Key continuities with current History course The new guide builds on many of the strengths of its predecessor and teachers will find that they are able to continue to teach topics and themes that their students have enjoyed in the past and topics they have already found and developed good resources for if they want to or take the opportunity to explore new topics, for example from the Early Modern period. The new course again requires students to study one prescribed topic, two world studies topics and three regional topic sections. In addition the final assessment tasks will be familiar i.e. Paper 11 hour document based paper with 4 questions. Paper 21 hour 30 minutes 2 essay questions Paper 32 hours 30 minutes 3 essay questions Internal AssessmentResearch Task – 20 hours recommended.

Key Concepts – New Guide There are six key concepts that have new emphasis throughout the DP History course: Key concepts ChangeContinuityCausationConsequenceSignificancePerspectives

Overall changes There is NO Route 1 and Route 2. The History curriculum is now one course. All three examination papers offer a broader range of topics to facilitate the study of medieval, early modern and modern History topics. Teachers do not need to teach a broader range of time periods – it is just an option for those that do. It is a requirement that students are taught cross regional case studies on Paper 1 and Paper 2.

Overview of key changes Prescribed Topics (Paper 1) The Prescribed Topics have changed. Each topic has two regional case studies and BOTH must be studied. The two case studies used are from different regions – to offer students the opportunity to explore two different regions and to look for similarities and differences between the two case studies. To encourage a comparative approach the two case studies are sub-divided into themes to facilitate comparisons and give students a better understanding of the themes.

Prescribed Topics Military Leaders Themes: Leadership, Campaigns, Impact Genghis Khan Richard I of England Conquest and its Impact Themes: Context and motives, Key events and actors, Impact Final stages of Muslim rule in Spain Conquest of Mexico and Peru The Move to Global War Themes: Causes of Expansion, Events, Responses Japanese expansion in East Asia German and Italian expansion

Prescribed Subjects cont. Rights and Protest Themes: Nature and characteristics of discrimination, Protests and Action, The role and significance of key actors/groups Civil Rights Movement in the United States Apartheid South Africa Conflict and Intervention Themes: Causes of the conflict, Course and interventions, Impact Rwanda Kosovo

Overview of key changes Paper 1 Assessment It will no longer be necessary to pre-register a choice for Paper 1, all choices will be combined in one test document. There will be four sources instead of the present five, with source types being primary, secondary, written, pictorial and diagrammatic. Paper 1 will be out of a total of 24 marks instead of the present 25. The four questions will be similar to the present style but will be in a slightly different order.

Question Styles Question 1A: will test understanding of 1 source 3 marks Question 1B: will test understanding of 1 source2 marks Question 2: will analyze the value and limitation of 1 source, in their analysis students will now refer to origin, purpose and content (a change in this style).4 marks Question 3: Compare and Contrast Now using markband for assessment Best fit model6 marks Question 4: Mini-essay using sources and own knowledge. Now using markband for assessment Best fit model9 marks

Overview of key changes Paper 1 Third Question: Markbands MarksLevel descriptor 5-6  There is discussion of both sources. Explicit links are made between the two sources.  The response includes clear and valid points of comparison and of contrast. 3-4  There is some discussion of both sources, although the two sources may be discussed separately.  The response includes some valid points of comparison and/or of contrast, although these points may lack clarity. 1-2  There is superficial discussion of one or both sources.  The response consists of description of the content of the source(s), and/or general comments about the source(s), rather than valid points of comparison or of contrast. 0  The response does not reach a standard described by the descriptors above. Note: Examiners are reminded of the need to apply the markbands that provide the ‘best fit’ to the responses given by candidates and to award credit wherever it is possible to do so.

Overview of key changes Paper 1 Fourth Question: Markbands 0 The response does not reach a standard described by the descriptors below. 1–3 The response lacks focus on the question. References to the sources are made, but at this level these references are likely to consist of descriptions of the content of the sources rather than the sources being used as evidence to support the analysis. No own knowledge is demonstrated or, where it is demonstrated, it is inaccurate or irrelevant. 4–6 The response is generally focused on the question. References are made to the sources, and these references are used as evidence to support the analysis. Where own knowledge is demonstrated, this lacks relevance or accuracy. There is little or no attempt to synthesize own knowledge and source material. 7–9 The response is focused on the question. Clear references are made to the sources, and these references are used effectively as evidence to support the analysis. Accurate and relevant own knowledge is demonstrated. There is effective synthesis of own knowledge and source material.

Overview of changes – Paper 2 World history topics There is now a much broader choice of topics ranging from medieval through to modern history topics: 1.Society and economy [ ] 2.Causes and effects of medieval wars [ ] 3.Dynasties and rules [750 – 1500] 4.Societies in transition [ ] 5.Early Modern states [ ] 6.Causes and effects of Early Modern wars [ ] 7.Origins, development and impact of industrialization [ ] 8.Independence movements [ ] 9.Evolution and development of democratic states [ ] 10.Authoritarian states [20 th century] 11.Causes and effects of 20 th century wars 12.The Cold War: Superpower tensions and rivalries [20 th century]

Overview of changes – Paper 2 Teachers can choose any two of twelve topics. The new History Guide has a table for each World History Topic with the topics and prescribed content. The prescribed content must be studied. Please note that the suggested examples are not prescriptive. There will be two questions only on each topic. Both questions for each topic will be ‘open’ and will not refer to a named example. Students must be prepared to answer the ‘open’ questions using the case studies they have been taught appropriately

Overview of changes – Paper 2 As with the previous guide, student must answer two essay questions each chosen from a different topic. It is important that teachers offer a conceptual approach to this paper, and cover case studies from at least two regions. Comparative questions may ask for examples drawn from different regions. Example: Compare and contrast the causes of two 20 th century civil wars each chosen from a different region.

Overview of changes – Paper 2 There are now 5 markbands with a range of 3 marks in each. Paper 2 essays are marked out of 15 marks instead of the present 20 marks. The 3 markbands should make marking essays clearer as a response can at the top / middle / bottom of each markband.

Overview of changes – Paper 3 Paper 3 [Higher Level Option] In-depth Regional study Within each of the four regional options there is now more breadth in terms of timeframe. Topic sections will begin with medieval options and run through to 20 th century. As with Paper 2, there is the freedom to study topics from different periods. One regional topic from the following 4 choices must be chosen: 1.History of Africa and the Middle East 2.History of the Americas 3.History of Asia and Oceania 4.History of Europe.

Overview of changes – Paper 3 There is a choice of 18 topics / sections for each region. Teachers should select three. The three sections must be taught in totality. Student can answer any three questions. The content of each section topic has changed to some degree – so teachers must take care to cover all the new bullets for each section.

Teaching & Learning: Paper 3 HL only Each topic has an introductory paragraph and a series of bullet points. It is essential for teachers to understand that BOTH the introductory paragraph and the bullet points are prescribed content for this component. Exam questions could refer to the paragraph material and / or the bullet point material. ONLY where a bullet allows for a case study approach – can students select which country they discuss.

Overview of assessment changes The Paper 3 examination for each regional option will consist of 36 questions. There are new markbands for both essay papers i.e. Paper 2 and Paper 3. Essays are now marked out of 15 marks – whereas before they were marked out of 20 marks.

Overview of key continuities: Internal Assessment Internal Assessment Historical Investigation The historical investigation, as with the previous course, requires students to complete a 20 hour historical investigation into a topic of their choice. It is still weighted 20% HL and 25% SL of final grade. As with all History tasks, topics must not be on an event that has happened in the last 10 years.

Overview of key changes – IA However, the structure, format and assessment of the IA has changed. It is now comprised of three elements: Identification and evaluation of sources 500 words 6 marks Investigation 1,300 words 15 marks Reflection 400 words 4 marks

Overview of key changes - IA Section 1Identification and evaluation of sources Clearly state question Brief explanation of the nature of two sources chosen and explanation of their relevance to investigation Detailed analysis of values and limitations of these two sources Approximately 500 words

Overview of key changes - IA Section 2Investigation Investigation must be clearly and effectively organised Critical analysis of question A valid conclusion drawn from the analysis Approximately 1,300 words

Overview of key changes - IA Section 3Reflection This section is not a ‘what I enjoyed doing…’ type of reflection Students reflect on and develop what the investigation / research process has taught them about methods used by historians Students reflect on and develop what the investigation has taught them about the challenges faced by historians Approximately 400 words

Discussion questions that could encourage reflection (taken from subject guide) What methods used by historians did you use in your investigation? What did your investigation highlight to you about the limitations of those methods? What are the challenges facing the historian? How do they differ from the challenges facing a scientist or a mathematician? What challenges in particular does archive-based history present? How can the reliability of sources be evaluated? What is the difference between bias and selection?

Overview of key changes - IA A bibliography and consistent and appropriate referencing must be included with each investigation. These are not included in word count. If this is not done correctly it becomes an academic honesty issue (this is the way this is now being addressed across all DP subjects) Word limit is 2,200 words. No specific penalty for going over but teachers/moderators are to stop reading at 2200 with no credit being given for anything after that.

Teaching & Learning: Internal Assessment Suggested breakdown of word count: Section 1500 words6 marks Section 21,300 words15 marks Section 3400 words4 marks Total2,200 words25 marks