History

Have you got your history IA deadline approaching soon and are unsure what to choose as your topic? Do not worry, this post is here to help you through that process! In this text, we will provide you with numerous history IA ideas with examples to help you start the writing process. Our goal is to guide you in meeting the IB criteria and ensure you stay on track throughout your IA writing process. Whether you are interested in ancient kingdoms, empires, or any other aspect of history, the suggestions below are sure to have something that suits your needs!<h4>&nbsp;</h4>&nbsp;<h2 style="text-align:center;">History IA Ideas</h2>&nbsp;&nbsp;<ol><li><a href="/ia/history/5f8c7f4a356a187b1bb87a9e" target="_blank" rel="noopener noreferrer">Feminist movements:</a> In this topic, you could explore the extent of success of protofeminist movements during the French Revolution in achieving equality between both sexes. You could also analyze the role of feminism in other significant revolutions throughout history.&nbsp;&nbsp;</li><li><a href="/ia/history/62a73ad7e115f10013807c69" target="_blank" rel="noopener noreferrer">Black Power and Civil Rights:</a> Through this topic, you can look at how the Black Power movement affected the Civil Rights movement that occurred in the 1960s, and whether it led to the decline of the Civil Rights movement.&nbsp;&nbsp;</li><li><a href="/ia/history/64cb3ff2735725001273d80f" target="_blank" rel="noopener noreferrer">Annexation of Hawaii: </a>By looking at this topic, you could analyze the significance of Hawaii's reciprocity treaty with the USA in 1875 on the annexation of Hawaii in 1898.&nbsp;&nbsp;</li><li><a href="/ia/history/620270ce59dfc500131829b3" target="_blank" rel="noopener noreferrer">1992 Knesset elections:</a> Within this topic, you could look at how significant the outcome of the 1992 Knesset elections was for Israel, when signing the Declaration of Principles on Interim Self-Government Arrangements in 1993.&nbsp;</li><li><a href="/ia/history/617fe484a2960800134572f0" target="_blank" rel="noopener noreferrer">Women in the labour force:</a> In this exploration, you could look at the extent of which World War II led to women becoming a permanent part of the workforce.&nbsp;&nbsp;</li><li><a href="/ia/history/61157b80c7828e0013ce16b2" target="_blank" rel="noopener noreferrer">African-Americans in the Vietnam War:</a> Through this topic, you could explore how the experience gained by African-Americans in the Vietnam War affected the radicalization of the Civil War in the 1960s in the USA.&nbsp;</li><li><a href="/ia/history/62d54699efe3ca0013f9a77f" target="_blank" rel="noopener noreferrer">Hundred Flowers campaign:</a> Exploring this topic, you could analyze if Mao Zedong's 'Hundred Flowers' campaign was actually implemented to allow more freedom of speech or not.&nbsp;&nbsp;</li><li><a href="/ia/history/6166ab8e82a3370013ec7317" target="_blank" rel="noopener noreferrer">Attack on Pearl Harbour:</a> Looking at this topic, you could explore whether the USA's foreign policy played a role in the attack on Pearl harbour by the Japanese.&nbsp;&nbsp;</li><li><a href="/ia/history/5ffbde9f9331b1d2494bf3f2" target="_blank" rel="noopener noreferrer">Economic Impact of the Great Depression:</a> In this exploration, you could investigate the extent to which the Dawes and Young plans affected the German economy during the Great Depression.&nbsp;&nbsp;</li><li><a href="/ia/history/6215be55d989e30013a774aa" target="_blank" rel="noopener noreferrer">US intervention in the Korean War:</a> Through this topic, you could explore the extent to which the support given by the US was towards South Korea instead of North Korea.&nbsp;</li></ol>&nbsp;<pre><code class="language-plaintext">CAROUSEL</code></pre>&nbsp;<ol start="11"><li><a href="/ia/history/62e5b43c1459fa0013b21315" target="_blank" rel="noopener noreferrer">Operation Barbarossa:</a> Within this topic, you could determine the extent to which poor tactical planning during Operation Barbarossa was the result of Nazi failure in the USSR between 1941-1943.&nbsp;</li><li><a href="/ia/history/62e6e4541459fa0013b21559" target="_blank" rel="noopener noreferrer">Jim Crow laws:</a> Through this topic, you could analyze the extent to which the Brown versus Board of Education trial outcome affected the removal of the Jim Crow laws in the USA.&nbsp;</li><li><a href="/ia/history/6303bbde774a290013d6137e" target="_blank" rel="noopener noreferrer">Italian architecture:</a> Looking at this topic, you could research if fascist ideologies present in Italy affected Italian architecture between 1925 and 1943.&nbsp;</li><li><a href="/ia/history/62cea4f09636f50014730cf4" target="_blank" rel="noopener noreferrer">Mongol invasions of Eurasia:</a> Within this topic, you could explore the extent to which the Mongol invasions of Eurasia between 1250 and 1345 had an impact on the positive socio-economic development in the region.&nbsp;&nbsp;</li><li><a href="/ia/history/630606f9a315bb0013dc5eaf" target="_blank" rel="noopener noreferrer">Spanish Civil War:</a> In this topic, you could analyze the extent to which &nbsp;German intervention during the Spanish Civil war affected the outcome of the conflict.&nbsp;&nbsp;</li><li><a href="/ia/history/64ac19bff66fe2001384b395" target="_blank" rel="noopener noreferrer">FDR government intervention:</a> Through this topic, you could look at how the government intervention by US President Franklin Delano Roosevelt contributed towards the end of the Great Depression in the USA.&nbsp;</li><li><a href="/ia/history/610af2e781ca760012706f47" target="_blank" rel="noopener noreferrer">Influence of Catholicism:</a> In this exploration, you could look at the influence of Argentine Catholicism and the Catholic Church on the Revolución Libertadora of 1955.&nbsp;</li><li><a href="/ia/history/6202de4f59dfc50013182a93" target="_blank" rel="noopener noreferrer">Universal medical insurance in France:</a> Looking at this topic, you could explore how the role played by Raymond Poincaré set the basis for universal medical insurance and education in France.&nbsp;</li><li><a href="/ia/history/6314e7e3d7b5030014e0d17d" target="_blank" rel="noopener noreferrer">Cuban missile crisis:</a> Within this topic, you could investigate how the outcome of the Cuban missile crises contributed towards the remoal of Khrushchev in 1964.&nbsp;</li><li><a href="/ia/history/64aad4d6f66fe20013844f18" target="_blank" rel="noopener noreferrer">Hiroshima and Nagasaki:</a> In this topic, you could look into whether the bombings of Hiroshima and Nagasaki were necessary in order to end the second World War.&nbsp;&nbsp;</li><li><a href="/ia/history/610b523281ca760012706f64" target="_blank" rel="noopener noreferrer">Rivalry due to atomic bombs:</a> Through this investigation, you could analyze the extent to which atomic bombs dropped by the US accelerated the rivalry between the US and the Soviet Union in 1945.&nbsp;&nbsp;</li><li><a href="/ia/history/61569be2f385a20013021a17" target="_blank" rel="noopener noreferrer">US presence in Afghanistan:</a> Looking at this topic, you could explore if the intervention of the US in Afghanistan was beneficial for Afghanistan's economic, social, political dynamics.&nbsp;&nbsp;</li><li><a href="/ia/history/6185bbe5a296080013457e35" target="_blank" rel="noopener noreferrer">Conquest of the Sassanid Empire:</a> Looking at this topic, you could investigate the extent to which the strength of the Arab army affected their ability to conquer the Sassanid Empire in 633-656 AD).&nbsp;</li><li>I<a href="/ia/history/63ca8ef82e34e2001341d06a" target="_blank" rel="noopener noreferrer">mmigration of Jews:</a> Through this topic, you could analyze the extent that President Truman's policies between 1945-1953 affected the immigration of Jews to the US who were affected by the Holocaust.&nbsp;&nbsp;</li><li><a href="/ia/history/619e6baf9ee7080013a7b289" target="_blank" rel="noopener noreferrer">Growth of labour unions:</a> In this exploration, you could explore the extent to which both Red Scares affected the growth of labour unions in the US.&nbsp;</li><li><a href="/ia/history/61134a6cc7828e0013ce1575" target="_blank" rel="noopener noreferrer">Suez Crisis:</a> Looking at this topic, you could analyze how the Suez Crisis of 1956 affected Britain's foreign relations.&nbsp;&nbsp;</li><li><a href="/ia/history/60ed7269c86af60012ff9c40" target="_blank" rel="noopener noreferrer">Effectiveness of the Tiger II tank:</a> Through this topic, you could explore how the disadvantages of the Tiger II tank affected its effectiveness and performance during the latter stages of World War II.&nbsp;</li><li><a href="/ia/history/64affcb1b38ec100134b4806" target="_blank" rel="noopener noreferrer">NATO intervention:</a> In this topic, you could look at the extent to which the intervention of NATO in the Libyan Civil War was based on humanitarian grounds.&nbsp;&nbsp;</li><li><a href="/ia/history/63c6fce0dbb839001334cd23" target="_blank" rel="noopener noreferrer">Plaza Miranda bombing:</a> Within this topic, you could explore the extent to which Ferdinand Marcos was responsible for the 1971 Plaza Miranda Bombing.&nbsp;</li><li><a href="/ia/history/64ef57338e40ddeade4290cc" target="_blank" rel="noopener noreferrer">Chernobyl disaster:</a> Looking at this topic, you could analyze the role of the Chernobyl diaster in the collapse of the Soviet Union.&nbsp;</li></ol>&nbsp;For more IA ideas and a deeper insight into how to structure your IAs, head to the <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a> website where you will be able to find numerous <a href="/ia/history" target="_blank" rel="noopener noreferrer">history</a> IA topics as well as exemplar IAs that you can refer to during your writing process!

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A comprehensive list of 30 history IA internal assessment topic ideas along with explanations and examples. See what can be done and use this as inspiration for your own topic. 

History IA Topic Ideas + Examples

Do you have a topic for your history IA in mind but need some help on how to structure your essay? Don't worry, as Clastify is here to help guide you through the process! In this post, we will provide you with some tips to keep in mind when writing your History IA, based on our experience with IB. The guide below is just an example of how a good IA should be structured, however, keep in mind that many high-scoring IAs may also use other structures. For examples of some well-structured IAs, head to the <a href="/ia" target="_blank" rel="noopener noreferrer">Clastify</a> website where you can read through multiple exemplar IAs!&nbsp;&nbsp;<h2 style="text-align:center;">History IA Format and Structure</h2>&nbsp;&nbsp;The guide will be broken up by section to help you better understand what is required in each part of the IA and will have examples linked, as follows:&nbsp;&nbsp;&nbsp;<h3>Cover page:</h3><ol><li>Include the research question.</li><li>Include the session for which you will submit the IA (eg: May 2024).</li><li>Include the word count of the IA, which should be 2200 words or fewer.</li><li>Do not include your name, school name, or candidate/student number.</li><li>A good example of this can be found <a href="/ia/history/64aa72ddf66fe20013841d6e" target="_blank" rel="noopener noreferrer">here</a>.&nbsp;</li></ol><h3>&nbsp;</h3><h3>Table of contents:</h3><ol><li>Include the following: Section 1: Identification and evaluation of sources, Section 2: Investigation, Section 3: Reflection, and References.</li><li>Number each section with the relevant page numbers.</li><li>A good example of this can be found <a href="/ia/history/64aad4d6f66fe20013844f18" target="_blank" rel="noopener noreferrer">here</a>.&nbsp;</li></ol><h3>&nbsp;</h3><h3>Identification and evaluation of sources:</h3><ol><li>Choose 2 sources that you will use to analyze your research question.&nbsp;</li><li>These can be either primary or secondary sources.&nbsp;</li><li>Clearly state the research question and discuss how the chosen sources have information that will help you answer the research question.</li><li>When stating sources, make sure to include the full name of the source and author/actor/poet, etc along with the date that the work was published or written.</li><li>Analyze the strengths and limitations of each source. What valuable information do they provide? What information is lacking?</li><li>This section should be within 500 words.&nbsp;</li><li>A good example of this can be found <a href="/ia/history/62cea4f09636f50014730cf4" target="_blank" rel="noopener noreferrer">here</a>.</li></ol><h3>&nbsp;</h3><h3>Investigation:</h3><ol><li>Provide a brief overview of the topic and why you chose it. What makes your chosen research question worth investigating? (eg: if you are discussing the government's role in the Great Depression, you should give a background as to what the Great Depression is and the government that was in power at the time)</li><li>Use information from the sources to thoroughly analyze the research question.&nbsp;</li><li>Mention any policies that were implemented and how this affected the situation, if applicable.</li><li>If discussing war, you could talk about the ideologies presented by the source (eg: Do different sources have different biases? Consider the country of origin of the author of each source).</li><li>Provide a concluding paragraph that wraps up the main arguments presented in this section.</li><li>This section should be around 1200-1300 words.</li><li>A good example of this can be found <a href="/ia/history/64ac19bff66fe2001384b395" target="_blank" rel="noopener noreferrer">here</a>.</li></ol><h3>&nbsp;</h3><pre><code class="language-plaintext">CAROUSEL</code></pre>&nbsp;<h3>Reflection:</h3><ol><li>Discuss methods commonly used by historians.</li><li>Talk about obstacles you may have faced when conducting your investigation (eg: was it hard to collect data from that time period?).</li><li>Discuss the objectivity of the sources - is there any bias that could influence your analysis?</li><li>This section should be within 400 words.&nbsp;</li><li>A good example of this can be found <a href="/ia/history/64ac19bff66fe2001384b395" target="_blank" rel="noopener noreferrer">here</a>.</li></ol><h3>&nbsp;</h3><h3>Works cited:</h3><ol><li>Provide references to all external sources used in the IA.&nbsp;</li><li>This includes both primary and secondary sources of information.&nbsp;</li><li>A good example of this can be found <a href="/ia/history/64aa72ddf66fe20013841d6e" target="_blank" rel="noopener noreferrer">here</a>.</li></ol>&nbsp;&nbsp;&nbsp;We hope this guide helps guide you in properly formatting and structuring your History IA! If you want to read some exemplary IAs before you start writing, we've got you covered too! Simply head to the <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a> website, where you will be able to find numerous <a href="/ia/history" target="_blank" rel="noopener noreferrer">History</a> IA ideas and examples, so you can look for the ones that are the most relevant to your topic. Good luck!&nbsp;&nbsp;

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A comprehensive guide on formatting and structuring an IB History Internal Assessment. Explore different approaches and use this as your roadmap throughout the IA writing process.

History IA Format and Structure

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A comprehensive guide to History IA word count and page limit. Check out for suggestions to better meet the assessment criteria!

History IA word count and page limit 

<h2 style="text-align:center;">History IA Criteria and Checklist<meta charset="utf-8"></h2> Are you approaching your History IA deadline?&nbsp;<span style="-webkit-text-stroke-width:0px;display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-variant-ligatures:normal;font-weight:400;letter-spacing:normal;orphans:2;text-align:start;text-decoration-color:initial;text-decoration-style:initial;text-decoration-thickness:initial;text-indent:0px;text-transform:none;white-space:pre-wrap;widows:2;word-spacing:0px;">Rest assured, we're here to assist you in ensuring that your investigation aligns with the assessment criteria. Continue reading for our recommendations, apply them in your History IA and improve your grade! History internal assessment is graded for 25 points which contributes to 20% of the HL &nbsp;and 25% of the SL assessment.&nbsp; &nbsp;<h3 style="line-height:1.38;margin-bottom:0pt;margin-top:0pt;text-align:justify;" dir="ltr">Criterion A: Identification and evaluation of sources - 6 points&nbsp;</h3>Begin your essay by clearly stating the research question with&nbsp;defined scope in terms of dates, significant historical figures, and historical events.&nbsp;The six key concepts for the history course (causation, consequence, continuity, change, significance, and perspectives) can be a very useful starting point for determining the topic. Next,&nbsp;you must&nbsp;analyse two of the sources on which you will base your investigation. Briefly explain the nature of the selected sources and their relevance in context of your History IA. Discuss their origins, purpose and content. You are also expected to assess their value and limitations.&nbsp; &nbsp;For a maximum of 6 points, your IA should include:&nbsp;<ul><li>Clear articulation of an appropriate and specific question for the historical investigation.</li><li>Selection of appropriate and relevant sources for the investigation's topic.</li><li>Clear explanation of the sources' relevance to the investigation's topic.</li><li>Identification of the nature of the chosen sources (primary or secondary).</li><li>Precise analysis and evaluation of the values and limitations of the origins of the two selected sources.</li></ul> See <a href="/ia/history/64affcb1b38ec100134b4806" target="_blank" rel="noopener noreferrer">this exemplar</a> for inspiration.&nbsp; <meta charset="utf-8"><h3 style="line-height:1.38;margin-bottom:0pt;margin-top:0pt;text-align:justify;" dir="ltr">Criterion B: Investigation - 15 points&nbsp;</h3>The investigation should contain a well-developed critical analysis that is focused clearly on the stated question. In this section, you are required to utilize a variety of evidence to prove your argument. You have the option to employ primary sources, secondary sources, or a combination of both. The investigation must be clearly and effectively organized. Remember to focus on different perspectives and that your conclusion must be consistent with the evidence and arguments provided. &nbsp;For a maximum of 15 points:&nbsp;<ul><li>The investigation displays effective organization, clarity, and coherence.</li><li>A variety of high-quality, reliable sources are incorporated.</li><li>The argumentation remains focused on the stated question throughout the investigation.</li><li>Well-developed paragraphs are utilized, each contributing to the overall organization and coherence of the essay.</li><li>Critical analysis is evident through the evaluation of different perspectives and ideas presented by the sources, leading to a relevant conclusion.</li></ul> <a href="/ia/history/64ac19bff66fe2001384b395" target="_blank" rel="noopener noreferrer">Here</a> you can find a highly marked investigation.&nbsp; &nbsp;<pre style="background-color:#ffffff;line-height:1.38;margin-bottom:0pt;margin-top:0pt;" dir="ltr"><code class="language-plaintext">CAROUSEL</code></pre> <meta charset="utf-8"><h3 style="line-height:1.38;margin-bottom:0pt;margin-top:0pt;text-align:justify;" dir="ltr">Criterion C: Reflection - 4 points&nbsp;</h3>The final section of the internal assessment requires students to reflect on what undertaking their investigation highlighted to them. Demonstrate clear awareness of challenges facing the historian and the limitations of the methods used by them. Make sure that there is a clear and explicit relation between the reflection and the previous parts of the IA.&nbsp; Some guiding questions for reflection may include:<ul><li>What did your investigation highlight to you about the limitations of the chosen methods?</li><li>What are the challenges facing the historian?</li><li>What challenges in particular does archive-based history present?</li><li>How can the reliability of sources be evaluated?</li><li>What is the difference between bias and selection?</li></ul> For a maximum of 4 points:<ul><li>Deeply reflect on the research methods employed by historians, drawing from your own experience of conducting a historical investigation.</li><li>Demonstrate a clear understanding of the challenges confronting historians.&nbsp;</li><li>Present the awareness of the limitations of the research methods utilized by historians.</li><li>Effectively integrate your reflections&nbsp; into the broader context of the investigation.</li></ul> Refer to <a href="/ia/history/62fa847cbf877e001371503e" target="_blank" rel="noopener noreferrer">these reflections</a> while writing your IA.&nbsp; Now you know what to include in a perfect History IA! What is left is to employ all these tips in your investigation. If you want to make sure that your essay fits all the criteria we recommend trying out the <a href="/review" target="_blank" rel="noopener noreferrer">Clastify's review </a>service. You'll receive professional feedback without worrying about the safety of your work.&nbsp;

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A comprehensive guide to History IA criteria along with a checklist. Keep reading to improve your IB coursework grade. 

History IA Criteria and Checklist

You still haven't completed your History EE? The most crucial step in the preparation process is getting to know the assessment criteria. Clastify comes to the rescue! We prepared a guide and checklist for acing your extended essay.&nbsp;&nbsp;<h2 style="text-align:center;">History EE Criteria and Checklist</h2>&nbsp; You can receive as much as 34 points for your extended essay based on the following criteria:&nbsp;<h3 style="text-align:justify;"> Criterion A: Focus and method - 6 points&nbsp;</h3> The main aspects of this criterion are the topic, research question, and methodology. At the beginning of your essay, you should describe the topic of your investigation and provide the context. You must choose a specific historical event/issue that you will deeply analyse in your EE. Remember that it must have occurred at least than 10 years before your investigation. The research question should be focused and specific. When it comes to the history essay, choosing appropriate and relevant sources of data is especially important, as well as evaluating different perspectives.&nbsp; For a maximum of 6 points:<ul><li>The essay clearly introduces the chosen topic at the beginning, establishing the focus of the document.</li><li>The selected topic pertains to the human past and holds meaningful significance.</li><li>The topic does not involve events, individuals, or movements occurring within the past decade, adhering to the 10-year rule.</li><li>The research question is formulated as a question, ensuring focus and suitability for discussion within the word limit.</li><li>The range of sources is relevant and appropriate.&nbsp; &nbsp;&nbsp;</li></ul>Check out <a href="/ee/history/62fbe18e56123f00132ecb5f" target="_blank" rel="noopener noreferrer">this example.&nbsp;</a><h3 style="text-align:justify;"> Criterion B: Knowledge and understanding - 6 points&nbsp;</h3>&nbsp;This criterion assesses the context and demonstration of the understanding of the topic. Therefore, you must thoroughly describe the historical background of your investigation. To showcase your knowledge, make references to different historical concepts and use specific terminology. Don't hesitate to extend the explanations of the crucial aspects.&nbsp; For a maximum of 6 points:&nbsp;<ul><li>The essay effectively illustrates the student's comprehension of the research question within a broader historical framework.</li><li>The student showcases their understanding through precise utilization of historical terminology and relevant concepts related to the &nbsp;topic.</li><li>When necessary, the student offers additional explanations of selected terms or concepts.</li></ul> <a href="/ee/history/62ebc16d2a89a40013e702bd" target="_blank" rel="noopener noreferrer">This EE</a> is worth taking a look at.&nbsp; &nbsp;<pre><code class="language-plaintext">CAROUSEL 
 </code></pre><h3 style="text-align:justify;"> Criterion C: Critical Thinking - 12 points&nbsp;</h3>&nbsp;This criterion includes research, analysis, discussion, and evaluation. A logical structure of your essay will facilitate reader comprehension. Your arguments should be based on the information from the data sources and their analysis. The guidelines emphasize the importance of employing an analytical approach. To receive more points, you should showcase your evaluative skills in the entire essay. In this specific case, it is especially important to evaluate the sources for instance taking into account the personal bias of the author.&nbsp; For a maximum of 12 points:<ul><li>The student appropriately constructs and presents a specific argument &nbsp;in response to the research question.</li><li>Arguments are backed by an insightful analysis or consideration of the research material's merits and limitations.</li><li>The student showcases the ability to extract knowledge from selected sources, analyze it, and employ it to formulate arguments and draw conclusions relevant to the research question.</li><li>Throughout the essay, discussions consistently revolve around ideas or concepts in line with the research question.&nbsp;</li><li>The EE reflects a critical and analytical approach rather than a narrative or descriptive one.</li></ul> See <a href="/ee/history/6505d4ee851de0a027e5c051" target="_blank" rel="noopener noreferrer">this exemplar</a> for reference.&nbsp;<h3 style="text-align:justify;"> Criterion D: Presentation - 4 points</h3>&nbsp;This aspect emphasizes the structure and layout of your extended essay. Give attention to proper referencing and include a bibliography with all the analysed literature. Maintain a clear structure - divide your EE into sections (such as the introduction, methodology, analysis, and evaluation) and subsections. They should be labeled and contained in the table of contents. &nbsp; For a maximum of 4 points:&nbsp;<ul><li>The essay begins with a title page and a table of contents, adhering to standard formatting conventions.</li><li>The structure of the essay follows the expected conventions for the topic, ensuring clarity and coherence in the presentation of arguments.</li><li>Sections and subsections, if included, have informative headings that contribute to the overall organization of the essay without distracting from the main argument.</li><li>Graphs, figures, or tables are appropriately labeled with numbers and brief descriptions and maintain good graphical quality. &nbsp;</li></ul>See <a href="/ee/history/63bec161d20b8d0013264120" target="_blank" rel="noopener noreferrer">this</a> to get a glimpse of the matter.&nbsp;<h3 style="text-align:justify;"> Criterion E: Engagement - 6 points&nbsp;</h3>&nbsp;The last criterion analyses the research focus, planning, and process based on submitted reflections written after sessions with your supervisor. Start by outlining your initial reflections on the extended essay, emphasizing the rationale behind selecting the specific topic, and detailing your intended investigative approach. Contemplate how the writing process has shaped your perspective, elaborating on any modifications made to your approach consequent to this influence. Delve into the evolution of your understanding of the topic throughout the writing process. Finally conduct a thorough evaluation of your study, appraising its strengths and weaknesses. Reflect on any insights garnered during the process, including valuable lessons learned and areas identified for future enhancement. For a maximum of 6 points:&nbsp;<ul><li>The RPPF form showcases the individual's progress and active involvement in the writing process.</li><li>The student outlines the skills acquired during the extended essay writing journey.</li><li>Challenges faced during the process are described in detail, along with the strategies employed to address them.</li><li>The document reflects the personal significance and relevance of the work undertaken.</li></ul> Now, make sure that you incorporate all the above suggestions in your History extended essay. For more inspiration check out the remaining <a href="/ee/history" target="_blank" rel="noopener noreferrer">History exemplars.</a> If you need guidance with your IB coursework, we recommend using <a href="/review" target="_blank" rel="noopener noreferrer">Clastify's review service</a> to receive constructive feedback. &nbsp;

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A comprehensive guide on History extended essay assessment criteria along with a checklist. Learn how to improve your IB coursework!

History EE Criteria and Checklist

Is your History EE stressing you out? Don't worry, the key is to choose an interesting topic and there is a great variety of historical events that you can investigate. We prepared a list with our propositions and examples of History extended essays that you can refer to in the writing process. &nbsp; &nbsp;<h2 style="text-align:center;">History EE ideas &nbsp;</h2><ol><li><a href="/ee/history/6505d4ee851de0a027e5c051" target="_blank" rel="noopener noreferrer">Nuremberg trials: </a>After World War II, the Allies faced the task of dealing with senior Nazis responsible for the war's atrocities. This essay seeks to explore the due process afforded to the defendants in the Nuremberg Trials. Despite the heinous nature of the crimes, ensuring fair due process was crucial for upholding the rule of law and preventing future atrocities. The analysis examines various components of the process, including the tribunal, defense preparation, and proceedings, utilizing primary and secondary sources to evaluate the extent to which these rights were respected. &nbsp;</li><li><a href="/ee/history/62ebc16d2a89a40013e702bd" target="_blank" rel="noopener noreferrer">The exclusion of Jews from German society (1933-1938):</a> Adolf Hitler's rise to power marked the beginning of significant persecution against Jews, leading to the Holocaust. While anti-Semitism existed before the Nazi regime, Hitler's regime escalated persecution to unprecedented levels, aiming to limit Jewish influence and ultimately create a Germany without Jews. This investigation examines the role of legal measures in excluding Jews from German society from 1933 to 1938. By analyzing primary and secondary sources, including legislation, speeches, and historians' perspectives, the essay evaluates various factors contributing to the systematic exclusion of Jews.<span style="background-color:rgb(255,255,255);color:rgb(13,13,13);font-family:Söhne, ui-sans-serif, system-ui, -apple-system, &quot;Segoe UI&quot;, Roboto, Ubuntu, Cantarell, &quot;Noto Sans&quot;, sans-serif, &quot;Helvetica Neue&quot;, Arial, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;;font-size:16px;"><span style="-webkit-text-stroke-width:0px;display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-variant-ligatures:normal;font-weight:400;letter-spacing:normal;orphans:2;text-align:start;text-decoration-color:initial;text-decoration-style:initial;text-decoration-thickness:initial;text-indent:0px;text-transform:none;white-space:pre-wrap;widows:2;word-spacing:0px;">&nbsp; &nbsp;</li><li><a href="/ee/history/64bbdd7550e28d00131698ee" target="_blank" rel="noopener noreferrer">Dissolution of Yugoslavia: </a>The dissolution of Yugoslavia in the early 1990s led to significant turmoil, resulting in the emergence of six independent republics. This essay seeks to explore the causes behind Yugoslavia's breakup, emphasizing the role of nationalism alongside other political, economic, and international crises. While nationalism and ethnic conflicts are often cited as primary factors, it's essential to acknowledge the complex interplay of internal and external forces contributing to Yugoslavia's dissolution. Internal factors such as political instability, economic disparities, and the weakening of central authority, coupled with external influences like the end of the Cold War, collectively fueled nationalist sentiments and separatist movements.<span style="background-color:rgb(255,255,255);color:rgb(13,13,13);font-family:Söhne, ui-sans-serif, system-ui, -apple-system, &quot;Segoe UI&quot;, Roboto, Ubuntu, Cantarell, &quot;Noto Sans&quot;, sans-serif, &quot;Helvetica Neue&quot;, Arial, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;;font-size:16px;"><span style="-webkit-text-stroke-width:0px;display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-variant-ligatures:normal;font-weight:400;letter-spacing:normal;orphans:2;text-align:start;text-decoration-color:initial;text-decoration-style:initial;text-decoration-thickness:initial;text-indent:0px;text-transform:none;white-space:pre-wrap;widows:2;word-spacing:0px;">&nbsp; &nbsp;</li><li><a href="/ee/history/64b57b063770b4001285d32a" target="_blank" rel="noopener noreferrer">Gender and sexuality in the Weimar Republic:</a> David James Prickett and Laurie Marhoefer present contrasting views on queer liberation in Weimar Germany. &nbsp;This investigation examines the extent of queer liberation in Weimar Germany, supporting Marhoefer's assertion that while progress was made, many queer individuals still faced limitations and challenges. By analyzing openly queer culture, the policing of queer identities, legal rights, and internal issues within queer activism, the investigation sheds light on the complexities of queer experiences during this period of relative freedom followed by Nazi oppression.&nbsp; &nbsp;</li><li><a href="/ee/history/64a7156f701b5600139b436f" target="_blank" rel="noopener noreferrer">Genocide of Srebrenica: </a>The dissolution of Yugoslavia led to the devastating Yugoslav Wars, notably the Bosnian War, characterized by ethnic and religious tensions. Srebrenica, a predominantly Muslim municipality, was besieged by Serbian forces led by Ratko Mladić, resulting in famine and genocide. The UN declared Srebrenica a "safe area," deploying peacekeeping forces, initially by Canadian soldiers and later by Dutch battalions. Despite their presence, the massacre occurred in July 1995, prompting an investigation into the roles of the UN, Dutchbat, and NATO. Primary and secondary sources, including reports from the Netherlands Institute for War Documentation and the UN, alongside interviews with survivors like Hasan Nuhanović, were utilized to assess individual responsibilities for the failure to prevent the Srebrenica massacre. &nbsp;</li><li><a href="/ee/history/62d54220efe3ca0013f9a76d" target="_blank" rel="noopener noreferrer">German defeat in the Battle of Stalingrad:</a> The Battle of Stalingrad, fought from August 1942 to February 1943, was a pivotal struggle between German and Soviet forces. Stalingrad's industrial significance and symbolic value made it a focal point of the war. Historians debate the reasons for the German defeat, attributing it to a combination of German failures, Soviet resilience, and external factors. This paper seeks to investigate the extent to which German defeat was a result of their own shortcomings, examining tactical failures, leadership errors, and Hitler's indecision. Understanding the causes of the German defeat at Stalingrad is crucial due to its profound impact on the course of World War II. &nbsp;</li><li><a href="/ee/history/62e5b2671459fa0013b2130f">Arab-Israeli War: </a>The 1948 Arab-Israeli War commenced on May 15th after the British Mandate for Palestine ended. Arab armies invaded territories designated for the Arab state under the UN Partition Plan. Historians debate the war's causes, focusing on Arab-Israeli rivalry, inter-Arab relations, and Great Power involvement. This paper investigates Whitehall intervention as a key factor, examining policies favoring Jews over Arabs, leading to Arab mobilization. Understanding Whitehall's role can shed light on the conflict's origins and its lasting impact on the Middle East. &nbsp;<pre><code class="language-plaintext">CAROUSEL</code></pre> &nbsp;</li><li><a href="/ee/history/62ebe1812a89a40013e70322" target="_blank" rel="noopener noreferrer">Finnish Civil War: </a>The Finnish Civil War of 1918 erupted between the Reds and Whites due to national and social upheaval following Finland's transition to independence. The Whites, supported by the conservative-based senate and the German Imperial Army, faced the Reds, backed by Bolshevist Russia. The extent of German reinforcements' influence on the White victory is a central question, given their significant role acknowledged by historians. The investigation aims to analyze factors such as leadership, military equipment, and external interventions to determine the war's outcome and the extent of German involvement.&nbsp; &nbsp;</li><li><a href="/ee/history/62efa28e2a89a40013e70828" target="_blank" rel="noopener noreferrer">The downfall of the Roman Republic: </a>The fall of the Roman Republic, occurring between 133 and 31 BC, marked a transition from an oligarchy to an aristocratic tyranny due to corruption and instability. Ambitious figures like Sulla, Caesar, and Antony disrupted the Senate's structure by amassing individual armies for personal gain. This paper aims to assess the significance of ambition in the Republic's demise, analyzing key events such as the Gracchi's actions in 133 BC, Sulla's dictatorship, the formation of the First Triumvirate, Caesar's rise, and Octavian's ascent, utilizing sources like Plutarch's biographies, Cicero's works, and modern texts.&nbsp; &nbsp;</li><li><a href="/ee/history/62f0f7cd2a89a40013e70a3e" target="_blank" rel="noopener noreferrer">The course of the French Campaign in Russia: </a>Napoleon Bonaparte's rise to power during the chaos of the French Revolution led to his crowning as Emperor of the French in 1804, disrupting the European balance of power and igniting continental conflict. By 1810, Napoleon controlled much of Europe but faced opposition from Russia and the Ottoman Empire. His implementation of the Continental Blockade strained relations with Russia, leading to the ill-fated invasion in 1812. Scholars continue to debate the significance of logistical and environmental factors in Napoleon's failure, prompting an investigation into their impact on the Russian Campaign of 1812. &nbsp;</li><li><a href="/ee/history/62fa8513bf877e0013715041" target="_blank" rel="noopener noreferrer">The Lavender Scare and U.S. Policy: </a>This EE analyses how the Lavender Scare impacted the United States' domestic policy in years 1947-1959. During the Second Red Scare, heightened tensions between the U.S. and the Soviet Union led to fears of communist infiltration within the government. Deputy Undersecretary John Peurifoy's acknowledgment of removing individuals deemed security risks, including homosexuals, fueled public outrage. This revelation triggered a period of moral panic known as the Lavender Scare, where homosexuals were viewed as security risks and psychologically disturbed, leading to discriminatory policies and actions within the U.S. government. &nbsp;</li><li><a href="/ee/history/62fbe18e56123f00132ecb5f" target="_blank" rel="noopener noreferrer">Second Sino-Japanese War: </a>The Second Sino-Japanese War saw a tumultuous alliance between the Guomindang (GMD) and the Chinese Communist Party (CCP), culminating in civil war and the establishment of an authoritarian state in 1949. The GMD's perceived ineffectiveness during the war is attributed to their passive approach, focus on fighting the CCP, and heavy reliance on foreign allies. However, while the CCP's aggressive reputation may have contributed to a portrayal of effectiveness, it is argued that they exaggerated their contribution, shifting public opinion. Despite weaknesses exposed during the war, the GMD's role cannot be discounted, and the debate surrounding their effectiveness remains significant due to its impact on modern Sino-Japanese relations and the CCP's narrative consolidation efforts. &nbsp;</li><li><a href="/ee/history/5f908205d9485e7b2d9ef376" target="_blank" rel="noopener noreferrer">Development of Renaissance architecture:</a> This paper evaluates how the aftermath of the Black Death significantly contributed to the transition from Gothic to Renaissance architecture in early 15th-century Florence. The collapse of feudalism and the rise of a new elite class, consisting of wealthy merchants, created an ideal economic and political environment for architectural innovation. With the decline of the traditional nobility, the new elite used architectural patronage to legitimize their rule, leading to a divergence from traditional Gothic styles. Additionally, the flourishing economy and emergence of humanist ideas fueled the development of Renaissance architecture, while the Church's weakened influence allowed for secular architectural expressions to emerge. &nbsp;</li><li><a href="/ee/history/611579bac7828e0013ce16a7" target="_blank" rel="noopener noreferrer">German awareness of systematic murder of Jews in Europe: </a>Through Hitler's antisemitic ideology and nationalist politics, Jews were marginalized and persecuted, culminating in the implementation of discriminatory laws and policies such as the Nuremberg Laws in 1935. With the outbreak of war, the Nazis shifted from favoring emigration to implementing mass killings, facilitated by mobile killing squads like the Einsatzgruppen. The Wannsee Conference in 1942 marked a turning point, as Nazi officials devised the "Final Solution" to transport and exterminate millions of Jews in concentration camps, although the regime attempted to keep these atrocities secret through coded language and propaganda, the extent to which the German population remained unaware is a matter of debate. &nbsp; &nbsp;</li><li><a href="/ee/history/61547eddf385a20013021633" target="_blank" rel="noopener noreferrer">The French Revolution and the role of women: </a>The French Revolution, traditionally viewed as a period dominated by male ambitions, saw a shift in historiography in the 1970s as scholars began to examine the roles of women. Olwen Hufton and Ruth Graham explored how the revolution impacted women's economic and social roles. Despite the perception of 1789 as a turning point for gender equality, questions remained about the extent of actual change in women's status. Primary sources like those of Olympe de Gouges and Théroigne de Méricourt provided valuable eyewitness testimony, although the perspective of women was often underrepresented in historical records, necessitating inference by historians.</li></ol> This is just a small portion of historical issues that you can investigate for your extended essay. Remember that once your EE is complete, you can submit it for a professional <a href="/review" target="_blank" rel="noopener noreferrer">Review</a> by Clastfy's moderators. Good luck! &nbsp;

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A list of History extended essay ideas along with examples. Check out for inspiration with your IB coursework. 

History EE Topic Ideas + Examples

Are you struggling with structuring your History extended essay? Don't worry, Clastify is here to help! Below you'll find linked exemplars for inspiration and tips on how to complete each section of your EE. While we recommend this structure based on our successful history of helping students receive top ratings for their essays, feel free to customize the guide below according to your preferences. &nbsp;<h2 style="text-align:center;">History EE format and structure</h2> The extended essay is a 4,000 words investigation that should consist of the following parts:&nbsp;<h3 style="text-align:justify;"> Title page and table of contents</h3><ol><li>On the title page, you will include the topic of your investigation, the research question, the subject, and the word count.&nbsp;</li><li>The next page should be the table of contents with all subsections of your essay along with the page numbering.&nbsp; &nbsp;</li></ol><h3 style="text-align:justify;">Introduction&nbsp;</h3><ol><li>Provide a comprehensive introduction to the topic you chose for your extended essay to demonstrate your understanding of the broader historical context.&nbsp;</li><li>State the aim and your approach to the investigation.&nbsp;</li><li>Identify the historical issue and state how it relates to different concepts from the field of History.&nbsp;</li><li>If needed, provide definitions associated with the analysed topic and remember to use specific terminology.&nbsp;</li><li>Include in-text citations to establish the real-life context of the investigated situation. &nbsp;</li></ol>&nbsp;Check out <a href="/ee/history/65fa52d8ba1f445da1735fe3" target="_blank" rel="noopener noreferrer">this introduction</a>.&nbsp;<h3 style="margin-left:0px;"> Research question&nbsp;</h3><ol><li>State a focused research question,<a href="/ee/history/62ebc16d2a89a40013e702bd" target="_blank" rel="noopener noreferrer"> for instance:</a> To what extent were legal measures responsible for the exclusion of Jews from German society from 1933-1938?</li><li>In the research question, you should specify the historical event that is subject to your analysis and provide details such as clarifying the parties involved or the time period under investigation.</li><li>Keep in mind that the topic must be older than 10 years old and that the time scope must be appropriate for the length of the essay.&nbsp;</li></ol> &nbsp;<pre><code class="language-plaintext">CAROUSEL </code></pre><h3 style="text-align:justify;"> Methodology&nbsp;</h3><ol><li>You will base your extended essay on secondary sources.&nbsp;</li><li>Select secondary sources carefully, ensuring their reliability and relevance to the investigation's context.</li><li>Opt for sources that will ensure a variety of perspectives on the topic.&nbsp;</li><li>Prioritize the incorporation of sources that effectively support the analysis and interpretation of the data gathered as introducing irrelevant information can lead to a deduction of points.</li><li>Demonstrate a clear understanding of how the selected sources will enhance the investigation's overall validity. Justify your choices.&nbsp;</li></ol> See <a href="/ee/history/62f0f7cd2a89a40013e70a3e" target="_blank" rel="noopener noreferrer">this choice of sources </a>to get a glimpse of the matter.&nbsp; &nbsp;<h3 style="text-align:justify;">Analysis</h3><ol><li>This is the crucial part of your essay in which you will determine the answer to the research question.&nbsp;</li><li>&nbsp;Maintain a clear structure. Divide the main body into paragraphs for separate arguments and/or sources.&nbsp;</li><li>Your arguments must be backed by an insightful analysis based on the chosen fragments and must be in line with the research question.&nbsp;</li><li>Include the in-text citations to support your findings.&nbsp;</li><li>Form mini-conclusions relating to the focus of your investigation throughout the entire main body.&nbsp;</li><li>Demonstrate awareness of the limitations of your sources - analyse them with regard to their origin, purpose, and content.</li><li>In your extended essay reflect a critical and analytical approach rather than a narrative or descriptive one.</li></ol>&nbsp;You can use <a href="/ee/history/6505d4ee851de0a027e5c051" target="_blank" rel="noopener noreferrer">this exemplar</a> for reference.&nbsp;<h3 style="text-align:justify;">Conclusion and evaluation</h3><ol><li>Re-state the aim of the essay to refresh the reader's memory.</li><li>Summarize the depth of analysis conducted on the research topic.</li><li>Provide concise summaries of the findings derived from each source utilized in the analysis.</li><li>Clearly articulate the answer to the research question without introducing new data.</li><li>Briefly revisit the limitations of the data sources utilized in the investigation.</li><li>Acknowledge potential influencing factors on the results, including personal biases.</li><li>Evaluate the strengths and weaknesses of your extended essay and propose avenues for improvement and expansion.</li></ol> <a href="/ee/history/5ff35e8f74e8fd1e7ae28a6b" target="_blank" rel="noopener noreferrer">This EE</a> is worth taking a look at.&nbsp;&nbsp;<h3 style="text-align:justify;">Bibliography</h3><ol><li>This section is not included in the word count.&nbsp;</li><li>In the bibliography, you should make a detailed list of all sources used in your investigation in alphabetical order. Remember to stay consistent and use one style of referencing.&nbsp;</li></ol> We are hoping that you found this guide useful and that you will be able to use the above suggestions in your essay-writing process! For more references head to the <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a> website and check out the remaining <a href="/ee/history">History exemplars.</a> For further guidance, you can check out our tips regarding the History EE assessment criteria <a href="/blog/history-ee-criteria-and-checklist" target="_blank" rel="noopener noreferrer">in this post.&nbsp;</a>Good luck! &nbsp;

A comprehensive guide on History extended essay format and structure. Check the tips for History EE and improve your extended essay!

History EE Format and Structure 

The OPCVL is a source analysis method that is crucial for success in IB History. It is an important component of Paper 1, the Internal Assessment, and the History Extended Essay. In this post we will provide you with a comprehensive explanation of the OPCVL method so that you can excel in the IB History course.&nbsp;&nbsp;&nbsp;<h2 style="text-align:center;">IB History OPCVL Explained</h2>&nbsp;&nbsp;OPCVL stands for Origin, Purpose, Content, Value, and Limitation. It is a method used to assess the credibility of sources. This approach involves analyzing how the Origin, Purpose, and Content of a source affect its Value and Limitations in relation to the topic being studied.&nbsp;&nbsp;The OPCVL method is particularly important in IB History as students are required to use the OPCVL method to analyse sources in their Paper 1, the first section of the Internal Assessment as well as embed such analysis into the body of their Extended Essay.&nbsp;&nbsp;&nbsp;Origin –&nbsp;when assessing the values and limitations that the source's origin brings, it is important to consider the source's author, their background, identity, and time period in which the source was created and analyse how these factors could have contributed to the reliability of the source. Some sources may have been created by respected and credible historians while others may have been produced by authors that have held a specific bias towards the issue or may have created the source at a time at which a full understanding of the topic was not possible.&nbsp;&nbsp;&nbsp;Purpose –&nbsp;when evaluating the values and limitations of a source’s purpose, consider why the source was created. Reflect on the author's intentions &nbsp;– &nbsp;some sources may have been created to provide an accurate account while others to persuade or even manipulate. A source designed to manipulate might emphasize certain points while omitting or downplaying the significance of others, which can introduce bias. Understanding the purpose helps determine how the intent behind the source influences its reliability and relevance to the topic.&nbsp;&nbsp;&nbsp;Content – when analyzing the values and limitations of a source's content, examine what the source conveys and how it presents the information. Consider the arguments, evidence, and perspectives provided, as well as what might be omitted. For instance, the content in some sources may take into account all perspectives while in others, the content may focus heavily on one approach while neglecting opposing viewpoints, which could limit the source's objectivity. Additionally, the source might present outdated or incomplete information, restricting its usefulness for a comprehensive understanding of the topic.&nbsp;Check out our <a href="/blog/ib-history-opcvl-examples" target="_blank" rel="noopener noreferrer">OPCVL Examples post</a> for sample OPCVL source analysis and a deeper understanding of the method.&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a>.&nbsp;

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A comprehensive guide to IB History OPCVL. Learn about the OPCVL source analysis method and its importance.

IB History OPCVL Explained

When studying IB History, mastering the OPCVL source analysis is crucial for success. This method helps students critically evaluate historical sources, and understand their significance and reliability. In this blog post, we'll explore examples of how to apply OPCVL to different types of sources.&nbsp;&nbsp;&nbsp;<h2 style="text-align:center;">IB History OPCVL Examples</h2>&nbsp;&nbsp;<h3>Example 1</h3>&nbsp;Notes from the British Cabinet on conversations held in Berlin between John Simon, Secretary of State for Foreign Affairs, and Adolf Hitler, German Chancellor and Fuhrer (March 1935).&nbsp;&nbsp;John Simon thanked the Chancellor for the opportunity he had had of meeting him and for the way in which the British Ministers had been welcomed. But, observing the rule of frankness to the end, he must say that the British Ministers felt somewhat disappointed that it had not been possible to get a larger measure of agreement. They regretted that such difficulties were thought to exist on the German side in connection with some of the matters discussed. He did not regret having come to Berlin. He was sure that this meeting was the best way of continuing this investigation into the various points of view. What he regretted was that they had not been able to do more in the direction of promoting the general agreement which he was sure both sides wanted. It showed that these things were more difficult and complicated than many believed them to be from distance... Hitler was also grateful to the British Government for the loyal efforts they had made in the matter of the Saar vote, and for all the other matters on which they had adopted such a loyal and generous attitude to Germany.&nbsp;&nbsp;The Origin of the source is limited for a historian studying the international response to German aggression as the source has been created in 1935 and hence does not take into account any later events. The Content of the source is valuable because it provides first-hand insight into the discussions between German and British authorities during the meeting. However, the Content is at the same time limited because the source covers only Anglo-German relations and hence does not allow for study of the wider, international response. The Purpose of the source is valuable because it was created for the British Cabinet's use and was not meant for public dissemination. As a result, its aim was to provide an accurate account of the meeting, rather than to cast the British in a favorable light or influence public opinion.&nbsp;&nbsp;&nbsp;<h3>&nbsp;</h3><h3>Example 2</h3>&nbsp;An extract from a US Government proposal delivered to the Empire of Japan on 26th November 1941 (Known as the ''Hull Note'').&nbsp;&nbsp;The Government of the United States and the government of Japan will endeavor to conclude a multilateral non-aggression pact among the British Empire, China, Japan, the Netherlands, the Soviet Union, Thailand and the United States. Both Governments will endeavor to conclude among the American, British, Chinese, Japanese, the Netherlands and Thai Governments an agreement whereunder each of the Governments would pledge itself to respect the territorial integrity of French Indochina. The Government of Japan will withdraw all military, naval, air and police forces from China and from Indochina. The Government of the United States and the Government of Japan will not support—militarily, politically, economically—any government or regime in China other than the National Government of the Republic of China.&nbsp;&nbsp;The Origin of this source is valuable for a historian studying Japanese and American relations before the attack on Pearl Harbour because it is an official US Government proposal sent to the Japanese and hence accurately demonstrates the US Government's stance. The Purpose of the document was to negotiate an agreement with the Japanese government, making it valuable because the demands in the Hull Note are likely to reflect the genuine intentions of the U.S. government. The Content of the source is valuable as it mentions the specific the United States made to Japan just before the attack on Pearl Harbour. The Content is however also limited for a historian studying American and Japanese relations before the attack on Pearl Harbour because the source covers only the US perspective.&nbsp;&nbsp;&nbsp;&nbsp;<pre><code class="language-plaintext">CAROUSEL</code></pre>&nbsp;&nbsp;&nbsp;<h3>Example 3</h3>&nbsp;Mao Zedong in an interview with the American journalist Edgar Snow. Mao’s secretary was the interpreter (16 July 1936).&nbsp;&nbsp;In the anti-Japanese war, the Chinese people would have on their side greater advantages than those the Red Army has utilized in its struggle with the Guomindang. China is a very big nation, and… if Japan should succeed in occupying even a large section of China, getting possession of an area with as many as 100 or even 200 million people, we would still be far from defeated … As for munitions, the Japanese cannot seize our arsenals in the interior, which are sufficient to equip Chinese armies for many years, nor can they prevent us from capturing great amounts of arms and ammunitions from their own hands… Economically, of course, China is not unified. But the uneven development of China’s economy also presents advantages in a war against the highly centralized and highly concentrated economy of Japan… It is impossible for Japan to isolate all of China: China’s Northwest, Southwest, and West cannot be blockaded by Japan. The central point of the problem becomes the mobilization and unification of the entire Chinese people and the building up of a united front.&nbsp;&nbsp;The Origin of the source is valuable for a historian studying the Second United Front as it covers the position of Mao Zedong &nbsp;– a key figure of the Second United Front. The Origin may however also be limited, since the interview was conducted through an interpreter which might have resulted in potential misinterpretations. The Purpose of the source is limited because Mao, aware that the interview would be shared with the public, may have tailored his responses to gain support and influence public opinion. The Content of the source is valuable as it outlines the advantages China would have in a conflict with Japan and the benefits of establishing a United Front. The Content is of the source also makes it limited because it only covers Mao's perspective.&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a>.&nbsp;

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IB History OPCVL (Origin, Purpose, Content, Value, Limitation) examples. Learn how to break down the credibility of sources using the OPCVL method. 

IB History OPCVL Examples

Paper 1 is the first examination you'll encounter in your IB History assessments. Unlike the other papers, it is notably shorter and demands a distinct set of skills. In this post, we will provide a thorough breakdown of IB History Paper 1, exploring the questions you will encounter and offering valuable tips on how to tackle them effectively.&nbsp;<h2 style="text-align:center;">IB History Paper 1</h2>&nbsp;&nbsp;<ul><li>For SL, Paper 1 contributes 30% to the overall subject grade, while for HL, it accounts for 20%.&nbsp;</li><li>Students my score up to 24 marks.</li><li>Both SL and HL students are given 1 hour to complete Paper 1.</li><li>Paper 1 is made up of two seperate booklets – the question booklet, and the source booklet. Students refer to the source booklet to answer the exam questions.</li><li>Students answer 4 questions.&nbsp;</li></ul>&nbsp;&nbsp;As previously mentioned, Paper 1 is quite different from the other IB History assessments. It primarily tests students' ability to extract and evaluate information from source materials, with less emphasis on historical knowledge (though this is still assessed).&nbsp;<h3>&nbsp;</h3><h3>Question 1 (5 marks)</h3>&nbsp;Question 1a (3 marks)&nbsp;Question 1a is typically the simplest and most straightforward question in the exam. It asks students to identify or describe key details directly from a source, without requiring any interpretation or analysis. The question is often worded in the following way:&nbsp;“What, according to Source A, are the main reasons for...?” or "What does Source B say about...?"&nbsp;&nbsp;How to answer?&nbsp;<ul><li style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);color:rgb(0, 0, 0);font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">This is a purely factual question, so students should carefully read the source and extract relevant details that directly answer the question.</li><li style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);color:rgb(0, 0, 0);font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">No outside knowledge is needed here – students should rely solely on the content of the source.</li><li style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);color:rgb(0, 0, 0);font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">Typically, students should provide 2-3 key points.&nbsp;&nbsp;</li></ul>&nbsp;Question 1b (2 marks)&nbsp;Question 1(b) requires students to explain the message of a visual or written source. This question is slightly more demanding than 1a, as it involves understanding why the source was created or what its central message is. The question is often worded in the following way:&nbsp;“What is the message of Source B?” or “What message does Source B convey?” &nbsp;&nbsp;How to answer?&nbsp;<ul><li>Students should examine the source and determine the central idea or intention behind it. This could be related to propaganda, persuasion, or simply conveying specific information.</li><li>After identifying the message or purpose, students must refer to details from the source that back up their interpretation.&nbsp;</li><li>While the answer is based primarily on the source, students might need to briefly reference the historical context to help explain why the source was produced or its intended impact.</li></ul>&nbsp;Students are advised to spend around 10 minutes on Question 1.<h3>&nbsp;</h3><h3>&nbsp;</h3><h3>Question 2 (4 marks)</h3>&nbsp;Question 2 focuses on the value and limitations of sources. This question tests students' ability to assess the reliability and usefulness of a source in a given historical context. The question is usually worded in the following way:&nbsp;“With reference to its origin, purpose, and content, assess the value and limitations of Source X for historians studying [a specific event or topic].” &nbsp;&nbsp;How to answer?&nbsp;<ul><li>Students should state the origin (who created it, when, and where), purpose (why it was created), and content (what the source says or shows).&nbsp;</li><li>Students should explain how the origin, purpose, and content of the source make it valuable to historians.</li><li>Students should discuss limitations of the source, based on its origin, purpose, and content.&nbsp;</li><li>To achieve full marks, it is highly important to address both the values and limitations.&nbsp;</li><li>To achieve full marks, students must discuss both the value and limitations of the source, making at least one reference to origin, purpose, and content as supporting evidence in either the value or limitations</li><li>To get a better understanding of the OPCVL method, make sure to check out our <a href="/blog/ib-history-opcvl-explained" target="_blank" rel="noopener noreferrer">IB OPCVL post</a>.</li></ul>&nbsp;Students are advised to spend around 10 minutes on Question 2.&nbsp;&nbsp;&nbsp;<pre><code class="language-plaintext">CAROUSEL</code></pre><h3>&nbsp;</h3><h3>&nbsp;</h3><h3>Question 3 (6 marks)</h3>&nbsp;In IB History Paper 1, Question 3 assesses students' skills in comparing and contrasting two sources. This question tests students' ability to analyze how different sources address the same topic or event and to identify the nuances in their perspectives. The question is usually worded in the following way:&nbsp;''Compare and contrast what Sources C and D reveal about X.''&nbsp;&nbsp;How to answer?&nbsp;<ul><li>Students need to pinpoint specific aspects in which the two sources agree or differ, focusing on their content, perspective, and tone.&nbsp;</li><li>To earn full marks, students should provide a balanced analysis that gives equal weight to both the similarities and differences in their discussion.</li><li>Students should structure their answer into 2 parapgraphs: one paragraph discussing the similarities and the other the differences between the sources.</li></ul>&nbsp;Students are advised to spend around 15 minutes on Question 3.<h3>&nbsp;</h3><h3>&nbsp;</h3><h3>Question 4 (9 marks)</h3>&nbsp;This question tests students' skills in forming a cohesive argument based on evidence gathered from the provided sources as well as their own knowledge. Question 4 is usually as follows:&nbsp;''Using the sources and your own knowledge, discuss why [a specific event occured/action was undertaken]'' or ''Using the sources and your own knowledge, assess the significance of [the effect of one event on another]'' or ''Using the sources provided, to what extent do you agree with [a specific statement or interpretation related to an event or topic]''.&nbsp;&nbsp;How to answer?&nbsp;<ul><li>&nbsp;Students should strucutre the answer in the following way: start with an introdcution that introduces the question (a thesis may be included), then discuss the question in body paragraphs, finally, end the essay with a short conclusion that summarizes the main points of the essay.&nbsp;</li><li>Students must quote or summarize relevant parts of the sources that support their argument.&nbsp;</li><li>Students must also refer to their own historical knowledge to support their argumentation.&nbsp;</li><li>Students do not need to write a length essay as they would in Papers 2 and 3. The response should generally aim to be no longer than 400 words due to the limited time available.</li></ul>&nbsp;Students are advised to leave themselves at least 25 minutes for the completion of this question.&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a>.&nbsp;

A comprehensive guide to IB History Paper 1. Learn about IB History Paper 1 structure, duration, questions, weighting, as well as tips on how to answer. 

IB History Paper 1

The IB History syllabus is built entirely around optional topics, making it useful to familiarize yourself with the available choices. In this post, we will provide you with a comprehensive breakdown of all the IB History options.&nbsp;&nbsp;&nbsp;<h2 style="text-align:center;">IB History Options</h2>&nbsp;&nbsp;The IB History syllabus is divided into two main sections, with a third section included for HL students: the Prescribed Subject, World History Topics, and Regional Topics (HL only). Each section offers a range of optional topics. However, it’s important to note that the specific options your class will study are usually determined by your school and teacher. In many cases, teachers have already selected the topics for the class prior to the start of the school year.&nbsp;&nbsp;<h3>&nbsp;</h3><h3>Prescribed Subject</h3>&nbsp;In this syllabus section, your teacher has the freedom to choose one topic from the five following options:&nbsp;<ul><li>Military Leaders – where you will focus on the following case studies:<ul><li>Genghis Khan (1200–1227)</li><li>Richard l of England (1173–1199)</li></ul>&nbsp;</li><li>Conquest and its impact – where you will focus on the following case studies:<ul><li>The final stages of Muslim rule in Spain</li><li>The conquest of Mexico and Peru (1519–1551)</li></ul></li></ul>&nbsp;<ul><li>The move to global war – where you will focus on the following case studies:<ul><li>Japanese expansion in East Asia (1931–1941)</li><li>German and Italian expansion (1933–1940)</li></ul></li></ul>&nbsp;<ul><li>Rights and protest – where you will focus on the following case studies:<ul><li>Civil rights movement in the United States (1954–1965)</li><li>Apartheid South Africa (1948–1964)</li></ul></li></ul>&nbsp;<ul><li>Conflict and intervention – where you will focus on the following case studies:&nbsp;<ul><li>Rwanda (1990–1998)</li><li>Kosovo (1989–2002) Subject</li></ul></li></ul>&nbsp;<h3>&nbsp;</h3><h3>World History topics</h3>&nbsp;In this section of the syllabus, teachers are required to select two topics from the twelve available options. It's important to note that none of the twelve topics have mandatory case studies. Instead, teachers have the freedom to choose any case studies they see fit. The only requirement from the IB is that the selected case studies for each topic must come from different regions (the IB divided the world into four regions: Asia and Oceania, the Americas, Europe, and Africa). Additionally, teachers have flexibility in determining the number of case studies they cover, though most opt for 4-5 per topic to ensure students are thoroughly prepared for any exam questions that may come up. The twelve options are as follows:&nbsp;<ul><li>Society and economy (<a href="tel:750–1400">750–1400</a>) – where teachers may for instance focus on some of the following case studies:<ul><li>The spread of Islam in Africa; Ghanian Empire's taxation of trans-Saharan trade; Mayan decline in the 8th and 9th centuries, movement of Athabaskan speakers into Pueblo Native American territories; cultural developments during the Song dynasty; trade along the Silk Road; manorialism in Europe; role of Venice, Genoa and other city states in European economies&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Causes and effects of wars (<a href="tel:750–1500">750–1500</a>) – where teachers may for instance focus on some of the following case studies:<ul><li>Norman conquest of England; The Hundred Years' War; Tepanec War with the Aztecs; Toluid Civil War;&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Dynasties and rulers (<a href="tel:750–1500">750–1500</a>) – where teachers may for instance focus on some of the following case studies:<ul><li>Fatimid Calliphate; Zagwe dynasty; Jin dynasty; Second Bulgarian Empire; Charlemagne; Empress Theodora; Itzcoatl; Basil ll&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Societies in transition (1400–1700) – where teachers may for instance focus on some of the following case studies:<ul><li>The impact of trade in salt and gold on the rise an decline of African empires; Bantu migration; the collapse of the Ming dynasty; the impact of slavery on the economy and society in the Americas; the Reneissance; Gutenberg printing press; the decline of feudalism;&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Early Modern states (1450–1789) – where teachers may for instance focus on some of the following case studies:<ul><li>The expansion of the Ottoman Empie into the Middle East and North Africa; colonial conflicts between the British and French; the Tokugawa Shogunate; Mughal India; expansion and reorganization of the Russian Empire under Peter the Great; France under Louis XlV</li></ul></li></ul>&nbsp;<ul><li>Causes and effects of Early Modern wars (1500–1750) – where teachers may for instance focus on some of the following case studies:<ul><li>Ottoman–Mamluk War; the ''Beaver Wars''; Mughal conquests; Japanese invasion of Korea (1592–1598); Qing conquest of Ming China; Dutch War of Independence; Russo–Swedish War (1554–1557) &nbsp; &nbsp;&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Origins, development, and impact of industrialization (1750–2005) – where teachers may for instance focus on some of the following case studies: &nbsp; &nbsp;<ul><li>The combustion engine; the steam engine; generation of electricity; nuclear power; growth in information technology&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Independence movements (1800–2000) – where teachers may for instance focus on some of the following case studies:<ul><li>Kenyatta and Kennya; Bolivar and Gran Columbia; Jinnah and Pakistan; Kolokotronis and Greece</li></ul></li></ul>&nbsp;<ul><li>Emergence and development of democratic states (1848–2000) – where teachers may for instance focus on some of the following case studies:<ul><li>Ghana; Israel; Lebanon; Ghana; South Africa; Argentina; Mexico; Chile; Japan; Poland; Germany; Italy; Czech Republic&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Authoritarian states (20th century)<ul><li>Nasser and Egypt; Saddam Hussein and Iraq; Castro and Cuba; Mao and China; Indonesia and Sukarno; Cambodia and Pol Pot; Hitler and Germany; Stalin and the USSR; Franco and Spain; Peron and Argentina;&nbsp;</li></ul></li></ul>&nbsp;<ul><li>Causes and effects of the 20th-century wars – where teachers may for instance focus on some of the following case studies:<ul><li>Iran–Iraq War (1980–1988); Contra War (1981–1990); Chinese Civil War (1927–1937); First World War (1914–1918); Second World War (1939–1945); the Balkan Wars (1990s); Russo-Japanese War (1904–1905);&nbsp;</li></ul></li></ul>&nbsp;<ul><li>The Cold War: Superpower tensions and rivalries (20th century) – where teachers may for instance focus on some of the following case studies:<ul><li>Truman; Stalin; Cuban Missile Crisis; Suez Crisis; Soviet Invasion of Afghanistan; Berlin blockade; the Prague Spring; US intervention in Chile; the Angolan Civil War; Hungary (1956);&nbsp;</li></ul></li></ul>&nbsp;&nbsp;<pre><code class="language-plaintext">CAROUSEL</code></pre><h3>&nbsp;</h3><h3>&nbsp;</h3><h3>Regional topics (HL only)</h3>&nbsp;For HL students, teachers must select one of the four world regions. From the chosen region, they are required to pick three topics to focus on. The available options include the following:&nbsp;<h4>World Region 1: Africa and the Midle East</h4>&nbsp;<ul><li>The ‘Abbasid dynasty (<a href="tel:750–1258">750–1258</a>)&nbsp;</li><li>The Fatimids (<a href="tel:909–1171">909–1171</a>)&nbsp;</li><li>The Crusades (1095–1291)&nbsp;</li><li>The Ottomans (1281–1566)</li><li>Trade and the rise and decline of African states and empires (<a href="tel:800–1600">800–1600</a>)</li><li>Pre-colonial African states (1800–1900)</li><li>The slave trade in Africa and the Middle East (1500–1900)</li><li>European imperialism and the partition of Africa (1850–1900)</li><li>Response to European imperialism (1870–1920)</li><li>Africa under colonialism (1890–1980)</li><li>20th-century nationalist and independence movements in Africa</li><li>The Ottoman Empire (c1800–1923)</li><li>War and change in the Middle East and North Africa 1914–1945</li><li>Africa, international organizations and the international community (20th century)</li><li>Developments in South Africa 1880–1994</li><li>Social and cultural developments in Africa in the 19th and 20th centuries</li><li>Post-war developments in the Middle East (1945–2000)</li><li>Post-independence politics in Africa to 2005</li></ul>&nbsp;<h4>World Region 2: History of the Americas</h4>&nbsp;<ul><li>Indigenous societies and cultures in the Americas (c750–1500)</li><li>European explorations and conquests in the Americas (c1492–c1600)</li><li>Colonial government in the New World (1500–1800)</li><li>Religion in the New World (1500–1800)</li><li>Slavery and the New World (1500–1800)</li><li>Independence movements (1763–1830)</li><li>Nation-building and challenges (c1780–c1870)</li><li>US Civil War: causes, course and effects (1840–1877)</li><li>The development of modern nations (1865–1929)</li><li>Emergence of the Americas in global affairs (1880–1929)</li><li>The Mexican Revolution (1884–1940)</li><li>The Great Depression and the Americas (mid 1920s–1939)</li><li>The Second World War and the Americas (1933–1945)</li><li>Political developments in Latin America (1945–1980)</li><li>Political developments in the United States (1945–1980) and Canada (1945–1982)</li><li>The Cold War and the Americas (1945–1981)</li><li>Civil rights and social movements in the Americas post-1945</li><li>The Americas (1980–2005)</li></ul>&nbsp;<h4>World Region 3: History of Asia and Oceania&nbsp;</h4>&nbsp;<ul><li>Trade and exchange: The Silk Road in the medieval world (<a href="tel:750–1500">750–1500</a>)</li><li>Japan in the Age of the Samurai (1180–1333)</li><li>Exploration, trade and interaction in East Asia and South-East Asia (1405–1700)</li><li>The rise and fall of the Mughal Empire (1526–1712)</li><li>Colonialism and the development of nationalism in South-East Asia (c1750–1914)</li><li>India, Afghanistan and Burma (1750–1919)</li><li>Challenges to traditional East Asian societies (1700–1868)</li><li>British colonialism and emerging national identities in Oceania (1788–1919)</li><li>Early modernization and imperial decline in East Asia (1860–1912)</li><li>Nationalism and independence in India (1919–1964)</li><li>Japan (1912–1990)</li><li>China and Korea (1910–1950)</li><li>Impact of the Second World War on South-East Asia</li><li>The People’s Republic of China (1949–2005)</li><li>Cold War conflicts in Asia</li><li>Developments and challenges in South Asia after 1947</li><li>Developments in Oceania after the Second World War (1945–2005)</li><li>Social, cultural and economic developments in Asia (excluding China, Japan and India) (1980–2005)</li></ul>&nbsp;<h4>World Region 4: History of Europe</h4>&nbsp;<ul><li>Monarchies in England and France (1066–1223)</li><li>Muslims and Jews in medieval Europe (1095–1492)</li><li>Late medieval political crises (1300–1487)</li><li>The Renaissance (c1400–1600)</li><li>The Age of Exploration and its impact (1400–1550)</li><li>Aspects of the Reformation (c1500–1563)</li><li>Absolutism and Enlightenment (1650–1800)</li><li>The French Revolution and Napoleon I (1774–1815)</li><li>France (1815–1914)</li><li>Society, politics and economy in Britain and Ireland (1815–1914)</li><li>Italy (1815–1871) and Germany (1815–1890)</li><li>Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924)</li><li>Europe and the First World War (1871–1918)</li><li>Inter-war domestic developments in European states (1918–1939)</li><li>Diplomacy in Europe (1919–1945)</li><li>The Soviet Union and post-Soviet Russia (1924–2000)</li><li>Post-war western and northern Europe (1945–2000)</li><li>Post-war central and eastern Europe (1945–2000)</li></ul>&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a>.&nbsp;

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A comprehensive guide to IB History Options. 

IB History Options

IB History develops students' understanding of significant historical events, themes, and interpretations across different periods and regions.Students learn to analyze historical sources critically, understand complex historical narratives, and develop sophisticated historical thinking skills.

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9,306 students

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