IB HISTORY Study Skills Papers 1,2,3 · PDF fileIB HISTORY “Study Skills” Papers...

J O L E E C H

C A R E Y B G S

O C T O B E R 2 0 1 2

H T A V

I B R E V I S I O N L E C T U R E

IB HISTORY “Study Skills” Papers 1,2,3

About this presentation

Students studying IB History may have studied either Route 1 or Route 2 The examples given in this lecture are from Route 2 – 20th Century World

History. Students studying Route 2, SL/HL Paper 1 will have done 1 topic from a

choice of 3 : 1, Peacemaking, peacekeeping – international relations 1918 – 36, 2, The

Arab-Israeli conflict 1945 – 79, and/or 3, Communism in crisis 1976 – 89. Students studying Route 2, SL/HL Paper 2 will have done 2 topics from a

choice of 5 : 1, Causes, practices and effects of wars, 2, Democratic States – challenges

and responses, 3, Origins and development of authoritarian and single-party states, 4, Nationalist and independence movements in Africa and Asia post-1945 Central and Eastern European States and/or 5, Cold War.

Students studying Route 2, HL Paper 3 will have done either Africa,

Americas, Asia & Oceania, Europe and the Middle East and in their chosen region have studied 3 or 4 topics from a choice of 12.

J Leech Carey BGS IB History 2012

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Monday Tuesday Wednesday Thursday Friday Saturday Sunday

9.00 – 10.00

10.00 – 11.00

11.00 – 12.00

12.00 – 1.00

1.00 – 2.00

2.00 – 3.00

3.00 – 4.00

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

REVISION TIMETABLE

J Leech Carey BGS IB History 2012 3

Revision – sorting your material

You will have notes, p/copies, books etc from 2 years worth of work

You have knowledge from your IA and maybe your EE

You have knowledge from studying Papers 1,2,3

You need to organise your material in relation to the dot points for each topic

You need to check that you have covered enough of the dot points to answer a range of essay questions asked in the exam

You need to know where to go to find more information to fill gaps


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Revision – all of your history notes ?


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Try and make as many links between the topics studied for various papers:

For eg: Topic 3 SPS Paper 2 Stalin and Europe Topic 9 Paper 3

For eg: Topic 3 SPS Paper 2 Hitler and Europe Topic 8 Paper 3

For eg: Topic 3 SPS Paper 2 Mao and Asia Topic 10 Paper 3

For eg Paper 1 Subject 1 and Topic 6 Paper 3 Europe

For eg Paper 1 Subject 3 and Topic 5 Cold War Paper 2 and Europe Topic 9 Asia Topic 10 Paper 3

Revision - Be prepared

You probably have big files of history notes – you will not learn these just by reading them.

To prepare for exams you have to begin to condense these notes down to a manageable size.

Doing this will start the learning process and then keep going back and reducing them further until you are left with a summary of key events/key ideas about particular events in history.


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Revision - How to learn

Cue cards /flash cards

Posters /mind maps

Chronologies/ timelines

Recordings

Study buddies

Comparison charts

Repetition

Teaching someone else


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Revision - Exam writing skills

Go through past exams (questions)

Identify and clarify command and historical terms

Produce essay plans for questions – identify facts needed to answer a question

Practise writing in the allocated time for each exam/essay

Work with a study buddy and use mark schemes to mark each other’s essays


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What to do in the exam room

Read questions carefully in 5 minute reading time

Choose questions from sections you have studied

Do a brief plan, or write down keys words at the start of your essay to keep ideas organised

This way you wont forget relevant areas

Watch your timing – leave time to answer the correct number of questions/essays

Write legibly – it makes it easier for the examiner to mark

Number your answers/essays clearly on answer book and on the cover sheet


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Exam related - DANGER ZONES

Paper 1 Use the marks as a guide to length

of answer

Paper 2 Follow instructions and answer 1

essay from each topic

Paper 3 Avoid choosing questions from

areas of the course that you have not been taught


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Exam related – Common mistakes and how to avoid them

Telling the story: You need to link your information to

the question – not write a narrative Writing general answers: You must include detailed evidence to

support your ideas Spending too long on questions: Timing is crucial in the exam Don’t spend too long on one question

– then not have enough time to write the other/s

Missing the focus of a question: Use the command and clarifying terms

to identify the focus of the question J Leech Carey BGS IB History 2012

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Exams - Tips for revising


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Different things work for different people but here are some that MAY help you...

Ensure that you are doing some revision each day. This should be going over your notes, revising quotes etc. If you don’t remember everything you need, perhaps ask your teacher . It’s good to re write notes as you remember things when you physically

write them down. Use highlighters and coloured pens to indicate – important ideas, etc Use a method of revision that best suits you. This may be mind maps, diagrams, lists, notes etc. If you think

diagrammatically. You may find drawing the information as a cartoon more helpful. Find

what works for you. Any gaps you need to fill, try and find out about it BEFORE you finish

classes for the year – so you can ask your teacher where to get the information from.

How much is each paper worth?

SL Internal

Assessment

Paper 1 Paper 2

25% 30%

45%

HL Internal

Assessment

Paper 1 Paper 2 Paper 3

20% 20%

25% 35%


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Paper 1 – is worth 25 marks an overview

Question 1: This question tests comprehension of sources – it will ask you to state clearly what source is saying – do

not use direct quotes only => otherwise, the examiner will never know you have actually understood. In this question, one mark = one point.

Do not use dot points! ‍Question 2: This question will ask you to examine the similarities, differences OR similarities AND differences between

2 or 3 sources. The wording changes + you need to work it out which it is asking you to do. Never deal with the sources separately! Always make sure you restrict yourself to discussion of the specific issue it asks you to.

Question 3: This question asks you to be an historian => you must discuss origin + purpose in the first sentence + you

must deal with each source separately – never use the word both in this question. The value + limitation of the source must be analysed with reference to its origin + purpose => context is

not an issue

Question 4: · Q4 is an essay + you must make an argument in response to the question · You must also use both material from the sources and your own knowledge => always note when you are using material from sources. It’s all about how USEFUL the sources are as historical documents.


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Route 2 - Paper 1 Prescribed subject 1

Peacemaking, peacekeeping— international relations 1918-36

This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the Paris Peace Settlement—its making, impact and problems of enforcement—and attempts during the period to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. The prescribed subject also requires consideration of the extent to which the aims of peacemakers and peacekeepers were realized and the obstacles to success.

Areas on which the source-based questions will focus are:

• aims of the participants and peacemakers: Wilson and the Fourteen Points • terms of the Paris Peace Treaties 1919-20: Versailles, St Germain, Trianon, Neuilly,

Sèvres/Lausanne 1923 • the geopolitical and economic impact of the treaties on Europe; the establishment and impact

of the mandate system • enforcement of the provisions of the treaties: US isolationism—the retreat from the Anglo

American Guarantee; disarmament—Washington, London, Geneva conferences • the League of Nations: effects of the absence of major powers; the principle of collective

security and early attempts at peacekeeping (1920-5) • the Ruhr Crisis (1923); Locarno and the “Locarno Spring” (1925) • Depression and threats to international peace and collective security: Manchuria (1931-3) and

Abyssinia (1935-6).


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SL/HL Paper 2 What can you do and what will you do?

You will write on ONE essay from Topic ___and ONE essay from Topic ___. There will be six options per topic. You cannot write two essays from the same topic. I said, YOU CANNOT WRITE TWO ESSAYS FROM THE SAME TOPIC! You cannot guarantee any questions but past papers indicate some sort of pattern! You can be judicious in choosing your favored topics.

What aspects of the two topics do you most want to write on?

Topic __ - ________________________________ Topic __ - ________________________________

What other aspects do you think you could do OK on?

Topic __ - ________________________________ Topic __- ________________________________

What other aspects do you think you could handle?

Topic __ - ________________________________ Topic __- ________________________________

So that’s what you are going to study…. Your task is to… Go through past essay questions Write practice essays for your teacher – use the assessment criteria to guide you Submit and resubmit until you get 17/20 Write drafts for essays Write detailed plans for essays


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Route 2 - Paper 2 - Topic 3 Origins and development of authoritarian and single-party states

The 20th century produced many authoritarian and single-party states. The origins, ideology,

form of government, organization, nature and impact of these regimes should be studied.

Origins and nature of authoritarian and single-party states Conditions that produced authoritarian and single-party states Emergence of leaders: aims, ideology, support Totalitarianism: the aim and the extent to which it was achieved

Establishment of authoritarian and single party states

Methods: force, legal Form of government, (left- and right-wing) ideology Nature, extent and treatment of opposition

Domestic policies and impact

Structure and organization of government and administration Political, economic, social and religious policies Role of education, the arts, the media, propaganda Status of women, treatment of religious groups and minorities

Material for detailed study • Africa: Kenya—Kenyatta; Tanzania—Nyerere • Americas: Argentina—Perón; Cuba—Castro • Asia and Oceania: China—Mao; Indonesia—Sukarno • Europe and the Middle East: Germany—Hitler; USSR—Stalin; Egypt—Nasser


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SPS – Making summary notes (table)

LEADER? Methods:

force,

legal

Form of

governme

nt, (left-

and

rightwing

) ideology

Nature,

extent

and

treatment

of

Oppositio

n

Structure

and

organizat

ion of

governme

nt and

administr

ation

Political,

economic

, social

and

religious

policies

Role of

education

, the arts,

the

media,

propagan

da

Status of

women,

treatment

of

religious

groups

and

minoritie

s


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(SPS eg:) Stalin Conditions that produced single party state

Tsarist autocracy

Theory of Marxism

Russia’s involvement in WW1

Russia was in turmoil

Russian revolution 1917

Civil war

Communists win civil war

Stalin was appointed Gensek,

Death of Lenin

Trotsky’s arrogance

Stalin’s political position

Aims

Collectivisation

Industrialization

Classless Society

Ideology

Socialism

Communism

Marxism

Egalitarianism

Support

Poorly educated people

ordinary party members who saw Stalin as an equal

Majority of the public who believed Stalin when he said that he wanted to make everyone equal – the peasants

‘Lower class’ people

Those who supported communism

Methods

Execution

Exiled to Siberia – Gulags

Tortured

The purges

Labour camps

Form of Government Left wing Nationalistic Anti Fascist In favour of a classless society Nature, treatment and extent of the opposition By the end of the Lenin Era any party other than the Russian

Communist Party had been banned Killed off even those in his party Political, social, economic and religious policies 5 year plans Government owned all natural resources and industries. Policy of industrialization and collectivisation Deeply opposed religion All teaching of religion banned Nuns and priests arrested Roles of Education, the arts, media, propaganda Education was the key to nation’s progress. Compulsory 10 year education for all children Books were eradicated and photographs altered to erase memories of

those who had opposed Stalin and his policies (i.e. Trotsky) Music, writing and art were censored and adapted to reflect a positive

picture of communism Criticism was neither encouraged nor tolerated Used children to make himself appear to be kind and well loved Propaganda glorified high achievers Status of women, treatment of religious groups and minorities Women were considered equal to men Women were expected to perform a dual role 1930’s Motherhood Medal created to encourage a higher birth rate Stalin despised Christianity Teaching of religion was banned Day of rest was abolished in 1929


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Route 2 - Paper 2 - Topic 3 Origins and development of authoritarian and single-party

state – past exam questions

November 2011 In what ways, and with what success, did either Sukarno or Nasser deal

with domestic challenges after gaining power? In what ways, and with what success, did one authoritarian or single-party

ruler deal with internal opposition? To what extent was the maintenance of power by either Mao or Castro a

result of successful economic policies? “The rise to power of authoritarian or single-party leaders depended upon

the use of force rather than popular support.” With reference to two leaders, each chosen from a different region, to what extent do you agree with this statement?

Compare and contrast the status and treatment of women or minorities in two authoritarian or single-party states, each chosen from a different region.

Assess the role of each of the following in the rise to power of Stalin and Hitler: ideological appeal; underestimation by opponents; propaganda.


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Route 2 - Paper 2 - Topic 3 Origins and development of authoritarian and single-party

state – past exam questions

May 2012 13. Assess the contribution of economic instability and lack of a united

opposition to the rise to power of two leaders of single-party states, each chosen from a different region.

14. To what extent were either Kenyatta or Nyerere successful in dealing with the social and economic challenges facing the state after independence?

15. Compare and contrast the treatment of religious groups and minorities in two authoritarian or single-party states, each chosen from a different region.

16. Analyse the methods used by one single-party ruler to establish totalitarian control.

17. Assess the extent to which ideological appeal aided the rise and rule of one of the following: Sukarno; Nasser; Perón.

18. “Successful economic and social policies were essential for the single-party leader’s maintenance of power.” With reference to either Mao or Castro, to what extent do you agree with this statement?


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Route 2 - Paper 2 - Topic 5 The Cold War

This topic addresses East–West relations from 1945. It aims to promote an international perspective and understanding of the origins, course and effects of the

Cold War—a conflict that dominated global affairs from the end of the Second World War to the early 1990s. It includes superpower rivalry and events in all areas affected by Cold War politics such as spheres of interest, wars (proxy), alliances and interference in developing countries.

Major themes Origins of the Cold War

Ideological differences Mutual suspicion and fear From wartime allies to post-war enemies

Nature of the Cold War

Ideological opposition Superpowers and spheres of influence Alliances and diplomacy in the Cold War

Development and impact of the Cold War

Global spread of the Cold War from its European origins Cold War policies of containment, brinkmanship, peaceful coexistence, détente Role of the United Nations and the Non-Aligned Movement Role and significance of leaders Arms race, proliferation and limitation Social, cultural and economic impact

End of the Cold War

Break-up of Soviet Union: internal problems and external pressures Breakdown of Soviet control over Central and Eastern Europe

Material for detailed study • Wartime conferences: Yalta and Potsdam • US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO • Soviet policies, Sovietization of Eastern and Central Europe, COMECON, Warsaw Pact • Sino–Soviet relations • US–Chinese relations • Germany (especially Berlin (1945-61)), Congo (1960-64), Afghanistan (1979-88), Korea, Cuba, Vietnam, Middle East • Castro, Gorbachev, Kennedy, Mao, Reagan, Stalin, Truman


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Route 2 - Paper 2 - Topic 5 The Cold War – past exam questions

November 2011

“The Potsdam Conference marked the end of the wartime alliance and laid

the foundations for post-war hostility.” With reference to the period up to 1949, to what extent do you agree with this statement?

With reference to two countries, each chosen from a different region (excluding the US or the USSR), assess the social and economic impact of the Cold War.

In what ways, and with what success, did the US and the USSR attempt to reduce Cold War tensions between 1956 and 1979?

For what reasons, and with what results, did the Cold War affect the Middle East between 1956 and 1979?

Compare and contrast the impact of two of the following leaders on the Cold War: Mao; Castro; Kennedy.

To what extent did (a) ideological and (b) economic factors contribute to the ending of the Cold War?


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Route 2 - Paper 2 - Topic 5 The Cold War – past exam questions

May 2012 Topic 5 The Cold War 25. Assess the role of Truman and Stalin in the origins and

development of the Cold War. 26. “The sovietization of Eastern and Central Europe after the

Second World War was undertaken as a defensive measure by the Soviet Union.” To what extent do you agree with this statement?

27. Analyse the reasons for, and consequences of, the breakdown of Sino–Soviet relations in the 1950s and 1960s.

28. Assess the economic and social impact of superpower involvement in one of the following: Cuba (after 1959); Congo (after 1960); Afghanistan (after 1979).

29. In what ways, and with what significance, did either Kennedy or Reagan influence the development of the Cold War?

30. For what reasons, and in what ways, did Cold War tensions hinder the work of the United Nations? J Leech Carey BGS IB History 2012

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Paper 2 – November 2011 –exam Student Sample Answer

Topic 5 :Cold War

Qu 25. Assess the role of Truman and Stalin in the origins and development of the Cold War.


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The years between 1945 and 1949 were characterised by innumerable developments in eastern and western Europe and discussion between the once-allied east and west, who were rapidly becoming polarised entities in the advancing post war world. The Potsdam Conference was the second meeting between the USA and the USSR, and spelled the fate of Eastern Europe, Germany and specifically Berlin; the events which succeeded the Potsdam Conference, which convened in July and August were to signal the ongoing tension between the east and West, providing the foundations for future conflict. It was at Potsdam that the west adopted a far more hard-line policy towards the soviets, that the division of Berlin was confirmed, and that the Soviet occupation of Eastern Europe was concreted. It was this, combined with ensuing developments, which provided the grounds for future tension.

One of the most important developments which occurred after the Yalta Conference was the death of Roosevelt, in May and his replacement by Truman. According to William Appleman Williams Truman had an abrasive and direct style when dealing with the members of the soviet governments, and he undoubtedly adopted a more hard line policy; in Truman’s words, the USSR had to be failed with an “iron fist” and harsh language, otherwise a hot war would be the result. This approach is manifested by the dropping of nuclear bombs on Hiroshima and Nagasaki after they failed to heed the warning of the Potsdam declaration. According to Gar Alperovitz and PMS Blackett, the dropping of nuclear bombs on Japan was not the last military campaign of the war, but the first of the Cold War, designed to intimidate the Soviets. To add, it had the dual effect of nullifying the Japanese threat in the Far East and resolving the bargaining power of the Soviets, of which they were in desperate need. According to Vadney, this loss of power caused the Soviet desire for political autonomy in Eastern Europe to intensify; nearing the establishment of communist regimes was imminent.


Topic 5 :Cold War



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Truman’s appointment also signalled the end of the US concessions towards the west which had pacified the soviets in at Yalta. It was Truman’s determination to secure Poland of Potsdam that caused a reaction from the Soviets; according to McNeil. Roosevelt had been content to allow a provisional government, dominated by the Lublin Committee, to operate in Poland. It soon became clear, however, that Stalin had other intentions, even though he did not break his promise he held free election in Eastern Europe, he ordered the return of Beirut from Moscow (where he has been protected during the war) and doctored the elections in his favour. According to Desmond Donnelly it was not surprising that Beirut’s communists were victorious given the degree of Soviet intervention. Stalin’s actions however, were given precedence, which rejected Truman’s doing a Poland at Potsdam; the Soviets had demanded a role in the occupation of Italy, and while this demand was acknowledged, the real power remained in the hands of the USA. As a result, Stalin felt that his desires for security and autonomy in Eastern Europe was justified.

Truman undoubtedly would have been concerned at Potsdam regarding the future of the USA’s “open door” policy, which had actually been a significant spur for the USA’s bid to win the fight against Japan in the far East. The recent economic success at the USA relied on free flowing trade, and according to Gardner, Soviet occupation of Eastern Europe challenged this, and hence was closer to the USAs recent economic future and its status as a great economic power. Hence the struggle at Potsdam over Poland in essence represented more than Truman’s aversion to Stalin’s expansion; at the epicentre of this struggle for Poland was the survival of the USA’s “open door” policy which was later to form the basis of the Truman Doctrine, which would irrevocably split the East and West physically and ideologically.

Most important out of the Potsdam Conference was the decision to divided Germany into four zones, splitting Berlin into spheres of influence, which would later become the division between East and west that encapsulated the nature of the Cold War, Vadney proposes that the splitting of Germany into these zones of occupation was an attempt to pacify the soviets in the pursuit of (2 words missing); it was agreed that the USSR was to take a significant percentage of industrial output from Germany both from its zone and the zones occupied from the West. At the time of the Potsdam Conference, the division seemed to be applicable and effective, however it would later prove to be a source of tension, and further disagreement between the east and west, which was to outlast the rules of Truman and Stalin, It was this agreement regarding Berlin that resulted in the eventual construction of the berlin Wall, a symbol of the fear and mistrust between the USA and USSR. To add, Melvyn P Leffler points out that the formation of bizonia and trizonia and the exclusion of the USSR caused Stalin to tighten his grip on the satellite states.


Topic 5 :Cold War



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It was undoubtedly America which galvanised conflict at the Potsdam Conference. According to Appleman Williams, the events of 1945 cannot be considered in an economic vacuum and the agreements of Potsdam were inherently tied to US policies and fears of losing economic supremacy. IT was after the Potsdam Conference, in 1947, that this came into effect, manifested by the Truman Doctrine, while seemingly ideological in nature, its main concerns were economic. D. Adosa the US under-secretary of state at the time, recognised that the “open door” policy was losing momentum in congress, and believed that it had to be tied to something more tangible, which was an (word missing) to communism, M McCauley affirms this claim, proposing that the Truman Doctrine ,and its economic partner, the Marshall Plan when were extensions of the “open door” policy, offering the USA to firmly entrench itself in European affairs, promising a continuation of the USAs recent economic upswing. Hence, while this was implicit in Truman’s actions at Potsdam, it was not enacted until two years later. It in essence solidified the tension which had ground between the two opposing sides which originated of Potsdam, and spelled the end of Stalin’s measure and reconciliatory approach towards the USA. While the Soviet’s pursuit of political autonomy in Eastern Europe was a reason for worry its security concerns were legitimate given its position after the war, and nonetheless, this did not necessitate the US response to arm the majority of Western European countries not the establishment of a “neo-colonial” relationship with these nations.

The Potsdam Conference of 1945 was significant for a number of reasons; in essence it laid the foundations for the innumerable conflict which were to follow and was a manifestation of both US and Soviet aims at the time it was to be said, to a large extent, that Potsdam was the first step towards the ultimate collapse of the wartime alliance; however, it remains only one event, in a series of events, that culminated in the descent of the Cold War for the world. As shown by the Truman Doctrine and Marshall Plan, the separation was not exacted until after Potsdam. Nevertheless, Potsdam did to a large extent mark the end of the wartime alliance and contributed to laying the foundations of the Cold War.

Examiners feedback The answer is clearly focussed on the demands of the question. Specific knowledge is applied as

evidence, and critical commentary is used appropriately to produce a specific argument.

Paper 2 - Essay Criteria

0: Answers not meeting the requirements of descriptors should be awarded no marks. 1–3: Answers do not meet the demands of the question and show little or no evidence of appropriate structure. There are no more than vague, unsupported assertions. 4–5: There is little understanding of the question. Historical details are present but are mainly inaccurate and/or of marginal relevance. Historical context or processes are barely understood and there is minimal focus on the task. 6–7: Answers indicate some understanding of the question but historical knowledge is limited in quality and quantity. Historical context may be present as will understanding of historical processes but underdeveloped. The question is only partially addressed. 8–9: The demands of the question are generally understood. Historical knowledge is present but is not fully or accurately detailed. Knowledge is narrative or descriptive in nature. There may be limited argument that requires further substantiation. Critical commentary may be present. There is an attempt to place events in historical context and show an understanding of historical processes. An attempt at a structured approach, either chronological or thematic has been made. 10–12: Answers indicate that the question is understood but not all implications are considered. Knowledge is largely accurate. Critical commentary may be present. Events are generally placed in context and understanding of historical processes, such as comparison and contrast are present. There may be awareness of different approaches and interpretations but they are not based on relevant historical knowledge. There is a clear attempt at a structured approach. 13–15: Answers are clearly focused on the demands of the question. Specific knowledge is applied as evidence, and analysis or critical commentary are used appropriately to produce a specific argument. Events are placed in context and there is sound understanding of historical processes and comparison and contrast. Evaluation of different approaches may be used to substantiate arguments presented. 16–20: Answers are clearly structured and focused, have full awareness of the demands of the question, and if appropriate may challenge it. Detailed specific knowledge is used as evidence to support assertions and arguments. Historical processes such as comparison and contrast, placing events in context and evaluating different interpretations are used appropriately and effectively.


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Paper 2 – questions

45 minutes per essay

Choose 1 essay each from two different topics studied

There are 6 questions for each topic to choose from

_______________________________________

3 questions – named people, themes, topics, events listed

2 questions – open ended

1 question – addressing social, economic or gender

1 question will be 2 regions

1 question comparative or based on a quotation

When the question is open ended – you can use any material


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Paper 2 common mistakes to avoid

Answering the wrong number of questions or choosing two questions from the same topic

Failing to read, understand and follow command terms in the question

Failing to read, understand and follow the other key words in the question

Writing a prepared answer to a question

Failing to write an analytical essay J Leech Carey BGS IB History 2012

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Paper 2 – what to do in the exam

Use your 5 minutes of reading time wisely There are 5 topics on the exam – go to the 2 you

have studied Read all the questions for your chosen topics Select the questions you can answer Reread the questions and make sure you can

answer all parts Do you know what the question is asking you to

do? Do you know enough factual content to answer

the question? Choose questions which have clear directions

and a tight focus for your response. Avoid broad questions with indefinite focus and

a wide geographical and chronological range. This might result in a vague general answer.


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Paper 2 – what to write in the essay

You have 90 minutes in total which is 45 minutes per essay

Underline the command terms, key words, other terms and directions

You should be able to support your points with relevant content

Maybe write down some points that you can follow when you are writing the essay

Write a clear introduction answering the question, this helps to show the structure of your essay

It also shows the examiner that you have understood the question


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Paper 2 & 3 essays – things to think about

What does the question mean? What should I include in my answer? How should I present my answer? What structure and content are

required in my answer? What are the specific events, people,

developments, ideas, policies that I must consider?

What is the time frame? What details should be included in

my answer? What doesn’t belong in my answer?


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Paper 2 & 3 essay writing – things to note

You need to write a decent answer to the question. If you can answer the question with the basic facts you will get 8/20. Another mark or two will come from your ability to express yourself –

elevate your expression. The other 10 marks will come from evidence and the analysis of it. So

aim for this: Introduction – follow my guide – 3-4 sentences with a reference to the

historiographical divide; Body paragraphs – try this 3,2,1 approach as a minimum:

3 facts 2 primary source quotes 1 secondary source quote/historiographical discussion

Quotes in intro and conclusion are fine.

Avoid the pitfalls of using adverbs of time to open paragraphs and

sentences instead choosing active verbs and metaphoric language.


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Essay Writing – some tips!

Not a narrative

Answer the question being asked – and all parts of the question

Need to support your answer with dates, facts etc

Signposting – using words from the question throughout the essay

Create an argument as a sentence – then refer to it (with supporting material)


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Words to make your essay writing sound more critical

- However - Nevertheless - Although - On the contrary - Nonetheless - Juxtaposed - Contrastingly - Despite this - Conversely - Similarly - Alternatively - In addition to this - In contrast to

- Moreover - On the other hand - Furthermore - Likewise - Thus - Hence - In turn - To a degree - To some extent - In spite of this

- Whilst - Then again

- Regardless of Whereas


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Be prepared- what do examiners say?

Many examiners have noted that students often write poor responses because they do not know or understand the terms used in the questions.

Failing to know the difference between left and right wing states or the meaning of the word “ideology” may mean that you produce a weak response.

If you don’t under stand the meaning of the command terms, it affects your ability to produce a good answer as you wont understand what is required for the question.

Not noticing the word “both” in the question means that your response will be incomplete and will not score as well as you will concentrate on just one aspect.

Similarly, failure to notice a term such as “either/or” might cause you to attempt to cover too much material, resulting in a poor grade.

Paying close attention to any dates that are included in a question will help you to focus your response and avoid wasting time covering material outside the required period.


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IB - Command Terms

Analyse Break down in order to bring out the essential elements or structure.

Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrast Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Contrast Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Describe Give a detailed account.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be

presented clearly and supported by appropriate evidence.

Distinguish Make clear the differences between two or more concepts or items.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain Give a detailed account including reasons or causes.

Identify Provide an answer from a number of possibilities.

Justify Give valid reasons or evidence to support an answer or conclusion.

To what extent Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.


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HL – Paper 3 What can you do and what will you do?

This will mean that you can have a go at questions ___________and maybe _____________ and any EE/IA-related topic you feel good about attempting. You have to write THREE essays and you can write on 2 from the same overall topic. Technically, the least number of bullet points you have to study to guarantee topics is 10. This is a lot! So you need to be judicious…

What topics do you want to write on?

________________________________ ________________________________ ________________________________

What other topics do you think you could do OK on?

________________________________ ________________________________ ________________________________

What other topics do you think you could have a go at ?

________________________________ ________________________________ ________________________________

So what areas do you need to study for?


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HL Paper 3 – exam structure

The paper has 24 questions

The questions are in chronological order

Two questions on each section

Need to answer 3 questions

You have 2 hours and 30 mins to answer

BE PREPARED

revise all bullet points from each section


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HL Paper 3

BE PREPARED Under stand the question, get the focus right Provide accurate, relevant, detailed evidence, know

your facts Demonstrate analysis and evaluation of the importance

of the facts in relation to the question

Refer to mark bands (assessment criteria)


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HL Paper 3 – Common Mistakes and tips

Not answering the question Don’t use a prepared essay Telling the story Need to be specific in the use of factual

knowledge Answering only part of the question Make sure you have answered all of the

question Not noticing dates given in the question Focus on the material which is from the

dates mentioned in the question – try and not write outside the given dates J Leech Carey BGS IB History 2012

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HL Paper 3 – what to do in the exam

Use your reading time to identify the questions which you have learnt

Make note of the questions you will be happy to answer

Read the questions carefully – do you know enough to answer all of the question

Underline the command terms in the question

Write a quick plan of the issues / ideas you are going to write about

Watch your timing – spend 45 to 50 minutes on each essay


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HL Paper 3 – Europe and the Middle East Topic 5. Imperial Russia, revolutions, emergence of Soviet State

1853-1924

This section deals with the decline of imperial power in Tsarist Russia and the

emergence of the Soviet State. It requires examination and consideration of the social, economic and political factors that inaugurated and accelerated the process of decline. Attempts at domestic reform and the extent to which these hastened or hindered decline should be studied, together with the impact of war and foreign entanglements.

• Alexander II (1855-81): emancipation of the serfs; military, legal, educational, local

government reforms; later reaction • Policies of Alexander III (1881-94) and Nicholas II (1895-1917): backwardness and

attempts at modernization; nature of tsardom; growth of opposition movements • Significance of the Russo-Japanese War; 1905 Revolution; Stolypin and the Duma;

the impact of the First World War (1914-18) on Russia • 1917 Revolutions: February/March Revolution; Provisional Government and Dual

Power (Soviets); October/November Bolshevik Revolution; Lenin and Trotsky • Lenin’s Russia (1917-24): consolidation of new Soviet state; Civil War; War

Communism; NEP; terror and coercion; foreign relations


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HL Paper 3 – Europe and the Middle East Topic 6. European diplomacy and the First World War

1870-1923

This section deals with the longer- and shorter-term origins of the First World War, its course and consequences. The breakdown of European diplomacy pre-1914 and the crises produced in international relations should be examined. It covers how the practice of war affected the military and home fronts. The section also investigates reasons for the Allied victory/Central Powers’ defeat plus a study of the economic, political and territorial effects of the post-war Paris Peace Settlement.

• European diplomacy and the changing balance of power after 1870 • Aims, methods, continuity and change in German foreign policy to 1914; global

colonial rivalry • Relative importance of: the Alliance System; decline of the Ottoman Empire;

Austria Hungary and Balkan nationalism; arms race; international and diplomatic crises • Effects on civilian population; impact of war on women socially and politically • Factors leading to the defeat of Germany and the other Central Powers (Austria

Hungary, Ottoman Empire and Bulgaria); strategic errors; economic factors; the entry and role of the

United States • Post-war peace treaties and their territorial, political and economic effects on

Europe: Versailles (St Germain, Trianon, Neuilly, Sèvres/Lausanne) J Leech Carey BGS IB History 2012

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HL Paper 3 – Europe and the Middle East Topic 8. Interwar years: conflict and cooperation 1919-39

This section deals with the period between the two World Wars and the attempts to promote international cooperation and collective security. Obstacles to cooperation, such as post-war revisionism, economic crises and challenges to democracy and political legitimacy in Italy, Germany and Spain respectively, all require examination and consideration. The policies of the right-wing regimes and the responses of democratic states are also the focus of this section.

• Germany 1919-33: political, constitutional, economic, financial and social

problems • Italy 1919-39: Mussolini’s domestic and foreign policies • The impact of the Great Depression (case study of its effect on one

country in Europe) • Spanish Civil War: background to the outbreak of the Civil War; causes

and consequences; foreign involvement; reasons for Nationalist victory • Hitler’s domestic and foreign policy (1933-39) • Search for collective security; appeasement in the interwar years; the

failure of international diplomacy; the outbreak of war in 1939 J Leech Carey BGS IB History 2012

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HL Paper 3 – Europe and the Middle East Topic 9. The Soviet Union and Eastern Europe 1924-2000

This section deals with the consolidation of the Soviet state from 1924 and the methods applied to ensure its survival, growth and expansion inside and outside the borders of the Soviet Union. The rise and nature of the rule of Stalin, Khrushchev, Brezhnev and the policies and practice of Sovietization (post-1945) in Central and Eastern Europe are areas for examination. East–West relations post-1945 in relation to Soviet aims and leadership should also be considered.

• Stalin (1924-53): power struggle; collectivization and industrialization; Five Year

Plans; constitution; cult of personality; purges; impact on society; foreign relations to 1941 • The Great Patriotic War: breakdown of wartime alliance; Cold War; policies

towards Germany: Berlin; Eastern European satellite states; Warsaw Pact • Khrushchev (1955-64): struggle for power after Stalin’s death; destalinization;

peaceful coexistence; domestic policies: economic and agricultural; foreign relations: Hungary, Berlin, Cuba, China

• Brezhnev: domestic and foreign policies • Case study of one Sovietized/satellite state: establishment of Soviet control; the

nature of the singleparty state; domestic policies; opposition and dissent (suitable examples could be East Germany, Czechoslovakia, Poland but all relevant states are valid)

• Transformation of Soviet Union: political developments and change (1982-2000)


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Paper 3 HL How it is marked – useful things to know!

The examiner spends 15 to 20 minutes per script

The examiner spends 5 to 8 minutes per essay

The examiners don’t look at a plan if you write one


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Paper 3 HL – tips!

50 minutes per essay Question choice is important (5 minute reading time) In revision time practice choosing your 3 essays The essays are listed in chronological order There are 2 essays per topic (you can choose both) Create a balanced essay ______________________________________________ Introduction Response, timeframe, define terms/key words Identify the themes Paragraphs The ideas in date order (chronological) Depth of knowledge should be shown Challenge the question (in paragraph 3)


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Paper 3 HL – Essay Criteria

0: Answers not meeting the requirements of descriptors should be awarded no marks. 1–2: Answers do not meet the demands of the question and show little or no evidence of appropriate structure. There is little more than unsupported generalization. 3–4: There is little understanding of the question. Historical knowledge is present but the detail is insufficient. Historical context or processes are barely understood and there are little more than poorly substantiated assertions. 5–6: Answers indicate some understanding of the question, but historical knowledge is limited in quality and quantity. Understanding of historical processes may be present but underdeveloped. The question is only partially addressed. 7–8: The demands of the question are generally understood. Relevant, historical knowledge is present but is unevenly applied. Knowledge is narrative or descriptive in nature. There may be limited argument that requires further substantiation. Critical commentary may be present. An attempt to place events in historical context and show an understanding of historical processes. An attempt at a structured approach, either chronological or thematic has been made. 9–11: Answers indicate that the question is understood but not all implications considered. Knowledge is largely accurate. Critical commentary may be present. Events are generally placed in context, and historical processes, such as comparison and contrast, are understood. There is a clear attempt at a structured approach. Responses that simply summarize the views of historians cannot reach the top of this markband. 12–14: Answers are clearly focused on the demands of the question. Relevant in-depth knowledge is applied as evidence, and analysis or critical commentary are used to indicate some in-depth understanding but is not consistent throughout. Events are placed in context and there is sound understanding of historical processes and comparison and contrast. Evaluation of different approaches may be used to substantiate arguments presented. Synthesis is present but not always consistently integrated. 15–17: Answers are clearly structured and focused, have full awareness of the demands of the question, and if appropriate may challenge it. Accurate and detailed historical knowledge is used convincingly to support critical commentary. Historical processes such as comparison and contrast, placing events in context and evaluating different interpretations are used appropriately and effectively. Answers are well-structured and balanced and synthesis is well-developed and supported with knowledge and critical commentary. 18–20: Answers are clearly focused with a high degree of the awareness of the question and may challenge it successfully. Knowledge is extensive, accurately applied and there may be a high level of conceptual ability. Evaluation of different approaches may be present as may be understanding of historical processes as well as comparison and contrast where relevant.

Evaluation is integrated into the answer. The answer is well-structured and well-focused. Synthesis is highly developed. J Leech Carey BGS IB History 2012

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Paper 3 HL – Nov 2011 Europe and the Middle East

1. “A new France emerged out of the revolution; Napoleon Bonaparte’s achievement was to organize it.” To what extent do you agree with this statement? 2. Analyse the successes and failures of the Congress of Vienna (1814–1815). 3. Assess the contribution to Italian unification of either Cavour or Garibaldi. 4. Why was Germany unified under Prussia in 1871? 5. Assess the success of either Muhammad Ali in modernizing Egypt or Abdul Hamid in strengthening the Ottoman Empire. 6. Analyse the causes and consequences of the Crimean War (1854–1856). 7. Compare and contrast two of the crises faced by the Third French Republic between 1875 and 1914. 8. In 1867 Disraeli said: “Change is inevitable in a progressive country.” What changes did Disraeli introduce in Britain up until 1880? 9. In what ways, and with what success, did Alexander II attempt to modernize Russia and preserve imperial power? 10. Analyse the impact of the First World War on Russia between 1914 and 1924. 11. Discuss the importance of two of the following in European diplomacy between 1870 and 1914: the Alliance System; global colonial rivalry; changing balance of power; nationalism. 12. Assess the factors that led to the defeat of the Central Powers in the First World War. 13. Analyse the role of religion in Saudi Arabia between 1932 and 1949. 14. For what reasons, and with what success, were attempts made to modernize either Turkey or Iran in the first half of the twentieth century? 15. Why did attempts at cooperation in Europe between 1919 and 1939 end in failure? 16. “The Spanish Civil War was essentially a domestic matter that rapidly became an international issue.” To what extent do you agree with this statement? 17. To what extent did the cult of personality contribute to Stalin’s maintenance of power? 18. Compare and contrast the foreign policies of Khrushchev and Brezhnev. 19. Compare and contrast post-Second World War problems and recovery in two Western European states. 20. Why was Germany divided in 1945 but reunited in 1990? 21. Analyse the changing relations between Israel and the Arab world between 1967 and 2000. 22. Assess the successes and failures of Nasser in Egypt between 1954 and 1970. 23. In what ways, and to what extent, did gender issues change in the fifty year period you have studied? 24. Analyse the impact of technology on one society in the fifty year period you have studied. J Leech Carey BGS IB History 2012

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Paper 3 HL – May 2012 Europe and the Middle East

The French Revolution and Napoleon — mid eighteenth century to 1815 1. “The revolutionary wars of 1792–1796 were to defend France and not spread revolution.” To what extent do you agree with this statement? 2. How successful was the Congress of Vienna in achieving the aims of the peacemakers? Unification and consolidation of Germany and Italy 1815–1890 3. Analyse the causes and consequences of the 1848 revolutions in the German states. 4. Assess the contribution made by other powers to the unification of Italy (1848–1871). Ottoman Empire from the early nineteenth to the early twentieth century 5. Assess the importance of the Eastern Question for major European powers between 1850 and 1880. 6. Analyse the impact of the Committee of Union and Progress on the Ottoman Empire between 1908 and 1914. Western and Northern Europe 1848–1914 7. Assess the successes and failures of Gladstone’s Irish policies. 8. Analyse the major political developments in any one country you have studied between 1848 and 1914. Imperial Russia, revolutions, emergence of Soviet State 1853–1924 9. Compare and contrast the domestic policies of Alexander II (1855–1881) and Alexander III (1881–1894). 10. “Lenin was able to consolidate Bolshevik rule in Russia by combining popular policies and repression.” To what extent do you agree with this statement about Bolshevik rule up to 1924? European diplomacy and the First World War 1870–1923 11. Assess the importance of Balkan nationalism as a reason for the outbreak of the First World War. 12. Why were the Central Powers defeated by 1918?


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Paper 3 HL – May 2012 Europe and the Middle East

War and change in the Middle East 1914–1949 13. “Economic and religious issues were the main cause of tension in the Palestine Mandate between 1920 and 1939.” To what extent do you agree with this statement? 14. For what reasons, and with what consequences, was Reza Khan able to gain power in Iran in 1924? Interwar years: conflict and cooperation 1919–1939 15. Compare and contrast the reasons for the rise to power of Hitler and Mussolini. 16. “The policy of appeasement was a major cause of the outbreak of war in 1939.” To what extent do you agree with this statement? The Soviet Union and Eastern Europe 1924–2000 17. Analyse the reasons for Stalin’s emergence as Lenin’s successor by 1929. 18. “The main aim of Brezhnev’s policies was to maintain the Soviet System.” To what extent do you agree with this statement? The Second World War and post-war Western Europe 1939–2000 19. Why had Germany been divided into East and West by 1949? 20. Assess the extent of economic integration in Europe by the 1990s. Post-war developments in the Middle East 1945–2000 21. “The impact of the White Revolution was a major factor in the overthrow of the Shah in 1979.” To what extent do you agree with this statement? 22. Analyse the nature of political developments between 1945 and 2000 in any one Middle Eastern state you have studied (excluding Egypt). Social and economic developments in Europe and the Middle East in the nineteenth or twentieth century 23. Assess the impact of educational change on society over a fifty year period in any one country you have studied up to the year 2000. 24. Examine the impact of religion on society in any one county you have studied up to the year 2000 J Leech Carey BGS IB History 2012

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Paper 3 HL – May 2012 Asia and Oceania

1. Compare and contrast the reasons for, and the effects of, colonial rule from the late eighteenth century until the mid nineteenth century in two of the following: Indo-China; the Philippines; Indonesia; Australia; New Zealand. 2. “The Great Revolt (Indian Mutiny) of 1857 was a turning point in the British administration of India.” To what extent do you agree with this statement? Traditional East Asian societies — late eighteenth to the mid nineteenth century 3. To what extent did the outcome of the First Opium War contribute to the causes of the Second Opium War? 4. In what ways, and to what extent, was the Tokugawa Shogunate’s authority undermined by forces from within Japan before the arrival of Commodore Perry in 1853? Developing identities — mid nineteenth to the early twentieth century 5. Analyse the factors that contributed to the growth of national identity between the late nineteenth century and early twentieth century in one of the following: the Philippines; Australia; New Zealand. 6. Explain why the Siamese monarchy was able to maintain its independence from full European control up to the end of the First World War. Early modernization and imperial decline in East Asia — mid nineteenth to the early twentieth century 7. Analyse the reasons for, and the consequences of, the Boxer Rebellion (1900–1901) in China. 8. Examine the causes, and the consequences for Korea and the region, of the Sino–Japanese War (1894–1895). Impact of the World Wars on South and Southeast Asia to the mid twentieth century 9. Evaluate the contribution of one leader to the achievement of independence for one country in South Asia between the end of the First World War and the mid twentieth century. 10. Compare and contrast the impact of both the First World War and the Second World War on Indonesia and Vietnam. The Republic of China 1912–1949 and the rise of Communism 11. Why did the First United Front (1924–1927) between the Chinese Communist Party and the Guomindang (Kuomintang) fail? 12. “The main reason why the Guomindang (Kuomintang) lost the Chinese Civil War (1946–1949) to the Communists was that they were exhausted after fighting the Japanese in the Sino–Japanese War (1937–1945).” To what extent do you agree with this statement?


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Paper 3 HL – May 2012 Asia and Oceania

Imperial Japan: empire and aftermath 1912–1952 13. Evaluate the influence of the army on Japanese politics in the period 1927–1937. 14. Explain why, and with what success, Japan established the Co-Prosperity Sphere in the region between 1940 and 1945. Developments in Australia and New Zealand, and in the Pacific Islands 1941–2000 15. “Australia looks to America, free from any pangs as to our traditional links or kinship with the United Kingdom.” Assess the reasons for, and the consequences up to 1971 of, this statement made in December 1941 by Prime Minister Curtin. 16. “After the Second World War the foreign and economic policies of New Zealand altered considerably and became focussed on Asia and the Pacific Islands.” To what extent do you agree with this statement? Developments in South and Southeast Asia from mid twentieth century to 2000 17. Analyse the policies and achievements of either Rajiv Gandhi (1984–1991) in India or Zia (1977–1988) in Pakistan. 18. “The war in Vietnam (1955–1975) was a conflict about ideology not nationalism.” To what extent do you agree with this assessment of the Vietnam War? China: the regional superpower from mid twentieth century to 2000 19. “Mao Zedong (Mao Tse-tung) was disappointingly inconsistent as a nation builder.” Is this a fair appraisal of Mao’s leadership between 1949 and 1976? 20. Assess the political developments in China under Deng Xiaoping (Teng Hsiao-p’ing) (1976–1997). Global impact of the region in the second half of the twentieth century 21. Compare and contrast the economic development between 1945 and 2000 in two of the following countries: Japan; Taiwan; Hong Kong; South Korea; Singapore; Malaysia; Thailand. 22. To what extent did religion influence relations between countries of the region during the second half of the twentieth century? Social and economic developments 1945–2000 23. Discuss the extent to which the traditional arts and culture of one country of the region were affected by outside influences between 1945 and 2000. 24. In what ways, and with what consequences, did technology change the social structures and the economy of one country of the region in the second half of the twentieth century? J Leech Carey BGS IB History 2012

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Essays in exams

If you run out of time – you can dot point your essay to finish it

Could write a conclusion


56

Historiography in essay writing

The criteria for both Paper 2 and 3 suggest that historiography can be applied to achieve marks in certain mark bands.

If you are going to use historiography, you should try and be specific about the debates and what schools of thought individuals belong to.

It is not useful to write a generic statement that says : many historians think that ….


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Stalin - historiography

In dealing with different historical interpretations of Stalin there are a few things to keep in mind: Which factors does the historian focus on and what keys does the historian use? In looking at different historical periods the answer to your question will be different. The historian can choose to believe parts of or all of the following ideas about history:

The Structuralist believe that it is structures in society that will determine the actions of history. The French revolution is caused by society, not by persons storming the Bastille. The Liberal thinks that persons play a major part in history. Stalin as a person is interesting in understanding the events, he took advantage of other persons weaknesses etc to build his personal power. The Determinist believes that there are actual “laws” determining the historical way that events will take. If there are a number of factors present, then these factors will lead to that certain event. Their approach is similar to a natural scientist’s, if you heat water it will boil, if you have population starving in the cities you will have a revolution etc. The Intentionalists examines the willing and desires of different persons or factors in society had. Did Stalin intend for the Purges to take place or not? Are there any evidences for this. If you are an intentionalist you are most likely to have an liberal perspective too. The Revisionst is an historian who has revised the history out of any reason, it doesn’t necessarily mean that they belong to a whole new school, it only means that they have a different opinion than most other active historians coming from having revised the facts. The Normative approach, means that we should use history as a warning example, there are dos and don’ts in history.


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Stalin - Historiography

59

•Stalin combined immense achievements with utter brutality: “an emancipator and a tyrant.”

•Stalin was “the great executor of revolutionary policy.”

E. H. Carr A History of the Soviet Union (14 volumes 1950-1978)

Adam Ulam Stalin: The Man and his Era (1987)

•Stalin impeded Soviet victory in WWII, as the purges had liquidated Russian manpower and expertise

•Economical & political forces shaped Stalin, but Stalin still a strong figure.

•Stalin as an ‘agent of history’: produced by the circumstances after the Bolshevik Revolution

•If Stalin had not industrialised Russia, then someone else would have done so.


http://upload.wikimedia.org/wikipedia/en/e/ed/Adam_Ulam.jpg

Stalin - Historiography

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Martin McCauley Stalin & Stalinism (2003)

•Stalin – brutal, appalling methods but achievement considerable

•Industrialization in particular meant victory over the Nazis & that USSR became one of the two superpowers after 1945.

• “The Stalin revolution revitalized the country.”

• “[Stalin] launched a violent, phenomenally ambitious modernization of the country.”

• “[Stalinism] was phenomenally successful and eventually a crashing failure.”

Ian Grey Stalin: Man of History (1979)

•Most staunch Western defender of Stalin

•Believed historians have been overly influenced by Trotsky

“Soviet Russia became stronger as a result of Stalin’s campaigns of industrialization, collectivization and social transformation.”


http://www.amazon.co.uk/gp/reader/0582505879/ref=sib_dp_pt

Eg, Stalin Historiography – Papers 2 & 3

Task – go through your texts, handouts and Internet (where relevant) – find the name of various key historians, include their perspective and then a comment they make regarding the knowledge area. Try and create a table for each of the topics studied over the two years, …

Historian Perspective/Date Comment


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Leaders write

The book's official name should be "the Quotes of Chairman Mao," however, people always call it "Little Red Book." As in its name, this book is the collection of Mao's quotes. This book was edited by Lin Bao, who was once considered as Mao's successor. Lin edited the "little red" book to earn Mao's confidence, he wanted to stabilise his status in the Chinese Communist Party. During the Chinese Cultural Revolution, this red book was popularly used by the Little Red Guard, which created the cult of Mao. Famous sayings from the Little Red Book include, 1) "Modesty helps one go forward, whereas conceit makes one lag behind;" 2) "Investigation may be likened to the long months of pregnancy, and solving a problem to the day of birth. To investigate a problem is, indeed, to solve." And, 3) "People of the world, unite and defeat the U.S. aggressors and all the running dogs...Monsters of all kinds shall be destroyed


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Mao - Historiography

Historians in the Mao era Yang Jisheng, author an authoritative account of the Great Famine, told the New

York Review of Books, “Traditional historians face restrictions. First of all, they censor themselves. Their thoughts limit them. They don’t even dare to write the facts, don’t dare to speak up about it, don’t dare to touch it. And even if they wrote it, they can’t publish it. And if they publish, they will face censure. So mainstream scholars face those restrictions...But there are many unofficial historians like me. Many people are writing their own memoirs about being labeled ‘Rightists’ or ‘counter-revolutionaries.’ There is an author in Anhui province who has described how his family starved to death. There are many authors who have written about how their families starved.[Source: Ian Johnson New York Times Review of Books, December 20, 2010]

On why officials didn’t destroy the files, Yang said, “ Destroying files isn’t up to one person. As long as a file or document has made it into the archives you can’t so easily destroy it. Before it is in the archives, it can be destroyed, but afterwards, only a directive from a high-ranking official can cause it to be destroyed. I found that on the Great Famine the documentation is basically is intact—how many people died of hunger, cannibalism, the grain situation; all of this was recorded and still exists.” [Ibid]


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Mao Historiography

Western Perceptions of Mao and the Communists in the Early Days of Their Struggle

American journalist Edgar Snow toured the communist bases around Yan'an, in northern China. The resulting book Red Star Over China (1937) portrayed Mao in a positive light and was widely credited with introducing the communists and their leadership to the rest of the world…

… Theodore White, then a reporter for Time, who visited Yan’an in 1944, concluded that the Communists were “masters of brutality” but had won peasants over to their side,” …

Henry Luce, who saw the Christian convert Chiang Kai-shek as a vital facilitator of the ‘American Century,’ fired White from Time.”

Source - Passport to Peking by Patrick Wright (Oxford, 2010)


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Mao - Historiography

Sympathetic Western Perceptions of Mao and the Communists “Many Western intellectuals, recoiling from the excesses of McCarthyism,

and hampered by lack of firsthand information, gave the benefit of the doubt to Mao in the decade that followed,” Pankaj Mishra wrote in The New Yorker, Dec 20 , 2010.

Western Perceptions of Mao and the Communists Turn Sour Pankaj Mishra wrote in The New Yorker, “In the seventies and eighties,

American scholars and journalists could finally experience the realities they had only guessed at, and they began compiling a grim record of China under Mao—a task that was speeded up by Deng Xiaoping’s repudiation of the Cultural Revolution after Mao’s death, in 1976. More Chinese also began to travel outside their country…

Jung Chang and Jon Halliday’s best-selling biography Mao: The Unknown Story (2005) - Mao killed more than seventy million people in peacetime, and was in some ways a more diabolical villain than even Hitler or Stalin.


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Eg, Mao Historiography – Papers 2 & 3

Task – go through your texts, handouts and Internet (where relevant) – find the name of various key historians, include their perspective and then a comment they make regarding the knowledge area. Try and create a table for each of the topics studied over the two years ….



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Cold War - Historiography Orthodox View Revisionists or New Left Historians Post-Revisionists

Historians argued that it was clearly Soviet aggression in Eastern Europe and then other parts of the world that had caused the Cold War. The United States had no choice but to meet the challenges posed by Soviet actions – whether those actions were seen as the result of traditional Russian imperialism or of an ideologically-driven expansionism that arose, ultimately, from the Bolshevik revolution of 1917.

Revisionists place the blame on the United States rather than the Soviet Union for the start of the Cold War as the end of the wartime alliance need not in itself have led to cold war. They argued that the Soviets did nothing more in Eastern Europe than any great power would have done in terms of looking after their national interests, especially after two German invasions in less than thirty years. In any event, the Russians were often merely reacting to what the revisionists portrayed as aggressive American demands for business markets and political access into this region.

They tried to show that both sides had their faults and that over time both superpowers pushed their own interests and misunderstood the other side even to the point, on occasions, of leading to the possibility of nuclear war. (In fact the views that are often regarded as post-revisionist have a long pedigree. Realists like Hans Morgenthau, George Kennan and William H. McNeill’s were interpreting the origins of the cold war in a ‘post-revisionist’ way even before the revisionists came along). The post-revisionists have tended to accept the revisionists’ view that Stalin was more concerned with Soviet security, and to that end the creation of a Soviet sphere of influence in Eastern and Central Europe, than with world domination or aggressive ambitions towards Western Europe; but at the same time they have argued that that Western leaders at the time could not be certain of what Stalin was up to, that even a Soviet Union preoccupied with what Stalin perceived to be ‘security’ could still threaten Western interests, and that the Western powers therefore had legitimate and understandable concerns about Russia.

Herbert Feis, Churchill-Roosevelt-Stalin: The War They Waged and the Peace They Sought (New York, 1957); Feis, From Trust to Terror: The Onset of the Cold War (New York, 1970); Arthur Schlesinger Jr, “Origins of the Cold War” Foreign Affairs, 46, October, 1967, pp. 22-52.

William Appleman Williams, The Tragedy of American Diplomacy (New York, 1959); Williams, The Roots of the Modern American Empire (New York, 1969); Gabriel Kolko and Joyce Kolko, The Limits of Power: The World and United States Foreign Policy 1945-1954 (New York, 1972); Thomas G. Paterson, Soviet-American Confrontation: Postwar Reconstruction and the Origins of the Cold War (Baltimore, 1973).

John Lewis Gaddis, We Now Know: Rethinking Cold War History (New York, 1997).


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Soviet Archives open - Cold War

The freeing up of Soviet academic life in the late 1980s and then western access to increasing amounts of Soviet archival material since 1991 means it is now possible to re-examine the origins of the Cold War using former Soviet sources. It should be noted that there are at present real limitations on these sources. Only a very small amount of the archival material has been released.

Peter Bastian, “Interpreting the Cold War from Soviet Sources”, Teaching History, Vol. 35, No 4. December, 2001, pp.5-10. J Leech Carey BGS IB History 2012

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Who was to blame for the Cold War? Historiography

Russian historians blamed Churchill (the British Prime Minister) and Truman (the American president, 1945–1953). They said Truman and Churchill wanted to destroy the USSR, which was just defending itself.

The Traditional View At first, western writers blamed Russia. They said Stalin was trying to build up a

Soviet empire. The Revisionist View Later, however, some western historians blamed America. They said Truman had

not understood how much Russia had suffered in the Second World War. The Post-Revisionists Later still, historians think BOTH sides were to blame – that there were hatreds on

both sides. Most recently, historians agree that the Cold War was primarily a clash of beliefs -

Communism versus Capitalism.


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The Traditionalists Until the 1960s, most historians followed the official government line – that the

Cold War was the direct result of Stalin's aggressive Soviet expansionism. Allocation of blame was simple – the Soviets were to blame! The Revisionists In 1959, however, William Appleman Williams published his The Tragedy of

American Diplomacy. Williams blamed the US for the Cold War. Williams, and the historians who followed him were called the ‘revisionists’. This ‘revisionist’ approach reached its height during the Vietnam War when many people suggested that America was as bad as Russia.

Gar Alperovitz, in his book: Atomic Diplomacy: Hiroshima and Potsdam (1965), placed the blame for the Cold War on the Americans for their use of the atomic bomb

One of the most extreme revisionists was Gabriel Kolko, who wrote The Limits of Power: The World and United States Foreign Policy in 1972

He suggested that Truman should have given Stalin the atomic bomb in 1945, claimed that Russia treated Poland well in 1945, and blamed South Korea for the Korean War of 1950-3.


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Who was to blame for the Cold War?

Historiography

The Post-Revisionists As time went on, however, a group of historians called the ‘post-

revisionists’ tried to present the foundations of the Cold War as neither the fault of the Americans or the USSR.

The first was John Lewis Gaddis, The United States and the Origins of the Cold War (1972), who believed that both America and Russia wanted to keep the peace after the war but that conflict was caused by mutual misunderstanding, reactivity, and above all the American inability to understand Stalin's fears and need to defend himself after the war.

Martin P. Leffler, in his book: A Preponderance of Power: National Security, the Truman Administration and the Cold War (1992) saw the Cold War as a clash of two military establishments both seeking world domination

Marc Trachtenberg, A Contested Peace: The Making of the European Settlement, 1945-1963 (1999) claimed that the Cold War was really about settling the German question in the aftermath of World War II.


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Post – 1991

In 1991, Communism in the Soviet Union collapsed. This has allowed historians to get to see the Russian archives, and to investigate what Russia was REALLY about in this period. In Inside the Kremlin's Cold War: from Stalin to Khrushchev (1997), the Russian historians Vladislav Zubok and Constantine Pleshakov, use de-classified Soviet documents to analyse Stalin’s part in causing the Cold War. They reveal a fanatic belief in Communism, lots of personal faults and mistakes, but – above all – a genuine desire to avoid confrontation with the USA .


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IB – Historiography Eg, Cold War – Paper 1 Qu 4 & Papers 2 & 3

Task – go through your texts, handouts and Internet

(where relevant) – find the name of various key historians, include their perspective and then a comment they make regarding the knowledge area. Try and create a table for each of the topics studied over the two years.



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Year 12 IB Student Essay Sample writing using historians

Topic – Spanish Civil War Carr’s view is that if Russia had not come to the Republic’s aid in the 1936 autumn Franco might have

won the war in months not years. George Orwell wrote that the “outcome of the Spanish war was settled in London, Paris, Berlin- at any rate not in Spain.” Salvado agrees: “the reply given by the European chancelleries determined the course and outcome of the conflict” and thus, a failed uprising was transformed into a long civil war and international intervention ultimately assisted the rebels to victory. Thomas puts beyond dispute the key influence of Nazi intervention in July to September 1936 by acknowledging they “rescued the geographically dispersed military insurgents against the Republic from isolation and piecemeal defeat.” Jackson and others argue that the successful Republic defense of Madrid turned Franco’s military strategy from a fast finish to a war of attrition as no side had the strength for a knock-out blow.

Bibliography Carr, Raymond. Spain (1808-1939), Part One of Two, Oxford University Press, London, 1966 , p 682 Orwell, G. Homage to Catalonia, p 240 Ibid, p. 95 Thomas, The Spanish Civil War, 3rd Edn, Harmonds-Worth, 1977, p370 G. Jackson, p. 109. In making his argument, he also cites Jose Manuel Martinez Bande, Claude Bowers

and Louis Fischer Jackson, Gabriel. A Concise History of the Spanish Civil War, Thames and Hudson, London, 1974,


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Topic – Women in Mao’s China In her novel Wild Swans, Jung Chang depicts the traditional role of women

in Chinese society. “I had been brought up to be courteous and respectful to anyone older than me”. This view however is juxtaposed by historian Laurel Bossen who states that “the stereotype of women as domestic subordinates, politically powerless and economically burdensome is increasingly modified by evidence that Chinese women were not easily restrained; they were productive and expressive and they found ways to pursue their own interests” … Despite conflicting views on the subjugation of women in Chinese society, historians Zang Xiaoei and Bossen agree that child bearing in large numbers was an expectation in imperialist China…

Bibliography Rosemarie Tong, Anne Donchin, Susan Dodds, Linking visions: Feminist

bioethics, human rights and the developing world, Rowman and Littlefield, 2004

Laurel Bossen- https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html


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https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html






Topic – Cult of Stalin Liberal historians, such as Richard Pipes and Robert Conquest, place great importance

on the role of Stalin’s cult of personality and tend to focus on Stalin’s purges and his use terror tactics in the control and manipulation of the masses. These liberal historians had few resources available to them and relied on publicized information, the accounts of Soviet exiles, and documents such as the census. Robert Conquest’s perspective in his book titled The Great Terror: Stalin’s Purge of the Thirties is criticized by revisionist historian Lewis Siegelbaum as being a “classical interpretation of a paranoid ruler who ruthlessly exterminated former colleagues and millions of others in his unquenchable thirst of power.” (Skolov and Siegelbaum, 2000, p.22) Historians from the liberal school of thought accredit the many millions of deaths during the Stalinist period to Stalin’s megalomania and despotism, whilst rejecting the argument that Stalin had a base of social support. “The totalitarian model… emphasized the omnipotence of the totalitarian state and its ‘levers of control’, paid considerable attention to ideology and propaganda, and largely neglected the social realm (which was seen as passive, fragmented by the totalitarian state).” (Fitzpatrick, 2007, p.6)

Bibliography Siegelbaum, L. and Sokolov, A. (2000) Stalinism as a Way of Life: A Narrative in

Documents (Annals of Communism Series), Yale University Press, USA Fitzpatrick, S. (2007) The Russian Revolution, 3rd revised ed, Oxford University Press,

London p.147 J Leech Carey BGS IB History 2012

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HL Paper 3 – student sample, part answer Using historians in the essay


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Evaluate the contributions to the rise to power of Hitler of each of the following: National Socialist Ideology; use of force; economic crises.

Following the Treaty of Versailles there had been a significant impact on the German economy with hyper-inflation and a decline in industrial output. For many this left people unemployed and in some areas starving. Historian Geoff Layton attributes Germany’s economic climate as a fundamental reason for Hitler’s rise to power. He suggests that it created the bitter mood necessary for him to gather support. However this view is opposed by historian Fritz Fischer who does not believe that Hitler’s rise really owed anything the Weimar economy. In despite of the contradicting argument statistics of unemployment had risen during the Weimar rule from approximately two to six million people. This statistic would mostly suggest a bitter mood and resentment towards the German establishment and instead suggest that the people would hedge their support to Hitler’s Nazi party of whom promised to rectify these wrongs.

HL Paper 3 – student sample, part answer Using historians in the essay


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Analyse the successes and failure of one post-First World War Treaty.

France and Britain entered the Treaty of Versailles with public pressure to make Germany pay for their alleged World War I crimes. Historian Margaret MacMillan and economist John Maynard Keynes would debate the extent to which this achieved and the success of it. MacMillan suggests that the effects of the Treaty had on Germany were exaggerated and that therefore the two European powers did not achieve their goals for their settlements with Germany. Keynes however believes that the economic reparations placed on Germany were unrealistic and harsh suggesting that they did not achieve their aims. However the decline of German currency as they attempted to keep up with reparations following 1919, subsequently caused a flow on effect, derailing foreign currencies that relied on German reparations. This was mostly evident in France who in reaction occupied the Ruhr in 1923. Keeping this point in mind it suggests that Versailles was economically to an extent a failure as it hindered nations enforcing the Treaty.

Historical terms and vocabulary

Right-wing state

Left-wing state

Single-party state

Authoritarian state

Totalitarian state

Multi-party state

Democratic state

Ideology

Social Policy

Economic Policy

Political Policy

Domestic Policy

Foreign Policy

Historical circumstances

Outbreak of War

Outcome of War

Consolidation of power

Rise to power

To maintain power

Nationalism

Imperialism


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Bibliography (of suggested texts)

Corin, C Fiehn T (2002) Russia under Tsarism and Communism 1881- 1953. Hodder Education.

Lee, S (1987) European Dictatorships 1918 – 1945. Routledge. Lowe, N (2005) Mastering Modern World History. Macmillan. Mimmack,B et al (2010) 20th Century World Authoritarian and Single-Party

States. Pearson Baccalaureate. Phillips, S (2001) The Cold War. Heinemann. Rogers, K, Thomas, J (2008) 20th Century World The Cold War. Pearson

Baccalaureate. Todd, A (2011) The Cold War. Cambridge. Todd, A, Waller, S (2012) Authoritarian and Single-Party States. Cambridge. Vadney, T (1998) The World since 1945. Penguin. (asst authors & asst topics) OSC IB Revision Guides. Oxford (asst authors & asst topics) Access to History (series)


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Suggested websites


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http://alphahistory.com/

Alpha History (need a subscription)

http://www.johndclare.net/

http://www.spartacus.schoolnet.co.uk/

http://www.activehistory.co.uk/

Active History (need a subscription)











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