Paper 2 (Structured questions): Global Thematic Studies

A. Content

Teachers choose just ONE of these Thematic Studies, then study at least TWO examples from different regions:

"Innovation and transformation"

"Popular movements"

Each study is based around four inquiry questions, and each inquiry question has four lines of inquiry (click each of the four topic titles for further detail). Two examples from different regions are needed to answer each inquiry question. Some teachers may wish to use the same two examples to answer all four inquiry questions with particular depth; others may wish to use different pairings for different questions for variety.

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Points to Note

Choice of Examples There are NO prescribed examples for thematic studies. Teachers have complete freedom in selecting case studies. Some may focus deeply on two examples across all inquiry questions, while others may use different paired examples depending on question focus.

How Many Examples? Students must use examples from at least two different regions. Beyond three or four examples, analysis often becomes superficial. In practice, focusing on two strong examples is usually best.

Contemporary Examples Contemporary case studies are permitted, but they must still lend themselves to historical analysis. Causes may often be studied effectively, whereas consequences usually require greater historical distance.

B. Assessment (Paper 2, 1 hour 45 minutes)

The Paper 2 exam lasts 1 hour 45 minutes (in contrast to the old paper, which was 90 minutes). Students answer three questions:

Section A	6 marks	≈ 25 minutes
Section B, Part A	4 marks	≈ 15 minutes
Section B, Part B	15 marks	≈ 60 minutes

Section A

Recommended timing: 25 minutes, 6 marks
Question stem: "Analyse how..."
Top markband: "The response clearly and accurately analyses the concept. The response is effectively supported by a relevant, specific example from the thematic study"

Question format

Students answer one question from a choice of two, using one historical example from their thematic study to answer the question.
These questions will focus on one of the IBO's four historical concepts (cause and consequence, continuity and change, perspectives, significance).

Points to Note

Choosing Examples The "example" could focus on a narrow event or factor, or take a broader approach. For instance, economic factors in the rise of Hitler could focus specifically on the Great Depression or broaden into hyperinflation and reparations.

Double-Barrelled Concepts Questions may focus on one element or both (for example: cause, consequence, or both together).

Understanding Perspectives A perspective simply means a point of view of the past. It does not require historiography or named historians — students should think about contrasting angles such as short vs long term or social vs economic impacts.

Choosing Topics Carefully Avoid locking students into fixed topics. Different question types naturally suit different topics, and students may draw evidence from across the course — including Paper 1 and Paper 3 — without needing to declare a global theme.

Section A - Random Question Generator

Generate a random Section A question:

SECTION A
Answer ONE of the following questions.

Question 1 Cause and Consequence
Analyse how historical events have had multiple causes. Use one example from your Global Theme to support your response. (6 marks)

Question 2 Perspectives
Analyse how historical events can be seen from different perspectives. Use one example from your Global Theme to support your response. (6 marks)

Section A - Assessment

The generic markscheme provides a starting point for assessing responses to this question. A good approach might be to ask students to provide three developed reasons in three detailed paragraphs in the 25 available minutes for the 6 marks available, in the following format:

Chosen Global Thematic Study	Opening topic sentence	Substantiating evidence [1]	Substantiating evidence [2]
Example 1
Example 2
Example 3

Section B

Recommended timing: 75 minutes, 19 marks

Question format

Students choose one two-part question from a choice of two.
These questions will be based around the four specific lines of inquiry for the thematic study.
Part A will be "explain" (requiring students to provide a range of reasons)
Part B will be "to what extent" (requiring students to evaluate different perspectives analytically to reach a reasoned conclusion). Part A will be an “explain” question, requiring students to provide a range of reasons.

Section B - Random Question Generator

Generate a random Section B question:

Conflict Innovation and Transformation Authoritarian Rule Popular Movements

SECTION B
Conflict (from 750 AD onwards)
Answer both Part A and Part B of ONE of the following questions.

Question 1
Part A: Explain how social factors led to the outbreak of conflict. Use one example from the global theme in your response. (4 marks)
Part B: To what extent was technology responsible for the outcome of conflict? Use examples from at least two regions to support your response. (15 marks)

Question 2
Part A: Explain how conflict affected the life of women. Use one example from the global theme in your response. (4 marks)
Part B: To what extent were post-conflict peace-building successful? Use examples from at least two regions to support your response. (15 marks)

Section B, Part A - approach and assessment

Recommended Timing: 4 marks, 15 minutes
Question stem: "Explain how..."
Top markband: "The response effectively explains a relevant example from the thematic study".

The generic markscheme provides a starting point for assessing responses to this question. A good approach - building on the same format as the approach for Section A - might be to ask students to provide two developed reasons in two detailed paragraphs in the 15 available minutes for the 4 marks available, in the following format:

Chosen Global Thematic Study	Opening topic sentence	Substantiating evidence [1]	Substantiating evidence [2]
Example 1*
Example 2*
Example 3* [Optional]

*e.g. chosen cause, impact, method depending on the question

Section B, Part B - approach and assessment

Recommended Timing: 15 marks, 60 minutes.
Question stem: "to what extent..."
Top markband: "Students use examples from at least two different regions to produce a consistently analytical response focused on the question".

Points to Note

Structure Flexibility:
Students can either include multiple examples within each paragraph or structure separate paragraphs around individual examples — both approaches are equally valid.

Similarity to Previous Papers:
This question broadly reflects the essay questions which characterised Paper 2 in the previous syllabus and should be approached in a similar way.

Key Change:
Questions will now ALWAYS use the command term "To what extent...", and historical examples must ALWAYS come from at least two regions.

The generic markscheme provides a starting point for assessing responses to this question.

Possible Writing Frame [1]

1
Introduction: Define key terms and outline case studies.
2
Regional Study A: Ways it did.
3
Regional Study A: Ways it did not (or interacting factors).
4
Regional Study B: Ways it did (compare / contrast with A).
5
Regional Study B: Ways it did not (or interacting factors).
6
Conclusion: Summarise findings in relation to the question.

Alternates supporting and challenging evidence within each regional study.

Possible Writing Frame [2]

1
Introduction: Define key terms and outline case studies.
2
Regional Study A: Ways it did.
3
Regional Study B: Ways it did (compare / contrast with A).
4
Regional Study A: Ways it did not (or interacting factors).
5
Regional Study B: Ways it did not (or interacting factors).
6
Conclusion: Summarise findings in relation to the question.

Groups supporting arguments together before evaluating limitations.

Paper 2, Section A - Generic Mark Scheme

Marks	Level descriptor
0	The response does not reach a standard described by the descriptors below.
1–2	The response describes the concept with minimal analysis. The response makes limited reference to an example from the thematic study.
3–4	The response partially analyses the concept. The response is supported by reference to a relevant example from the thematic study.
5–6	The response clearly and accurately analyses the concept. The response is effectively supported by a relevant, specific example from the thematic study.

Paper 2, Section B, Part B - Generic Mark Scheme

Marks	Level descriptor
0	The response does not reach a standard described by the descriptors below.
1–3	The response is an outline of unsubstantiated, disconnected assertions lacking a clear judgement. Where examples are used, they are irrelevant or vague.
4–6	The response is descriptive, and any judgement made is not substantiated. The examples used are only partially relevant. The response makes minimal connections between examples.
7–9	The response is mostly descriptive, though there is partial analysis. There is a judgement that is partially consistent with the rest of the response. The examples used are mostly appropriate and relevant. The response makes limited connections between examples, though these are superficial and provide limited support to the analysis.
10–12	The response is mostly analytical. There is a judgement that is consistent with the analysis. The examples used are consistently appropriate and relevant, and support the analysis. The response makes some connections between examples, and these connections partially support the analysis.
13–15	The response is consistently analytical. There is a reasoned judgement that is consistent with the analysis. The examples used are consistently appropriate and relevant, and effectively support the analysis. The response makes well-developed connections between examples, and these connections are effectively integrated to support the analysis.

	Marks Level descriptor
0	The response does not reach a standard described by the descriptors below.
1	The response identifies a relevant example from the thematic study.
2	The response describes a relevant example from the thematic study.
3	The response partially explains a relevant example from the thematic study.
4	The response effectively explains a relevant example from the thematic study.

Paper 2 (Structured questions): Global Thematic Studies

A. Content

Teachers choose just ONE of these Thematic Studies, then study at least TWO examples from different regions:

"Conflict"

"Innovation and transformation"

"Authoritarian rule"

"Popular movements"

B. Assessment (Paper 2, 1 hour 45 minutes)

Section A

Question format

Section A - Random Question Generator

Section A - Assessment

Section B

Question format

Section B - Random Question Generator

Generate a random Section B question:

Section B, Part A - approach and assessment

Section B, Part B - approach and assessment

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Paper 2 (Structured questions): Global Thematic Studies

A. Content

Teachers choose just ONE of these Thematic Studies, then study at least TWO examples from different regions:

"Conflict"

"Innovation and transformation"

"Authoritarian rule"

"Popular movements"

B. Assessment (Paper 2, 1 hour 45 minutes)

Section A

Question format

Section A - Random Question Generator

Section A - Assessment

Section B

Question format

Section B - Random Question Generator

Generate a random Section B question:

Section B, Part A - approach and assessment

Section B, Part B - approach and assessment

What qualifies as an 'example'?

1: Conflict (from 750 AD)

Why did conflict emerge?

What determined the outcome of the conflict?

How did the conflict affect people’s lives?

How was peace established?

Recommended ActiveHistory Resources

Overlaps with Paper 1

Independence and Identity

Protest and Change

Origins of Conflict

USA

Russian Revolution

World War One

Spanish Civil War

World War Two

Modern Conflicts

Arab–Israeli Conflicts

2: Innovation and Transformation (from 750 AD)

Why did new innovations emerge?

How did innovations transform societies?

How were innovations resisted?

How did innovations affect people's lives?

Recommended ActiveHistory Resources

Overlaps with Paper 1

Climate and Innovation

Protest and Change

Early Modern History

Modern History

Suggested Crossovers

3: Authoritarian Rule (from 1750 CE)

Why did authoritarian rule emerge?

How was authoritarian rule maintained?

How did authoritarian rule affect people's lives?

How was authoritarian rule challenged?

Recommended ActiveHistory Case Studies

Core Projects

Europe

Europe Continued

Asia

Americas

Africa & Middle East

Other Possibilities

4: Popular Movements (from 1750 AD onwards)

Why did popular movements emerge?

How did popular movements create change?

How were popular movements challenged?

What was the impact of popular movements?

Recommended ActiveHistory Resources

Overlaps with Paper 1

Independence and Identity

Protest and Change

Rights & Protest

Social Movements

Suggested Themes

Cause and Consequence

Change and Continuity

Perspectives

Significance

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