External Assessment Paper 1

Structure  1 Hour  HL 20%  SL 30%  Answer 4 questions on 1 of 3 Prescribed Topics  Mark out of 25  1 Hour  HL 20%  SL 30%  Answer 4 questions on 1 of 3 Prescribed Topics  Mark out of 25

Structure Question 1  Explain importance (SL) and understanding (SL) Question 2  Compare and contrast 2 source SL Question 3  2 sources OPVL Question 4  Evaluate sources and Contextual Knowledge Question 1  Explain importance (SL) and understanding (SL) Question 2  Compare and contrast 2 source SL Question 3  2 sources OPVL Question 4  Evaluate sources and Contextual Knowledge

Question 1  Generally the worst done of the questions  Careless points dropped  If it is worth 3 points - write 3 points  There will be more background info given for the visual/cartoon sources  Generally the worst done of the questions  Careless points dropped  If it is worth 3 points - write 3 points  There will be more background info given for the visual/cartoon sources

Question 2  Statistically the best done  Integrated approach is the best  Discourage bullet points  Compare and contrast with good linkage  Statistically the best done  Integrated approach is the best  Discourage bullet points  Compare and contrast with good linkage

Question 3  Don’t link the two sources  OPVL point-form is OK  Don’t note that it being a translation is a limitation  Don’t note that it being an excerpt is a limitation  Stay away from “primary” & “secondary”  “Secondary source” is often noted as a limitation - false  Think in terms of “What can the source tell me and what can’t the source tell me?” for strengths and limitations  Note when relevant background of writer  Don’t link the two sources  OPVL point-form is OK  Don’t note that it being a translation is a limitation  Don’t note that it being an excerpt is a limitation  Stay away from “primary” & “secondary”  “Secondary source” is often noted as a limitation - false  Think in terms of “What can the source tell me and what can’t the source tell me?” for strengths and limitations  Note when relevant background of writer

Question 4  BOTH knowledge & sources must be used  Don’t waste time writing an introduction and conclusion - thesis is good  Relate everything back to the question  Determine your point of view (thesis) and stick to it  BOTH knowledge & sources must be used  Don’t waste time writing an introduction and conclusion - thesis is good  Relate everything back to the question  Determine your point of view (thesis) and stick to it

General Strategies  Don’t quote at length, but reference the docs  Note how origin impacts truthfulness  Stay away from mere paraphrasing repetition or summary of docs...  Focus on interpretation & analysis  Allot time roughly based on point value  Don’t quote at length, but reference the docs  Note how origin impacts truthfulness  Stay away from mere paraphrasing repetition or summary of docs...  Focus on interpretation & analysis  Allot time roughly based on point value

Skills  Understand historical sources  Explain the importance of historical sources  Evaluate historical sources as evidence  Demonstrate an understanding of historical context  Evaluate and synthesize sources from both historical sources and and background knowledge  Understand historical sources  Explain the importance of historical sources  Evaluate historical sources as evidence  Demonstrate an understanding of historical context  Evaluate and synthesize sources from both historical sources and and background knowledge

Route 2 Prescribed Subjects  Peacemaking and peacekeeping - international relations,  The Arab Israeli conflict,  Communism in Crisis,  Peacemaking and peacekeeping - international relations,  The Arab Israeli conflict,  Communism in Crisis,

Prescribed Subject 1  Aims of the participants and peacemakers: Wilson and the Fourteen Points  Terms of the treaties  Impact of the treaties in Europe  Enforcement, US isolationism, conferences  League of Nations  Ruhr Crisis  Depression a & threats to Peace - Manchuria & Abyssinia  Aims of the participants and peacemakers: Wilson and the Fourteen Points  Terms of the treaties  Impact of the treaties in Europe  Enforcement, US isolationism, conferences  League of Nations  Ruhr Crisis  Depression a & threats to Peace - Manchuria & Abyssinia

Prescribed Subject 2  Last years of British mandate, UNSCOP, partition, civil war  British withdrawal, establishment of Israel, ‘48- ’49 war  Demographic shifts, economic development  Suez crisis  Arabism & Zionism, emergence of PLO  6 Day War and October 1973 War  Role of USA, USSR, UN  Camp David & Egyptian Israeli Agreement  Last years of British mandate, UNSCOP, partition, civil war  British withdrawal, establishment of Israel, ‘48- ’49 war  Demographic shifts, economic development  Suez crisis  Arabism & Zionism, emergence of PLO  6 Day War and October 1973 War  Role of USA, USSR, UN  Camp David & Egyptian Israeli Agreement

Prescribed Subject 3  Post Mao struggle for power  China under Deng Xiaoping - economic policies, 4 modernizations  China under Deng Xiaoping - political changes up to Tiananmen Square  Domestic and Foreign problems in the Brezhnev era  Gorbachev aims/policies  Consequences of Gorbachev in eastern Europe  Post Mao struggle for power  China under Deng Xiaoping - economic policies, 4 modernizations  China under Deng Xiaoping - political changes up to Tiananmen Square  Domestic and Foreign problems in the Brezhnev era  Gorbachev aims/policies  Consequences of Gorbachev in eastern Europe

Analyzing Documents  Who created the document?  When and where was the document created? How would this effect the analysis?  Why was the created (Purpose)?  To persuade?  To record?  Private communication?  Public comment?  To inform?  Who created the document?  When and where was the document created? How would this effect the analysis?  Why was the created (Purpose)?  To persuade?  To record?  Private communication?  Public comment?  To inform?

Analyzing a Document  What does the document say?  To what extent can the document be trusted?  What does the document tell a historian?  What other information would be helpful for the historian?  How does the document fit with other sources on the same topic?  What does the document say?  To what extent can the document be trusted?  What does the document tell a historian?  What other information would be helpful for the historian?  How does the document fit with other sources on the same topic?

Analyzing a Political Cartoon  When and where was the cartoon produced?  To what event is the cartoon referring?  What individuals or groups are portrayed?  What symbolism is being used?  Are any of the characters being portrayed positively or negatively – who is the cartoonist poking fun at?  What is the overall opinion of the cartoonist?  When and where was the cartoon produced?  To what event is the cartoon referring?  What individuals or groups are portrayed?  What symbolism is being used?  Are any of the characters being portrayed positively or negatively – who is the cartoonist poking fun at?  What is the overall opinion of the cartoonist?