Three day IB DP History workshop, Category 3, Day 1.
Melbourne. 02/05/15 – 04/05/15.
Workshop leaders: Colin Aitken and Jenny McArthur
Group page on Google+ (closed, invitation only)

Notes for Day 1, Day 2 and Day 3

Day 1:
Session 1: Overview
Understand overview of the key changes in the new History Guide (first examinations 2017)
Session 2: Implementing the new History Guide.
Understanding how to use the new History Guide to create new pathways/course outlines. Brainstorming possibilities
Session 3: Paper 1
What has changed and why for Paper 1?
Session 4: Paper 1 continued.
Putting Paper 1 changes into practice

Session 1: Overview of new course

Assessment  structure is still the same:

• Paper 1: 1 hour, 4 Q
• Paper 2: 1.5 hour, 2 Essays
• Paper 3: 2.5 hours, 3 essays
• IA: 20 hours recommended study

Overall changes:

There are no ‘routes’ anymore. The History curr is now one course.
Teachers do not need to teach a broader range of time periods, it is just an option for those that do.

It is a requirement that students are taught a cross regional case studies on Paper 1 and Paper 2. (This is the big change, you need two different case studies)

Paper 1 overview

Paper 1, prescribed subjects (PS) have changed. These topics change every 7 years. (see page 17 – 22 of the new guide).

Each PS has two cross regional case studies and both must be studied:

1. Military leaders
2. Conquest and its impact
3. The move to global war
4. Rights and protest
5. Conflict and intervention

There have been changes to change the fact that P1 is always such a rush for students.

• P1 is now marked out of 24
• There will now be 4 sources in stead of 5 (one will be a visual)
• Question order and mark values have changed
• P1 has specific markscheme for each Q (For Q3 and Q4). Q4 is the mini essay, will be marked out of 9, so a considerable weighting in the overall grade. (See page 79)
• The OPVL question will be Q2, the Comp and Cont is Q3. This makes is more coherently through Blooms Taxonomy. There will only be one OPVL, not two.
• Teachers are encouraged to teach the SKILLS, the content is only worth 3 marks so the focus is on skills, not content.
• Gillet: Q2 (OPVL evaluation), content can now be discussed as well. Note: currently examiners are not allowed to reward content evaluation in the OPVL.
• Q2 needs to be written in a coherent paragraph and a comments on the value and limitation of the source. In new guide, the content can be part of that too.

Paper 2 overview

World history topics

This element of the course explores key topics in world history. Teachers should select two topics from the following 12 options. (Page 23 – 26).
Gillet: “You are not expected the cover the whole date range. You can pick examples from anywhere in that period. The date ranges are just broad to accommodate different counties etc.”

• Society and economy (750–1400)
• Causes and effects of medieval wars (750–1500)
• Dynasties and rulers (750–1500)
• Societies in transition (1400–1700)
• Early Modern states (1450–1789)
• Causes and effects of Early Modern wars (1500–1750)
• Origins, development and impact of industrialization (1750–2005)
• Independence movements (1800–2000)
• Evolution and development of democratic states (1848–2000)
• Authoritarian states (20th century)
• Causes and effects of 20th-century wars
• The Cold War: Superpower tensions and rivalries (20th century)

A key change to this component is that instead of 6 questions for each topic, there will now be 2 questions only per topic.
Both questions for each topic will be open and will not refer to a named example.
Examples in the guide are suggestions, any appropriate case study may be studied and used to answer P2 topics.

Very important that you cover different regions in Paper 2: It’s important that teachers offer a conceptual approach to this paper and cover case studies from at least two regions. Comparative questions may ask for examples drawn from different regions.

Example question: C & C the causes of TWO 20th C civil wars, each chose n from a different region.

Paper 3 overview

Indepth regional study (see p37 – 72)

The HL options provide an opportunity for in-depth study of the history of a particular region. Teachers should select one of the following four HL regional options.

• History of Africa and the Middle East (ME is now part of Africa, you can do just ME as part of Africa). This will open up the ability to c & c Nasser to Hitler.
• History of the Americas
• History of Asia and Oceania
• History of Europe

For whichever region is selected, three sections must be studied from a choice of 18 sections for each region. Student must answer 3 essay questions and can choose any 3 to answer.

There are new mark bands for both essay papers (i.e. P2 and P3). These will be discussed later.
Essays are now marked out of 15, rather than out of 20. (See p82-83)

Gilet: “Candidates are allowed to use the introductory paragraph, they should read it and use it.”  Traditionally history teachers are fairly harsh in their marking. Very few examiners awarded grades 15 and above. New assessment criteria have been designed so that there’s a better spread. There is now an even spread, with 3 grades in each area, so low, middle and low. The new 15 is meant to break the habits of teachers and examiners.

IA Overview

Technically should spend 20 hours on it. Weighed still at same amount, History should be 10 years old.
Teachers should only read and give feedback on ONE draft. That may be done in sections or as a whole, but only once.

The structure, format and assessment has changed. It now has three elements:

• Identification and evaluation of sources (500 words, 6 marks)
• Investigation (1300 words, 15 marks)
• Reflection (400, 4 marks) (Should not be a “what I enjoyed doing” type reflection. It should show what this has taught them about the challenges faced by historians, how historian work)
• See page 90 -92.

Session 2: Implementing the new History Guide.

Start teaching in 2016 (Feb) for Southern Hemisphere.

Suggested hours, assessment weighting, length of examination, requirements for P2 and P3 all stay the same.

Six key concepts for the history course: causation, consequence, continuity, change,
significance and perspectives.

Guidance on how to design a DP course outline:

1. Select one prescribed topic for P1
2. Select two worlds history topics for P2
3. For HL only, select one HL regional option (For HL only, select one HL regional option from the list of four (see the “Syllabus outline” section). Three sections must be studied for the chosen regional option, from a choice of eighteen sections per regional option.

Activity: people create different syllabi.

Interesting comment by examiner: They get bored by yet another essay about Hitler, it can be quite refreshing for them to read something totally new. Even if examiner doesn’t know any details about the topic, they will do research or ask colleagues who do know. Now with electronic marking, it is easier to exchange essays and ask for advice.

Session 3 : Paper 1

• One prescribed subject (PS) must be taught in full.
• Each PS consists of two case studies. Both case studies must be taught in full.
• Each examination will focus on one of the three case studies. The two case studies are from different regions, to offer the students the opportunity to explore different regions and to look for sims and diffs in two case studies.
• To encourage a comparative approach, the two case studies are sub-divided in themes. This will facilitate ready comparison between the two and gives sts a better understanding of the themes.
• Tip from examiner: do not try to predict what will be done on the P1 exam, the IB will go out of its way to try to be random.
• See page 20 of the new guide.

From the guide, p17:

For each prescribed subject two case studies, from different regions of the world, are identified. Both of the case studies for the prescribed subject selected must be studied. Each of the case studies has quite a narrow focus, so it is therefore important that teachers also help students to understand the wider context in which the case study takes place.
The prescribed subjects are assessed on paper 1, which is a source-based examination paper (see the “External assessment” section for more details). It is therefore important that the content for the chosen prescribed subject be explored using a range of original evidence and secondary works, so that students develop the skills required for this component.

The topic of the paper will be addressed in one of the dot points. i.e. “This paper will be about XYZ, insert dot point”, for instance:

Events:

• German challenges to the post-war settlements (1933–1938)
• Italian expansion: Abyssinia (1935–1936); Albania; entry into the Second World War
• German expansion (1938–1939); Pact of Steel, Nazi–Soviet Pact and the outbreak
  of war

Content of Paper 1

There will be a mixture of sources
There will be four sources, three written, one visual.
Students answer four questions.
Teacher may choose a P1 that links to their other choices, however,, as this component is mainly a skills based paper, there is also an opportunity to increase the breadth of their course.

There is no requirement to pre-register a choice for P1. That means that students are presented with all Paper 1s, all prescribed subjects. A student could potentially decide to do something left field! Not advisable, but it can happen. Don’t encourage it, but it could work in some cases.
Also, you really don’t want student to flick through all the different Paper 1s, they won’t have the time!

Paper 1 skills should be taught right throughout the whole course, not just during Paper 1. They are vital skills.

Good idea: Get MYP students to do a Paper 1 in Year 10, practise the skills.

Overview of key changes in P1

• Q1, part A: Tests for understanding (same as current) 3 marks
  Q1, part B: Tests for understanding (same as current) 2 marks
• Q2: Evaluation, difference is that it is only on one source (this is to reduce time) and CONTENT is now allowed to be used as part of OPVL
• Q3: Comp and contrast (same a current) 6 marks
• Q4: Mini essay, using sources and knowledge. Could be a To What Extent type question. 9 marks
• Questions are designed to be worked through from 1 – 4, ala Blooms taxonomy. Examiner says that students who do Q4 first, are not as successful.
• There are specific rubrics for questions.

 

External markbands—paper 1 (fourth question) (SL and HL) Marks Level descriptor

• 0 The response does not reach a standard described by the descriptors below.
• 1–3 The response lacks focus on the question. References to the sources are made, but at this level these references are likely to consist of descriptions of the content of the sources rather than the sources being used as evidence to support the analysis. No own knowledge is demonstrated or, where it is demonstrated, it is
  inaccurate or irrelevant.
• 4–6 The response is generally focused on the question. References are made to the sources, and these references are used as evidence to support the analysis. Where own knowledge is demonstrated, this lacks relevance or accuracy. There is little or no attempt to synthesize own knowledge and source material.
• 7–9 The response is focused on the question. Clear references are made to the sources, and these references are used effectively as evidence to support the analysis. Accurate and relevant own knowledge is demonstrated. There is effective synthesis of own knowledge and source material.

More advice:

• Students should write two paragraphs for Q2, one on the value and one on the limitations. The formulaic aspect of past OPVL should be gone.
• Students can use elements from the content to prove V and L. What is the person saying in this source, and how is that of value or limitation. Content does not have to be a huge component, it depends on the source. But the examiner will try to allow for some content to be found and used.
• Examiner says: I am a great fan of signposting (yay, I feel good now, it’s my fav thing to stress to the students). It can be really late at night and I may be tired. Signposts are great.
  Examiner: The markscheme are only notes, are only a guide. Should never be seen as an ultimate answer.
• The idea of paragraphs is vital in Q2, students must write one para for V and one for L. Dot points are not OK, they are not writing a mark scheme! Dot points are only acceptable if the student really runs out of time.
• Problem: Teacher support material is different from what is told here at this workshop. The workshop info is correct, not the current teacher support material. It will be changed asap. (Time of writing: 02/05/15)

Examiner says: This is no longer called the OPVL question, it should be called the evaluation. Students write two paragraphs, one for V and one for L. Content is allowed. O and P are referenced obliquely, should still be included but formulaic “the origin of A is…. the purpose of B is…”

New markbands for P1, Q3 and Q4. #ibmelb #ibhistory it’s an improvement. pic.twitter.com/zhwKne3lfr

— Ilja van Weringh (@vanweringh) May 2, 2015

Question 3:

There is a specific markband for Q 3 and 4.
Running comparison: “I see it more as linking, for instance, in source A Mao says XYZ and in source B he says ABC”
A contrast is NOT that Source A mentions XYZ and Source B does not. It should be about the CONTENT.
They should say that: Source A says XYZ, which is similar to source B which says ABC.
Contrast: They can say: Source A overlooks XYZ which is disucssed in B which says ABC” (Be careful, don’t go for a simplistic: Something is in A and not in B, need to go beyond that.

End-on is: Describing what is in A, then describe what is in B and then expect the examiner to pick up on the sims and diffs.

• Students are encouraged to quote and paraphrase from both sources so that the examiner can clearly see that the sources are used. This encourages specificness. They also have to do this because they have to give the evidence, this is a basic skill of a historian.
• Students can’t just be vague and say: Both sources discuss XYZ and ABC> This will not receive marks because it does not contain evidence or quotes. They must show where it says that in the sources specifically.
• Number of comps and contrast depends, some are 2 and 4, or 4 and 3. It’s worth 6 marks, so encourage students to try and find 6 points, although if it there are 4 or 5 very strong points, that may still attract marks. It’s just safest to put in as many as possible. Some examiners may be quite legalistic.
• Each point needs to be backed up by evidence.
• “Explicit signposting helps” in Paper 1.

Question 4

Still the same as previous guide.
Students must address the question, RTBQ, just like with any essay.
Synthesis is most important, that will be rewarded.

New markbands for P1, Q3 and Q4. #ibmelb #ibhistory it’s an improvement. pic.twitter.com/zhwKne3lfr

— Ilja van Weringh (@vanweringh) May 2, 2015

Interesting: Examiner says that you don’t religiously have to include ALL sources, if a student addresses all other sources really well, then a high grade is still possible. Still, you must encourage as much as possible that students use all sources as much as is possible.

It is also possible to get to 4 – 6 markband without including own knowledge, but student must have used all the sources really well. Will be very difficult to get to 7 – 9 without own knowledge at all, some should be included where possible. However, 4 – 6 is possible without own knowledge.

Note: comments on the content are only valid in the context of an anlysis of the value and limitation.

Session 4: Paper 1 continued

We marked a Paper 1, result was really interesting. A lot of discussion ensued about who the examiner marked the paper. Workshop leader says: the Marker will apply the best fit approach with the descriptors.
Students should be taught to do Q1 very quickly, it is pure comprehension.
A negative comparison (Source A doesnt have XYZ and B does) will not get you many marks, unless a very specific point about the context.

Cultural shift for exam markers and teacher is needed; we need to spread the range of marks.