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Historical Investigation: Purpose, Process, and Assessment

This article provides an overview of the purpose, process, and assessment criteria for the internal assessment component of the History curriculum. It covers the necessary steps for conducting a historical investigation, including topic selection, source analysis, investigation, and reflection. Recommendations for time allocation, teacher guidance, and authenticity are also included.

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Historical Investigation: Purpose, Process, and Assessment

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  1. History: A focus on IA Category 3

  2. Purpose of Internal Assessment • Compulsory for both SL and HL • Demonstrate application of skills and knowledge and pursue a topic of personal interest • Should be woven into normal classroom teaching and not be a separate activity conducted after the course has been taught • Historical investigation on a topic of their choice • Topic does not have to be related to the syllabus, encourage students to use their own initiative when selecting a topic • Group work may not be undertaken

  3. Time allocation • 25% of SL, 20 % of HL final assessment • Recommended a total of approximately 20 hours of teaching time: • To explain the requirements • To work on IA and ask questions • To consult with students individually • To review and monitor progress and check authenticity

  4. Guidance and Authenticity • IA must be the student’s own work • Teacher plays an important role in the planning stage and when the student is working on the investigation • Teachers and students must discuss the IA • Students should not be penalized for seeking guidance • Teachers should read and give advice to students on one draft of the work • Provide oral or written advice on how the work should be improved, but should not edit the draft

  5. Please note: the same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay

  6. The Historical Investigation • Three sections: • Identification and evaluation of sources • Investigation • Reflection • The topic must be historical and therefore cannot be on an event that has happened in the last 10 years • Topic selection is free choice of student, but should be in consultation with teacher, and should ensure that there are sufficient resources available to support the investigation

  7. Section 1: Identification and evaluation of sources (6 marks) • Requires students to analyze in detail two of the sources they will use in their investigation • Sources can be either primary or secondary • Students must: • Clearly state the question they have chosen to investigate (worded as a question) • Include a brief explanation of the nature of the two sources they have selected for detailed analysis, including an explanation of their relevance to the investigation • Analyze two sources in detail. With reference to the origins, purpose and content, the student should analyze the value and limitations of the two sources in relation to the investigation

  8. Section 2: Investigation (15 marks) • Consists of the actual investigation • Must be clearly and effectively organized • It must contain critical analysis that is focused clearly on the question being investigated • Must also include the conclusion that the student draws from their analysis • Students must use a range of evidence to support their argument (primary, secondary or a mixture)

  9. Different types of historical investigations: • Historical topic or theme using a variety of written sources or a variety of written and non-written sources • A historical topic based on fieldwork, for example, a museum, archeological site, battlefields, places of worship such as mosques or churches, historic buildings • A local history study

  10. Section 3: Reflection (4 marks) • Requires students to reflect on what undertaking their investigation highlighted to them about the methods used by, and the challenges facing, the historian • See subject guide page 93 for examples of discussion questions that may help reflection

  11. Bibliography • Bibliography and clear referencing of all sources must be included with every investigation, but these are not included in the overall word count

  12. Word Limit • Total marks: 25 marks • Word Limit is 2, 200 words. • Suggested word allocations: • Section 1: 500 words • Section 2: 1,300 words • Section 3: 400 words • Bibliography: Not applicable

  13. Using assessment criteria for IA • Same assessment criteria for SL and HL • Find for each criterion, the descriptor that conveys most accurately the level attained by the student, using the ‘best-fit’ model • Using the higher mark in the range should reflect investigations where students demonstrate the qualities to a great extent; and the reverse is also true • Only whole numbers should be recorded • The highest level descriptors do not imply faultless performance but should be achievable by a student • A student may achieve a high level in one criterion but a lower one in a different criterion

  14. It is strongly encouraged that the assessment criteria be made available to students

  15. Criterion A: Identification and evaluation of sources (6 marks)

  16. Criterion B: Investigation (15 marks)

  17. Criterion C: Reflection (4 marks)

  18. IA Audit • Answer the following questions: • How did you approach the IA in past IB history classes? • When did the process take place? • What was the purpose of the IA in your class? • Personal Choice/Student Interest • Syllabus coverage • Meet local/state/national history requirements • Conduct historical research such as local history study, field research, archival research etc. • What did your process look like? • How did students select their topics? • Personal interest/choice • List generated by you • Separate unit of study (ie everyone does questions on Cold War)

  19. Design Considerations • Consider the following questions: • What did you previous IA process look like? Is it something that you can modify? • Do you teach HL/SL, over one or two years? • Where does the IA fall in your overall course of study? • What are the school considerations – semester/non semestered school, internal deadlines, CAS, TOK or EE deadlines? • Calendar Considerations– holidays, study or review blocks, national or state requirements such as exams? • When and in which unit do you introduce the skills needed? • When and in which unit do you offer additional opportunities to practise or rehearse those skills?

  20. Research Considerations Consider the following questions: • Do you have access to a librarian who can assist your students with research? • Do you have access to online resources, local or national archives, primary source material secondary sources that are sufficient for your students’ needs? • If yes, what do your students have access to? • Does your librarian offer assistance with teaching the skills of proper referencing? • If yes, when can you access this?

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