IBDP History (first exams: 2028): Home Paper 1 Paper 2 Paper 3 IA EE Subscribe Now

Paper 1 (Sourcework): Choose ONE focused study from a choice of FIVE

A. Content

• Teachers must select one of the following five focused studies. Each contains two topics, only one of which will be the focus for the final exam.

• Because Paper 1 is a source-based assessment, teachers should obviously ensure students use and interrogate a range of diverse historical sources in their focused study.

1. Climate and innovation

Norse exploration
(circa 982-1020)

AND

The Aztec Empire
(circa 1428-1469)

Observations by ActiveHistory (Russel Tarr)

I am considering two possibilities here, to maximise overlap for my students.

Option A: Protest and change

As I teach The Americas as my Paper 3 regional option, I already teach Feminism in the USA (1960-1979) as part of P3 Americas (Regional study 11: Social movements in the Americas). To this end, I have developed a new unit of study already on Revolution in Tunisia (1989-2015), and designed a curriculum map based around this possibility.

Option B: Political and economic transitions

As I teach a lot of Cold War history as part of P3 Americas and P2 Authoritarian Rule, I hope to teach the collapse of the USSR. So I might instead opt for "Political and Economic Transitions". To this end, I have developed a new unit of study already on The Meiji Restoration (1853-94) and designed a curriculum map based around this possibility.

 

2. Independence and identity

The Haitian Revolution (circa 1780-1811)

AND

Kenyan independence
(1945-1978)

3. Political and economic transitions

The Meiji Restoration
(1853-1894)

AND

The Russian Federation
(1985-1999)

4. Conflict and displacement

Post-war displacement in Europe
(1945-1960)

AND

Indochina refugee crisis
(1975-1990)

5. Protest and change

Feminism in the USA
(1960-1979)

AND

Revolution in Tunisia
(1989-2015)

B. Exam format / assessment

Paper 1 (1 hour 15 minutes) (24 marks)

Weighting: 30% (SL), 20% (HL)

• Students will be presented with three sources (A, B and C) relating to one of the two compulsory study topics. Sources will be a mixture of primary and secondary, and may be written, pictorial, and / or diagrammatic. Each source will be accompanied with a brief explanation to put it into context.

• Each set of sources will be framed by a single inquiry question at the beginning of the examination paper.

• Students will answer three compulsory questions based on the sources which will ask the student to consider how the sources can be used to address the overarching inquiry question.

• The questions themselves never change (see table).

Static Question

Explanation

Top Band

Comparison to previous exam
(observations from ActiveHistory)

Marks

1. Explain how the content of both source A and source B can be used to answer the inquiry question.

Students are assessed on their understanding of how specific points of content from two historical sources can be used to answer the inquiry question.

The response explains how a range of specific content from all three sources can be used to answer the inquiry question, and connections are specific and developed.

This question blends together the old questions [1] and [3], which focused on comprehension of two sources [1] and drawing out comparisons and contrasts between them [3].

6
(20 minutes - e.g. 5 mins planning, 15m writing)

2. Analyse how the context of source C influences how it can be used to answer the inquiry question.

Students are assessed on their analysis of how the context of a source shapes how it can be used. To achieve this, students will need to show an understanding of the context of the source.

The response analyses how the context of the source influences how it can be used to answer the inquiry question.
The response is effectively supported by relevant references to the context of the source.

This question is similar to question [2], which asked students to consider the values and limitations of the source, based on its origin, purpose and content.

6
(20 minutes - e.g. 5 mins planning, 15m writing)

3. Examine how the perspectives in all the sources can be used to answer the inquiry question.

Students are assessed on their examination of the perspectives from diverse historical sources. To achieve this, students will need to show an understanding of the perspective(s) in each source.

The response demonstrates an insightful understanding of the perspectives of all the sources with reference to the inquiry question.
The response effectively examines the similarities and differences between the perspectives with depth and balance.
The response is effectively supported with relevant references to all the sources.

 This question is similar to question [4], which asked students to consider how different sources provide different possible answers to the question (and to consider the veracticy of each - i.e. combining ideas from the previous questions, as remains the case).

12
(35 minutes - e.g. 10 mins planning, 25m writing)

Observations about a possible 'holistic' approach to Paper 1

• Background knowledge is not explicitly required for this paper to obtain full marks. Therefore, it might even be possible to look at all 10 topics as a classroom project perhaps at the start of the course (e.g. different students researching each, before sharing presentations).

• Students could then return to these as possible Internal Assessment projects, and / or return to these and study them in more detail in preparation for the exam. (note: with the sourcework skills / questions being practised within other topics at other times)...