HISTORY

INTRODUCTION
 
It is not a requirement for the topic to be chosen from the IB History program. The topic chosen must avoid a focus on the time span of the last ten years.Avoid topics that are entirely dependent on textbooks, newspapers and magazines. The topic chosen must ensure that an appropriate balance between narrative/descriptive material and analysis can be achieved. Avoid choosing a broad topic covering a lot of time.
 
The following examples are intended for guidance only.
 
Nationalism as a cause of the First World War is better than Nationalism.
 
The Vendee Revolt: a protest against the fact that the gap between the relatively well-off and the poor had increased rather than diminished is better than The French Revolution.
 
The contribution of the British and French 'appeasement' to the downfall of the League of Nations is better than The Failure of League of Nations.
 
An examination of the influence of the British Darwinism on Cecil Rhodes is better than Cecil Rhodes.
 
The effect of the 1834 Poor Law upon poverty in North West Norfolk between 1834 and 1844 is better than The 1834 Poor Law.
 
European trade partners under the European Economic Community, 1973 to 1981 is better than European trade.
 
ASSESSMENT CRITERIA
 
 J  To what extent does the candidate use historical sources correctly?
 Achievement Level  

 0
  There is no understanding of the value and limitations of sources used and the issues involved in attempting to reconstruct the past.

 1
  There is some understanding of the value and limitations of sources used and the issues involved in attempting to reconstruct the past.

2
  There is good understanding of the value and limitations of sources used and the issues involved in attempting to reconstruct the past.
 K  To what extent does the candidate show an awareness of different interpretations of the past?
 Achievement Level  

 0
  There is no awareness that historical events are open to varying interpretations.

1
  There is an awareness of varying interpretations of past events, but without clear and explicit reference to these.

2
  The essay includes varying interpretations of events depicted or provides clear evidence of a general awareness that events in history are open to varying interpretations.
 L  To what extent does the candidate place the topic in its appropriate historical context?
 Achievement Level  

 0
 The candidate does not provide contextual information. 

1
  The candidate provides an inappropriate and/or too lengthy description of the historical context of the topic.

2
 The candidate provides an appropriate description of the historical context of the topic. 
 M  To what extent does the candidate demonstrate historical judgement?
 Achievement Level  

 0
  There is no reference to the origins and consequences of the issue.

1
  There is evidence of some understanding of the origins of the issue and/or its consequences at a specific and/or more general level.

2
  There is clear evidence of a good understanding of both the origins of the issue and its consequences at both specific and general levels.
 N  To what extent does the candidate show a balance between narrative/descriptive and analytical material?
 Achievement Level  

 0
  The essay is seriously deficient in both narrative/descriptive material and critical analysis.

1
  There is either too much emphasis on narrative/descriptive material or on critical analysis.

2
  There is an appropriate balance between narrative/descriptive material and critical analysis.
 P  To what extent does the candidateshow a recognition of chronological development?
 Achievement Level  

 0
  There is no reference to chronological development.

1
  There is some recognition of chronological development.

2
  There is a clear recognition of chronological development and its importance in relation to the chosen topic.
 IB HOmepage Extended Essay homepage General Guidelines General grading criteria Subject grading criteria