How to answer IB History Paper 1

Q1a. Why according to source X, did… (3 marks) about 5 minutes

Structure

  • The first reason given by the source is that …

  • The second reason given by the source is that …

  • The third reason given by the source is that …

Always explain a deduction made from the source, then back this up with a quote.

Example Question (full marks): According to source A, why was the Sharpeville so badly coordinated?

Source A:

It was our intention not to launch new campaign until our people were thoroughly ready to participate. But the PAC had also in mind a programme of action against the passes. Their method was to go to the police stations, leaving their passes at home and asked to be arrested. Taking the country as a whole they were organised only in a few centres. Robert Sobukwe called an all Africans to follow him in leaving their passes at home. His call cut across ANC plans for an orderly, carefully mounted campaign with a deliberately timed climax.

Written by an unnamed ANC member from a school textbook, Apartheid, by Ian Phillips, published by Collins Educational, 1992)

Answer:

According to source A the first reason why the Sharpeville campaign was so badly organised was because it was intended to be a nation-wide strike, but only a select few areas could coordinate the strike “Taking the country as a whole they were organised only in a few centres”

Secondly, Robert Sobukwe called for an aggressive, disorderly plant which went against the ANC “His call cut across ANC plans for an orderly, carefully mounted campaign”

Thirdly the PAC had planned the strike before the Africans striking were fully ready, “It was our intention not to launch new campaign until our people were thoroughly ready to participate. But the PAC had also in mind a programme”

 

Q1b. What is the message conveyed by Source X (2 marks) about 5 minutes

Structure

  • One message conveyed by the source is that… because the source says / shows…

  • A second message conveyed by the source is that… because the source says / shows…

The idea is the main message conveyed (made through deduction), proven by a quote or description, then the sub-message, again proven by a quote or description

Example question (full marks): What is the message conveyed by Source B

Source B:

In the name of slum clearance they had brought the bulldozers and gored into her body, and for a brief moment, looking down Good Street, Sophiatown was like one of its own many victims; a man gored by the knives of Sophiatown, lying in the open gutters, a raisin in the smelling drains, dying of multiple stab wounds, gaping wells gushing forth blood; the look of shock and bewilderment, of horror and incredulity, on the face of the dying man. Walking down Good Street and up Gerty Street was like walking through a ghost town of deserted houses and demolished homes, of faded dreams and broken lives, surrounded by rousing memories, some exciting others terrifying; for Sophiatown was like our nice-time parties or the sound of the penny whistle, a mounting compulsion to joyousness, but always with the hint of pain.

From "Blame Me On History", a memoir by Bloke Modisane

Answer:

The main message of Source B is the horrors that occurred during the slum clearance and te mass tragedy claiming, “many victims”.

The second message is the joy Sophiatown used to have before the slum clearance, how there was “a mounting compulsion to joyousness” filled with “nice-time parties”

 

Q2. With reference to its origin, purpose, and content, analyse the value and limitations of Source X for a historian studying… (4 marks) about 10 minutes

Structure

  • P1: Origin (provenance: when/where/who) assess value and limitation

    • Value:

      primary source —> first-hand knowledge + indication of opinion at the time

      secondary source —> provides hindsight and objectivity (textbook / historians)

    • Limitations:

      Primary source —> too subjective and misses the bigger picture (provide background knowledge to support the argument)

      Secondary source —> narrow depth study (trying to prove a point) or biased historian

  • P2: Purpose (informs – facts or persuade – opinions) assess value and limitation

    •    Value:

      Facts —> objective facts can be checked against other sources to ensure reliability and build conclusions

      Opinions —> Insight into attitudes of the time / current attitudes

    • Limitations:

      Facts —> could be subject to censorship  or leave out inconvenient truth (add in factual knowledge where necessary)

      Opinion —> prejudiced / propaganda

  • P3: Content (use personal knowledge) assess the value and limitation in terms of the question (is the content useful for the historian studying X):

    • Value:

      Source reliable —> True information and facts can be used to help historian form judgement

      Source unreliable —> allows an insight into thoughts of the time and perspective of a demographic

    • Limitation:

      Source reliable —> use personal knowledge to explain what has been left out, if a historian explain it is a narrow study…

      Source unreliable —> incorrect narratives can form incorrect judgement, provide knowledge to disprove a given claim.

When referencing origin as either primary or secondary, purpose as information or persuasive, and content as useful or not for the historian, use a quote to act as evidence for your claim.

Q3. Compare and contrast the views on X expressed in sources Y and Z. (6 marks) about 15 minutes

Structure

  • In terms of comparison, both sources agree that … Source Y states that … and Source Z states that …

  • The two sources also agree that … Source Y states that … and source Z states that …

  • However, in terms of contrast, the sources differ in their opinions on … source Y states that … whereas source Z states that …

  • The two sources also disagree on … source Y states that … whilst source Z states that …

When explaining a comparison explain what the source states specifically, then a quote to back it up. When explaining a contrast explain the opinion the source has, a quote to back it up, and use a connecting word (such as whereas, whilst, on the contrary, although…) to link to the opinion the other source has, then a quote for evidence.

Always aim for 4 paragraphs, preferably 2 where the sources agree and 2 where they disagree, but I not possible, you can do 3 and 1.

Don’t consider one source mentioning a fact and another source omitting a fact as a contrast.

Don’t dwell on superficial facts (such as dates) as a comparison

Q4. Using the sources and you own knowledge; explain to what extent you agree with the statement “X”. (9 marks) 20 - 25 minutes

Structure

  • Sentence introducing that both Source Y and X agree, maybe make a slight comparison (both sources agree but for different reasons, both sources agree yet one provides more depth…)

  • P1: Explain why Source Y agrees, use a quote, support or discredit statement using background knowledge, evaluate the sources reliability based on provenance to add credibility and weighting to your argument.

  • P2: Explain why Source X agrees, do the same as before, quote, background info, evaluate reliability

  • Sentence introducing that both source Z and W disagree, again make a comparison

  • P3: Explain why Source Z disagrees, follow same structure, quote, info, evaluate

  • P4: Explain why Source W disagrees, follow same structure, quote, info, evaluate

  • Conclusion: Use the reliability of the sources to form your opinion (even if it is different to your actual opinion) then use those sources (both quotes and provenance) and background knowledge to justify your opinion.

Question Time Break Down:

Question 1a: 5 mins

Questions 1b: 5 mins

Question 2: 10 mins

Question 3: 15 mins

Question 4: 25 mins