Complete IB Guide

History Department Guide to the IB

Impington Village

College

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Welcome to the History Department

This guide is designed to provide you with the necessary tools to succeed in History.

You will find syllabus details, homework topics, mark schemes, reading lists and tips

to aid essay writing and source work.

Use this guide to assist you in revision and to keep track of your studies for each unit.

You will be covering much more in lessons and you will be given homework

assignments not mentioned in this guide as a supplement to assist you in preparing for

the final examinations.

The tackling of essays and source work sheets will be beneficial when it comes to

revision and practising for the examinations. Do not use this guide alone; it is

designed to supplement the course hand-outs, notes and homework given out during

lesson time.

At IB you should expect to study seven periods of History a fortnight regardless of

whether you are standard or higher level. Be prepared to get involved, complete all

homework on time and ask questions whenever you need to.

History Department Contacts:

Mr Philip Arkinstall Lead Teacher: History

[email protected]

Ms Suzanne Daley Progression Coordinator/History Teacher

[email protected]

Miss Katie Moore History Teacher

[email protected]

Mrs Sarah Black History Teacher

[email protected]

mailto:[email protected]




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Contents Page

Page 2 Welcome

Page 3 Overview of the course

Page 4-9 Syllabus

Page 10-11 Guide to Paper 1

Pages 12-19 Guide to Paper 2/3

Page 20 Tackling Paper 1

Page 21 Tackling Paper 2

Page 22 Reading List

Page 23 Paper 2 & 3 Mark Scheme

Pages 24-25 Coursework Mark Scheme

Pages 26-27 Exam Style Questions

Page 28 How to write essays

Page 29 How to work with sources

Page 30 Tips

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Sixth Form History at Impington

Group 3: Individuals and Society ―History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present‖ IB Handbook 2009

History Route 2: 20th Century World History

Year 12 IB

4 Units full year in length 1. Peacemaking,

peacekeeping – international relations 1918-36

2. Russian History 1860s-1956

3. Origins of World War One 4. Coursework

Homework: Essays, source work

(paper 1), reading and coursework Extra-curricular: Battlefield Trip

July,

Year 13 IB

3 Units full year in length 1. Cold War 2. China 3. Mussolini and Hitler

Homework: Essays, source work,

reading and (for some) extended essay Extra-curricular: Parliament Trip

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Standard Level Higher Level

Assessment Breakdown

Paper 1 30% Paper 1 20%


Paper 3 35%

C/W 25% C/W 20%

Assessment Paper 1 SL: a document-based paper set on the Peacemaking, peacekeeping – international relations 1918–36

Paper 1 HL: a document-based paper set on the Peacemaking, peacekeeping – international relations 1918–36

Paper 2 SL/HL: an essay paper based on answering 2 questions from a range of topics


Paper 3 HL: an essay paper

based on answering 3 questions from a range of topics

Internal assessment (IA): the historical investigation


IB History Syllabus SL/HL

Route 2: 20th Century World History

Paper 1 Prescribed subject 1: Peacemaking, peacekeeping—international relations 1918-36

This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the Paris Peace Settlement—its making, impact and problems of enforcement—and attempts during the period to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. The prescribed subject also requires consideration of the extent to which the aims of peacemakers and peacekeepers were realized and the obstacles

to success.

Areas on which the source-based questions will focus are:

aims of the participants and peacemakers: Wilson and the Fourteen Points

terms of the Paris Peace Treaties 1919-20: Versailles, St Germain, Trianon, Neuilly, Sèvres/Lausanne 1923

the geopolitical and economic impact of the treaties on Europe; the establishment and impact of the mandate system

enforcement of the provisions of the treaties: US isolationism—the retreat from the Anglo–American Guarantee; disarmament—Washington, London, Geneva conferences

the League of Nations: effects of the absence of major powers; the principle of collective security and early attempts at peacekeeping (1920-5)

the Ruhr Crisis (1923); Locarno and the ―Locarno Spring‖ (1925)

Depression and threats to international peace and collective security: Manchuria (1931-3) and Abyssinia

(1935-6).

Paper 2 Introduction to route 2 topics

Students are required to study two topics from the following list.

Topic 1: Causes, practices and effects of wars

Topic 2: Democratic states—challenges and responses

Topic 3: Origins and development of authoritarian and single-party states

Topic 4: Nationalist and independence movements in Africa and Asia and post-1945 Central and Eastern European states

Topic 5: The Cold War

The topics should be studied through a selection of case studies drawn from different regions. Knowledge of topics

beyond 2000 is not required.

The syllabus specifications for every topic include major themes and material for detailed study. Students should study a selection from the material for detailed study using the themes to guide them. It is important to ensure that examples selected for detailed study cover two regions as outlined by the map provided. In the examination that tests this component (SL/HL paper 2) questions will be set on major themes. Named questions will be confined to the material in

major themes and detailed study. When answering open-ended questions students can use examples from the list and/or

alternative examples.

Figure 1

World map showing regional divisions of the IB history course (map shows borders as at 2000)

Topic 1: Causes, practices and effects of wars

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War was a major feature of the 20th century. In this topic the different types of war should be identified, and the causes,

practices and effects of these conflicts should be studied.

Major themes

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

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)

Topic 3: Origins and development of authoritarian and single-party states

The 20th century produced many authoritarian and single-party states. The origins, ideology, form of government, organization, nature and impact of these regimes should be studied.

Major themes

Origins and nature of authoritarian and single-party states

Conditions that produced authoritarian and single-party states

Emergence of leaders: aims, ideology, support

Totalitarianism: the aim and the extent to which it was achieved

Establishment of authoritarian and single party states

Methods: force, legal

Form of government, (left- and right-wing) ideology

Nature, extent and treatment of opposition

Domestic policies and impact Structure and organization of government and administration

Political, economic, social and religious policies

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Role of education, the arts, the media, propaganda

Status of women, treatment of religious groups and minorities


Africa: Kenya—Kenyatta; Tanzania—Nyerere

Americas: Argentina—Perón; Cuba—Castro

Asia and Oceania: China—Mao; Indonesia—Sukarno

Europe and the Middle East: Germany—Hitler; USSR—Stalin; Egypt—Nasser

Topic 5: The Cold War

This topic addresses East–West relations from 1945. It aims to promote an international perspective and understanding of the origins, course and effects of the Cold War—a conflict that dominated global affairs from the end of the Second World War to the early 1990s. It includes superpower rivalry and events in all areas affected by Cold War politics such as

spheres of interest, wars (proxy), alliances and interference in developing countries.

Major themes

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


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

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Higher Level You will complete Paper 1 and 2, but also a third paper based on knowledge gained in the following syllabus content.

Paper 3

HL option 5: Aspects of the history of Europe and the Middle East

This option covers major trends in Europe and the Middle East in the period from the mid 18th century to the end of the 20th century. Europe and the Middle East are geographically close, and their similarities and differences have resulted in periods of cooperation and enmity. Major developments included revolutions; the decline of empires and the establishment of nation states; political, social and economic reforms; and the emergence of dictatorships and the re-emergence of democracy. Although the focus is on major countries, developments in other states can be studied through case studies.

Within the sections there will be, where appropriate, a case study approach in which students will have the opportunity to

study their own or another national history of the region.

Only people and events named in the guide will be named in the examination questions.

In some bullets, suitable examples are shown in brackets. These examples will not be named in the examination

questions as any appropriate examples could be used.

Three sections must be selected for in-depth study.

Please note that this option is available only to students who have studied the route 2 SL/HL core syllabus.

Figure 5

Map of Europe and the Middle East region (borders as at 2000)

5. Imperial Russia, revolutions, emergence of Soviet State 1853 - 1924

This section deals with the decline of imperial power in Tsarist Russia and the emergence of the Soviet State. It requires examination and consideration of the social, economic and political factors that inaugurated and accelerated the process

of decline. Attempts at domestic reform and the extent to which these hastened or hindered decline should be studied,

together with the impact of war and foreign entanglements.

Alexander II (1855-81): emancipation of the serfs; military, legal, educational, local government reforms; later reaction

Policies of Alexander III (1881-94) and Nicholas II (1895-1917): backwardness and attempts at modernization; nature of tsardom; growth of opposition movements

Significance of the Russo-Japanese War; 1905 Revolution; Stolypin and the Duma; the impact of the First World War (1914-18) on Russia

1917 Revolutions: February/March Revolution; Provisional Government and Dual Power (Soviets); October/November Bolshevik Revolution; Lenin and Trotsky

Lenin’s Russia (1917-24): consolidation of new Soviet state; Civil War; War Communism; NEP; terror and

coercion; foreign relations

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6. European diplomacy and the First World War 1870 - 1923

This section deals with the longer- and shorter-term origins of the First World War, its course and consequences. The breakdown of European diplomacy pre-1914 and the crises produced in international relations should be examined. It covers how the practice of war affected the military and home fronts. The section also investigates reasons for the Allied victory/Central Powers’ defeat plus a study of the economic, political and territorial effects of the post-war Paris Peace

Settlement.

European diplomacy and the changing balance of power after 1870

Aims, methods, continuity and change in German foreign policy to 1914; global colonial rivalry

Relative importance of: the Alliance System; decline of the Ottoman Empire; Austria Hungary and Balkan nationalism; arms race; international and diplomatic crises

Effects on civilian population; impact of war on women socially and politically

Factors leading to the defeat of Germany and the other Central Powers (Austria Hungary, Ottoman Empire and Bulgaria); strategic errors; economic factors; the entry and role of the United States

Post-war peace treaties and their territorial, political and economic effects on Europe: Versailles (St Germain,

Trianon, Neuilly, Sèvres/Lausanne)

8. Interwar years: conflict and cooperation 1919 - 39

This section deals with the period between the two World Wars and the attempts to promote international cooperation and collective security. Obstacles to cooperation, such as post-war revisionism, economic crises and challenges to democracy

and political legitimacy in Italy, Germany and Spain respectively, all require examination and consideration. The policies of

the right-wing regimes and the responses of democratic states are also the focus of this section.

Germany 1919-33: political, constitutional, economic, financial and social problems

Italy 1919-39: Mussolini’s domestic and foreign policies

The impact of the Great Depression (case study of its effect on one country in Europe)

Spanish Civil War: background to the outbreak of the Civil War; causes and consequences; foreign

involvement; reasons for Nationalist victory

Hitler’s domestic and foreign policy (1933-39)

Search for collective security; appeasement in the interwar years; the failure of international diplomacy; the outbreak of war in 1939

9. The Soviet Union and Eastern Europe 1924 - 2000

This section deals with the consolidation of the Soviet state from 1924 and the methods applied to ensure its survival, growth and expansion inside and outside the borders of the Soviet Union. The rise and nature of the rule of Stalin, Khrushchev, Brezhnev and the policies and practice of Sovietization (post-1945) in Central and Eastern Europe are areas for examination. East–West relations post-1945 in relation to Soviet aims and leadership should also be considered.

Stalin (1924-53): power struggle; collectivization and industrialization; Five Year Plans; constitution; cult of personality; purges; impact on society; foreign relations to 1941

The Great Patriotic War: breakdown of wartime alliance; Cold War; policies towards Germany: Berlin; Eastern European satellite states; Warsaw Pact

Khrushchev (1955-64): struggle for power after Stalin’s death; destalinization; peaceful coexistence; domestic policies: economic and agricultural; foreign relations: Hungary, Berlin, Cuba, China

Brezhnev: domestic and foreign policies

Case study of one Sovietized/satellite state: establishment of Soviet control; the nature of the single-party

state; domestic policies; opposition and dissent (suitable examples could be East Germany, Czechoslovakia, Poland, but all relevant states are valid)

Transformation of Soviet Union: political developments and change (1982-2000)

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Assessment

Standard Level Higher Level

Assessment Breakdown



Paper 3 35%

C/W 25% C/W 20%

Assessment Paper 1 SL: a document-based paper set on the Peacemaking, peacekeeping – international relations 1918–36

Paper 1 HL: a document-based paper set on the Peacemaking, peacekeeping – international relations 1918–36



Paper 3 HL: an essay paper based on answering 3 questions from a range of topics



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Paper 1: Topic Guide

Peacemaking, peacekeeping – international relations, 1918-36

This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the Paris

Peace Settlement—its making, impact and problems of enforcement—and attempts during the period to

promote collective security and international cooperation through the League of Nations and multilateral

agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals

without resort to violence. The prescribed subject also requires consideration of the extent to which the

aims of peacemakers and peacekeepers were realized and the obstacles to success.

Topic Content Homework

Background to period

1918-36.

Define peacemaking, peace keeping

and international relations. Look at

end of WW1

Read article and answer questions: Mc

Donough, ‗The Origins of the First

and Second World Wars: Perspectives

in History‘ (Cambridge, 1997).

Chapter, ‗The drift towards alliances.‘

Paris Peace Settlement Wilson and the14 points, Treaty of

Versailles, who were the

Peacemakers?

Cate Brett, ‗The Paris Peace

Conference 1919‘ Hindsight, April

2001

How effective were the

other five peace

settlements 1919-20?

Terms of the Paris peace treaties; St

Germain and Trianon, Sèvres,

Neuilly, Riga

Dr Ruth Henig ‗How vindictive was

the peace treaty? The Treaty of

Versailles 80 Years On.‘ Modern

History Review, April 2002.

Geo-political and

economic impacts of

the treaties on Europe

Treaty of Rapallo, Polish Corridor,

new states Czechoslovakia,

Yugoslavia and Romania,

introduction of the mandate system

Kerry Ellis, ‗Queen of the Sands‘

History Today, January 2004

Enforcement of the

treaties

US isolationism, retreat from Anglo-

American agreement, Washington

Naval Conference, London Naval

Conference, Geneva Disarmament

Conference (1932-4)

Chapter 7 ‗The Geneva Dream: The

League of Nations and Post-War

Internationalism‘

League of Nations

(1920-25)

Effects of the absence of major

powers; the principle of collective

security and

early attempts at peacekeeping

(1920-5), early problems with the

League

League of Nations source analysis

Essay – ―How successful was the

League of Nations?‖

Case Study: Germany

1920s Ruhr Crisis and

Locarno

Reparations, the Ruhr,

Hyperinflation, Dawes Plan, Young

Plan, the ―spirit of Locarno‖, joining

the League of Nations

Preparations for a historiographical

debate on the justification of

reparations – Source work

Depression and threats

to international peace

and collective security

Manchuria 1931-3, Abyssinia 1935-

6

Abyssinia source analysis

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This part of the course continues to cover the origins of the Second World War, but

WILL NOT be part of the Paper 1 source questions.

How did Hitler

contribute to the failure

of the League?

German expansion, Rhineland, Saar

Plebiscite, Anti-Comintern Pact

1936, why was 1936 such a

successful year for Hitler?

Statements challenge: Using evidence

to support or refute the statements

Case Study: Spanish

Civil War

Origins of Civil War, Guernica,

failure of the League

Adam Tooze article ‗Hitler‘s gamble‘

Appeasement and the

causes of World War

Two (1936-39)

Hossbach Memorandum, Anschluss,

Munich Conference, appeasement,

Nazi-Soviet Pact, Invasion of

Poland, Why did the Second World

War break out?

Appeasement source analysis

Comparison between

causes of First and

Second World War

Rank factors that caused both and

draw similarities and differences.

Essay – ―Why did the Second World

War break out?‖

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Paper 2: Topic 1 Guide

Causes, practices, and effects of war

War was a major feature of the 20th century. In this topic the different types of war should be identified, and

the causes, practices and effects of these conflicts should be studied.

Long-term, short-term and immediate causes

Economic, ideological, political, religious causes

You will study the origins of the First and Second World War for this topic and the peace settlement at the

end of the First World War in detail. You may be able to do the after effect of the Second World War too

after studying the Cold War in Year 13.

Origins of the FWW


Why do wars begin? Introduction to the unit,

experience of First World War

(sights, sounds and style of

warfare)

Research an element of the First

World War – a battle, phase of the

conflict, theatre of war or type (air,

sea, land)

Background to the First World War European maps, cartoon

stereotype of Europe in 1914,

Hopes and Fears of Nations,

web of alliances task p210 IB

core book)

―Why the World went to war‖

article to read

Long-term causes Militarism, nationalism and the

Kaiser, Anglo-German naval

rivalry 1900, Decline of the

Ottoman Empire,

IB learner profile link activity (IB

Core book p214)

―Panther at Agadir‖, History

Today article to read

Industry, war and power source

activity (IB Core book p208)

Short-term causes War Plans – Schlieffen Plan,

Plan 17, Moroccan Crisis,

1905 and 1911, arms race,

AJP Taylor ―Origins of the First

World War‖ from the library read

a few key chapters

Immediate causes Assassination FF, July crisis,

blank cheque

Source analysis of July Crisis

Did Germany cause the war? Source activity and discussion

on where the blame lies?

Essay question – ―To what extent

was Germany responsible for the

start of the First World War?‖

How did the Allies win the First World

War?

Why wasn‘t the war over by

Christmas? Why did Germany

surrender in 1918?

Use the research task set at the

beginning of the lesson to fuel

student-led teaching here

Territorial changes Look at the geographical

boundary changes and discuss

the consequences for Europe

Outline map show the change in

borders (IB Core book p260)

Summary of the causes of the First

World War

Card sort, factors and final

essay prep.

What caused the First World War

– Historians table and questions

(IB Core Textbook p215)

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Origins of SWW


How did Hitler contribute to the failure

of the League?

German expansion, Rhineland,

Saar Plebiscite, Anti-

Comintern Pact 1936, why was

1936 such a successful year for

Hitler?

Statements challenge: Using

evidence to support or refute the

statements

Case Study: Spanish Civil War Origins of Civil War,

Guernica, failure of the League

Adam Tooze article ‗Hitler‘s

gamble‘

Appeasement and the causes of World

War Two (1936-39)

Hossbach Memorandum,

Anschluss, Munich

Conference, appeasement,

Nazi-Soviet Pact, Invasion of

Poland, Why did the Second

World War break out?

Appeasement source analysis

Comparison between causes of First

and Second World War

Rank factors that caused both

and draw similarities and

differences.

Essay – ―Why did the Second

World War break out?‖

16


Origins and development of authoritarian and single-party states

The 20th century produced many authoritarian and single-party states. The origins, ideology, form of

government, organization, nature and impact of these regimes should be studied.

Russia 1850s-1953


Background to Russia Geography, language, religion, difficulty in

rule? Potted Russian History

Research the Tsars – Judge

success and failures

Early Tsars Alexander II emancipation of the Serfs,

Policies of Alexander III and Nicholas II,

nature of Tsardom,

Reading task on autocracy &

decision on models of democracy

Opposition to Tsardom Liberals, revolutionaries, populists,

Marxists

Source work – Bloody Sunday

Long/Short Term causes of

1905 Revolution

Russo-Japanese war, peasant unrest,

industrial unrest, political opposition,

Bloody Sunday (trigger)

1905 Revolution Timeline –

Long/Short term factors

How did the Tsar survive

1905?

Duma, October Manifesto, Sergei Witte as

Prime Minister, treaties signed. Was it

doomed to fail? Did it just postpone failure?

Tsar essay & how to write a good

essay (supply mark scheme)

Read October Manifesto

Why did the regime not survive

grid?

Short/Long Term causes of

1917 Revolution

Military disaster in FWW, economic

problems, political problems

1917 Revolution Timeline –

Long/Short term

February Revolution Riots, war, Tsar‘s role, Duma, Lenin & Trotsky biographies

October Revolution Storming of the Winter Palace and events of

the Revolution (video/storyboard)

Lenin‘s role in April 1917 –

sources

Why were the Bolsheviks

able to seize power?

Role of Lenin, increased Bolshevik support,

July days, Kornilov plot, Trotsky, support

from the Soviets

Lenin‘s Legacy table and article

Consolidation of Power Civil War, Decrees, Economic policy,

Constituent Assembly, Secret Police

NEP source work

Establishment of Single

party rule

Creation of USSR, Structure of

Government, nature of the party and NEP

Leadership table for debate

How was Stalin able to

secure the Party leadership?

Positions, rivals, underestimated,

outmanoeuvre Trotsky, Trotsky‘s health. Stalin’s rise essay

Why did Stalin end NEP?

(Economic Policies)

Why end NEP, Collectivisation,

Industrialisation. Did he achieve his aims?

Magnitogorsk film & guide to

collective farm

Statistical analysis

Consolidation of Power Terror and Purges Gulag Article & questions

Society and Culture Religion, Education, Women and youth,

The Arts

Party that Ate Itself article

Foreign Policy 1918-41 Worldwide Revolution and Isolation,

Permanent Revolution vs Socialism in One

Country, Soviet Policy towards China,

1934-41

Historiography summary

Stalin‘s obituary

17

China


Introduction to Chinese

History

Map, brief history up to 1928 Create a short introduction to

China series of event cards.

Early origins of the CCP

and the GMD

Guomindang control of China, Chiang

Kai Shek, death of Dr Sun Yatsen,

achievements and problems of

Nationalist Party under Chiang Kai

Shek, Jiangxi Soviet 1934, White

Terror, origins of the Chinese

Communist Party

Biography of key figures – Kai

Shek, Mao, Sun Yatsen

Source analysis of Long March

Long March song lyrics

How did Mao emerge as

leader by 1949?

Long March 1935, Extermination

campaigns of the GMD, War with

Japan, Xian incident, Red Army tactics,

Yanan Soviet, Civil War 1945-49

Essay – ―Analyse the methods

used by Mao to maintain power‖

Begin summary timeline of the

China topic

Mao‘s rule of China

(Consolidation of Power)

Problems to deal with, reforms of the

1950s, economic and social policies; 5

Year Plans, Hundred Flowers

campaign, Great Leap Forward 1958,

Cultural Revolution 1966,

Extract from Wild Swans

Read article on Mao and make

comparisons with Stalin

Foreign Policy CCP and the USSR, aims of China‘s

Foreign Policy, China‘s role in the Cold

War (this should tie into work done on

China in that part of the course)

Prepare for a balloon debate

looking at the leaders of single

party states and prepare a

defence for the three topic areas:

rise to power, consolidation and

policies.

Comparison between Mao

and Stalin

Similarities and differences in

leadership style and aims

Plan past paper questions

18

Mussolini and Hitler


Introduce/recap single party

states. Introduce Hitler and

Mussolini

Recap nature of a single party state,

the origins, consolidation and policies

as an overview

Background to Hitler and the

Nazi Party – individual profile,

aims and origins of the Party and

25 Point Programme

Problems of Liberal Italy

(Background)

Monarchy and origins of the

problems facing them. Links with

Tsar Nicholas II

Impact of FWW and problems

with the Weimar Republic

Rise to Power Impact of the FWW, rise of the

Fascist movement, Mussolini

becomes Prime Minister, personality

or circumstance?

Begin a cross-comparison

timeline of Mussolini and

Hitler‘s rise to power

How much did Hitler‘s Rise to

Power owe much to the example

of Mussolini?

Comparison work using H/W and

discussions in class. Germany after

WW1, Why did Hitler fail with the

Munich Putsch in 1923? Mussolini‘s

March on Rome, Nazi tactics 1924-6,

Hitler‘s trial 1924, Hitler and

Mussolini‘s tactics.

Article reading

Consolidation of Power Mussolini: Murder of Matteotti, steps

to dictatorship

Hitler: Reichstag Fire, Enabling Act,

Night of Long Knives, Hindenburg‘s

death, Army Oath

Article reading

Political control Cult of personality, propaganda vs

control, why was Hitler‘s control

stronger than Mussolini‘s

Opposition reading and research

Two historians views. Read and

answer questions (IB Core book

p340)

Social and Economic policies Women, religion, education of both

states. Did they share the same vision

of society? Economic policies and

strength of each nation

Essay – ―analyse the social and

economic policies of Hitler‖

Foreign Policy Look at the specific aims of each

leader‘s Foreign Policy. Recap

Hitler‘s from international relations

course and look at Mussolini‘s in

more depth

Article reading

Summary of two leaders Final comparison diagram of both

leaders – complete large A3 table

including the Russian element

Complete the table (IB Core

book p366)

19


The Cold War

This topic addresses East–West relations from 1945. It aims to promote an international perspective and

understanding of the origins, course and effects of the Cold War—a conflict that dominated global affairs

from the end of the Second World War to the early 1990s. It includes superpower rivalry and events in all

areas affected by Cold War politics such as spheres of interest, wars (proxy), alliances and interference in

developing countries.


Introduction to Cold

War

Terms, nations, time period coverage Reading task

Early origins of the

Cold War

1917 Revolution, Zinoviev letter 1924,

Munich Agreement 1938, Grand

Alliance, differences in ideology during

WW2

Read and annotate the Atlantic Charter

in preparation for discussion in class

Analyse the profiles of the Big Three

(IB Core textbook p11)

Wartime Conferences Casablanca, Tehran, Yalta and Potsdam.

From wartime allies to post-war

enemies

Historians views of US responsibility

for the development of the Cold War

source task (A2 textbook p51-2)

Germany after the war Consequences of Potsdam and the

division of Germany, Berlin Blockade

1948-49

Set up essay question – ―Ideology

played a small part in the origin of the

Cold War‖ – to what extent do you

agree with this assertion?

Economic factors Truman Doctrine, Marshall Plan,

Comecon

Marshall Plan and Truman Doctrine

source work

Domino Effect in the

Far East

China becomes Communist 1949,

Korean War 1950-53, Vietnam War

1965-75

Read and answer questions on NSC 68

document

Source exercise Korean War (A2

textbook p67)

Post Soviet thaw and

Europe

De-Stalinisation and Khrushchev 1956,

Hungarian Uprising 1956, Berlin Wall

1961, Czechoslovakia 1968

Case Study investigation of the Congo

Crisis, 1960-4 (research for class

presentation)

Mr Man/Little Miss Historiography

poster

Arms Race A-Bomb to H-Bomb, Bomber gap to

Missile Gap, 1954 McCarthyism,

Brinkmanship to Peaceful coexistence,

MAD to NUTS, Space Race, Cuban

Missile Crisis 1962, effects of Cuba

(Hot Line and Test Ban Treaty)

TOK linked question about MAD

using IB Core textbook (p484)

Timeline task (A2 textbook p104)

Sino-Soviet Relations Role of Communist China in advancing

communism, Soviet Union‘s Treaty of

Friendship 1950, Sino-Soviet split 1953,

Nixon and Mao 1972 and Sino-US

rapprochement.

Essay question – ―Evaluate the

impact of the arms race on East-West

relations‖

Détente 1969-1980 Causes of Détente, SALT I 1972, SALT

II 1979, Leonid Brezhnev and Jimmy

Carter, Helsinki Accords 1975,

Margaret Thatcher, 1980 Ronald

Reagan‘s election

Leadership timeline chart to complete

from the IB Core textbook (p491)

How did the Cold War Individuals; Pope John Paul II, Thatcher Read chapter from John Lewis Gaddis

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come to end? and Reagan, Gorbachev and his reforms.

Economic factors, growing rise in

eastern European activism, Poland and

Solidarity, Fall of the Berlin Wall 1989,

Reunification of Germany 1990, USSR

formally dissolved 1991

The Cold War – Individuals

Factors judgement exercise (making

links and justifying reasons for the end

of the Cold War)

Nature of the Cold War Summary timeline, thematic study, after

effect – The Cold War today

21

History IB: Tackling Paper 1

What you need to know about the paper:

Paper 1 is a source-based paper set on prescribed subjects drawn from the 20th century world

history topics

Your prescribed topic is Peacemaking, peacekeeping-international relations 1918-36

You must answer all four questions from the section; they are worth a total of 25 marks

The examination lasts one hour and makes up 20% of the assessment for Higher Level History

and 30% of the assessment for Standard Level.

The Type of Sources:

They will either be primary sources (written or created at the time) or a mixture of primary and

secondary sources (produced after the event by someone who was not there at the time the event occurred)

They may consist of written sources (e.g. letters, the text of a speech or extracts from a book),

visual sources (e.g. paintings, cartoons, photos), diagrams or statistical information

There will be five sources for each prescribed topic

Style of Questions

Question 1 – Split into two parts (A and B) it will ask you to explain the message of a source

or define a term or discuss something from a source. E.g. ‗According to Source A, why did…?‘

5 marks

Question 2 – Asks you to compare and contrast the views expressed by two sources, e.g.

‗Compare and contrast the views expressed in Source A and C about the reasons for…‘

6 marks

Question 3 – Looking at two sources students are to assess the origin, purpose, value and

limitation to a historian studying X, Y or Z. E.g. ‗With reference to their origins and purpose

assess the value and limitations of Source B and D to an historian studying the Locarno Treaty‘.

6 marks

Question 4 – Use your own knowledge and the sources to construct an argument in answer to a

question about the prescribed topic, e.g. ‗Using the sources and your own knowledge, analyse

the results of the Ruhr Crisis‘.

8 marks

Answering the questions

Write in complete sentences

Ensure you have enough time to complete the whole paper. A rough guide would be: 5 minutes

on question 1, 15 minutes on question 2, 15 minutes for question 3 and 20 minutes for question 4. (leaving 5 minutes for reading time)

22

History IB: Tackling Paper 2

What you need to know about the paper:

The examination lasts one and a half hours

It is divided into six sections – ‗The Rise and rule of single party states‘ is topic 3

Five essay questions will be set on each topic

Candidates must choose two questions each from different topics

The maximum mark for each question is 20

In the case of the topics – two questions will be open (use your own examples)

- two will refer to people or events from the syllabus

- one will be on social, cultural, economic or gender issues. - At least one will demand examples from two regions

The essays:

Spend a few minutes to decide which question to select from the topic areas.

Look closely at the wording of the questions and make sure you understand what you need to

address in your answer.

Always plan your answer, spending at least 2 or 3 minutes per question.

Give equal time to both essays.

Keep your approach analytical; do not drift into describing what happened. Focus tightly on the

question.

Check that your first sentence is making a statement that directly answers the question

Pay attention to command terms:

1. ‗to what extent was Nazi Germany a totalitarian state?‘ = weigh up the ways it was

and was not a totalitarian state, reaching a conclusion about whether it was totally, largely, partly, or not at all, totalitarian.

2. ‗compare and contrast the methods by which Hitler and Mussolini came to power‘ =

examine the similarities and differences between their methods. 3. ‗analyse the conditions which gave rise to the single party state in China‘ = This means

examine or scrutinise the circumstances which made it possible for the Communist

Party to be successful, explaining which conditions (social, economic, political or

military) benefitted the CCP and evaluate which were most important.

Use the formula; Point, Evidence, Explanation to ensure that you focus directly on the

question.

Identify the key features of the question in your introduction. Outline your thesis, the line of

argument that your answer will take, and use some context to illustrate the scope of your

argument.

Make sure you leave time for a proper conclusion. The main purpose is to restate your key

arguments

Whatever information you put into your answer, whether it is a quote, fact or statistic, make

sure you explain its significance in relation to the question.

Do not feel that you have to pack your answer with references to differing schools of historical

interpretation and named historians. You will get credit when it is used appropriately, but you could reach the top mark band without any such references.

23

IB HISTORY In the first year, students will be studying Russian History from Tsar Alex II to 1953, The Origins of World War One, the Interwar Years and the Rise of Fascism. An excellent course companion to assist introductions, note taking and revision for Year 13 would be the Oxford IB Course Companion: 20th Century World History by Martin Cannon. Other highly recommended books are marked with an *. Suggested reading For first time studiers of History try: Tony Dawney – Oxford History for GCSE: Russia and the USSR 1900-95 Stewart Ross – Causes and Consequences of the First World War, Assassination in Sarajevo Martin Blinkhorn – Mussolini and Fascist Italy (a nice introduction) Russia: Robert Service – Stalin: A Biography and A History of Modern Russia Simon Sebag-Montefiore – Stalin: The Court of the Red Tsar and Young Stalin * Orlando Figes – The Whisperers Michael Gibson, Russia under Stalin, the Documentary History Series (IB specific) Good novels include: A Day in the Life of Ivan Denisovitch, a short novel; Animal Farm by George Orwell *, a short parable about dictatorship. WWI and Peace Treaties: Margaret MacMillan – Peacemakers Sixth Months that Changed the World Giles Pope – The Origins of the FWW (Specific IB book) AJP Taylor – Origins of the First World War Good novels: Robert Graves, Goodbye To All That, Sebastian Faulks, Birdsong *, Erich Maria Remarque, All Quiet on the Western Front Rise of Fascism:

RJB Bosworth, Mussolini. Mark Blinkhorn – Mussolini and Fascist Italy Ian Kershaw – Hitler Michael Burleigh – The Third Reich: A New History Cold War:

John Lewis Gaddis – The Cold War Jeremy Isaacs, Cold War: For Forty-five Years the World Held Its Breath Robert J. McMahon, The Cold War: A Very Short Introduction Mike Sewell, The Cold War – Cambridge Perspectives in History series Good novels: Ian Fleming’s James Bond series, John Le Carré’s spy series. Any of the Teach Yourself series offer a good, broad overview of any of the above topics.

24

Paper 2/3 Mark Scheme

The following bands provide a précis of the full mark bands for Paper 2 published in the

History guide on pages 71–74. They are intended to assist marking but must be used in

conjunction with the full mark bands found in the guide.

0: Answers not meeting the requirements of descriptors should be awarded no marks.

1–3: Answers do not meet the demands of the question and show little or no evidence

of appropriate structure. There are no more than vague, unsupported assertions.

4–5: There is little understanding of the question. Historical details are present but are

mainly inaccurate and/or of marginal relevance. Historical context or processes are

barely understood and there is minimal focus on the task.

6–7: Answers indicate some understanding of the question but historical knowledge is

limited in quality and quantity. Historical context may be present as will

understanding of historical processes but underdeveloped. The question is only

partially addressed.

8–9: The demands of the question are generally understood. Historical knowledge is

present but is not fully or accurately detailed. Knowledge is narrative or descriptive in

nature. There may be limited argument that requires further substantiation. Critical

commentary may be present. There is an attempt to place events in historical context

and show an understanding of historical processes. An attempt at a structured

approach, either chronological or thematic has been made.

10–12: Answers indicate that the question is understood but not all implications are

considered. Knowledge is largely accurate. Critical commentary may be present.

Events are generally placed in context and understanding of historical processes, such

as comparison and contrast are present. There may be awareness of different

approaches and interpretations but they are not based on relevant historical

knowledge. There is a clear attempt at a structured approach.

13–15: Answers are clearly focused on the demands of the question. Specific

knowledge is applied as evidence, and analysis or critical commentary are used

appropriately to produce a specific argument. Events are placed in context and there is

sound understanding of historical processes and comparison and contrast. Evaluation

of different approaches may be used to substantiate arguments presented.

16–20: Answers are clearly structured and focused, have full awareness of the

demands of the question, and if appropriate may challenge it. Detailed specific

knowledge is used as evidence to support assertions and arguments. Historical

processes such as comparison and contrast, placing events in context and evaluating

different interpretations are used appropriately and effectively.

25

Internal assessment criteria—SL and HL The historical investigation (SL and HL) is assessed against six criteria that are related to the objectives for the Diploma Programme history course. Criterion A Plan of the investigation 3 marks Criterion B Summary of evidence 6 marks Criterion C Evaluation of sources 5 marks Criterion D Analysis 6 marks Criterion E Conclusion 2 marks Criterion F Sources and word limit 3 marks Total 25 marks

A Plan of the investigation

Marks Level descriptor

0 There is no plan of the investigation, or it is inappropriate.

1 The research question, method and scope of the investigation are not clearly stated.

2 The research question is clearly stated. The method and scope of the investigation are outlined and related to the research question.

3 The research question is clearly stated. The method and scope of the investigation are fully developed and closely focused on the research question.

B Summary of evidence


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.

C Evaluation of sources


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.

D Analysis


0 There is no analysis.

1–2 There is some attempt at analysing 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 analysed.

26

E Conclusion


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.

F Sources and word limit


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.

27

Exam Style Questions:

Paper 1

1a) Why, according to Source A, had the Allied statesmen been unwise in their treatment of

Germany? [3 marks]

1b) What message is conveyed by Source E? [2 marks]

2) Compare and contrast the views expressed about the Treaty of Versailles in Sources B and

D [6 marks]

3. With reference to their origin and purpose, discuss the value and limitations of Source C and

Source E for historians studying the Paris Peace Conference of 1919-20

[6 marks]

4. Using these sources and your own knowledge, analyse the reasons for German resentment of

the Treaty of Versailles of 1919

Paper 2

Causes, practices and effects of wars

1. Select two causes of the Second World War and show (a) how, and (b) why, they led to

the outbreak of war in 1939.

2. ―Those who can win a war well can rarely make a good peace.‖ Select one peace treaty

and, by examining its clauses, explain how the winners treated the losers, and if you

agree with the quotation.

Origins and development of authoritarian and single-party states

1. Select two leaders of single-party states, each chosen from a different region, and

explain how and why the conditions of their state helped them to rise to power.

2. Analyse the ideology of (a) one right-wing ruler, and (b) one left-wing ruler.

3. To what extent were the social and economic policies of one of the following

successful: Mao, Nasser, Stalin?

4. Select one leader of a single-party state, and explain why there was opposition to his

rule, and why the opposition succeeded or failed.

The Cold War

1. Why did the end of the Second World War lead to the development of two superpowers

and how did this development help to cause the Cold War?

2. What do you understand by the term ―spheres of influence‖? In what ways did spheres

of influence affect the development of the Cold War?

3. In what ways, and with what results, was Berlin the centre of Cold War crises between

1946 and 1961?

4. For what reasons, and in what ways, did either Korea or the Congo become part of the

Cold War?

28

5. Compare and contrast the parts played by Cuba and Vietnam in the Cold War.

6. Examine the ways in which the arms race (a) caused tension in the Cold War, and (b)

helped to end the Cold War.

Paper 3

1. To what extent did Alexander II succeed in his attempts to modernize Russia?

2. ―The outbreak of war in 1914 postponed the downfall of Nicholas II but also

contributed to his overthrow in the first 1917 Russian Revolution.‖ To what extent do

you agree with this statement?

3. ―Wars frequently begin ten years before the first shot is fired.‖ To what extent does this

statement explain the outbreak of the First World War?

4. Why was the Weimar Republic in Germany able to survive the crisis years between

1919 and 1923 but not those between 1929 and 1933?

5. Evaluate the relative success of Mussolini‘s economic, religious and social policies

between 1922 and 1939.

6. To what extent was Stalin responsible for the break-up of the Second World War

alliance and the early stages of the Cold War?

7. Discuss the ways in which post-war economic recovery programmes contributed to the

economic and political integration of Western Europe between 1945 and 1973.

8. Discuss the social and economic policies of either one European or one Middle

Eastern state in the second half of the twentieth century, and indicate to what extent the

inhabitants of the state benefited.

29

How to… write an essay

Imagine writing an essay like eating a good burger.

Firstly, you have the introduction (Top Bun), which is your first taste of the flavour. It is

designed to whet your appetite as to what the main argument is going to be about.

Next comes the first layer of meat (or vegetable substitute) which will be your first major point

relating to the essay title. This paragraph should contain examples to support that first key

point.

The following layers represent separate paragraphs and examples. You may have more than

three layers depending upon the length of argument or amount of points that can be made.

At the end, to support the whole thing you will need a conclusion (Bottom Bun), which

summarises the various points you have made and contain a decisive answer to the question.

The very best essays will contain extra relish, onions and sauce and these represent connections

between ideas that link across your essay.

With the analogy of food firmly placed in your minds we can now move on to a more detailed

explanation of what should go into each component of an essay.

Essay Structure

An essay is designed to get across an argument and is NOT for the delivery of facts. There

needs to be a logical sequence of points, which relate to the title and offer links from one point

to the other.

Always explain and justify ideas that you write about (this is where your lesson notes come in

as evidence). An academic essay should not be emotional, so do not talk about stray thoughts;

keep to the question, for the sake of your time limit. Treat the essay as a formal piece of

writing and never use the first person (―I think that…‖)

30

Introduction

It is here that you set the scene for what you are about to write. Do NOT list the various

factors; try to weave them into sentences to show that you understand what the focus of the

question is about. Define key words from the title in the introduction to show the reader you

know what the question is asking you. Finally, give some contextual knowledge (background

to the question – this does not mean a story though), this will show that you understand the

time period and details of the topic.

Body of the Essay

This will contain paragraphs, each with a different point that you are trying to make. Each

paragraph should contain Points, Evidence, Explanation (PEE) and if you can an Extension

(where you may challenge an issue or the title itself). If you follow the simple formula of PEE

it will mean that your paragraphs are succinct and directly answering the title.

KEY TIP: Treat each paragraph in the main part of your essay as a mini essay. The first

sentence is your introduction, the bulk of the paragraph is presenting your evidence to support

what you‘ve said in the opening sentence and the final sentence or two is your conclusion,

which should lead into your next point.

Conclusion

This is possibly the most important part of the essay. It is here that you will sum up everything

that you have said and try to answer the question directly. Do NOT sit on the fence; if the

questions asks for an opinion or a decision make one. Do NOT introduce new material here.

31

How to… work with sources

1. What is a source?

A source is something that provides clues to help an historian write or talk about the past.

Sources can come in a variety of forms:

1. Written

2. Oral

3. Visual

4. Material form (objects)

Sources can include letters, diaries, documents, books, newspapers, photographs, drawings and

paintings, buildings, statues, monuments, speeches, skulls and bones, fossils, maps, poems,

tables and graphs, novels, songs, electronic media (television, internet sites…) etc.

2. Questions you might be asked about sources at A-Level:

A. Using the information about and in the sources to write your own history

E.g. ―Use Sources 1, 2 and 3 and your own knowledge. How far do these sources suggest

that British Rule was accepted in India at the beginning of the Twentieth Century?‖

B. Using the sources and own knowledge to challenge a controversial statement

E.g. ―How far do you agree with the view that the Cold War came to an end because of

popular protests in Eastern Europe which the USSR was powerless to resist?‖

2a. Questions you might be asked about sources for IB:

A. Obtaining information from a source

E.g. ―Why according to Source A, did [event] happen?‖

B. Interpretation of a source/sources – what is the originator‘s opinion, what are his views

concerning a given event.

E.g. ―Compare and contrast the views expressed about the Treaty of Versailles in Sources

B and D‖

C. Detailed interpretation of the source from the author‘s point of view

E.g. Questions focusing on the origins, purpose, value and limitation of a source/s

D. Using sources and own knowledge to answer a statement on a time period or event.

E.g. ―Analyse the reasons for German resentment of the Treaty of Versailles of 1919‖

3. Questions to ask sources:

Is the source reliable?

A source may be reliable for some purposes, but unreliable for others. There are a number of

questions which should be asked of the source:

Who produced the source and when was it produced?

Was the person who created the source an eyewitness?

32

Remember that an eyewitness account does not necessarily mean that the source is

reliable or accurate. Eyewitness accounts are not necessarily always true, accurate or

unbiased.

What is the perspective/attitude of the creator of the source to the subject matter/topic?

Is there an alternative point of view to the one in the source?

Was the source created a long time after the event?

Why was the source produced?

How accurate is the information in the source? (This requires you to compare the source

with others and with your own content knowledge.)

Does the issue of accuracy tell us anything further about the intention of the person who

created the source?

Remember: A cartoon may be unreliable in telling you the facts about an event, but could

be reliable for showing the way people thought about an event at the time it happened.

Is the source useful? This is similar to asking about reliability, as the questions you will need to ask are similar. If a

source is, for example, biased, it may not be useful if you are trying to find out about an event;

however that same source might be useful in showing how people felt at the time.

For example, a historical map of the world is useful for the time we might be investigating, but it

may be full of intentional biases or unintentional mistakes and is therefore not reliable.

4: Tips:

For both A-Level and IB remember the following four words:

Purpose, Origin, Value and Limitation

The key to writing history using sources is to weave the evidence from the source into your writing

using quotation marks (―word‖). Always consider the reason why the source was created (Purpose),

what time it was written, whether it was during the event or many years later (Origin), as this can

have an effect, as well as what makes the source useful to you as a historian writing about the past.

33

Tips for Sixth Formers

Below is a list of top tips that should help you through your first few weeks and

help you to organise your lives over the coming two years.

1. Be Organised

Buy folders and sub-dividers to file away your notes after each lesson

2. Use your diary

Keep note of work and assignments and when they are due in. Tick them

off when completed

3. Find the library before the second week!

Nobody will be there in the first few weeks of term so check out the books

or History Magazines

4. Talk to your classmates

You will feel more at home sooner and they will be in the same boat as

you (nervous and worried)

5. Read around your subject area

This will expand your knowledge and make the content easier to follow

6. Be on time to lessons and tutorials

If this is difficult set more than one alarm. Remember, the early bird gets

the worm!

7. Use the syllabus

Buff up on what topics you are studying to feel more confident in lessons

8. Keep note of key words

Have a separate sheet of paper at the front or back of your note pad for a

glossary

9. Ask questions

If you‘re stuck, you might not be alone, so ask questions

10. Make time for yourself in your schedule

Work is important, but so is rest.

Welcome and Good Luck with your studies

Documents

Complete IB Guide