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History Higher Level Paper 1: Communist States Collapse Exam Guide

Learn about the structure, content, and question types of the History Higher Level Paper 1 exam. Focus on Communist States collapse and how to analyze historical sources effectively. Includes sample questions and strategies for success.

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History Higher Level Paper 1: Communist States Collapse Exam Guide

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  1. Papers 1, 2, and 3 Topics and Styles for Higher Level history May Exam 1

  2. Basic Outline of Paper 1 • One hour • Five questions • First uses one source and asks “why” according to the source (2 marks of 25) • Second uses one source and “what” (3 marks) • Third uses two sources will ask you to reference one to the other (6 marks) • Fourth uses two sources and asks you to assess for origin, purpose, value, and limitations (6 marks) • Fifth tells you to use all sources and your own knowledge to give an evaluation of a topic (8 marks)

  3. Process Needed to Follow • You’ll get a question folder, source booklet, and answer sheets with an elastic string to hold the answer sheets together • Use as many answer sheets as you need • Choose Section C and answer ALL questions in the section using the Source Booklet for Section C ONLY • The moderators will grade only this one!!!

  4. Prescribed Subject C Only Communist States (1976-1989) May be on Eastern Europe or China, but will deal with the collapse of communism

  5. Paper 1, Question 9, Part (a) • Less than a page but more than one paragraph • No more than 10 minutes • Read the question • Examine the document • Answer the question • Direct answer from the document • Support with facts from this document only • Can interpret; however, stay within time limit of 10 minutes • Usually, easiest of this paper

  6. Samples of Question Types • What do the percentages of peasant communes in Poland between 1949 and 1985, in Source E suggest about the timing and scale of collectivization under the Soviets? • Why, according to Source B, was the Five-Antis campaign designed “not…to eliminate a class.”? • What message is conveyed by Source B?

  7. Paper 1, Question 9, Part (b) • Same rules as to time and length apply as in the first sub-question • Don’t waste time with outside knowledge • Take a broader view to interpret the facts in the document source

  8. Sample Questions for Q9, Part (b) • What do the statistics in Source E on consumption of foodstuffs and the numbers of livestock, suggest about the lives of urban workers between 1965 and 1985? • What messages are conveyed by Source C? • Why, according to Source A, were the superpowers convinced “of the need for arms limitations”?

  9. Paper 1, Question 10 • Will use phrases like… • Compare and contrast Source…to Source… • In what ways does Source…support Source… • Quick answer (thesis) to start • Support answer with quotes from both Sources • Answer the entire question • Compare and Contrast • How one supports the other implies a need to show where they differ • 15 minutes, 1½ pages at most

  10. Sample Questions 10 • Compare and contrast the views on glasnost in Sources B and C. • Compare and contrast the views on Sources A and B on the nature of the Three and Five Antis campaigns. • In what ways do the views expressed about SALT I in Source C, support the conclusions expressed in Source D?

  11. Paper 1, Question 11 • Treat the documents separately—don’t compare and contrast them • Stick to the question and its precise parts • Origin=who, importance or general knowledge of author, place of publication, date of publication and what it implies • Purpose=for whom was it intended and why it was published • Value=why is this document useful to historians • Limitations=what’s the problem (specificbias) of the source? • 20 minutes, two pages at most

  12. Samples of Question 11 • With reference to their origin and purpose, assess the value and limitations of Source A and Source D for historians studying reform under Gorbachev. • With reference to their origin and purpose, assess the value and limitations of Source D and Source E for historians studying Deng’s mass campaigns between 1976 and 1983. • With reference to their origin and purpose, assess the value and limitations of Source D and Source E for historians studying disarmament attempts up to the end of the 1980s.

  13. Paper 1, Question 12 • Consider detailed relation between the question and each source (grouped) with brief, selective quotes • You need a thesis (answer) supported by both all sources and outside knowledge (argument) • Don’t go source by source • Answer the entire question using support as you go along, if possible, come up with interpretations (Marxian, theories…) • Most of the time should be spent on this question—up to a half hour and three pages

  14. Samples of Question 12 • Using these sources and your own knowledge, analyze the claim in Source B that the Four Moderns by Deng was a “war on the countryside.” • Using these sources and your own knowledge, analyze the reasons for, and the results of, Gorbachev’s campaigns for glasnost and perestroika between 1985 and 1989. • Using these sources and your own knowledge, evaluate the successesand failures of the nuclear disarmament process by the end of the 1970s.

  15. Format of Paper 1

  16. A few last words on Paper 1… • Know ahead of time which section (Prescribed Subject) you’re going to do; it’s C! • Wear a watch to time your answers • You will be doing Paper 2 the same day • Check the website for past questions and answers with scores (marks) frequently

  17. Paper 2—Two Essays (1½ Hours) • There are Five Topics—you choose two • ??? Topic 1—Causes of War • ??? Topic 3—Single Party States • ??? Topic 5—Cold War • From those TWO, pick one question each • Pay attention to all distracters—regions, time period, how many, and all conjunctions or prepositions (the FAT BOYS) • Use the six paragraph style after reading the question twice and doing a pre-writing note

  18. Six Paragraph Format • ¶ 1=Introduction—thesis and preview of “coming attractions” (4-5 sentences) • ¶ 2=first reason for answer—main idea from preview with details, explanations, supports (7-9 sentences • ¶ 3 and 4=second and third reasons—ideas from preview with supports (7-9 sentences each) • ¶ 5=anti-thesis—give another possible answer with support; however say why it’s not as good as the thesis • ¶ 6=Conclusion—summation with thesis put another way, place in historical perspective (what came before and/or after); do NOT refer to TODAY is a result of this

  19. Paper 3—THREE ESSAYS (2½ Hours) • All 25 questions are on Europe and the Middle East • Choose any THREE for a six paragraph essay • The last 7 are usually on the 20th century • Be cautious of the distracters especially when the term Eastern or Central Europe is used • You HAVE TO do some prewriting and spend about 10-15 minutes listing, organizing, and stretching to find any perspectives or interpretations

  20. In conclusion… • Write in third person and number pages • Skip a line or two between paragraphs and at the end of questions in Paper 1; start a new sheet for each essay • Don’t fret over handwriting, spelling or grammar; however, no sentence fragments or run-ons either • Organization of ideas is paramount—pre-write tactics using diagrams or outlines pay off • Give as many facts or interpretations as you can • Use the whole time to work. Write more if there is time left

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