Higher Level and Standard Level
This markscheme is confidential and for the exclusive use of examiners in this examination session. It is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of IB Cardiff.
–3– N11/3/HISTX/BP2/ENG/TZ0/XX/M Paper 2 markbands: The following bands provide a précis of the full markbands for paper 2 published in the History guide (2008) on pages 71–74. They are intended to assist marking but must be used in conjunction with the full markbands found in the guide. For the attention of all examiners: if you are uncertain about the content/accuracy of a candidate’s work please contact your team leader. 0: 1–3: Answers not meeting the requirements of descriptors should be awarded no marks. Answers do not meet the demands of the question and show little or no evidence of appropriate structure. There are no more than vague, unsupported assertions. 4–5: There is little understanding of the question. Historical details are present but are mainly inaccurate and/or of marginal relevance. Historical context or processes are barely understood and there is minimal focus on the task. 6–7: Answers indicate some understanding of the question but historical knowledge is limited in quality and quantity. Historical context may be present as will understanding of historical processes but underdeveloped. The question is only partially addressed. 8–9: The demands of the question are generally understood. Historical knowledge is present but is not fully or accurately detailed. Knowledge is narrative or descriptive in nature. There may be limited argument that requires further substantiation. Critical commentary may be present. An attempt to place events in historical context and show an understanding of historical processes. An attempt at a structured approach, either chronological or thematic has been made. 10–12: Answers indicate that the question is understood but not all implications considered. Knowledge is largely accurate. Critical commentary may be present. Events are generally placed in context and understanding of historical processes, such as comparison and contrast are present. There may be awareness of different approaches and interpretations but they are not based on relevant historical knowledge. There is a clear attempt at a structured approach. 13–15: Answers are clearly focused on the demands of the question. Specific knowledge is applied as evidence, and analysis or critical commentary are used appropriately to produce a specific argument. Events are placed in context and there is sound understanding of historical processes and comparison and contrast. Evaluation of different approaches may be used to substantiate arguments presented. 16–20: Answers are clearly structured and focused, have full awareness of the demands of the question, and if appropriate may challenge it. Detailed specific knowledge is used as evidence to support assertions and arguments. Historical processes such as comparison and contrast, placing events in context and evaluating different interpretations are used appropriately and effectively.
Topic 1 1.
–4– Causes, practices and effects of wars
With reference to one war before 1945 and one war after 1945, assess the significance of either air power or naval power in deciding its outcome. Air power can be taken to mean the use of aircraft in a variety of roles – as fighters/strafers, bombers, reconnaissance, transporters of supplies/equipment and troops, etc. Helicopters are obviously acceptable, as are rockets/missiles as examples of the use and deployment of air power. Those who choose Vietnam will no doubt emphasize the use of airpower not only as a strike/bombing force but will link it to tactics intended...
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