Ib History HL Revision Work Book

2014/15
IB History: Mr. OSullivan
IB History
HL Revision
Work Book
2014/15
Page 1 of 69
2014/15
Revision Checklist for IB History

Task
Reviewed
To be reviewed
Paper 1 exam
technique
Paper 2&3 exam

technique
Command terms
Peacemaking
peacekeeping:
International relation
1918-1936(paper 1)
Causes, practices and
effects of war(paper 2)
Cold war(paper 2)
Page 2 of 69
Done(X)
2014/15

Imperial &
Revolutionary
Russia(paper 3)
European Diplomacy
and the First World
War 1970 to
1923(paper 3)
Inter war Years:

Conflict and
Cooperation 1919 to
1939(paper 3)
Historiography for all
topics
Exam questions
practice
Page 3 of 69
2014/15
Paper 1 Exam Technique

Paper 1 Exam Technique: How to structure your answers and use
your time!
As you only have 60 minutes, plus 5 minutes reading time, to complete an exam paper which is worth 20% of your final
History grade it is vital that you are completely aware of what this exam demands of you, and of the best way to
approach answering the questions.
Tip number one, which you will need to follow for this and all of your exams, is to have a watch of some sort with you in
the exam room to keep track of time!
Page 4 of 69
2014/15
Tip number two: use the 5 minutes reading time as effectively as possible to read through all of the sources carefully
and familiarize yourself with the questions. You should also be able to start planning your answers to the first
comprehension question, 1 a), in this time as well - that way you can start writing your response as soon as the exam
starts. Don't waste this time!
Tip number three: revise, learn and internalize the points below about how to structure your answer to each question,
and how much time to spend on completing each of these. As the format of this exam is entirely predictable, being well
prepared to deal with it is the best way to guarantee a good grade here!
Answering each question:

Question 1 a): worth 3 marks, spend max 5 minutes on. Understanding historical sources - reading
comprehension.
For 3 marks, give at least 3 clear points from the source (you can write four in case, to be on the safe side). Paraphrase
from the source - i.e. put things in your own words (you can quote but you don't have to do so, and you should avoid just
copying large parts of the source).
How to write the answer?
"The first reason given by the source is .......The second reason given by the source is ........ The third reason given by the
source is .........."
Question 1 b): worth 2 marks, spend max 5 minutes on. Understanding historical sources - political
cartoon/image analysis.
For 2 marks, give two clear (and separate) points about the 'message' conveyed in the source, supporting each point with
evidence from the source.
Page 5 of 69
2014/15
If it is a cartoon you are analysing, make sure you have fully understood the key figures and symbols before you start to
write about its messages!
"One message conveyed by the source is that ..........., because the source shows. A second message conveyed by the
source is that ....... because the source shows."
Question 2: worth 6 marks, spend max 13 - 14 minutes on. Compare and contrast sources - source contents.
For 6 marks, you need to write two paragraphs that include a running comparison/contrast of the two sources,
carefully supported by quotes. Make sure that you focus on answering the terms of the question - ie. it might be
asking you to compare/contrast in relation to a very specific topic, not just the sources in general.
Ideally you will be able to find two clear points of comparison and two clear points of contrast, but don't worry if you end up
having two of one and one of the other - it depends a little on the sources you are given to compare! Write the first
paragraph on points of comparison, and the second on points of contrast.
Before writing your answer read through the sources carefully and underline key quotes you plan to use. If needs be, you
can use the scrap paper given to jot down briefly what your key points will be - even it is just key words, this might help
you when it comes to writing the answer!
Two separate paragraphs: "Both sources agree that ..... Source C says that ......... and Source D says that ....The
sources also agree that ...... Source C says that ......... and Source D says that ....
"The sources contrast in .......... While Source C says .........., Source D says ............."
Question 3: worth 6 marks, spend max 13 - 14 minutes on. Source evaluation: OPVL.
Evaluate the sources separately, with one paragraph for each explaining their origin (if a primary source has been
Page 6 of 69
2014/15
reprinted in another book, look at the original source not where it was re-printed!) and purpose (of the source as a whole,
not just the specific extract) and what values and limitations these provide for a historian studying the given topic.
Before writing your answer read through the sources carefully, paying particular attention to the italicized 'origin' text
above the source. Though your answer should focus on the provenance of the source (O,P) not its content, look carefully
at what the source is saying and see if there are any signs of emotional language, etc, that might be useful in your
response.
Ideally you will find two clear values and two clear limitations per source, but it might turn out you find two values but only
one limitation - don't worry if this happens, it is determined by the sources you are given, Indeed, make sure that you
concentrate on giving values and limitations that are specific to the sources and not general comments (i.e. it is useful
as it is a primary source; it is limited as it is a secondary source and the author wasn't there, etc etc.)
Two separate paragraphs, each following this structure:
"The origin of this source is ....... (what, who, when, where - take from the source details) The purpose of this source is
...... (why it was made, for whom). The source is valuable because ...........(refer to origin). The source is also valuable
because ......... (refer to purpose). The source is limited because ...........(refer to origin). The source is also limited
because ......... (refer to purpose)."
Question 4: worth 8 marks, spend all the time left on this, at least 22 minutes. Mini-essay, using a synthesis of
all sources and own knowledge!
This is the most challenging question, and the one worth the most marks, which is why you need to allow enough time to
produce a decent answer here. Crucial to remember is that you must, must, must use both all the sources and your
own detailed and specific knowledge in your answer - if you use only the sources (and no own knowledge), or only own
knowledge (and no sources), the maximum you can score is 5 marks. You must use a synthesis of sources and own
knowledge to produce a clear response to the question! In this sense, it is just like a full essay: you need to focus on
clearly addressing the question, developing a clear argument, and challenging any assumptions in the question if you can.
Page 7 of 69
2014/15

How to approach this mini-essay?
Spend a couple of minutes re-reading the sources and planning your argument. As this question often asks you how far
you agree with a particular statement, I recommend that you might want to draw a quick chart structuring how you are
going to use all the sources and include your own knowledge. Obviously, you do not want to spend a lot of time doing this,
and how you order it depends on the question given, but it can be a useful planning tool to help you write your answer. An
example is as follows:
Agrees with statement Disagrees with statement Both agrees and disagrees
Sources
A, E
Own knowledge Nasser shuts canal
B, D
etc
etc
When it comes to writing your answer, you may include a brief introduction to define the question, but you do not need to
do so - it can be a waste of words and time. It is therefore ok to go straight into your first paragraph, which should include
a clear point directed at answering the question, which is then supported by QUOTES from the sources ("as Source A
states......") and your own detailed knowledge ("from background knowledge I know that .......).
Have a second paragraph which uses sources and own knowledge to present the other side of the argument, according to
the same model as above, and don't forget that when discussing different sources and interpretations you can show an
awareness of the source evaluation (OPVL) you carried out in Q3 - i.e. "Source B argues that Israel was completely
responsible for the 1967 conflict, but of course this is written from an Egyptian perspective..... etc etc". On the other hand,
do not let this distract you from the main task of ANSWERING THE QUESTION! If you have time, and the sources allow
it, there might be scope for a third paragraph as well, but it depends a little on the particulars of the exam.
When you have finished your main body, write a clear conclusion that offers a balanced response to the essay question.
Remember that challenging the question in the conclusion can be about disagreeing with particularly loaded words in the
question statement - i.e. "brutal", "overwhelming", "mainly", "to a large extent" etc etc. If you run out of time before you
manage to complete your answer to this question - :( - you can try and get your points down in bullet points in the last
minute or so to see if you might be capable of getting some credit for your ideas from the examiner.
Page 8 of 69
2014/15
Paper Two and Three Exam Technique

General Advice:
For both papers you must complete essays: 2 essays in Paper Two and 3 essays in Paper Three
You should be spending an absolute maximum of 45 minutes on each essay
Steps during exam:
1. Quickly open your exam paper and jump to your relevant sections which are;
Paper Two
Causes Practices and Effects of War
The Cold War
Paper Three
German and Italian Unifications 1815 to 1890
European Diplomacy and the First World War 1970 to 1923
Inter war Years: Conflict and Cooperation 1919 to 1939
2. Scan all the questions in your relevant sections
3. Circle the questions you plan to answer.
4. Highlight the key words in the questions eg: Command terms, scope, events, etc
5. Spend max of 5 minutes planning your essay. You can put this in your answer booklet, just make sure to put a large X through
the page to show the examiner it is not to be marked.
6. Complete your essays, constantly referring back to your essay plan.
7. Check your essay plan to ensure you have included all points you wanted to make
Page 9 of 69
2014/15

Assessment Objectives(AO1-5)
The following five elements are being sought in every IB History exam essay. The better you complete each element the higher grade you
receive.
1.
2.
3.
4.
5.
Clear focus on the demands of the question

Use of historical knowledge to support opinions(dont simply describe events)
Clear understanding of historical context, place the events in a wider context
You must show different interpretations and depending on the question, also show cause/effect or compare/contrast.
Have a clear structure to your essay (thematic is preferred to chronological).
Structure for Essays:

Paragraph One:
Give a clear review of the question to show you understand what you are being asked (AO 1).
Define the scope of your essay for both time and place(AO 1&3)
Explain how you plan to structure your answer to the question(AO 1&5)
Paragraph Two:
Fully define the historical context of the question show how the specific events you are dealing with fit into the wider
history of the time(AO 3)
If possible mention some historiography here saying what famous historians have said about the topic(AO 4)
Paragraph Three & Four:
Possible Interpretation A give a clear PEE (Point/evidence/ explanation) for one main point/idea that directly relates to the
question.(AO 2&4)
Possible Interpretation A give another clear PEE (Point/evidence/ explanation) for another main point/idea that directly
relates to the question.(AO 2&4)
Page 10 of 69
2014/15

Paragraph Five & Six:
Possible Interpretation B give a clear PEE (Point/evidence/ explanation) for one main point/idea that directly relates to the
question.(AO 2&4)
Possible Interpretation B give another clear PEE (Point/evidence/ explanation) for another main point/idea that directly
relates to the question.(AO 2&4)
Paragraph Seven:
Directly address the question and give an overall judgment on it, summarize your opinion.(AO 1)
Very briefly review the points you made to back up this judgment. Absolutely no new ideas should be introduced here. (AO
5)
Page 11 of 69
2014/15
Command Terms for IB History Exams

Account for....
This invitation is used to seek an explanation of a particular happening or outcome. The candidate is expected to present a reasoned
case for the existence of something at a point in time.
Account for the emergence and success of a separate Muslim independence movement in the Indian subcontinent.
Analyse....
This is intended to be a powerful invitation requiring the candidate to offer a closely argued and detailed examination of a particular
event or development. A clearly written analysis will indicate the relevant inter-relationships between key variables any relevant
assumptions involved, and also include a critical view of the significance of the account as presented. If this key is augmented by "the
extent to which" then the candidate should be clear that judgement is also sought.
Analyse the social impact of developments in (a) transport and (b) health care since 1945.
Assess....
This word is an invitation to weigh the available evidence and to reach a conclusion. Candidates can differ in their assessment, but
they should certainly present the reasoning underpinning their conclusion.
Assess John F Kennedy's handling of the Cold War problems during his presidency.
Compare....
This term is seen as inviting candidates to describe two situations or outcomes, and to present the similarities and differences. Thus, a
mere description does not meet the requirements of this key word.
Compare the effects of the changes in family structure since 1945 in one developed and one developing nation.
Page 12 of 69
2014/15
Compare and contrast the circumstances that gave rise to the regimes of Juan Pern and Fidel Castro in Latin America.
Describe...
This word invites the candidate to give a portrayal of a given situation, event or outcome. The invitation is invariably one with no
undertone, implying that a critical review is expected. It is a neutral request to present a detailed account of a given situation, event or
outcome, though it may be followed by a further invitation seeking discussion and analysis.
Describe the content and discuss the relative importance of the Camp David Accords to the Middle East peace process.
Discuss.... Comment upon.... Consider....
These words are used to invite candidates to express their own opinions and to make any observations that are appropriate to the main
wording of the question. If, however, the question is presented in the form of a quotation, it should be assumed that the passage has
been chosen with the specific purpose of stimulating a discussion upon each of its parts. The question is asking for the candidate's
opinions; these should be presented clearly and supported with as much evidence and sound argument as possible.
Discuss the view that the United Nations General Assembly has become a forum for propaganda rather than constructive
debate, but nevertheless acts as a useful safety valve.
Examine....
The term strictly means "enquire into". It is used to encourage candidates to reflect, to take a critical look at something, and to present
their own analysis of the particular issue or topic raised in the question.
Examine the role of the Treaty Port system in the development of China's relations with foreign powers between 1842 and
1870.
Explain....
This word invites a candidate to make plain or intelligible a concept or development. It means "show that you have understood why
things were as they were or happened as they did". The wording of each particular question will determine whether or not there is a
need to explain why things happened as they did, or simply to provide a detailed account of what happened.
Page 13 of 69
2014/15
Explain the circumstances in which NATO and the Warsaw Pact were formed. What contribution did each make to the
intensification of the Cold War?
Explain the success or failure of two guerrilla wars each chosen from a different region.
Evaluate....
This word, like "criticise" and "analyse", means the candidate should make an appraisal. To do this it is necessary to weigh the nature
of the evidence available, what appear to be the convincing elements of the debate, any implications and limitations, and also the less
convincing elements in someone's viewpoint.
"This is not a peace. It is an armistice for twenty years". Evaluate Marshall Foch's assessment of the Treaty of Versailles.
How....
On its own this is a straightforward invitation to present an account of a given situation or development.
How has progress towards European unity been advanced since the signing of the Treaty of Rome in 1957?
Often a second part will be added to such an essay question to encourage analysis too.
How and why did Indo-China achieve independence from France after the Second World War?
Adding a second word such as "successfully", "effective", "accurate", or "far" turns a "how" question into one that requires a
judgement. The candidate is now expected to provide his/her detailed reasons for that judgement.
How successful has the Organisation of Petroleum Exporting Countries (OPEC) been in achieving its aims?
How far do you agree that the absence of the United States from the League of Nations was the major factor in the failure of
that organisation to preserve world peace?
Page 14 of 69
2014/15

Outline....
This is an invitation to make clear that an exhaustive description is not required. Thus, what is sought is a brief summary of the major
aspects of whatever is stated in the question.
Outline the ways in which two industrialised countries, each from a different region, attempted to solve the problems arising
out of the Great Depression.
To what extent....
The wording implies that the relevant topic under consideration is one where there is a debate of some kind. Thus, the candidate is
being invited to give a judgement having weighed the strength of opposing views. The candidate's line of argument should, of course,
be supported with as much evidence as she/he can provide.
To what extent can nationalism rather than religion be considered the cause of the Arab-Israeli conflict?
Trace....
"Trace" and "illustrate" ask for a descriptive statement, but are often followed by further wording which invites analysis. If this
happens it is important to deal appropriately with both parts of the question (and not to provide a narrative account throughout or to
ignore the second, more difficult, part of the question).
Trace the growth of Dutch learning in Japan and assess its political significance.
Why....
This short key word invites candidates to present reasons for the existence of something. Thus, the brevity of this command rather
disguises a powerful requirement to present a detailed, reasoned argument. In effect it is similar to the invitation "account for".
Why have African-Americans been attracted to the teaching of Islam?
Why, since independence, have Asian countries achieved greater economic success than those in Africa? Refer to at least two
countries in each region.
Page 15 of 69
2014/15
Revision Chart for Peacemaking, Peacekeeping: International Relations 1919 to 1936

Event
Details: who/ where/

when/ etc..
Causes of event
What happened/ What

was it?
Wilsons 14
Points and their
impact on
negotiations
Aims of the Big

Three in Paris
Terms of the
Treaty of
Versailles
Terms of the
other 5 treaties
Page 16 of 69
Results of Event
Relates to possible
question?
2014/15

Impact of the
treaties on the
economies and
borders of
Europe
Impact of the
Mandate system
on Africa
Reasons for USA

isolationism
after the war
Attempts at
disarmament:
Washington,
London and
Geneva
conferences
League of
Nations: aims,
structure and
collective
security
Page 17 of 69
2014/15

Successes of the
League in the
1920s.
The Ruhr Crisis
The Locarno
Spring
Impact of the
Great Depression
on global
diplomacy
The Manchuria
Crisis
Page 18 of 69
2014/15

The Abyssinia
Crisis
Were attempts
at collective
security after the
war successful
Page 19 of 69
2014/15
Revision Chart for Causes Practices and Effects of War (Paper Two)
World War I
Dates of the
Conflict
Countries
involved
Causes:
1-Long term
2-Short Term
3-Trigger (?)
Page 20 of 69
2014/15

Main Battles on
land, sea and air.
Page 21 of 69
2014/15

Nature of
warfare
Impact of war on
homefront
Page 22 of 69
2014/15

Treaties that
ended
the war and
terms
of the agreements
Results:
1-Long term
2-Short term
Page 23 of 69
2014/15

Historiography
with author and
different
interpretations
Possible IB style
questions with
approaches to
answer.
Limited, total or
civil war
explain why
Page 24 of 69
2014/15

Any other
pertinent details
Page 25 of 69
2014/15
World War II
Dates of the
Conflict
Countries
involved
Causes:
1-Long term
2-Short Term
3-Trigger (?)
Page 26 of 69
2014/15

Main Battles on
land, sea and air.
Page 27 of 69
2014/15

Nature of
warfare
Impact of war on
homefront
Page 28 of 69
2014/15

Treaties that
ended
the war and
terms
of the agreements
Results:
1-Long term
2-Short term
Page 29 of 69
2014/15

Historiography
with author and
different
interpretations
Possible IB style
questions with
approaches to
answer.
Limited, total or
civil war
explain why
Page 30 of 69
2014/15

Any other
pertinent details
Page 31 of 69
2014/15
Persian Gulf War

Dates of the
Conflict
Countries
involved
Causes:
1-Long term
2-Short Term
3-Trigger (?)
Page 32 of 69
2014/15

Main Battles on
land, sea and air.
Page 33 of 69
2014/15

Nature of
warfare
Impact of war on
homefront
Page 34 of 69
2014/15

Treaties that
ended
the war and
terms
of the agreements
Results:
1-Long term
2-Short term
Page 35 of 69
2014/15

Historiography
with author and
different
interpretations
Possible IB style
questions with
approaches to
answer.
Limited, total or
civil war
explain why
Page 36 of 69
2014/15

Any other
pertinent details
Page 37 of 69
2014/15
Falklands/Malvinas War
Dates of the
Conflict
Countries
involved
Causes:
1-Long term
2-Short Term
3-Trigger (?)
Page 38 of 69
2014/15

Main Battles on
land, sea and air.
Page 39 of 69
2014/15

Nature of
warfare
Impact of war on
homefront
Page 40 of 69
2014/15

Treaties that
ended
the war and
terms
of the agreements
Results:
1-Long term
2-Short term
Page 41 of 69
2014/15

Historiography
with author and
different
interpretations
Possible IB style
questions with
approaches to
answer.
Limited, total or
civil war
explain why
Page 42 of 69
2014/15

Any other
pertinent details
Page 43 of 69
2014/15
Russian Civil War

Dates of the
Conflict
Countries
involved
Causes:
1-Long term
2-Short Term
3-Trigger (?)
Page 44 of 69
2014/15

Main Battles on
land, sea and air.
Page 45 of 69
2014/15

Nature of
warfare
Impact of war on
homefront
Page 46 of 69
2014/15

Treaties that
ended
the war and
terms
of the agreements
Results:
1-Long term
2-Short term
Page 47 of 69
2014/15

Historiography
with author and
different
interpretations
Possible IB style
questions with
approaches to
answer.
Limited, total or
civil war
explain why
Page 48 of 69
2014/15

Any other
pertinent details
Page 49 of 69
2014/15

Revision Chart for the Cold War (Paper Two)
Event

when/ etc..
Causes of event
What happened/ What

was it?
Historic
relationship
between USA
and Soviet Union
1917 to 1944
Ideological
differences
Yalta and
Potsdam
conferences
Soviet takeover
of Eastern
Europe
Page 50 of 69
Results of Event
Relates to possible
question?
2014/15

Truman Doctrine
and Marshall
Plan
Cominform and
Comeceon
Berlin Blockade
NATO and
Warsaw Pact
Korean War
Page 51 of 69
2014/15

Suez Crisis
Hungarian
Uprising
Vietnam War
Cuba and
America
Berlin divided
Page 52 of 69
2014/15

China and Soviet
Union
China and
America
Peaceful coexistence
Detente
Arms Race/
Space Race/
Atomic Weapons
Page 53 of 69
2014/15

Roles played by
Truman, Stalin,
Kennedy, Castro,
Khruschev,
Page 54 of 69
2014/15

Revision Chart for Imperial & Revolutionary Russia(Paper 3)
Event

when/ etc..
Causes of event
What happened/ What

was it?
Russia before
1855.
Alex II
emancipation of
serfs
Alex II military
and legal reforms
Alex II
education reform
Page 55 of 69
Results of Event
Relates to possible
question?
2014/15

Alex II local
government
reform
Reactions to
reforms of Alex II
Alex III
assumption of
power and
background
Alex III return

to autocracy and
orthodoxy
Alex III
economic and
industrial
reforms.
Page 56 of 69
2014/15

Growth of
opposition
movements
Nature of
tsardom in
Russia under
Alex III and
Nicholas II.
Results of Alex III
reforms
Nicholas II
assumes power
Russo Japanese
War
Page 57 of 69
2014/15

1905 Revolution
Witte and the

Duma under
Stolypin
Impact of war on
Russia
Popular
discontent in
Russia by 1916
Main political
groups
Page 58 of 69
2014/15

February
Revolution
Provisional
Government
Lenin and the

Bolsheviks
October
Revolution
Roles of Lenin,
Trotsky and
Nicholas II in the
Revolution
Page 59 of 69
2014/15

Treaty of Brest Litvosk
Lenins first
decrees in 1918
Consolidation of
communism
The Civil War
The international
brigades
Page 60 of 69
2014/15

War Communism
The NEP
The Red Terror
Reasons for the

Reds victory
Page 61 of 69
2014/15
Revision Chart for European Diplomacy and the First World War 1870-1923(Paper 3)
Event

when/ etc..
Causes of event
What happened/ What

was it?
Geopolitical
structure of
Europe before
1870
Changes on the
balance of power
after 1870
Germany foreign
policy under
Wilhelm I
Germany foreign
policy under
Wilhelm II
Page 62 of 69
Results of Event
Relates to possible
question?
2014/15

Imperialism and
global colonial
rivalry
Development of
the alliance
system from
1870 to 1914
Decline of the
Ottoman Empire
Balkan
nationalism and
Austria Hungary
Balkan Wars and

Balkan Crisis
Page 63 of 69
2014/15

The Morocco
Crisis and the
Agadir Crisis
Militarism and
the arms race
Impact of the
war on society,
economy and
women
Reasons for the

American entry
into the war
Reasons for the

defeat of
Germany
Page 64 of 69
2014/15

Post war treaty
terms.
Impact of
treaties on
territory,
economy and
society of Europe
Page 65 of 69
2014/15
Revision Chart for Interwar Years: conflict and cooperation 1919 to 1939(Paper 3)
Event

when/ etc..
Causes of event
What happened/ What

was it?
Germany after
the war, society,
politics and
economy
Weimar Republic
and early
problems
Reforms of
Stresseman and
the Golden Years
The Great
Depression and
its effects on
Germany
Page 66 of 69
Results of Event
Relates to possible
question?
2014/15

Rise of Hitler and
taking of power
Hitlers domestic
policies from
1933 to 1939
Hitlers foreign
policy from 1933
to 1939
Italy after the

war
Rise of Mussolini
and the growth
of fascism
Page 67 of 69
2014/15

Mussolinis
domestic policies
from 1922 to
1939
Mussolinis
foreign policies
from 1922 to
1939
The years leading

up to the Spanish
Civil War
Reasons for the

outbreak of
violence in the
SCW in 1936
Foreign
involvement in
the SCW
Page 68 of 69
2014/15

Reasons for the
nationalist
victory in the
SCW
Consequences of
the SCW
Appeasement
and the failure of
diplomacy 1933
to 1936
The Nazi Soviet

Pact and the
impact on
security
Reasons for the

start of war in
1939
Page 69 of 69

Ib History HL Revision Work Book

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Ib History HL Revision Work Book

Diunggah oleh

Hak Cipta:

Format Tersedia

2014/15

IB History: Mr. OSullivan

IB History: Mr. OSullivan

Revision Checklist for IB History

Paper 2&3 exam

IB History: Mr. OSullivan

Inter war Years:

IB History: Mr. OSullivan

Paper 1 Exam Technique

IB History: Mr. OSullivan

Answering each question:

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

Own knowledge Nasser shuts canal

IB History: Mr. OSullivan

Paper Two and Three Exam Technique

IB History: Mr. OSullivan

Clear focus on the demands of the question

Structure for Essays:

Paragraph Three & Four:

IB History: Mr. OSullivan

IB History: Mr. OSullivan

Command Terms for IB History Exams

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

Revision Chart for Peacemaking, Peacekeeping: International Relations 1919 to 1936

Details: who/ where/

What happened/ What

Aims of the Big

IB History: Mr. OSullivan

Reasons for USA

IB History: Mr. OSullivan

The Ruhr Crisis

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

Persian Gulf War

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan

IB History: Mr. OSullivan