Paper 3 (Higher Level)

A. Content - teachers choose just ONE of the four regions below, and then TWO regional studies within it:


B. Assessment > Paper 3 (2 hours)

Two essay questions will be provided for each of the 12 regional studies. Students must answer two questions in two hours, each from a different regional study.

General Rubric

Possible markbands:
L1: 0-2 marks; L2 = 3-4 marks (20%) ; L3 = 5-6 marks (33%); L4 = 7-8 marks (45%); L5 = 9-11 marks (60%); L6 = 12-13 marks (80%); L7 = 14-15 marks (93%)

Demands of the Question Evaluation of Perspective Judgement
13–15 The response demonstrates an in-depth understanding of the argument in the question. The response provides a thorough and well-balanced evaluation of a range of perspectives on the argument. The response provides a substantiated judgement that is consistent with the evaluation.
10–12 The response provides an evaluation of perspectives on the argument, though this lacks depth or balance. The response provides an evaluation of perspectives on the argument, though this lacks depth or balance. The response provides a partially substantiated judgement that is consistent with the evaluation.
7–9 The response demonstrates partial understanding of the argument in the question, though this lacks depth. The response provides a limited evaluation of perspectives on the argument, though this is often descriptive. The response provides a judgement that is partially consistent with the evaluation.
4–6 The response demonstrates a limited understanding of the argument in the question. The response is descriptive, and references to perspectives are vague or unsupported. The response states a superficial judgement, though this is not supported by the rest of the response.
1–3 The response demonstrates some historical knowledge but does not address the argument in the question. The response is an outline of unsubstantiated assertions or generalisations, with minimal reference to perspectives that lack relevance. The response does not lead to a clear judgement.
0 The response does not reach a standard described by the descriptors below. The response does not reach a standard described by the descriptors below. The response does not reach a standard described by the descriptors below.

Approach and assessment

In assessment terms, the mark scheme has been streamlined from the previous iteration, but the questions in the sample papers and the sample essays provided by the IBO are not meaningfully different from before. On this basis (and unlike in Paper 2, for example) there does not appear to be major substantial changes needed in teaching approaches for this paper (although writing two essays instead of three is a welcome reduction of student workload). The exam quesetions still require students to consider a question from several angles.

Therefore my advice to students will continue to adopt a broad three-part structure for a "To what extent do you agree that..." would be:

  1. 1. Agree (thesis) - evidence in favour, substantiating the argument by explaining how that factor clearly had an impact
  2. 2. Disagree (antithesis) - evidence against, challenging the argument by explaining how that factor had a limited impact
  3. 3. Disagree (synthesis) - evidence showing that therefore for a full understanding we need to look at another (but connected) factor

In this way, students will maintain a heavy focus on the 'given' factor in the first two thirds of the essay by looking at that factor from two perspectives, before then broadening out to consider the 'to what extent' more broadly by bringing in another connected factor.


C. Comments / Observations from Russel Tarr (ActiveHistory)

Russel Tarr (ActiveHistory):

In terms of content, I will personally be choosing "The Americas" as my Higher Level Region. I will cover option [9] since this covers some of the most interesting 20thC topics including Cuban Missile Crisis and the Vietnam War, as well as overlapping with the Rule of Castro which I will be covering for my studies of Paper 2 "Authoritarian Rule". this, I I am most attracted to option [11] since this would overlap very neatly with Paper 1 Protest and Change option, which consists of Feminism in the USA (1960-1979) (along with Revolution in Tunisia: 1989-2015). To accompany this

  1. The Americas during the Cold War (1945-1991)
  2. Social movements in the Americas (1945-2020)

Draft Curriculum Map [Russel Tarr, ActiveHistory]