Ib History Internal Assessment--William J. Tolley


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Introduction to the IB Internal Assessment in History.

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Ib History Internal Assessment--William J. Tolley

  1. 1. ISC— IB History Internal Assessment Introduction and Standards
  2. 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. 3. Examples IBO provided examples, in classroom  Examples, in classroom 
  4. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 14. Suggested Material for Detailed Study        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. 15. Topic 4: Pre-1954 Civil Rights History        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. 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. 17. Topic 6: Emergence of the Americas in global affairs 1880 - 1929       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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 45. What are the types of analysis?  Structural Analysis  Critical Analysis  Historiographic Analysis  Meaning Analysis
  46. 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. 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. 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. 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. 50. All excellent history papers, including the Historical Investigation, will possess all the forms of analysis. ANALYSIS IS THE HEART OF HISTORICAL ENDEAVOR.
  51. 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. 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. 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. 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. 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. 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. 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. 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. 59. QUESTIONS?