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Papers 1, 2, and 3 Topics and Styles for Higher Level history

Papers 1, 2, and 3 Topics and Styles for Higher Level history. May Exam 1. Basic Outline of Paper 1. One hour Five questions First uses one source and asks “why” according to the source (2 marks of 25) Second uses one source and “what” (3 marks)

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Papers 1, 2, and 3 Topics and Styles for Higher Level history

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  1. Papers 1, 2, and 3 Topics and Styles for Higher Level history May Exam 1

  2. Basic Outline of Paper 1 • One hour • Five questions • First uses one source and asks “why” according to the source (2 marks of 25) • Second uses one source and “what” (3 marks) • Third uses two sources will ask you to reference one to the other (6 marks) • Fourth uses two sources and asks you to assess for origin, purpose, value, and limitations (6 marks) • Fifth tells you to use all sources and your own knowledge to give an evaluation of a topic (8 marks)

  3. Process Needed to Follow • You’ll get a question folder, source booklet, and answer sheets with an elastic string to hold the answer sheets together • Use as many answer sheets as you need • Choose Section C and answer ALL questions in the section using the Source Booklet for Section C ONLY • The moderators will grade only this one!!!

  4. Prescribed Subject C Only Communist States (1976-1989) May be on Eastern Europe or China, but will deal with the collapse of communism

  5. Paper 1, Question 9, Part (a) • Less than a page but more than one paragraph • No more than 10 minutes • Read the question • Examine the document • Answer the question • Direct answer from the document • Support with facts from this document only • Can interpret; however, stay within time limit of 10 minutes • Usually, easiest of this paper

  6. Samples of Question Types • What do the percentages of peasant communes in Poland between 1949 and 1985, in Source E suggest about the timing and scale of collectivization under the Soviets? • Why, according to Source B, was the Five-Antis campaign designed “not…to eliminate a class.”? • What message is conveyed by Source B?

  7. Paper 1, Question 9, Part (b) • Same rules as to time and length apply as in the first sub-question • Don’t waste time with outside knowledge • Take a broader view to interpret the facts in the document source

  8. Sample Questions for Q9, Part (b) • What do the statistics in Source E on consumption of foodstuffs and the numbers of livestock, suggest about the lives of urban workers between 1965 and 1985? • What messages are conveyed by Source C? • Why, according to Source A, were the superpowers convinced “of the need for arms limitations”?

  9. Paper 1, Question 10 • Will use phrases like… • Compare and contrast Source…to Source… • In what ways does Source…support Source… • Quick answer (thesis) to start • Support answer with quotes from both Sources • Answer the entire question • Compare and Contrast • How one supports the other implies a need to show where they differ • 15 minutes, 1½ pages at most

  10. Sample Questions 10 • Compare and contrast the views on glasnost in Sources B and C. • Compare and contrast the views on Sources A and B on the nature of the Three and Five Antis campaigns. • In what ways do the views expressed about SALT I in Source C, support the conclusions expressed in Source D?

  11. Paper 1, Question 11 • Treat the documents separately—don’t compare and contrast them • Stick to the question and its precise parts • Origin=who, importance or general knowledge of author, place of publication, date of publication and what it implies • Purpose=for whom was it intended and why it was published • Value=why is this document useful to historians • Limitations=what’s the problem (specificbias) of the source? • 20 minutes, two pages at most

  12. Samples of Question 11 • With reference to their origin and purpose, assess the value and limitations of Source A and Source D for historians studying reform under Gorbachev. • With reference to their origin and purpose, assess the value and limitations of Source D and Source E for historians studying Deng’s mass campaigns between 1976 and 1983. • With reference to their origin and purpose, assess the value and limitations of Source D and Source E for historians studying disarmament attempts up to the end of the 1980s.

  13. Paper 1, Question 12 • Consider detailed relation between the question and each source (grouped) with brief, selective quotes • You need a thesis (answer) supported by both all sources and outside knowledge (argument) • Don’t go source by source • Answer the entire question using support as you go along, if possible, come up with interpretations (Marxian, theories…) • Most of the time should be spent on this question—up to a half hour and three pages

  14. Samples of Question 12 • Using these sources and your own knowledge, analyze the claim in Source B that the Four Moderns by Deng was a “war on the countryside.” • Using these sources and your own knowledge, analyze the reasons for, and the results of, Gorbachev’s campaigns for glasnost and perestroika between 1985 and 1989. • Using these sources and your own knowledge, evaluate the successesand failures of the nuclear disarmament process by the end of the 1970s.

  15. Format of Paper 1

  16. A few last words on Paper 1… • Know ahead of time which section (Prescribed Subject) you’re going to do; it’s C! • Wear a watch to time your answers • You will be doing Paper 2 the same day • Check the website for past questions and answers with scores (marks) frequently

  17. Paper 2—Two Essays (1½ Hours) • There are Five Topics—you choose two • ??? Topic 1—Causes of War • ??? Topic 3—Single Party States • ??? Topic 5—Cold War • From those TWO, pick one question each • Pay attention to all distracters—regions, time period, how many, and all conjunctions or prepositions (the FAT BOYS) • Use the six paragraph style after reading the question twice and doing a pre-writing note

  18. Six Paragraph Format • ¶ 1=Introduction—thesis and preview of “coming attractions” (4-5 sentences) • ¶ 2=first reason for answer—main idea from preview with details, explanations, supports (7-9 sentences • ¶ 3 and 4=second and third reasons—ideas from preview with supports (7-9 sentences each) • ¶ 5=anti-thesis—give another possible answer with support; however say why it’s not as good as the thesis • ¶ 6=Conclusion—summation with thesis put another way, place in historical perspective (what came before and/or after); do NOT refer to TODAY is a result of this

  19. Paper 3—THREE ESSAYS (2½ Hours) • All 25 questions are on Europe and the Middle East • Choose any THREE for a six paragraph essay • The last 7 are usually on the 20th century • Be cautious of the distracters especially when the term Eastern or Central Europe is used • You HAVE TO do some prewriting and spend about 10-15 minutes listing, organizing, and stretching to find any perspectives or interpretations

  20. In conclusion… • Write in third person and number pages • Skip a line or two between paragraphs and at the end of questions in Paper 1; start a new sheet for each essay • Don’t fret over handwriting, spelling or grammar; however, no sentence fragments or run-ons either • Organization of ideas is paramount—pre-write tactics using diagrams or outlines pay off • Give as many facts or interpretations as you can • Use the whole time to work. Write more if there is time left

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