Paper+2,+2015-16

Both SL and HL students must also take "Paper 2". This is the IB exam that tests for fundamental understanding of the major content areas of study within the History program, and for in-class essay writing skills.

The IB Rubric for Paper 2: Paper 2 Markbands
Here is the official description of the IB markbands used by examiners in evaluating student essays in this exam:
 * [[file:Paper 3 Markbands, 2008.pdf]]

Here is a simplified form of the IB markbands, which I use for the essays of my students::
 * [[file:IB Essay Markbands simplified-RJT.pdf]]

Here is a translator between the IB markbands and the traditional 100-point scale:
 * [[file:IB Markbands, 100-Pt Scale.doc]]

Our WFS-Specific Content Focus
IB History teachers are directed to prepare students in two of five possible "prescribed topics", which are the focus of evaluation in Paper 2. The WFS History Department has chosen to prepare our students on these two topics:
 * Causes, practices and effects of wars ("Topic 1")
 * the WFS program prepares students to answer possible questions about both World Wars, and the Russian and Chinese Civil Wars)
 * Origins and development of authoritarian and single-party states ("Topic 3")
 * the WFS program studies Lenin, Mussolini, Hitler, Stalin, and Mao)

The exam is divided into five sets of six questions each, organized by prescribed topic. Students are required to answer a total of two questions, each one chosen from a different prescribed topic, hence the requirement that IB students study two of these topic areas in depth.

Within each of the two topics chosen, teachers are further encouraged to focus on material taken from at least two of the four regions (Europe & Middle East, Africas, Americas, Asia & Oceania). In this context, the WFS History program focuses on these regions:
 * Europe and the Middle East and
 * Asia & Oceania.

(Note that when the word “region” is used in an IB context, it refers to one of the four regional options defined by the world map here.)

Warning: You should not choose to write your exam on topics or regions other than those selected by WFS as the bases of our course(s), unless you have a very EXCEPTIONAL reason (for example, if you have written an Extended Essay on the topic).

Possible Depth, Breadth and Scope
The five questions within each section will range from the narrowly specific (“To what extent was the rise to power of either Hitler or Mao due to personal appeal and ability?”) to the very open-ended (“Assess the importance of ideology for rulers of twentieth century single party states”).

Another popular style of question in Paper 2 involves the comparison of different regions ("Analyse the foreign policy of two rulers of single-party states, each chosen from a different region."). This genuinely synoptic approach to History – chronologically, geographically and thematically – is one of the most challenging but stimulating aspects of the IB course.

The structure of each section is:
 * three questions on named people, themes, topics or events that are listed in the syllabus
 * two open-ended questions
 * at least one question addressing social, economic or gender issues

Of these:
 * at least one question will be set that demands material from two regions. This will be indicated either by named examples or by demanding two unnamed examples
 * any one of the questions may be a comparative question, or based on a quotation.

When questions of a more general and open-ended nature are also set, students are free to use any relevant material to illustrate and support their arguments.

Questions from Past IB Exams in This Area
Lists of past Paper 2 exam questions about Topic 1 can be found:
 * From 2002-6, [|here.]
 * Later exam questions are here.

Lists of past Paper 2 exam questions about Topic 3 can be found:
 * From 2002-6, [|here.]
 * Later exam questions are here.

IB Examiner Comments About Recent Exam Essays (also see their general comments, below)

 * The IB History Guide (p.71) says there will always be 6 questions set on every Topic and, of these, three will use named examples taken from the material for detailed study, two will be open-ended questions that may refer to “different regions” and at least one will address social/economic/gender issues. In all cases, questions will be based upon the “themes” outlined in the Guide.
 * From session to session, the questions on Paper 2 will often address the same themes and use similar terminology, as indicated in the History Guide. It is, therefore, all the more important that candidates read the questions very carefully to make sure that they answer the question before them, rather than similar ones from previous sessions. Candidates are not encouraged to write out the question before answering it but, certainly, planning answers is strongly advised. This should offer an opportunity for candidates to think through their approach and to marshal relevant facts and arguments and to stay focused on the task.
 * Candidates need to be taught to define the terms given in the question in the introduction. Also candidates should also use the key words of the question such as “visionary”; “monster”; “militarism”; “nationalism” throughout the response and as part of the analysis.
 * Candidates from some schools wrote introductions that were far too long and which included too much detailed information. Some teachers appear to expect their candidates to write “In this essay I will examine.....” or “This essay will....”. These techniques were rather cumbersome and it meant that the introductions tended to be very long. Candidates later repeated this information in the body of the essay which meant that the essays were very repetitive. This often led to time management problems for the candidates.
 * Candidates should do many practice timed essays in 50 minutes which is the time candidates should allow for each question in the examination.
 * Accurate, detailed knowledge is, of course, the basis for a good answer. Ideally, candidates would use their knowledge to underpin arguments and avoid the temptation to narrate the terms of the Treaty of Versailles, for example, or to list, in isolation, the orthodox, revisionist and post-revisionist interpretations of the origins of the Cold War. It is understandable that, in an exam environment, candidates will be anxious to work within the time limit and so err on the side of writing everything they know about a topic rather than taking the time to be selective, but the downside of this is that time has run out before the relevant analysis has been completed or, in some cases, even attempted. This is why candidates are encouraged to set aside five or even ten minutes to plan an answer. It is well worth the investment.
 * Proper paragraphing is essential in a good history essay.
 * Historiography was still used rather indiscriminately. Although it is important that candidates be aware of different interpretations and to have some knowledge of historians working in the field of twentieth century history, this is no substitute for a good, well-argued essay response based upon good knowledge, a sound grasp of what the question requires and accurate chronology. Without these, a recounting of historiography is little more than an exercise in rote learning. Candidates may also be assured that it is not required, in an exam essay
 * Many of the answers ended in long, repetitive concluding paragraphs. Conclusions are necessary for a well-structured response but these needn‟t be a recounting of all the arguments presented in the main body. Candidates could, perhaps, be encouraged to write shorter, more focused conclusions and so put the time saved to better use.

Overview on How To Do a Paper 2 Test
Generally, you need to write good in-class essays that fully answer your selected questions. For guidance about this, go the Writing section in this website.

IB Examiners' General Recommendations

 * Every essay provides a specific task for the candidate. Candidates need to identify the key terms in the question and plan an effective and relevant response accordingly. Question analysis means reading the entire question, breaking down the task into constituent parts or themes and then avoiding the temptation to produce an avalanche of information whose relevance to the specific demands is quite marginal.
 * 5-10 minutes writing a plan of the response is time well spent and can aid in providing a coherent and focused answer. Encourage candidates to include the plan within the exam answer booklet then having made sure to draw a line through the plan to indicate it is not part of the essay answer obviously
 * In questions relating to Topic 3: candidates must exercise great care in identifying whether questions are asking candidates to focus on rise or rule of single-party leaders - or both! Marks are lost by candidates who fail to identify the scope of these questions.
 * A thematic approach to essays, when appropriate, usually produces a more successful outcome. The chronological narrative often tends towards descriptive writing and curtails analytical treatment of topics.
 * Opinions need to be supported by relevant, accurate historical knowledge if candidates wish to achieve the higher grade bands. There is no substitute for mastery of the material and its focused deployment in the attempt to meet the demands of the task.
 * Define terms which appear in the questions – not only for the sake of examiners but in order to clarify the task at the outset for the candidate - „ideology, „totalitarian, „collective security‟ for example - need to be explained at the outset.
 * Historiography is not the be-all and end-all of history essay writing: it should not be a substitute/ replacement for solid factual knowledge, accurate chronology and sequencing which must form the basis of any effective essays.
 * Reiteration of these points over the years has, in some cases produced a significant improvement in the way in which candidates approach question types - especially notable here being the improvement in the structuring of Compare/Contrast questions. Much still needs to be done. Candidates must learn to focus on the specific task, must learn to read the question and answer that question and not another! Many candidates do indeed have a mastery of historical information. It is a pity to see this being squandered by a failure to think about the question and plan accordingly at the outset.

Review Materials on the Selected Topics
Go to the following sections in this website for specific review materials on:
 * Causes, practices and effects of wars
 * Origins and development of authoritarian and single-party states