HISTORY - HIGHER LEVEL AND STANDARD LEVEL - PAPER 2

1 To what extent did nationalism contribute to the origins of both the

First World War (19141918) and the Second World War (1939
1945)?
Answers to this question should focus on the contribution of nationalism to the two world wars, thus it
might be considered as a long-term and/or a short-term cause of the conflicts. Nationalism may or may not
be considered a significant issue in the origin of the conflicts and other factors may be discussed for each
one, but the role of nationalism should be addressed. The role of nationalism, particularly during the First
World War, should not be confined to one country or one event such as the assassination in Sarajevo and
Balkan nationalism, and the role of nationalism in provoking pro-war sentiments in other belligerent
nations, such as Germany, France, Russia, Italy, Great Britain and Austria Hungary, should also be
considered. In the case of the Second World War, German nationalism will probably be the focus, but
nationalism was also significant in Italy and Japan. Nationalism could be considered as a catalyst for both
wars, a contributing factor to international tension or as the underlying source of other causes. Expect well
supported answers that address to what extent by considering other factors that may also have
contributed to the outbreak of both wars.

2 Analyse (a) the long-term causes and (b) the short-term causes of
the Second World War.
It is intended that by dividing the question into two parts, (a) and (b), the candidates will exercise
judgment as to which causes are long-term, and which are short-term, and give their reasons for this
judgment. Do not penalise those who do not divide their answer, but if no judgment is given, this will
weaken the answer and lower the mark. Candidates who describe everything that happened between the
two world wars, probably chronologically, will not score well.
Clear analysis or explanation of why a person or event was a cause of war, must be evident for a good
mark. Of course there will be variations between candidates in what is considered a short-term cause and
what is considered a long-term cause, and as long as the argument in convincing, it does not matter.
Some suggestions for long-term causes are: unresolved problems from the period leading up to the First
World War such as nationalism and incomplete self-determination problems and inadequacies of the Paris
Peace settlementseconomic, financial and social problems resulting from the First World War and the Wall
Street Crash/depressionthe failure of the League of Nations to fulfill its expectations.
Short-term causes could include: aggressive and expansionist policies of militaristic and totalitarian states
failure of the League of Nations to combat aggression e.g. by Germany, Japan and Italy appeasement by
Western powers and the USSR (e.g. Nazi-soviet pact). Incidents used as excuses to initiate conflict e.g.
Polish-German border conflict, Sino-Japanese tensions.

3 Define total war and examine to what extent either the First World
War or the Second World War was a total war.
A clear working definition of total war at the outset is necessary for an effective response. Total war
should be understood to mean more than simply a geographically widespread conflict and should show
awareness of the wider dimensions of such a conflict. It refers to the mobilization of all aspects of society
in such conflicts and includes the home and military fronts and the contributions made by both the military
and civilian populations as well as the social, economic and physical impact of such a conflict upon these
groups. Areas to explore in either example could include not only the technological and military aspects of
these mass struggles (weapons development and usage/targeting of civilians) but also the impact on the
economy (living standards, rationing, taxation, employment patterns, industrial and agricultural
organization and production), the changing role of women, advances in medicine, effects on the arts and
literature, etc. There is much to choose from. Do not expect all, but answers need to go beyond the
narration of battles/campaigns (descriptions of trench warfare in the First World War for example).

4 To what extent did technological developments ensure victory in

twentieth century wars?
1

Candidates can of course give examples of twentieth century wars where it could be claimed that
technological developments ensured victory, and others where it did not. No doubt the development and
use of the atomic bomb in Second World War will be cited, but it could also be argued that the allies were
on the brink of winning even without it. Vietnam will probably be given as evidence against the supremacy
of technology, and the First World War can be debated in various ways. The importance of large numbers
of expendable human lives is another factor, as are atomic/nuclear weapons as a deterrent. Thus this is a
question that requires original thought and planning.

(Second Essay)
1 Assess the importance of each of the following as causes of either
the first world war or second world war: treaties, economic factors,
ideology.
Candidates must produce a response which deals with the categories stated in the question. There is no
requirement to introduce other causes. Candidates who have pre-planned an essay on the causes of these
wars may ignore the requirements of the question and simply produce a pre-learned response. This will not
produce a good result as it will not address the demands of the question. Candidates should demonstrate
an understanding of the terms mentioned in the question, in order to comment on their importance as
causes of either war. These may be considered both as long-term and short-term causes. Treaties may be
explained and used in a number of ways these may include: alliances amongst nations; defensive
agreements such as the 1839 treaty with Belgium that was the official reason for British entry into the First
World War; treaties which created resentment and hostility such as the Paris peace treaties of 191920;
the NaziSoviet pact. In relation to the Second World War, candidates may also consider the Munich
agreement as a treaty and this would be acceptable. Economic factors may include a desire for
resources, colonies or increased trade. It may also include war as a solution to economic problems such as
weak economies, over-population, unemployment or, in the case of Germany, an overheated economy.
Ideology may include: aggressive nationalist ideas; desire to destroy rival ideological systems such as
Communism; desire to defend territory against the encroachment of new ideologies; theories of racial
superiority/inferiority. Candidates may choose to focus on one part of their chosen war as providing the
best examples of a particular factor. The Asia/Pacific theatre or Operation Barbarossa in the Second World
War may, for example, be used as examples of war motivated by economic and ideological causes . If only
one factor is addressed, mark out of a maximum of [7 marks]. If only two are addressed, mark out of a
maximum of [14 marks].

2 In what ways and with what results did two wars, each chosen from
a different region, affect the role and status of women?
Candidates should address how the role and status of women was affected both during and after their
chosen wars, but must take care to ensure that the changes were due to the wars, and not just natural
developments. Education, opportunities for careers and work, political rights, position in society, in the
armed forces, etc. would all be relevant, but changes must be accompanied by specific evidence and
explanation.

3 Peace settlements create conditions for new conflicts. With

reference to at least two settlements explain to what extent you
agree with this statement.
Peace settlements in the wider sense need not relate only to formal treaties which end conflicts. No
doubt the Paris Peace Settlement (and the Treaty of Versailles in particular) will prove popular. Other
settlements might be Brest-Litovsk, the Armistice after the Korean conflict, The Geneva Accords, the
attempts to establish a satisfactory peace settlement in 1945 (Yalta, Potsdam). Accept two or more of the
Paris Peace treaties as choices if offered by the candidate.
Whichever are selected, specific details of the settlements are needed economic, territorial, military,
political etc. and an assessment made for example as to how and why such settlements solved/ failed to
solve the issues which produced the conflict, whether new issues (e.g. revanchism/ revisionism) were
created, whether the settlements did indeed pave the way for new or renewed conflict or whether other
factors may be deemed important e.g. lack of enforcement, unforeseen economic crises, (re)appearance
of new mutually hostile ideologies.

4 Analyse the results of either the First World War or the Second
World War.
Candidates should understand by results, the actual results of the war, which side won, the effects upon
both sides and the wider effects. For the First World War, the winning side consisted of Britain and the
Empire, France, Italy, the USA and their allies. Both winners and losers suffered financially, economically
and socially, and the losers were subjected to the Treaty of Versailles and the other treaties. Candidates
could outline main clauses, and analyse their effects. The Ottoman, Austrian and German empires all
ceased to exist. No doubt many candidates will include the rise of Hitler, the Great Depression and the
Second World War as results.
For the Second World War, again the allied powers: Britain, USA, France, and this time the USSR, won the
war. Results again were devastation and economic problems throughout Europe and in the Pacific region.
The main results to analyse could be: the defeat of Hitler and the Nazis; the Cold War; the rise of
superpowers; the impetus to granting independence to European colonies; the changing nature of Europe,
perhaps leading to the European Union. Candidates should know much and higher awards will depend on
analysis and selection.

IBDP Semester Reports Grade Boundaries (For your report)

Please note that percentage grade boundaries are guidelines only. Use the descriptors to
allocate grades. A student may not necessarily exhibit ALL characteristics specified for a particular
grade in order to be awarded that grade.
7:
Excellent performance
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply
them almost faultlessly in a wide variety of situations is exhibited. The student consistently demonstrates
originality and insight as well as critical thinking skills where appropriate. Always provides answers that
are fully developed and well structured. Detailed explanations are always provided and are of a high
quality. The student communicates logically and concisely using precise terminology and conventions.
Consistent evidence of analysis, synthesis and evaluation where appropriate. A high level of proficiency in
analysing and evaluating data or problem solving is demonstrated.
6:
Very good performance
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply
them in a wide variety of situations is exhibited. Answers reflect critical thinking skills and are coherent,
logically structured and well developed. Consistent use of appropriate terminology is apparent. Consistent
evidence of analysis, synthesis and evaluation where appropriate. Solves basic or familiar problems
competently. The student generally demonstrates originality and insight and always produces work of a
high quality.
5:
Good performance
A sound understanding of most concepts and principles is applied in some contexts using subject specific
terminology. Answers are logically structured and coherent but not fully developed and show some
evidence of critical thinking. The student generally shows evidence of analysis and evaluation where
appropriate and occasionally demonstrates originality and insight. Work of a high quality is always
produced.
4:
Satisfactory performance
A good general understanding of the required knowledge and skills, and the ability to apply them
effectively only in normal situations using terminology appropriate to the subject. Answers are structured
with insufficient clarity and include some repetitive or irrelevant material. Specific terminology is used.
There is occasional evidence of the skills of analysis and evaluation. Solves basic or routine problems but
shows limited ability to deal with new or difficult situations.
3:
Mediocre performance
Limited achievement against most of the objectives or clear difficulties in some areas. The student
demonstrates a limited understanding of the required knowledge and skills and is only able to apply them
fully in normal situations with support. Answers sometimes lack clarity and sometimes contain repetitive
and irrelevant material. Some use of appropriate methods and terminology. Some ability to solve problems
and comprehend data is demonstrated.
2:
Poor performance
Limited achievement against all the objectives. The student has difficulty in understanding the required
knowledge and skills, and is unable to apply them fully in normal situations, even with support. A basic use

of methods and terminology appropriate to the subject is demonstrated. Exhibits minimal ability to
manipulate or comprehend data and solve problems.
1:
Very poor performance
Minimal achievement in terms of the objectives. Almost no organisational structure apparent in answers.
Inappropriate or inadequate use of terminology. A limited ability to comprehend data or solve problems is
exhibited.

External markbandsSL
Markbands for paper 2
Assessment objectives for paper 2 SL/HL are shown in the right-hand column of the markbands chart.

Note: The following elements of the objectives may not always apply to essay answers.

Assessment objective 2: Show awareness of different approaches to, and interpretations of,
historical
issues and events.

Assessment objective 3: Evaluate different approaches to, and interpretations of, historical issues
and
events.
Marks Level descriptor
0
13

The work does not reach a standard described by the

descriptors below.
Answers lack understanding of the demands of the question or
accurate/relevant historical knowledge.
Answers show little or no evidence of appropriate structure
and consist of little more than vague, unsupported assertions.

45

Answers reveal little understanding of the question.

While historical details are present, they are largely
inaccurate and/or of marginal relevance to the task.
There is little or no understanding of historical context or
historical processes.
While there may be a recognizable essay structure, there is
minimal focus on the task.

Assessment objectives and

mark range
Low mark range:
Assessment objective 1:
Knowledge and
understanding

Recall and select relevant

historical
knowledge

Demonstrate an
understanding of
historical context

Demonstrate an
understanding of
historical processes:
cause and effect;
continuity and change

Assessment objective 4: Use of

historical skills

67

Demonstrate the ability to

structure an
essay answer

Answers indicate some understanding of the question.

There is some relevant historical knowledge, but it is limited in
terms of quantity and quality.
There may be some attempt to place events in their historical
context. Understanding of historical processes and (where
appropriate) comparison and contrast may be present but
underdeveloped.
While there may be a recognizable essay structure, the
question is only partially addressed.

Mark
s
89

Level descriptor
Answers indicate that the demands of the question are
generally understood.

Assessment objectives and

mark range

Relevant historical knowledge is present and applied but is not

fully or accurately detailed and is presented in a narrative or
descriptive manner. Alternatively, there is coherent argument
that requires further substantiation. Relevant critical
commentary is implicit.
There has been an attempt to place events in their historical
context and to show an understanding of historical processes
and (where appropriate) comparison and contrast.
There is evidence of an attempt to follow a structured
approach, either chronological or thematic.

1012 Answers indicate that the demands of the question are

understood and addressed though not all implications are
considered.
Relevant, largely accurate historical knowledge is present and
applied as evidence. Answers may attempt some critical
commentary.
Events are generally placed in their historical context. There is
an understanding of historical processes and (where
appropriate) comparison and contrast.
There may be some awareness of different approaches to,
and interpretations of, historical issues and events. However,
responses that mainly summarize the views of historians and
use these as a substitute for, rather than a supplement to,
the deployment of relevant historical knowledge cannot
reach the top of this band.
There is a clear attempt to structure answers either
chronologically or thematically.

Middle mark range:

In addition to the above
objectives this level also
reaches the following
objectives.
Assessment objective 2:
Application and
interpretation

Apply historical knowledge as

evidence

Assessment objective 4: Use of

historical skills

Marks Level descriptor

Show awareness of
different approaches to,
and interpretations of,
historical issues and
events

Demonstrate the ability to

structure an essay answer,
using evidence to support
relevant historical
arguments

Assessment objectives and

mark range

1315 Answers are clearly focused responses to the demands of the

question.

Upper mark range:

In addition to the above

Relevant historical knowledge is applied as evidence. Critical
objectives this level also
commentary using the evidence base is present but not always reaches the following
used consistently.
objectives.
Events are placed in their historical context. There is a sound
Assessment objective 3:
understanding of historical processes and (where appropriate)
Synthesis and evaluation
comparison and contrast.

Evaluate different
There may be awareness and some evaluation of different
approaches to, and
approaches to, and interpretations of, historical issues and
interpretations of,
events. These are used to supplement, in a relevant manner,
historical issues and
the arguments presented.
events
Answers are structured (either chronologically or

Develop critical
thematically) using relevant evidence to support
commentary using the evidence
historical arguments.
base
Assessment objective 4: Use of
historical skills

1620 Answers are clearly focused responses, showing a high degree

of awareness of the demands of the question. Where
appropriate, answers may challenge the question successfully.

Demonstrate the ability to

structure an essay answer,
using evidence to support
relevant, balanced and
focused historical
arguments

Detailed and accurate historical knowledge is applied as

evidence and used consistently and effectively to support
critical commentary.
Events are placed in their historical context and there is a
perceptive understanding of historical processes and (where
appropriate) comparison and contrast.
There may be evaluation of different approaches to, and
interpretations of, historical issues and events. This
evaluation is integrated effectively into the answer to
support and supplement the argument.
Answers are well structured and clearly expressed, using
evidence to support relevant, balanced and focused