistic in his quest for
power” (Smith, 177).
c) Historian Robert Smith claims
that:“Stalin was both cunning
and opportunistic in his quest
for power. He saw the faults in
Trot sky’s personality and
exploited them for his own
political advantage ” (177).
If Smith is correct, then it could
be argued that….
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IN-text Citations
d) In his book The Rise
and Fall of the Soviet
Empire, historian
Smith comments
that Stalin “was
cunning….and
opportunistic”(177)
e) Stalin was able to
take advantages of
situations for his
own gain (Smith,
177).
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Section C: Evaluation of Sources
(250-400 words)
• Analysis of two sources
• Choose your most appropriate/most
controversial/valuable and/or most diametrically
opposed sources for this section
• Be sure to include the title, author, publisher,
where it was published and when it was published
for each source, followed by a brief paragraph
analysis for each
• Analyze thoroughly using at least four of the
seven tools of historiography (origins, purpose,
value, and limitations) in your assessment.
• Sound familiar? It is question #3 of a Paper 1
Exam!
• SEE SAMPLES FOR GUIDANCE
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Section D:
Analysis
(500-650 words)
• The analysis should include:
• the importance of the investigation in
its historical context
• analysis of the evidence
• if appropriate, different interpretations.
• In this section the elements of the
investigation identified in section B will be
broken down into key issues/points.
Consideration of historical context can
add weight and perspective to the study.
• Where appropriate (depending on the
scope of the investigation) links can be
made with associated events and
developments to aid understanding of the
historical importance of the chosen
investigation.
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Examples of analytical or
inferential statements
•
It is obvious that the first five-year plan was a big
success.
•
The positions he held enabled Stalin to successfully
maneuver his loyal following into places of power.
Ultimately, such actions had a profound effect on his
rise to power
•
Stalin was manipulated, yet successful politician. He
waited to hear what others had to say before figuring
out a way to use the situation to benefit his own
interests
•
The Five- year plan was well organized and helped to
increase the prestige of the USSR abroad.
•
The Red Army suffered a grave loss at Stalingrad that
had a significant effect on Stalin’s attitude to the war.
•
As Laver argued, Trotsky’s organizational skills helped
him to lead the Red Army successfully.
•
Both of these situations were crucially important to
Trotsky’s defeat and the success of Stalin.
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Part E –
Conclusion (150200 words)
• The conclusion must be clearly
stated and consistent with the
evidence presented.
• This section is a follow-up to
section D. It requires an answer
or conclusion, based on the
evidence presented, which
either partially or fully addresses
the question stated or implied in
the investigation.
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SAMPLE BIBLIOGRAPHY PAGE
Bibliography
Cassutto, George. “Social Studies
Resources.” 8 June 2003. Online.
Available
http://www.ssr.com/hhssn/html3/article
5.htm. December 6, 2003.
“Conditions in the USSR in the 1930’s.”
Journal of History. 6 Nov. 1999.
Online. Available
http://www.journalhistory.com/gn/html
February 24 2004.
Freedman, Charles. Stalin and he Great
Purges: The Beginning of the End.
London. Houghton Mifflin, 2001.
Rostov, Vladimir. The Myth of Joseph
Stalin. London. Prentice Hall, 1977.
Smith, Robert. The Rise and Fall of the
Soviet Empire: A Study of Transition.
New York. MacMillan., 1999.
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EXAMPLE APPENDIX PAGE:
Appendix
Photograph A:
Photo of new tractors
being driven from a
factory in 1935
(Traynor, 188)
Document B:
Propoganda poster
promoting Stalin as “one
of the workers”
(Jones, 285)
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Good and Bad
Examples
• http://www.inte
rnationalschoolt
oulouse.net/ibhi
story/coursewor
k/internal_asses
sment/index.ht
m
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Assessed Samples
and Comments
• http://www.inte
rnationalschool
history.net/IB/in
ternal_assessm
ent/examples.ht
m
History IA
• Superb
Examples Scroll down and
click on: G
Exemplars
Graded as a
Level 7
• http://www.acti
vehistory.co.uk/i
b-history/ibhistory-internalassessment.php
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MLA Referencing
Guide
• https://owl.engli
sh.purdue.edu/o
wl/resource/747/
01/
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