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.

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)

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

B. Assessment

• The paper 1 examination will be framed around the inquiry questions and grounding content. However, students will not be required to respond directly to an inquiry question or be directly assessed on their knowledge of the grounding content in paper 1. • Instead, the inquiry questions and grounding content provide the historical context within which students can authentically use sources to answer the questions provided.
In paper 1, students are assessed on their understanding of the content of two historical sources in relation to an inquiry question (first question), their analysis of how the context of a source shapes how it can be used (second question), and their synthesis of the perspectives from diverse historical sources (third question). In all their responses, students will need to apply knowledge and understanding from the relevant focused study.

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 set of sources will be framed by a single inquiry question at the beginning of the examination paper. The inquiry question will be derived from the inquiry questions and grounding content for the given topic.
• 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). What does change is the inquiry question and the sources that are provided.

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)

Inquiry question	Norse exploration (circa 982- 1020)	The Aztec Empire (circa 1428- 1469)
What factors prompted innovation?	Population pressures and lack of arable land Technological advances in shipbuilding Roles of Erik Thorvaldsson (circa 950-1003) and Leif Erikson (circa 970s-1018)	Triple Alliance and the establishment of the Aztec Empire Imperial reforms, including the Flower Wars Role of Moctezuma I (circa 1440-1469)
How did climate conditions shape innovation?	Medieval Warm Period Emergence of new sea routes Environmental conditions in Greenland and Vinland	Environmental conditions in the Mexican basin Importance of water resources Drought, including the famine of One Rabbit
What innovations took place?	Establishment of new settlements in Greenland and Vinland, including L’Anse aux Meadows Food production Relations with the Skrælingjar	Urban planning, including in Tenochtitlán Food production, including chinampas Aztec expansion and annexation of Totonacapan

Inquiry question	The Haitian Revolution (circa 1780-1811)	Kenyan independence (1945-1978)
What prompted the emergence of the independence movement?	French colonial rule Slave resistance, maroonage and Vodou Influence of the French Revolution	British colonial rule Resistance of the Kenya African Union Influence of the Second World War
How was independence achieved?	War for Freedom in Saint Domingue (1791) and the abolition of slavery (1793) Independence struggle (1794-1804) Roles of Toussaint L’Ouverture and Jean- Jacques Dessalines	Mau Mau Uprising (1952- 1960) Lancaster House Conference (1960-1962), self-government and multi-party politics (1960-1963) Role of Jomo Kenyatta
How, and with what challenges, was a new identity formed?	Constitution (1801) and Declaration of Independence (1804) Continuing social inequalities established during French colonial rule Independence debt	Independence Constitution (1963) and transition towards a one-party political system Education and promotion of cultural diversity Land reforms

Inquiry question	The Meiji Restoration (1853- 1894)	The Russian Federation (1985- 1999)
What caused the transition to take place?	Decline of the Tokugawa Shogunate Stagnation and demands for rapid modernization Influence of the United States (USA) and European countries	Role of the Communist Party Impact of stagnation and failed economic reform Challenges to communism in Eastern Europe
How was the transition achieved?	Roles of the Meiji oligarchy and Emperor Mutsuhito Land reform, industrialization and trade Constitution of 1889	Roles of Mikhail Gorbachev and Boris Yeltsin Constitution of 1993 Privatization, market liberalization and tax reforms
What challenges did society face after the transition?	Peasant unrest Satsuma Rebellion Foreign relations and imperialism	Communist hardline coup (1991) and the constitutional crisis (September-October 1993) Labour strikes, protests and organized crime First Chechen War (1994- 1996)

Inquiry question	Post-war displacement in Europe (1945-1960)	Indochina refugee crisis (1975- 1990)
What were the conditions that led to mass displacement?	Combat operations and Allied victory Persecution and fear of reprisals Economic factors	Combat operations and Communist victory Persecution and fear of reprisals Economic factors
What was the national and international response to displacement?	Displaced persons camps, migration, emigration and repatriation Role of Allied governments and non-governmental organizations, including the International Red Cross Role of United Nations (UN), including the UN Relief and Rehabilitation Administration (UNRRA) and International Refugee Organization (IRO)	Displaced persons camps, migration, emigration and repatriation Role of the USA and the Vietnamese government Role of the UN High Commissioner for Refugees (UNHCR), including the Orderly Departure Program 1979
How was displacement experienced by different groups?	Refugees and stateless persons Concentration camp survivors, including Jews, Roma and prisoners of war Former forces under German command	Vietnamese, including Hoa, Montagnard, Hmong and Chams Cambodians fleeing the Khmer Rouge Laotians and highland people of Laos

Inquiry question	Feminism in the USA (1960- 1979)	Revolution in Tunisia (1989- 2015)
What led to the emergence of protest movements?	Reactions to domesticity, including participation of women in the workforce Impact of changing access to contraception Influence of early feminist literature	Repression and censorship by the Ben Ali regime Failed economic reform and unemployment Influence and spread of revolutionary ideas
How did the protest movement challenge authority?	Protest and activism Role of groups including the National Organization for Women (NOW), the National Women’s Political Caucus and organizations affiliated to the Women’s Liberation Movement Role of mass media	December Revolution Ennahda Party and Nidaa Tounes Role of Social Media
What changes did the protest movement achieve, and with what limitations?	Political and legal changes, including Title IX (1972) and Roe v. Wade (1973) Economic changes, including equal pay and employment rights Experiences of marginalized women, including African American and working-class women	Political and legal changes, including the ousting of Ben Ali and the 2014 Constitution Social changes, including youth radicalization and terrorism Role and status of women

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

A. Content

1. Climate and innovation

Norse exploration (circa 982-1020)

The Aztec Empire (circa 1428-1469)

Observations by ActiveHistory (Russel Tarr)

Option A: Protest and change

Option B: Political and economic transitions

B. Assessment

Norse exploration
(circa 982-1020)

The Aztec Empire
(circa 1428-1469)