IB+History+Program-A

=The IB History Program=

1. IB History at WFS, Overview
**What Your IB History Scores Will Depend On**

Your overall IB History score is determined as follows: – Historical Investigation: HL, 20%; SL: 25% – Papers, or t ests: HL, 80%; SL, 75%


 * The "Papers" **

SL students sit for two “papers” (test sets) at the end of their single year of study: – “Paper 1”, a document-based test set on prescribed subjects drawn primarily from the 20th century world history topics. 1 hour duration: Percent of your overall History score: HL, 20%; SL, 30%. This is the first part of the paper we call the “20th Century World History IB Test” – “Paper 2”, an essay test set on prescribed subjects drawn from the 20th century world history topics. 1 ½ hours duration: Percent of your overall History score: HL, 25%; SL, 45%. This is the second part of the paper we call the “20th Century World History IB Test”

HL students sit for both of the above, at the end of their second year of study, plus an additional paper: – “Paper 3”, an essay test requiring you to answer three questions drawn primarily from the history of Europe and the Middle East, 2 ½ hours. Percent of your overall History HL score: 35%. It is this paper that we might (although the IB does not) call the “History of the Europe and the Middle East IB Test”.

Note that the IBO does not regard History HL as being separated into two altogether separate parts, called “History of the Europe and the Middle East” and “20th Century World History Topics”. That is just how the WFS History/Social Sciences Department splits the overall IB history curriculum as one reasonable way to cover the material. But in fact, you should view both courses as complementary efforts to teach you an inter-related set of skills, perspectives and understandings of the world.

2. IB History, Overview Materials from the IBO
Intro to History-IBO Guide, 2008

Teaching History-IBO Guide, 2008

3. IB HIstory Grade Level Descriptors
Grade 7

Demonstrates conceptual awareness, insight, and knowledge and understanding which are evident in the

skills of critical thinking; a high level of ability to provide answers which are fully developed, structured

in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology

which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and

evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view

and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions;

consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data

or problem solving.

Grade 6

Demonstrates detailed knowledge and understanding; answers which are coherent, logically structured and

well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize

knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different

perspectives and contexts from which these have been developed; consistent evidence of critical thinking;

an ability to analyse and evaluate data or to solve problems competently.

Grade 5

Demonstrates a sound knowledge and understanding of the subject using subject-specific terminology;

answers which are logically structured and coherent but not fully developed; an ability to provide competent

answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than

evaluative although some ability is demonstrated to present and develop contrasting points of view; some

evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.

Grade 4

Demonstrates a secure knowledge and understanding of the subject going beyond the mere citing of

isolated, fragmentary, irrelevant or “common sense” points; some ability to structure answers but with

insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in

terminology specific to the subject; some understanding of the way facts or ideas may be related and

embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of

knowledge and understanding which is more descriptive than analytical; some ability to compensate for

gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge;

an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.

Grade 3

Demonstrates some knowledge and understanding of the subject; a basic sense of structure that is not

sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to

establish links between facts or ideas; some ability to comprehend data or to solve problems.

Group 3 (individuals and societies) grade descriptors

Diploma Programme

Group 3 (individuals and societies) grade descriptors

Grade descriptors 11

Grade 2

Demonstrates a limited knowledge and understanding of the subject; some sense of structure in the

answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between

facts or ideas; a basic ability to comprehend data or to solve problems.

Grade 1

Demonstrates very limited knowledge and understanding of the subject; almost no organizational structure

in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to

solve problems.