IB History Paper 1 (Sourcework): Rights & Protest / Move to Global War

Paper One of the IB History syllabus in a sourcework paper lasting one hour.

For details of the structure of the questions, download: sourcework markscheme and guidance: handout for students.

Schools choose ONE topic to study from FIVE possibilities:

Military leaders (a. Genghis Khan c1200-1227 AND b. Richard I of England (1173-1199))
Conquest and its impact (a. The final stages of Muslim rule in Spain AND b. The conquest of Mexico and Peru (1519-1551))
The move to global war (a. Japanese expansion in East Asia (1931-1941) AND b. German and Italian expansion (1933-1940))
Rights and protest (a. Civil rights movement in the United States (1954-1965) AND b. Apartheid South Africa (1948-1964))
Conflict and intervention (a. Rwanda (1990-1998) AND b. Kosovo (1989-2002))

For me, the easy option (and therefore the one I have avoided!) would be study the Move to Global War, since I have materials on this already that I have developed for IGCSE and for IB:

A. "The Move to Global War": Study sections on ActiveHistory

The Chinese Civil War and the Rise of Mao Zedong (originally for IB)
Rise of 20th Century Dictators Project (originally for IB)
The Impact of the Wall Street Crash and the Great Depression (originally for IGCSE)
The Nazi State (originally for IGCSE)
International Relations in the 1930s: Including the invasions of Manchuria (by Japan) and Abyssinia (by Italy), plus Hitler's foreign policy (originally for IGCSE)
Appeasement Depth Study (originally for IGCSE)
German involvement in the Spanish Civil War (originally for IGCSE)
Origins of 20th Century Wars project (originally for IB)

B. Rights and Protest: Complete student materials and teacher support notes

Here at the International School of Toulouse I focus on the fourth option: "Rights and Protest". This is because I have constructed a syllabus focusing on Modern history (see my IB History curriculum map), but I teach the Move to Global War at IGCSE and don't like repeating topics; whilst the Conflict and Intervention topic strikes me as even more bleak and harrowing. In contrast, the Rights and Protest topic is an inspirational topic centered around the struggles of Nelson Mandela in Apartheid South Africa and the Civil Rights Struggle of Martin Luther King Jr. and other heroic figures in the USA. It also provides some great opportunities for Theory of Knowledge connections, especially in relation to notions of when it is justifiable or even morally necessary to oppose a government and break laws - even to the extent of using violence.

This prescribed subject focuses on struggles for rights and freedoms in the mid-20th century. Two case studies are prescribed, from two different regions of the world, and both of these case studies must be studied. The first case study explores the civil rights movement in the US between 1954 and the passing of the Voting Rights Act in 1965. The second case study explores protests against apartheid in South Africa. It focuses specifically on the years 1948-1964, beginning with the election of the National Party in 1948 and
ending with the imprisonment of Nelson Mandela and his co-defendants following the Rivonia trial in 1964.

Case Study 1: Civil rights movement in the United States (1954-1965)

Case Study 2: Apartheid South Africa (1948-1964)

This case study explores protests against apartheid in South Africa. It focuses specifically on the years 1948-1964, beginning with the election of the National Party in 1948 and ending with the imprisonment of Nelson Mandela and his co-defendants following the Rivonia trial in 1964. I have produced comprehensive teaching and support materials on this unit that are already fully available on the website. I teach this topic at the start of Year 12 as per my new IB History curriculum map.

B. Rights and Protest: Sample sourcework exercises and model answers in the style of IB

I have already produced a Sourcework markscheme and guidance for students document based on the IB syllabus. I share this with students from the outset of the course and they are encouraged to refer to this regularly whenever we have any sourcework practice assignments.

I am also in the process of producing a series of sourcework assignments which will enable teachers and students to practice their sourcework skills regularly throughout the studies. All of these will be in the style of the IB and I will provide model answers that can be used as follow-up discussion material in class.