“The most effective way to destroy people is to deny and obliterate their own understanding of their history
-- George Orwell
-- George Orwell
A website that might help you explore possible research topics for you Historical Investigation (Internal Assessment) |
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Assessment
The assessments aim to test all students’ knowledge and understanding of key concepts through various activities that demonstrate:
• knowledge and comprehension of specified content, such as an ability to recall and select relevant historical knowledge
• application and analysis, including the ability to apply historical knowledge as evidence
• synthesis and evaluation abilities
• the selection and use of historical skills.
Students’ success in the history standard level course is measured by combining their grades on an external and internal assessment. On external assessments, students must be able to demonstrate an understanding of both basic facts and complex concepts related to the historical periods studied, depending on the chosen route of study. The internal assessment measures students’ ability to use their own initiative to take on a historical inquiry. Students should be able to develop and apply the skills of a historian by selecting and analyzing a good range of source material and managing diverse interpretations. The activity demands that students search for, select, evaluate and use evidence to reach a relevant conclusion.
• knowledge and comprehension of specified content, such as an ability to recall and select relevant historical knowledge
• application and analysis, including the ability to apply historical knowledge as evidence
• synthesis and evaluation abilities
• the selection and use of historical skills.
Students’ success in the history standard level course is measured by combining their grades on an external and internal assessment. On external assessments, students must be able to demonstrate an understanding of both basic facts and complex concepts related to the historical periods studied, depending on the chosen route of study. The internal assessment measures students’ ability to use their own initiative to take on a historical inquiry. Students should be able to develop and apply the skills of a historian by selecting and analyzing a good range of source material and managing diverse interpretations. The activity demands that students search for, select, evaluate and use evidence to reach a relevant conclusion.
Skills
Skills The DP history course, as with all DP courses, provides rich opportunities to develop students’ thinking, research, communication, social and self-management skills. More advice on developing these five categories of skills in the history course can be found in the History teacher support material. Four examples of the types of skills developed throughout the history course are outlined below.
Example 1: The gathering and sorting of historical evidence
Many of the skills developed in the history course relate to the gathering and sorting of historical evidence. This area includes research skills such as locating and selecting relevant and appropriate evidence from books, articles, websites and audio-visual resources; and recognizing the distinctions between different kinds of evidence. The course provides the opportunity for students to increase their confidence and independence in locating and using a variety of historical sources.
Example 2: The evaluation of historical evidence
A key element of the course relates to the development of thinking and research skills relating to the evaluation of historical evidence. These skills include recognizing the subjective nature of the historical evidence; examining sources for information and interpretations, and for cases where they corroborate, complement or contradict each other; recognizing the value and uses of sources, and reasons to use them cautiously; and recognizing and appreciating why and how opinions and interpretations differ. The course provides the opportunity for students to increase their awareness of multiple perspectives, historical opinions and interpretations.
Example 3: Recognizing and understanding historical processes and their relationships to human experience, activity and motivation
The history course allows students to develop their appreciation of the nature of human experience in a range of contexts. It achieves this through a focus on skills such as recognizing, explaining and analysing causes and consequences; recognizing, explaining and analysing continuity, change and development over time; recognizing, explaining and analysing similarity and difference; relating human activities, experiences and motivations in history to a range of cultural and social dimensions; and synthesizing material studied across time and space.
Example 4: Organizing and expressing historical ideas and information
The history course places a strong emphasis on developing the communication skills needed to organize and express ideas and information with clarity. These skills include: posing questions and hypotheses, and answering or testing them; handling and synthesizing several sources for one inquiry; selecting and deploying information and ideas; constructing narratives, with ideas, analysis and relevant substantiation; and summarizing and arriving at conclusions. The development of these skills helps increase students’ confidence and sophistication in both oral and written communication.
Example 1: The gathering and sorting of historical evidence
Many of the skills developed in the history course relate to the gathering and sorting of historical evidence. This area includes research skills such as locating and selecting relevant and appropriate evidence from books, articles, websites and audio-visual resources; and recognizing the distinctions between different kinds of evidence. The course provides the opportunity for students to increase their confidence and independence in locating and using a variety of historical sources.
Example 2: The evaluation of historical evidence
A key element of the course relates to the development of thinking and research skills relating to the evaluation of historical evidence. These skills include recognizing the subjective nature of the historical evidence; examining sources for information and interpretations, and for cases where they corroborate, complement or contradict each other; recognizing the value and uses of sources, and reasons to use them cautiously; and recognizing and appreciating why and how opinions and interpretations differ. The course provides the opportunity for students to increase their awareness of multiple perspectives, historical opinions and interpretations.
Example 3: Recognizing and understanding historical processes and their relationships to human experience, activity and motivation
The history course allows students to develop their appreciation of the nature of human experience in a range of contexts. It achieves this through a focus on skills such as recognizing, explaining and analysing causes and consequences; recognizing, explaining and analysing continuity, change and development over time; recognizing, explaining and analysing similarity and difference; relating human activities, experiences and motivations in history to a range of cultural and social dimensions; and synthesizing material studied across time and space.
Example 4: Organizing and expressing historical ideas and information
The history course places a strong emphasis on developing the communication skills needed to organize and express ideas and information with clarity. These skills include: posing questions and hypotheses, and answering or testing them; handling and synthesizing several sources for one inquiry; selecting and deploying information and ideas; constructing narratives, with ideas, analysis and relevant substantiation; and summarizing and arriving at conclusions. The development of these skills helps increase students’ confidence and sophistication in both oral and written communication.
Assessment Objectives:
Assessment objective 1: Knowledge and understanding
*Demonstrate detailed, relevant and accurate historical knowledge.
*Demonstrate understanding of historical concepts and context.
*Demonstrate understanding of historical sources. (Internal assessment and paper 1)
Assessment objective 2: Application and analysis
*Demonstrate detailed, relevant and accurate historical knowledge.
*Demonstrate understanding of historical concepts and context.
*Demonstrate understanding of historical sources. (Internal assessment and paper 1)
Assessment objective 2: Application and analysis
- Formulate clear and coherent arguments.
- Use relevant historical knowledge to effectively support analysis.
- Analyse and interpret a variety of sources. (Internal assessment and paper 1)
- Integrate evidence and analysis to produce a coherent response.
- Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response.
- Evaluate sources as historical evidence, recognizing their value and limitations. (Internal assessment and paper 1)
- Synthesize information from a selection of relevant sources. (Internal assessment and paper 1)
- Structure and develop focused essays that respond effectively to the demands of a question.
- Reflect on the methods used by, and challenges facing, the historian. (Internal assessment)
- Formulate an appropriate, focused question to guide a historical inquiry. (Internal assessment)
- Demonstrate evidence of research skills, organization, referencing and selection of appropriate sources. (Internal assessment)
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Information regarding the IB History course sourced from: https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_3_histx_gui_1501_1_e&part=3&chapter=2