IB2 History/ Susanna Soininen
Historical Thinking and Understanding
The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to:
- Establish historical significance
- Use primary source evidence
- Identify continuity and change
- Analyze cause and consequence
- Take historical perspectives, and
- Understand the ethical dimension of historical interpretations.
Taken together, these concepts tie “historical thinking” to competencies in “historical literacy.” In this case, “historical literacy” means gaining a deep understanding of historical events and processes through active engagement with historical texts.
Source: Peter Seixas;
http://historicalthinking.ca/historical-thinking-concepts
Papers 2 and 3
Examiner Comments on questions 20 and 23
| Question and topic number | Marks awarded | Marks available |
|---|---|---|
| Question 20, topic 10 | 13 | 15 |
| Question 23, topic 12 | 14 | 15 |
| Total marks | 27 | 30 |
[Topic 10: Authoritarian states (20th century)]
There is a clear focus on the question with a high degree of awareness demonstrated. The response is well structured with some comparison and contrast of the methods used to maintain power by Mao and Hitler. The knowledge demonstrated is mostly accurate with some rather sweeping generalizations that are not always well supported. Examples are appropriate and relevant with strong focus on the maintenance of power. There is some very good discussion of Mao and China, although there could be more on the context of the Cultural Revolution and why this was such a significant response to a threat to his authority—this would have been a very appropriate example to have developed further. There is less knowledge demonstrated of Hitler’s methods of maintaining power and some of the arguments are not so well supported. Even so, there is depth of understanding and sufficient detail for the top markband. There is an awareness of different perspectives and most main points are substantiated.
[Topic 12: The Cold War: Superpower tensions and rivalries (20th century)]
There is a clear focus on the demands of the question with both economic interests and ideology being discussed. The knowledge demonstrated is good (despite some minor slips on dates) and arguments are well supported, suggesting a sound understanding of the topic. There is clear and coherent critical analysis, especially of Stalinist policy. The level of detail is good, for example, going beyond general statements and broad referencing to the Marshall Plan—its impact is well understood and nicely outlined. There could be a little more development of the role of ideology in the making of US policy. Some references to the role of the Bolsheviks in the overthrow of the Tsar detract a little from the overall accuracy of the response. There is judicious use of different perspectives to support arguments. Overall, this is mid-range of the 13–15 markband.
Examiner Comments on questions 20 and 24 ( both 10-12 marks)
[Topic 10: Authoritarian states (20th century)]
The demands of the question are understood and there is an attempt to address them. The methods used by both Hitler and Mao are indicated and there is specific linkage to how these methods were meant to suppress opposition and so help the leaders maintain power. The approach is somewhat descriptive but linkage to the question is sustained and is quite effective. The structure is comparative with comparisons made of approaches to propaganda, for example, and contrasts drawn out in the specific methods used. The scope of the response is sufficient to go beyond the 7–9 markband and there is some critical analysis. However, some points do need to be more fully developed to go beyond the lower end of the 10–12 markband.
[Topic 12: The Cold War: Superpower tensions and rivalries (20th century)]
The demands of the question are understood and addressed with Korea and Cuba being appropriate examples of countries impacted by Cold War tensions. The Korean War is outlined but a focus is maintained on the question with specific reference to how the Cold War contributed to both the outbreak and the lengthy nature of the war. Furthermore, reference is made to how negotiations determined the continued division of the country. Similarly, the impact of Cold War tension upon Cuba is outlined with specific reference to how the Bay of Pigs consolidated communism in Cuba. The Cuban Missile Crisis is mentioned but the focus on the question is maintained. Most points are substantiated and there is some critical analysis that is mostly clear and coherent. The best fit is the lower end of the 10–12 markband.
Examiner Comments/ Paper 3 essays
Examiner comments
| Question number | Marks awarded | Marks available |
|---|---|---|
| Question 27 | 8 | 15 |
| Question 28 | 14 | 15 |
| Question 29 | 14 | 15 |
| Total marks | 36 | 45 |
[Section 14: European states in the inter-war years (1918–1939)]
Question is understood and the reasons for limited opposition are identified. Some opposition groups are mentioned (KPD and so on) but knowledge is not extensive. There are inaccuracies, for example, mixing up Edelweiss and White Rose. Most importantly some knowledge (Kreisau Circle and July plot) is outside the timeframe of the question. Best fit is the mid 7–9 markband.
[Section 14: European states in the inter-war years (1918–1939)]
Full awareness of the demands of the question with some good contextual knowledge of a range of issues. There is detailed knowledge and developed critical analysis. Some points are made clearly in relation to the question (for example, on Largo Caballero and Casas Viejas), thus placing it in the mid 13–15 markband.
[Section 15: Versailles to Berlin: Diplomacy in Europe (1919–1945)]
Full awareness of the demands of the question with a good understanding of the political context of the 1930s. There is balance with consideration of the failure of Collective Security as well as arguments in favour of appeasement (for example, fear of communism). However, one key area was missing: the need to buy time to rearm, which was often cited in debates on appeasement. Best fit is the mid 13–15 markband.