Introduction to the IB Internal Assessment in History.

1. ISC—
IB History Internal
Assessment
Introduction and Standards

2. Introduction
An original research paper of between
1,500 and 2,000 words
 Online submissions of each section of
the paper that will be peer-reviewed

◦ Your peer reviewing will also be assessed


This is a very functional paper. Do not
sweat this assignment.
The Internal Assessment comprises 1520% of your overall IB grade in History
and the final product will also comprise
20% of your Senior Year 1st Semester
Grade

3. Examples
IBO provided examples, in classroom
 Examples, in classroom


4. Semester 1

Semester 2
September-October:
◦ Research and and source
selection

November 1st
◦ Topics decided—NO
EXCEPTIONS


January 27th:
◦ 1st Draft

February 21st :
◦ Final Draft
December 15th
◦ Annotated Bibliography via
Zotero
Timeline: 2013-2014

5. Time Considerations

I am allowed to give you 15 hours of
class time to work on this assignment:
◦ 7-8 hours class time during Fall Semester
Senior Year
◦ 7-8 hours class time during Spring
Semester Senior Year
 This time will be absorbed into your
individualized instruction. When you are done
with the work for your units, you should move
immediately to working on your Ias.

6. Sources
Start from BOOKS.
 You must start from a core selection of
at least 3 actual texts.

◦ You do not have to read all of the text, but
you do have to reference it and read
relevant sections.
◦ No textbooks

Online sources and journals are NOT
enough.
◦ But they can supplement the core texts

7. Prescribed Topics

Topics are prescribed for two reasons:
◦ To provide students the opportunity to research a
previously studied topic in depth
◦ To help the student further prepare for the IB
exams at the end of senior year
Students will be allowed a great deal of
freedom to choose their own subjects within
the following topic parameters
 Students may not recycle past papers for this
assignment, doing so will result in a failing
grade

◦ This includes extended essays, essays for other
classes or previous history essays of any kind
(topics addressed on in-class essays are fine)

8. Topic Formula:



Personal Subject of Interest = Good
IB Subject = Good
Subject of Interest + IB Subject =
AWESOME.
Aim to combine the two. But if you must
choose, go with PSOI.
 No student will be allowed to write on a
random topic.


9. Topic 1: Causes, practices and effects of
wars
Major Themes
Types
Different types and
nature of 20th century
warfare
•Civil
•Guerrilla
•Limited war, total war
Origins and causes of
wars
•Long-term, short-term and immediate causes
•Economic, ideological, political, religious causes
Nature of 20th century
wars
•Technological developments, tactics and strategies,
air, land and sea
•Home front: economic and social impact (including
changes in the role and status of women)
•Resistance and revolutionary movements
Effects and results of
wars
•Peace settlements and wars ending without treaties
•Attempts at collective security pre- and post-Second
World War
•Political repercussions and territorial changes
•Post-war economic problems

10. Suggested Material for Detailed Study
First World War (1914-8)
Second World War (1939-45)
Africa: Algerian War (1954-62), Nigerian Civil
War (1967-70)
 Americas: Falklands/Malvinas war (1982),
Nicaraguan Revolution (1976-9)
 Asia and Oceania: Indo-Pakistan wars
(1947-9, 1965, 1971), Chinese Civil War
(1927-37 and 1946-9)
 Europe and Middle East: Spanish Civil War
(1936-9), Iran–Iraq war (1980-88), Gulf War
(1991)




11. Topic 2: Nationalist and independence movements in Africa
and Asia and post-1945 Central and Eastern European states
Major Themes
Types
Origins and rise of
nationalist/independence
movements in Africa and
Asia
•Anti-colonialism (opposition to Belgian, British, Dutch, French and
Portuguese colonial rule)
•Nationalism, political ideology, religion
•Impact of the two world wars and the Cold War
•Other factors fostering growth of nationalist and independence
movements
Methods of achieving
independence in Africa
and Asia
•Armed struggle
•Non-violent movements, elite and mass movements
•Role and importance of leaders of nationalist/independence
movements
•Political organization
Challenges to Soviet or
centralized control in
Central and Eastern
Europe and the Balkans
•Origins and growth of movements challenging Soviet or centralized
control
•Role and importance of leaders, organizations and institutions
•Methods of achieving independence from Soviet or centralized control
Formation of, and
challenges to, postcolonial
governments/new states
•Colonial legacy, neo-colonialism and Cold War
•Conflict with neighbours
•Lack of political experience
•Economic issues
•Social, religious and cultural issues

12. Suggested Material for Detailed Study

Nationalist and independence movements
in Africa and Asia
◦ Movements: Africa—Algeria, Angola, Belgian
Congo/Zaire, Ghana, Rhodesia/Zimbabwe;
Asia—India and Pakistan, Indochina
◦ Leaders: Ben Bella (Algeria), Ho Chi Minh
(Vietnam), Jinnah (Pakistan), Gandhi (India),
Mugabe (Zimbabwe), Nkrumah (Ghana), Nehru
(India)

Post-1945 nationalist and independence
movements in Central and Eastern Europe
◦ Movements: Czechoslovakia, Hungary, Poland,
Yugoslavia and its dissolution and successor
states
◦ Leaders: Walesa (Poland), Havel
(Czechoslovakia)

13. Topic 3: The Cold War
Major Themes
Types
Origins of the Cold War
•Ideological differences
•Mutual suspicion and fear
•From wartime allies to post-war enemies
Nature of the Cold War
•Ideological opposition
•Superpowers and spheres of influence
•Alliances and diplomacy in the Cold War
Development and impact of
the Cold War
•Global spread of the Cold War from its European origins
•Cold War policies of containment, brinkmanship, peaceful
coexistence, détente
•Role of the United Nations and the Non-Aligned Movement
•Role and significance of leaders
•Arms race, proliferation and limitation
•Social, cultural and economic impact
End of the Cold War
•Break-up of Soviet Union: internal problems and external
pressures
•Breakdown of Soviet control over Central and Eastern
Europe

14. Suggested Material for Detailed Study





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Wartime conferences: Yalta and Potsdam
US policies and developments in Europe:
Truman Doctrine, Marshall Plan, NATO
Soviet policies, Sovietization of Eastern and
Central Europe, COMECON, Warsaw Pact
Sino–Soviet relations
US–Chinese relations
Germany (especially Berlin (1945-61)),
Congo (1960-64), Afghanistan (1979-88),
Korea, Cuba, Vietnam, Middle East
Castro, Gorbachev, Kennedy, Mao, Reagan,
Stalin, Truman

15. Topic 4: Pre-1954 Civil Rights History



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Impact of independence on the economies and societies of the
Americas: economic and social issues; new perspectives on
economic development; impact on different social groups:
Native Americans, African Americans, Creoles (to 1850)
Changes in the conditions of social groups such as Native
Americans, mestizos, immigrants in the new nations (to 1900)
Cotton economy and slavery; conditions of enslavement;
adaptation and resistance such as the Underground Railroad
(pre-Civil War)
African Americans in the Civil War and in the New South: legal
issues; the Black Codes; Jim Crow Laws
Social, economic and legal conditions of African Americans
between 1865 and 1929; the Great Migration and the Harlem
Renaissance; the search for civil rights and the ideas, aims and
tactics of Booker T Washington, WEB Dubois and Marcus
Garvey
Impact of the Great Depression on society: African Americans,
women, minorities
Treatment of Japanese Americans and Japanese Canadians
(must be both)

16. Topic 5: Early U.S. Foreign Policy
United States’ position towards Latin
American independence; events and
reasons for the emergence of the
Monroe Doctrine
 War of 1812: causes and impact on
British North America and the United
States
 Mexican–American War 1846-8:
causes and effects on the region


17. Topic 6: Emergence of the Americas in global affairs
1880 - 1929


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United States’ expansionist foreign policies: political,
economic, social and ideological reasons
Spanish–American War: causes and effects (1898)
United States’ foreign policies: the Big Stick; Dollar
Diplomacy; Moral Diplomacy; applications and impact
on the region
United States and the First World War: from neutrality to
involvement; reasons for US entry into the First World
War; Wilson’s peace ideals and the struggle for
ratification of the Versailles Treaty in the United States;
significance of the war for the United States’
hemispheric status
Involvement and participation of either Canada or one
Latin American country in the First World War: reasons
for and/or against participation; nature of participation
Impact of the First World War on two countries of the
Americas: economic, political, social, and foreign
policies

18. Topic 7: The Mexican
Revolution






Causes of the Mexican Revolution: social, economic and
political; the role of the Porfiriato regime
The revolution and its leaders (1910-17): ideologies, aims
and methods of Madero, Villa, Zapata, Carranza;
achievements and failures; Constitution of 1917: nature and
application
Construction of the post-revolutionary state (1920-38):
Obregón, Calles and the Maximato; challenges; assessment
of their impact in the post-revolutionary state
Lázaro Cárdenas and the renewal of the revolution (1939-40):
aims, methods and achievements
The role of foreign powers (especially the United States) in
the outbreak and development of the Mexican Revolution;
motivations, methods of intervention and contributions
Impact of the revolution on the arts, education and music
(suitable examples could be Siqueiros, Rivera, Orozco); the
impact of Vasconcelos’ educational reforms; the development
of popular music; literary works on the revolution

19. Topic 8: The Great Depression and the
Americas
 The Great Depression: political and economic
causes in the Americas
 Nature and efficacy of solutions in the United
States: Hoover; Franklin D Roosevelt and the
New Deal; critics of the New Deal
 Canada: Mackenzie King and RB Bennett
 Latin America’s responses to the Depression:
either G Vargas or the Concordancia in
Argentina; Import Substitution
Industrialization (ISI) or any relevant case
study of a Latin American country
 Impact of the Great Depression on society:
African Americans, women, minorities
 The Great Depression and the arts:
photography, the movie industry, the radio,
literary currents

20. Topic 9: The Second World War and the
Americas







Hemispheric reactions to the events in Europe: interAmerican diplomacy; cooperation and neutrality;
Franklin D Roosevelt’s Good Neighbour policy, its
application and effects
The diplomatic and/or military role of two countries in
the Second World War
Social impact of the Second World War on: African
Americans, Native Americans, women and minorities;
conscription
Treatment of Japanese Americans and Japanese
Canadians
Reaction to the Holocaust in the Americas
Impact of technological developments and the
beginning of the atomic age
Economic and diplomatic effects of the Second World
War in one country of the Americas

21. Topic 10: Political Developments in the Americas after
the Second World War








United States: domestic policies of Truman, Eisenhower and
Kennedy
Johnson and ―the Great Society‖; Nixon’s domestic reforms
Canada: domestic policies from Diefenbaker to Clark and
Trudeau (both were prime ministers in 1979)
Causes and effects of the Silent (or Quiet) Revolution
Populist leaders in Latin America: rise to power;
characteristics of populist regimes; social, economic and
political policies; the treatment of opposition; successes and
failures (suitable examples could be Perón, Vargas or any
relevant Latin American leader)
The Cuban Revolution: political, social, economic causes;
impact on the region
Rule of Fidel Castro: political, economic, social and cultural
policies; treatment of minorities; successes and failures
Military regimes in Latin America: rationale for intervention;
challenges; policies; successes and failures

22. Topic 11: The Cold War and the Americas






Truman: containment and its implications for the Americas;
the rise of McCarthyism and its effects on domestic and
foreign policies of the United States; the Cold War and its
impact on society and culture
Korean War and the United States and the Americas: reasons
for participation; military developments; diplomatic and
political outcomes
Eisenhower and Dulles: New Look and its application;
characteristics and reasons for the policy; repercussions for
the region
United States’ involvement in Vietnam: the reasons for, and
nature of, the involvement at different stages; domestic
effects and the end of the war
United States’ foreign policies from Kennedy to Carter: the
characteristics of, and reasons for, policies; implications for
the region: Kennedy’s Alliance for Progress; Nixon’s covert
operations and Chile; Carter’s quest for human rights and the
Panama Canal Treaty
Cold War in either Canada or one Latin American country:
reasons for foreign and domestic policies and their
implementation

23. Topic 12: Civil Rights and Social Movements
in the Americas





Native Americans and civil rights: Latin America,
the United States and Canada
African Americans and the Civil Rights Movement:
origins, tactics and organizations; the US Supreme
court and legal challenges to segregation in
education; ending of the segregation in the South
(1955-65)
Role of Dr Martin Luther King in the Civil Rights
Movement; the rise of radical African American
activism (1965-8): Black Panthers; Black Muslims;
Black Power and Malcolm X
Role of governments in civil rights movements in
the Americas
Youth culture and protests of the 1960s and 1970s:
characteristics and manifestation of a
counterculture

24. Lucky Topic 13: Into the 21st
century—from the 1980s to 2000






The United States, from bipolar to unilateral power:
domestic and foreign policies of presidents such
as Reagan, Bush, Clinton; challenges; effects on
the United States; impact upon the hemisphere
Restoration of democracy in Latin America:
political, social and economic challenges (suitable
examples could be Brazil, Argentina, Uruguay)
Globalization and its effects: social, political and
economic
Revolution in technology: social, political and
economic impact such as the role of the media
and the Internet
Popular culture: new manifestations and trends in
literature, films, music and entertainment
New concerns: threats to the environment; health

25. The Research Question

Make sure it is on a subject you enjoy
◦ 10 year rule for young folk: find a current
issue or event that interests or inspires you,
then find a parallel from more than 10 years
ago..


Make sure your subject is focused
Make sure your subject lends itself
toward an analytical investigation both of
the evidence and of the sources
◦ Interpretations, interpretations,
interpretations!!
◦ Incorporating historiography and analysis is
key.

Make sure your topic is locally feasible—
do not choose a topic you cannot

26. From topic to question…
Topic
Detailed Example
Question
Formation of,
and challenges
to, post-colonial
governments/ne
w states
•Colonial legacy,
neo-colonialism
and Cold War-Nehru
To what extent was Jawarhalal
Nehru successful in utilizing the
conjuncture of the Cold War and
Non-Aligned movements to further
India’s ends between 1948 and
1964?
Globalization
and its effects:
social, political
and economic
Social impact of the Whose Streets?: How accurately
WTO riots on
have various media portrayed the
American society
chaos and complexity of the WTO
Riots of 1999?

27. Examples:
―To what extent did the anti-communist
policies of the United States contribute to
the rise of the Taliban?‖
 ―How do earlier interpretations of jihad,
during the Medinan period of the Prophet
Muhammad’s life, differ from the modern
interpretation of the terms used by
radical Islamic militant groups?‖
 ―The Battle of Perspective: How have
different portrayals of the WTO riots in
Seattle, 1999 helped shape U.S.
attitudes toward the anarchist
movement?‖


28. Plan of the Investigation—1
Recommended word count: 100-150 (can go
slightly over, don’t go under)
 Point value: 3/25 total marks
 Introduces the subject of the investigation,
which should be sharply focused; may be
stated as a question
 Make sure your topic, subject or question is
analytical in nature

◦ Use analytical language, explicitly, right away!
Includes the methods to be used in the
investigation – a clearly structured plan
 Identifies the aims of your research (why you
are investigating this subject)


29. Plan of the Investigation—2



When stating your research question, be
sure to address why your topic is
interesting, or how you came to choose
your topic.
As for the scope of your investigation,
include the sources you plan to use and
the issues you will examine in order to
address your research question.
Make sure that your subject can be treated
in the WORD LIMIT!
◦ It’s going to require no more than 2-3
paragraphs!

30. A. Plan of Investigation
Scoring
Score
0
1
2
3
Descriptor
There is no plan of the investigation, or it is
inappropriate.
The research question, method and scope of the
investigation are not clearly stated.
The research question is clearly stated. The method
and scope of the investigation are outlined and related
to the research question.
The research question is clearly stated. The method
and scope of the investigation are fully developed and
closely focused on the research question.

31. Summary of Evidence I
This is the ―narrative‖ section of the
paper
 I have suggested in class a strategy of
organizing essay bodies:

◦ 2 paragraphs for evidence
◦ 1+ paragraph for analysis

Think of this as the ―evidence‖ section
of your investigation

32. Summary of Evidence 2
Suggested number of words for this
section is 500–600
 Point value: 6/25 marks
 The summary of evidence should
indicate what the student has found
out from the sources he or she has
used
 Any illustrations, documents, or other
relevant evidence should be included
in an appendix and will not be
included in the word count


33. Summary of Evidence 3

This section should consist of factual
material that is:
◦ drawn from sources that are appropriate
for the investigation (scholarly books,
websites, documentaries, films and
journal articles)
 Use of purely online sources should be limited
◦ Correctly and consistently referenced
 Footnoting is essential for this section
◦ Organized
 Thematic OR chronological organization
recommended—structure this section clearly!

34. Summary of Evidence 3





You must link your overview of evidence to your
research question.
The goal is NOT to include every piece of
information, but only relevant, salient pieces of
information.
Present ONLY information that will help you
answer your research question; do not waste
words providing lengthy background information.
Your summary must be brief, concise, and written
with clarity for an unknown audience; do not
address the section to a teacher as the reader;
do not assume knowledge from our class is in
possession of your reader
Use plenty of footnotes in this section using
diverse background sources, not just the two
sources you are analyzing for Section C, the
Evaluation of Sources

35. B. Summary of Evidence
Scoring
Score
0
1–2
3–4
5–6
Descriptor
There is no relevant factual material.
There is some relevant factual material but it has not
been referenced.
There is relevant factual material that shows evidence
of research, organization and referencing.
The factual material is all relevant to the investigation
and it has been well researched, organized and
correctly referenced.

36. Evaluation of Sources I
Recommended word count: 250-400
 Point value: 5/25 marks
 Provides a critical evaluation of two important
sources appropriate to the investigation; assesses
the usefulness of the sources
 Refers to the origin, purpose, values, and limitation
of each source:

◦ ORIGIN: Who (or what) produced this document?
◦ PURPOSE: Why was this document produced? What is the
author trying to accomplish? What is the author’s
bias/perspective?
◦ VALUE: What makes this document useful to you, or to anyone
interested in the topic?
◦ LIMITATIONS: What about this document needs to be
questioned? Why would someone use caution when looking at
this document for evidence and analysis?

37. Evaluation of Sources II
It’s just OPVL—that’s it.
 This section should be a critical evaluation of the two
(2) most important sources appropriate to the
investigation and should refer to their ORIGIN,
PURPOSE, VALUE, and LIMITATION.
 NOTE: The purpose of this section is to assess the
usefulness of the sources; NOT to describe their
content or nature. (you already described their
content in section B)
 You do not have to compare the two sources! Think of
it as a paragraph/mini-essay for one source, and a
paragraph/mini-essay or so OPVL for another source.

◦ Rather than one large block paragraph I STRONGLY
recommend breaking your response up into 2 or 3 miniparagraphs to make it CLEAR that you have addressed the
O the P the V and the L
 2 Paras: OP in one; VL in the other
 3 paras: OP in one; V in one; L in one

38. Tips—Origin and Purpose

ORIGINS AND PURPOSES: These sections need
not be lengthy, simply explain what was produced
and why.
◦ ORIGINS: You must provide the academic credentials
of the author; if you cannot find anything on the author
in the book, search the Net. If you still cannot find
information on your author, SAY SO. It is not necessary
to put in every academic post or professorship the
authors have held.
 It is ALWAYS good to add a historiographic element to your
Origin:
 ―Zinn, a revisionist historian…‖
 ― Kennedy, a proponent of counterforce strategy…‖
◦ PURPOSES: The best authors will typically express
purpose in the preface/introduction/first chapter. You
may have to search for the purpose. NOTE: even
narratives have a purpose. If you cannot locate a
clearly articulated purpose, you may use language
such as: ―It appears that the author’s purpose is…‖

39. Tips—Value and Limitations

VALUE AND LIMITATIONS: These sections may
not be balanced. One side of the argument may
be more substantive than the other.
◦ VALUE: Explain why this source is valuable in
general, and address why it is particularly important
to your research. Make specific references to the text
and its sources; use quotes. You may comment on
footnotes of the book, what kinds of sources the
author used, etc.
 ALWAYS INCLUDE AT LEAST 2!
◦ LIMITATIONS: Again, you must be specific, providing
examples from the text, quotes, etc. Limitations could
include a critique of sources; a critique of whether or
not the coverage is too broad to meet the author’s
objectives; if the author is using out of date
scholarship, relying on only newspaper articles, etc.
Why might a historian need to show some degree of
caution using this source?
 ALWAYS INCLUDE AT LEAST 2!

40. C. Evaluation of Sources
Scoring
Score
Descriptor
0
There is no description or evaluation of the sources.
The sources are described but there is no reference to
their origin, purpose, value and limitation.
There is some evaluation of the sources but reference
to their origin, purpose, value and limitation may be
limited.
There is evaluation of the sources and explicit
reference to their origin, purpose, value and limitation.
1
2–3
4–5

41. Analysis
Recommended word count: 500-650
 Point value: 6/25 marks
 Addresses the importance of the
investigation in its historical context, this
adds weight and perspective to the study
 Analyzes the evidence presented in
Section B
 Analyzes both sources presented in
Section C

◦ Includes analysis of different interpretations

42. D. Analysis Scoring
Score
Descriptor
0
There is no analysis.
There is some attempt at analyzing the evidence
presented in section B.
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.
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.
1–2
3–4
5–6

43. Analysis Tips
This is where you examine different historical
interpretations of your research topic in
analyzing the historical event itself.
 You must connect to the research question,
the summary and the source analysis in your
Analysis Section!
 Remember: There should be a thread running
through the entire paper connecting all
sections back to the research question.
 If your research question is analytical, and
your evidence and sources were developed
in response to the question, this section will
be easy!


44. What is Analysis? I

In historical analysis we consider how parts affect the whole.

To analyze means to examine the parts of something—
◦ For us this means historical events, data and processes--to
establish their relationship to the whole.

The “whole” means the entire world, all of history, and
humanity. Basically, we are asking piercing questions on the
behalf of ourselves and everyone else.

Of course, understanding historical events just as wonky data
and facts is cool, but there should always be a greater
significance—a meaningful connection to our societies and
individual lives. We discover and display this connection
through analysis.

45. What are the types of
analysis?
 Structural Analysis
 Critical Analysis
 Historiographic Analysis
 Meaning Analysis

46. What is Structural Analysis?

Structural analysis, is a thoughtful
consideration of how and why historical
events interrelate and create connections.
It is a form of pattern analysis within
historical inquiry. This is how you show
you understand the process of history.

47. What is Critical Analysis?

Critical analysis, is concerned with
explaining how events form and affect
global societies and individuals, much
more than detailing what those events
are. This is how you show you can
rationally judge history.
◦ Analysis v. Narrative
◦ Evaluation v. Description

48. What is Historiographic
Analysis?

Historiographic analysis is the appraisal
of the thinkers, perspectives and
frameworks of history. This is how you
show that you understand history as a
way of knowing and as an academic
discipline.

49. What is Meaning Analysis?

Meaning analysis is an exploration of
the significance of historical events for
us as individuals, community members
and human beings. This is how you
show that you understand how history
has folded into you and shaped who you
are.

50. All excellent history papers, including the Historical
Investigation, will possess all the forms of analysis.
ANALYSIS IS THE HEART OF
HISTORICAL ENDEAVOR.

51. Structural Analysis
(Historical Cs+)
Finding Patterns and
forming a narrative of
history
Critical
Analysis
Judging the
actors and
actions of
history
Historiographic
Analysis –Evaluating
the thinkers,
perspectives and
frameworks of history
Meaning Analysis:
Relevance, morality,
applicability
1. Comparison
2. Categorization/Co
mpilation
3. Classification
4. Construct
(Parameters)
5. Causality
6. Complexity
7. Coincidence
8. Context
9. CCOT
10. Contingency
11. Convergence/Synt
hesis
12. Conjuncture
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
5.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Distinguish
Evaluate
Analyze
Judge
Justify
To what
extent…
Examine
Discuss
Interpret
Criticize
Solve
Assess
Appraise
Argue
Defend
Support
Create
Origins
Purpose
Values
Limitations
Frame of Reference
Point of View
Schools of thought
Debates
Perspectives
Philosophies
Marginalized voices
Orthodoxy
Revisionism
Post-Revisionism
Meta-analysis
Linear, cyclical, wave
metaphors for history
17. Original and personal
philosophies and
perspectives
6.
7.
8.
9.
So what?
Why do we care?
Why is it relevant?
Why important?
What is the global,
local, community and
personal significance of
this history?
What was the later
impact?
How does it affect the
current zeitgeist,
weltanschauung, status
quo?
How does this filter
through history to affect
me and the people in
my life?
How does this history
shape my ethics?

52. Basic Analytical Inquiries
So what? Why do we care? Why is it relevant?
Why important?
 What did it cause? What were the effects?
 Greater impact? What later influences?
 What do your comparisons explain and illustrate?
 What historical processes are on display here?
 What major power struggles/displacements can we
see?
 What examples of synthesis or convergence are
evidenced in the historical phenomena?
 How might these themes and episodes affect us
now or in the future?


53. Basic Analytical Strategies


The Historical Cs
PERSIAN categorization





More sophisticated thematic schemata are
appropriate at your level
Primary and Secondary source reference and
analysis (OPVL)
Utilization of historical theories and
perspectives
Comparisons between different theories and
perspectives!
Placing all historical statements and data within
their political context.

54. E. Conclusion Scoring (150-200 words)
Score
Descriptor
0
There is no conclusion, or the conclusion is not
relevant.
1
The conclusion is stated but is not entirely consistent
with the evidence presented.
2
The conclusion is clearly stated and consistent with the
evidence presented.

55. F. Sources and Word Limit
Scoring
Score
Descriptor
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.

56. Sources
Start from BOOKS.
 You must start from a core selection of
at least 3 actual texts.

◦ You do not have to read all of the text, but
you do have to reference it and read
relevant sections.
◦ No textbooks

Online sources and journals are NOT
enough.
◦ But they can supplement the core texts

57. Sources: Tips
Remember you must start with texts, if
you don’t have texts, you cannot move
forward with a topic
 Find as many online sources as
possible, then narrow down.
 Use EBSCO Host

◦ Online sources are acceptable, but must
be balanced by books and/or articles

Use ―The Nation‖ –I will share my
access

58. Online Resources
IB History Internal Assessments (copied
from the IBO)
 ISC Guidelines and Advice for Historical
Investigations

◦ This page includes links to excellent
bibliographic tools
Historical Investigation Sections
 Primary and Secondary Sources


59. QUESTIONS?