history essays paper 2

IB History: Paper 2 Essay Writing and Analysis

The International Baccalaureate (IB) History program challenges students to develop a deep understanding of historical events, themes, and interpretations. One of the key assessment components is the Paper 2 essay, which requires students to analyze and write about historical sources. In this article, we will explore the structure of the IB History Paper 2 essay and provide you with valuable tips and strategies to excel in this challenging task.

 Understanding the IB History Paper 2 Essay

The Paper 2 essay in IB History is often referred to as the "Document-Based Question" (DBQ). It is a timed assessment in which you are provided with a set of historical sources and must craft an essay based on your analysis of these sources. The sources may include primary and secondary documents, images, maps, or texts.

The key components of the IB History Paper 2 essay include:

 1. Source Analysis:

- You are required to analyze the provided sources critically. Consider the origin, purpose, context, and content of each source. Pay attention to biases, perspectives, and limitations of the sources.

 2. Historical Context:

- Understanding the historical context is crucial. You need to place the sources within the broader historical narrative, identifying the events, themes, and time period relevant to the sources.

 3. Essay Prompt:

- The essay prompt will ask you to construct an argument or response based on your analysis of the sources and your knowledge of the historical context. You must address the specific question posed in the prompt.

 4. Essay Structure:

- Your essay should have a clear and organized structure. It typically includes an introduction, body paragraphs, and a conclusion.

 5. Use of Evidence:

- You should support your argument with evidence from the sources and your historical knowledge. Effective use of source evidence is essential.

 6. Historical Thinking Skills:

- Demonstrating historical thinking skills such as causation, continuity and change, comparison, and evaluation is essential for a successful essay.

 Essay Writing Tips and Strategies

Writing an effective Paper 2 essay requires a structured approach and attention to detail. Here are some tips and strategies to help you excel:

 1. Begin with Source Analysis:

- Start by thoroughly analyzing each source. Identify the author's perspective, any potential biases, and the context in which the source was created.

 2. Organize Your Thoughts:

- Before you begin writing, outline your essay. Organize your argument, main points, and supporting evidence. A clear structure will make your essay more coherent.

 3. Address the Prompt:

- Ensure that your essay directly responds to the essay prompt. Don't deviate from the question, and make it clear from the beginning how you intend to answer it.

 4. Use Source Evidence:

- Integrate source evidence into your essay. Cite the sources when referencing them. This not only supports your argument but also shows your ability to engage with historical documents.

 5. Provide Historical Context:

- Offer historical context for the sources. Explain how they relate to the broader historical events and themes of the time period.

 6. Develop a Clear Thesis:

- Your thesis statement should provide a concise overview of your argument. It should address the prompt and guide the reader on what to expect in the essay.

 7. Support with Specifics:

- Use specific examples and details from the sources and your historical knowledge. Avoid vague statements and generalizations.

 8. Compare and Contrast:

- If the prompt calls for it, compare and contrast the sources. Analyze similarities and differences among the sources to support your argument.

 9. Engage with Historiography:

- When relevant, engage with historical interpretations or the work of historians. Discuss different viewpoints and their implications for your argument.

 10. Conclude Effectively:

- Your conclusion should summarize your main points and restate your thesis. It's also an opportunity to provide a broader perspective on the topic.

 11. Edit and Proofread:

- After writing your essay, take time to edit and proofread. Check for clarity, grammar, and organization.

 Sample IB History Paper 2 Essay Prompt

Here is a sample Paper 2 essay prompt to give you an idea of what to expect:

"Evaluate the impact of World War I on the emergence of new nation-states in Europe. Using the provided sources and your own knowledge, assess the extent to which the war contributed to the dissolution of empires and the creation of new states."

In response to this prompt, you would need to analyze the provided sources and your historical knowledge to construct an essay that evaluates the impact of World War I on the emergence of new nation-states in Europe.

 Conclusion

The IB History Paper 2 essay is a challenging but rewarding assessment that tests your ability to analyze historical sources and construct well-argued essays. By developing strong source analysis skills, crafting clear and structured essays, and providing evidence to support your arguments, you can excel in this component of the IB History program. Remember to practice writing essays and seek feedback from your teachers or peers to further improve your skills. Good luck with your IB History studies and exams!

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Sat / act prep online guides and tips, the best ib history notes and study guide for sl/hl.

International Baccalaureate (IB)

If you want to do well on the IB History exam, you'll need to have a solid set of notes to study from. This can be difficult though if you're missing notes or feel like some of your own notes don't cover certain topics in enough depth. Luckily, we're here to help! We've assembled the best FREE online IB History notes into this complete study guide.

feature image source: Mount Rushmore Monument America /Pixabay

What's the Format of the IB History Exam?

There are five prescribed subjects for IB History SL and HL:

• Military leaders
• Conquest and its impact
• The move to global war
• Rights and protest
• Conflict and intervention

Your teacher will choose one that you'll cover, and you'll be tested on this for paper 1 (one hour in length).

There is also a list of twelve world history topics. For paper 2 (1.5 hours), you'll cover two of these:

• Society and economy (750-1400)
• Causes and effects of wars (750-1500)
• Dynasties and rulers (750-1500)
• Societies in transition (1400-1700)
• Early Modern states (1450-1789)
• Causes and effects of Early Modern wars (1500-1750)
• Origins, development and impact of industrialization (1750-2005)
• Independence movements (1800-2000)
• Emergence and development of democratic states (1848-2000)
• Authoritarian states (20 th century)
• Causes and effects of 20 th -century wars
• The Cold War: superpower tensions and rivalries (20 th century)

If you're taking IB History HL, you'll also have a final paper (Paper 3) that is 2.5 hours and will cover one of the four Depth Studies:

• History of Africa and the Middle East
• History of the Americas
• History of Asia and Oceania
• History of Europe

If you're interested in taking a look at the entire IBO IB History Guide , you can find it as a .pdf here.

How to Use This IB History Study Guide

If you're hoping for help on one subject, use Command + F to search this guide for specific IB History notes about that subject. As an example, if you want to read about the Cold War, use Command + F to cue the search function. Then type "Cold War," and it'll bring up all of the study materials for the Cold War.

The resource is separated into:

• Quick reference: one-page summary of material if you just need a quick refresher.
• Longer notes: notes (generally 3-10 pages) if you need more of an in-depth explanation.
• Flashcards: online quizzes of key terms.

Common Study Mistakes for IB History SL/HL

Two common mistakes are:

• Trying to ignore the topics you didn't comprehend from your teacher's lesson. If you didn't understand it in class, you need to find additional assistance through this IB History study guide or tutoring. You're still going to be tested over this material whether you understood it in class or not!
• Only trying to learn the material a week or two before the IB papers. There is too much history to learn—one or two weeks will not be enough time to learn it (that's why IB History SL/HL is spread over a year or two). The best solution is keeping up in class and studying the material throughout the year.

Current IB History Guides

Because IB History was recently updated, there aren't that many current notes and study guides, but we've found the best available. These guides follow the syllabus of the current version of IB History. If you are studying the same topics these notes cover, they are a great resource to use because they hit all or most of the main topics you need to know to be well prepared for the IB History exam. There are guides that cover multiple topics as well as guides that cover a single topic.

Multi-Topic Guides and Overviews

IB History Duck covers similar topics. This guide focuses primarily on authoritarian leaders such as Hitler, Mao, and Stalin, as well as the Cold War, histories of China, the USSR, and Imperial Japan.

The Student Room has a plethora of resources for you. Just keep in mind that notes for the 2017 syllabus are mixed in with information from earlier exams , so make sure you're accessing and studying the correct material.

Single Topic Guides

These are notes on single topics that you'll cover on the IB syllabus.

Prescribed Topics: Military Leaders

• Military leaders overview
• Ghenghis Khan (c1200-1227) unit
• Richard I of England (1173-1199) unit

Prescribed Topics: Conquest and Its Impacts

• General overview of ideas you should know
• The final stages of Muslim rule in Spain 
• The conquest of Mexico and Peru (1519-1551)

  Prescribed Topics: Move to Global War

• Move to global war Prezi notes
• Move to global war longer notes
• Japanese expansion in East Asia (1931-1941)  
• German expansion (1933-1940) unit
• Italian expansion (1933-1940)

Prescribed Topics: Rights and Protest

• Rights and protest US Civil Rights overview
• Rights and protest Apartheid South Africa overview
• Rights and protest complete unit

Prescribed Topics: Conflict and Intervention

• Conflict and Intervention general overview
• Conflict and Intervention workbook
• Conflict and Intervention Rwanda flash cards

World History Topics: Society and Economy

• Standard level economics brief
• Higher level economics brief

World History Topics: Causes and Effects of Wars (750-1500)

• Causes and effects of Medieval wars unit

World History Topics: Dynasties and Rulers (750-1500)

Dynasties and rulers (750-1500) unit, world history topics: societies in transition.

• Societies in transition Prezi

World History Topics: Early Modern States (1450-1789)

• Ferdinand/Isabella
• Charles I/Phillip II
• Henry VII (1485-1509)
• Henry VIII (1509-1529)
• Henry VIII (1529-1547)
• Edward VI (1547-1553)
• Mary I (1553-1558)
• Elizabeth I (1558-1603)

World History Topics: Causes and Effects of Modern Wars (1500-1750)

• Causes and effects of modern wars unit

World History Topics: Origins, Development and Impact of Industrialization (1750-2005)

• Origins, development, and impact of industrialization notes

World History Topics: Independence Movements   

• Independence movements longer notes
• Independence movements flashcards
• Independence movements  

World History Topics: Emergence and Development of Democratic States

• Evolution and development of democratic states overview

World History Topics: Authoritarian States (20th Century)

• Authoritarian states longer notes
• Authoritarian states (20th century)

World History Topics: Causes and Effects of 20th Century Wars

• Causes and effects of 20th Century wars general overview
• Causes and effects of 20th Century wars unit

World History Topics: The Cold War — Superpower Tensions and Rivalries (20th Century)

• Origins of the Cold War unit outline
• Origins of the Cold War event overview
• Origins of the Cold War longer notes

HL Depth Studies: History of Africa and the Middle East

• Africa and the Middle East unit

HL Depth Studies: History of the Americas

• History of the Americas longer notes
• History of the Americas unit

HL Depth Studies: History of Asia and Oceania

• History of China and Oceania longer notes
• History of China and Oceania unit

HL Depth Studies: History of Europe

• History of Europe longer notes
• History of Europe unit

Past IB History Guides

These notes are based on the older (pre-2017) version of IB History. They won't fit the syllabus you're currently following in class, but since the two versions cover many similar concepts, they can still be useful for learning more about a specific topic. Just be sure not to use them as your main study resource because they may not focus on the exact same areas you're expected to know.

Peacemaking, Peacekeeping - International Relations 1918-36

• 1.1 Aims of the participants and peacemakers: Wilson and the fourteen points
• 1.2 Terms of the Paris Peace Treaties 1919-20: Versailles, St Germain, Trianon, Neuilly, Sevre
• 1.3 The geopolitical and economic impact of the treaties on Europe and the mandate system
• 1.4 Enforcement of the provisions of the treaties: US isolationism, the retreat from the Anglo-American Guarantee, Disarmament-Washington, London and Geneva Conferences
• 1.5 The League of Nations: effects of the absence of major powers, the principles of collective responsibility, and early attempts at peacekeeping (1920-25)
• 1.6 The Ruhr Crisis (1923), Locarno and the Locarno Spring
• 1.7 Depression and threats to international peace and collective security, Manchuria (1931 to 1933) and Abyssinia (1935 to 1936)
• The Peace Treaties after World War One
• The League of Nations in the 1920s
• The Wall St. Crash / Depression
• The League of Nations in the 1930s

Communism in Crisis 1976–89

• 2.1 The struggle for power following the death of Mao Zedong, Hua Guofeng, the reemergence of Deng Xiaoping and the defeat of the Gang of Four
• 2.2 China under Deng Xiaoping, economic policies and the Four Modernizations
• 2.3 China Under Deng Xiaoping, Political Changes And Their Limits, Culminating In The Demonstrations In Tiananmen Square
• 2.4 Domestic and foreign problems of the Brezhnev era, economic and political stagnation, Afghanistan
• The Cold War c.1945-55
• The Cold War c.1955-91
• The Korean War c.1950-53

Causes, Practices and Effects of Wars

• World War One
• Causes of WW1
• Course / Effects WW1
• The Peace Treaties
• German Involvement in Spanish Civil War
• Causes of the Chinese Civil War
• Causes of WW2

The Cold War

Democratic states—challenges and responses.

• Weimar Germany

Origins and Development of Authoritarian and Single-Party States

• Tsarist / Revolutionary Russia
• Stalin's USSR
• Additional Stalin's USSR materials
• Hitler's Germany

• Cold War Origins 

Aspects of the History of the Americas

• United States Civil War: Causes, Course and Effects 1840-1877
• Emergence of the Americas in Global Affairs 1880-1929
• Political Developments in the Americas after the Second World War 1945-79
• The Cold War and the Americas
• Civil Rights and Social Movements in America

Aspects of the History of Europe and the Middle East

#1: The French Revolution and Napoleon

• Longer notes

#2: Unification and Consolidation of Germany and Italy

#3: The Ottoman Empire

#4: Western and Northern Europe 1848-1914

#5: Imperial Russia, Revolutions, Emergence of Soviet State 1853-1924

• Longer notes: Tsarist and Revolutionary Russia to 1924
• Longer notes: Alexander II
• Longer notes: Alexander III
• Longer notes: Nicholas II

#6: European Diplomacy and the First World War 1870-1923

• Longer notes: Causes of WW1 , Course / Effects WW1 , the Peace Treaties

#7: War and Change in the Middle East 1914-49

• Longer notes: The Peace Treaties after World War One
• Longer notes: The League of Nations in the 1920s
• Longer notes: The Wall St. Crash / Depression
• Longer notes: The League of Nations in the 1930s
• Khrushchev and Brezhnev
• Causes for the Collapse of Communism in Europe

#10: The Second World War and Post-War Western Europe 1939-2000

#11: Post-War Developments in the Middle East 1945-2000

• Longer notes: European Option

What's Next?

Looking for more practice material for IB History? Then you'll definitely want to delve into our complete collection of free and official past IB history papers .

Interested in brushing up on some of your historical knowledge? Read about the Platt Amendment , checks and balances in the US government (as well as how the executive branch checks the judicial branch ), and lighthouse keeper Ida Lewis .

Alternatively, boost your esoteric knowledge by learning about the history of the three-hole punch and the real story of David Ghantt and the Loomis Fargo heist .

Finally, you can get practice materials for other IB classes on our blog:

• Every IB Biology Past Paper Available: Free and Official
• Every IB Business and Management Past Paper Available: FREE and Official
• Where to Find IB Chemistry Past Papers - Free and Official
• Every IB Economics Past Paper Available: Free and Official
• Every IB English Past Paper: Free and Official
• The Complete IB Extended Essay Guide: Examples, Topics, and Ideas
• Every IB Geography Past Paper Available: Free and Official
• Every IB Math Past Paper: Free and Official
• Where to Find IB Physics Past Papers - Free and Official

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Introduction

Step 1: learn the syllabus, step 2: study the past paper questions, step 3: read, write, and think, step 4: get more examples & ideas, step 5: know your time during the exam, historiography, what to aim for, how to write faster by hand, how much to write.

All historical arguments contained or referred to in this article are solely for exam preparation and do not necessarily reflect the view of the author.

This article includes:

• Steps for IB DP History paper 2 revision;
• Some extra tips (they can’t really fit into the steps);
• Study resources;
• My brief essay outlines,

which worked together to help me reach a 7 on paper 2 in my M21 history SL final exam.

This article works best for:

• Final exam prep;
• Short-term revision;
• Developing exam skills, not necessarily historical skills;
• SL students who need to know just enough for paper 2, not any more content for paper 3.

This article uses topic 10 authoritarian states (20th century) as an example.

In my blog article “ Short-Term Revision ”, I mentioned some of my experience preparing for the DP History final exam. I’ll try not to repeat too much of that here.

TL;DR is at the end of this article.

Learn the syllabus by heart.

For example, this is the IB syllabus for topic 10 authoritarian states:

Completing this revision step means that you can recall exactly what’s in the table. By that, I mean every single word in the table . Do make sure you read the description paragraph above, too, but you don’t need to learn it by heart.

Once you do this, every time when you come across a fact, a historical event, or a historiography, you can immediately identify the sub-topic you can use it for in an essay. Then, you can easily think about your arguments and try to structure your essays every time you revise factual information.

Look at the past paper questions to see what have already been asked, and when. The IB questions don’t tend to repeat a lot, especially not in successive exam sessions. This means you can guess the questions that are likely to come up on your exam paper, althugh officially, the IB discourages doing this.

Here are all the past paper questions summarized in one document, both organized by year and by syllabus theme:

You can download the document as an annotated PDF here , or access it here as a google doc without annotations.

This document doesn’t include the M21 questions, because I made it for my own revision before M21. The M21 TZ2 questions for topic 10 roughly stated:

Evaluate the impact of foreign policy on the maintenance of power in two authoritarian states. “Full control was not always achieved in authoritarian states.” Discuss with reference to two authoritarian states.

According to this thread on Reddit , treatment of opposition instead of foreign policy came up for TZ1.

What I found was that:

• Almost every sub-topic appeared fewer than twice in past papers.
• There’s usually a gap of around 2 exam sessions (e.g from M18 to N19) between the questions under the same sub-topic.
• The past paper questions (not counting the specimen papers here) never repeat exactly . They can be similar, but always with a slightly different emphasis.
• Usually, only 2 of the sub-topics (emergence, maintenance, and policy) appear in one exam session , except for once in N19 where question 2 was on both maintenance and policy.
• The appearance of sub-topics is quite balanced.
• It’s very rare that a question asks for only one authoritarian state— only happened twice . (Highlighted in yellow.)
• A few questions have appeared only once or never.

So I made guesses based on the findings and other information, and altered my revision plans:

I chose to ignore emergence and turned to focus on the other two sub-topics. My thinking process is outlined in a section of my blog article “Short-Term Revision”.

The things in pink are what I thought, when I was revising, that would be likely to come up. They were either questions that had never come up before under the current syllabus, or those that had only come up once. Most of them also fitted in the “2 exam session gap” time frame. Those were my priorities.

Apart from these, I was convinced that preparing for compare and contrast, or at least formulating arguments for two states , would be necessary.

Take concise, structured notes for every topic that you revise, especially those that are likely to come up based on what have been asked before. But only take notes if you know you can use them to support your arguments, or you’ll just waste time.

You can follow a textbook to save your time researching, which I found to be extremely helpful. I have talked about some history textbooks in this blog post: My Experience & Tips for IB Textbooks: History SL .

As you take notes, also write down thoughtful arguments . If you’re like me who wants to be safe, you can do that for every single possible essay question. Knowing the syllabus by heart helps a lot here, because that helps you formulate your own IB style questions quickly.

Try to come up with counter-arguments and then counter those counter-arguments to strengthen your original arguments. Add the “debates” into your essay, even if those are just your thoughts going back and forth.

I find it helpful to write out complete sentences when I work on my arguments. That helps me to clear up my own ideas and saves me time structuring my sentences during a tight essay exam. Then, I recommend that you condense the arguments so that you can remember them. I also prefer typing over writing on paper because I can write much faster by typing, and I can organize digital files better than physical ones.

As an example, I wrote a 3-line outline for every essay question I could think of. Each line (out of the 3 lines) summarizes a paragraph in my essay. Of course, this is after thinking about or writing out more detailed notes for my arguments and supporting evidence. This is a preview:

You can download the complete PDF document here . Unfortunately, I don’t have any detailed notes because I lost a lot of data on my laptop during a system update.

There’re a lot of my own short-hand notations in the document. So if you do use this to revise and find something confusing, don’t hesitate to ask me in the comments or via email (see the end of my “About” page). I’ll try my best to recall what I meant.

To emphasis, I repeat: all historical arguments contained or referred to in this article are solely for exam preparation and do not necessarily reflect my view.

This step can be done together with step 3. Sometimes you might run out of ideas or get confused about what kind of arguments the IB likes. Reading more essays can help. Especially, the good ones can give you some inspiration, as well as some excellent arguments to agree with or argue against in your own essay.

Some places to get example essays:

• Textbook appendices
• P2 Example 18 , scored 13/15
• P2 Example 19 , scored 13/15
• Your school teacher
• Your own paper 2 practices over the 2 years
• Your classmates' essays

I recommend that you get a physical copy of each example essay along with examiner’s comments (if any), so that you can read and annotate it carefully.

If you can’t find existing essays, write them yourself ! Write full essays, paragraphs, introduction, even just a short thesis, and kindly ask your teacher for feedback. Try out new writing approaches because you might find better ways to write. You don’t have to time yourself while writing these. At this point, getting feedback is the most important because it helps you improve and further develop your skills and arguments!

To get ideas for essays, you can also look at the indicative content in IB markschemes . The indicative content tends to be more detailed for papers testing the old syllabus (before first assessment 2017) but the new markschemes can also give you some hint.

Get used to the exam environment by practicing timed paper 2 exams. But it’s fine if you do it at the very end of your revision, because knowing what to write can help you write faster than doing anything else, including doing timed paper 2 exams.

However, it’s still important to plan your time prior to the exam and closely follow the plan. In this way, during the exam, you can stay calm so you don’t rush or forget about your arguments.

As an example, this is my plan, with all time and durations in minutes:

At the very beginning of my exam, I quickly calculated the exact time when I would need to finish each task. For example, if the reading time started at 8:33, I would calculate that I would need to finish my mental outline at 8:38, my written outline at 8:43, my intro at 8:48, etc. I wrote down the minute digits on a scratch paper so that during the exam, I could quickly check if my progress matched my plan.

It is possible to get to 12/15 with only a name-dropping of a historian and his/her argument. True personal story. I did that on my final exam.

Take a look at the example paper 2 essays in the Teacher Support Material , too, especially examples 18 and 19. (I’ve mentioned them above.) No historiography, no quoting of historians, but, bang—they both got 13/15 for the topic 10 question.

As long as there are decent original arguments in an essay, the lack of historians' views is fine , unless you’re aiming for 14 or 15 marks. This really alleviated a lot of stress for me.

You don’t need to have a 7 in every single component to get an overall 7 .

This is how I did my calculation before I took my M21 exams.

I used the IB M19 boundaries for SL TZ2, which was the most recent May exam-route session with available grade boundaries:

Using the modified marks and weightings in M21, I calculated that the number of marks needed to get a 7 for paper 2 was 12/15.

So I calculated that if I got:

• Paper 1: 17/24,
• Paper 2: 12/15,

then my total scaled score (out of 100) would be $\frac{20}{25} \times 25 + \frac{17}{24} \times 30 + \frac{12}{15} \times 45 \approx 77.3 %$, which is higher than 74, the boundary for getting an overall 7.

This is true for N20 and M18, too, and should be true for most exam sessions.

Let’s continue to use M19 as our example. The boundary for an overall 7 is slightly lower, so one can afford to lose one or more points. The following combination of marks can all give an overall 7.

Try calculating the overall result for different combinations and choose to work towards the one that seems the most realistic for you. Once you know what marks you need in each component, you have a more specific and a more accomplishable goal.

Notice that because paper 2 is weighted the more heavily (45%), getting a reasonably high mark on paper 2 is more important than on paper 1 or IA .

You don’t have to write prettily, or even clearly—as long as it’s legible in the context. This is my hand-writing at full speed:

Both my teacher and the examiner grading my final exam papers managed to recognize my writing.

Pick a pen in which the ink can flow smoothly and which you don’t need to press hard on the paper to write with.

If your pen has a cap, leave it off the end of the pen. It takes you more effort to move the pen when the cap is attached to the end, especially when you write a lot. I learned this from this YouTube video .

4 sides (on A4 size paper) should be enough. I even wrote only 3 sides several times and that was fine. Quality over quantity.

When we had timed, in-class summative assessments, I almost never managed to finish my essays.

And, although I usually wrote only a few sides, although I couldn’t really finish the essays, I could still get 10-12 marks out of 15. So, absolutely no worries if you can’t finish your essays or you only write 3 sides.

Feel free to ask me any questions in the comments or via email (see the end of my “About” page). I might share a few of my own history essay practices in the future but that’s not guaranteed 😅

• Learn by heart exactly what’s covered in the paper 2 topic you’re studying.
• Look for patterns in the past paper questions and prioritize the ones that you think are likely to come up.
• As you take notes for the possible essay questions, develop strong arguments that can stand counter-arguments.
• Read exemplar/example essays and indicative content in IB markschemes. Write your own essays/paragraphs and ask your teacher for feedback if you can’t find others' essays.
• Plan how much time you’ll use for each paragraph beforehand, so you don’t panic during an exam.
• You don’t need historiography to get to 12/15 (or you only need to name-drop one or two historians if that counts).
• You don’t need all 7s in all component to get an overall 7. Calculate how many marks you need to get the overall grade that you want to narrow down your goal.
• To write faster, use a smooth, light-weight pen. It’s alright to have messy (but legible) hand-writing.
• It’s fine if you write 3-4 sides on A4 size paper or you can’t finish your essays.

Exam-style questions with list of factors - Global Cold War

Paper 2 Essay Question Examples

Skills and Techniques - Class PP

Essay Writing

inthinking - writing Paper 2 Essay PP click

command term guide click

flow chart for writing history essay click

do's and don't's of essay writing click

Paper 2 Samples

Leader and Nations: Essay writing exercises click

Leaders and Nations:  Introductions - To what extent was Gorbachev responsible for the end of the Cold War? click

Examine the impact of Cold War tensions on two countries [excluding the USSR and the US] each chosen from a different region. click

Compare and contrast the roles of two Cold war leaders from different regions in the development of the Cold War. click

King Louis - score 12

Paper 2 Specimen 2017

Further Information

How to Answer a History Question - Lanterna

Analyse, Explain, Identify… 22 essay question words and how to answer them

Past IBDP History Paper 2 Questions and Responses

• To what extent should Germany be held responsible for causing both the First and Second World Wars?
• Why was there so much civil strife and civil war in China during the first half of the twentieth century?
• Compare and contrast the outcome and effects of two revolutionary wars, each chosen from a different region.
• Explain the impact of war on two of the following: women, the arts, the media.
• To what extent is it true to say that a successful economic policy is the most important factor for a single party ruler to remain in power? Examples should be given from two countries each chosen from a different region.
• Compare and contrast the foreign policies of two rulers of single party states, each chosen from a different region.
• To what extent was Hitler a) responsible for, and b) driven by ideological beliefs of Nazism?
• How far would you agree that single party states have been more interested in controlling the minds of young people than in providing genuine education?
• Examine the conflicting aims and policies of rival powers which caused the Cold War.
• Assess the importance of two of the following in influencing the development of the Cold War: Marshall Aid, Warsaw Pact, arms control, détente.
• Examine the impact of the Cold War on two countries (excluding the superpowers), each chosen from a different region.
• “The build up of missiles in Cuba in 1962 was a deliberate, provocative and unjustified action.” To what extent do you agree with this statement?
• What were the main social and cultural consequences of the Cold War?
• T o what extent can it be said that the First World War was caused by the alliance system?
• Evaluate the role of ideological differences in two civil wars each chosen from a different region.
• In what ways and for what reasons have tactics changed in twentieth century warfare?
• How valid is the claim that treaties are not necessary to end wars? Support your answer with evidence from at least two regions.
• “Single party states use education as propaganda to obtain support rather than to instil (increase) knowledge.” How far do you agree with this judgement?
• In what ways and for what reasons did China develop its own brand of Marxism/Communism under Mao Zedong?
• To what extent was Spain under Franco (1939 to 1975) a Fascist state?
• How far is it true to say that a successful foreign policy is the most important factor for a single party ruler to remain in power? Examples should be given from two countries each chosen from a different region.
• “In the twentieth century right-wing single party states have often been the result of a conservative reaction to change whilst the left-wing single party states have achieved power as the outcome of a revolutionary process against tradition.” Using examples from at least two regions explain how far you agree with this quotation.
• “Ideological differences played only a minor role in the origin and development of the Cold War.” How far do you agree with this statement?
• In what ways and for what reasons did the Cold War affect the Middle East?
• Analyse the importance of spheres of interest for one of the superpowers in the Cold War.
• Assess the importance in the development of the Cold War of two of the following: the Yalta Conference; Berlin; the arms race; non-alignment; South East Asia Treaty Organization (SEATO).
• Examine the impact of the Cold War on the social life and culture of two countries each chosen from a different region.
• Assess the importance of nationalism and selfish ambition as causes of twentieth century wars. Reference must be made to at least two wars.
• Examine critically two treaties and evaluate their success in resolving the armed conflicts which necessitated the treaties.
• Compare and contrast the effects for the country concerned of two of the following: the Chinese Civil War, the Nigerian Civil War, the Spanish Civil War.
• Assess the significance of either the Mexican Revolution (1910-1940) or the Vietnam War (1964-1975).
• In what ways and for what reasons did rulers of single party states play an important role in world affairs between 1917 and 1945?
• Identify the main principles of Communism and assess how far these principles were put into practice by one Communist rule between 1900 and 1990.
• Assess the contributions of organizational and leadership qualities in maintaining power two single party rulers, each chosen from a different region.
• Analyse the role and status of women in two of the following: Maoist China, Nazi Germany, Peronist Argentina.
• “Ideological differences played little part in the origin of the Cold War.” How far do you agree with this judgement?
• To what extent was Germany the cause of East/West disagreements between 1943 and 1963?
• Define “superpower rivalry” and assess its importance in international politics since 1945.
• Analyze the role of either Cuba or Vietnam in the development of the Cold War.
• Compare and contrast the economic and social impact of the Cold War on two countries, each chosen from a different region.
• Analyse the reasons for the outbreak of war either in Algeria in 1954, or in Korea in 1950.
• In what ways and for what reasons did foreign intervention play an important role in two civil war, each chosen from a different region?
• Evaluate the successes and failures of one twentieth century treaty in addressing the causes of conflict, and restoring peace and normality.
• “Promises of improved social and economic conditions win more support for would-be single party rulers than ideological pronouncements.” How far do you agree with this claim?
• Compare and contrast the organisation of one Communist state with one Fascist state.
• Analyze the methods by which either Castro or Stalin maintained his position as ruler of a single party state.
• Evaluate the attempts of two rulers of single party states, each chosen from a different region, to control and use the media.
• “The Cold War was caused by fear, not aggression.” To what extent does this view explain how the Cold War developed between 1945 and 1949?
• Examine the impact of the Cold War on educational developments in two countries, each chosen from a different region.
• Compare and contrast the aims and policies of the North Atlantic Treaty Organisation and the Warsaw Pact up to 1970.
• For what reasons, and with what results, up to 1963, did the United States adopt the policy known as “containment”?
• To what extent has any twentieth century war changed the role of women?
• How far do you agree with the view of some recent historians that Chamberlain’s appeasement of Hitler at Munich was NOT a mistake?
• “The First and Second World Wars were European civil wars that required outside intervention to settle.” How far do you agree with this quotation?
• In what ways did Truman’s policy of “limited warfare” in Korea set the pattern of military conflict up to 1990?
• Analyse the conditions which led to the establishment of two single party states each chosen from a different region.
• How and why have religious groups a) opposed, and b) supported single party regimes?
• Assess the success and failure of two rulers of single party regimes, each chosen from a different region, in solving the social and economic problems of their countries.
• To what extent was the success of Stalin in retaining power in the USSR between 1929 and 1953 due to the appeal of Communism?
• Examine the impact outside their own countries of two of the following: Fidel Castro, Gamel Abdel Nasser, Julius Nyerere, Mao Zedong.
• Assess the significance for the development of the Cold War between 1945 and 1950 of three of the following:
• The Yalta Conference, 1945
• The Iron Curtain speech, 1946
• The Truman Doctrine and the Marshall Plan, 1947
• The expulsion of Yugoslavia from the Soviet block, 1948
• The Berlin Blockade and Airlift, 1948-1949
• The formation of NATO, 1949.
• “A different kind of Cold War.” To what extent is this a valid statement about the Cold War after 1953?
• Explain how East/West relations a) affected and b) how the were affected by one of the following areas: the Middle East, Latin America, Asia, Africa.
• Using specific examples, evaluate the successes and/or failures of “Détente”.
• What were the most frequent causes of twentieth century wars? Specific evidence from at least three wars should be used.
• In what ways, and to what extent, was the Second World War “total war”?
• How and why did technological developments play an important part in twentieth century wars?
• Analyze the causes and the results of one of the following: Chinese Civil War (1945-1949); Mexican Revolution (1910-1940); Spanish Civil War (1936-1939).
• “In order to achieve and retain power a leader of a single-party state needed to be ruthless, blind to human suffering, and yet charismatic.” To what extent do you agree with this assertion?
• Account for the rise to power of one of the following: Castro; Mussolini; Nasser.
• Compare and contrast the economic and social policies of Mao and Stalin.
• In what ways, and for what reasons, did the aims and policies of two or more right wing rulers of single party states differ?
• Examine the role of education and/or the arts in two single party states, each chosen from a different region.
• How, and to what extent, did the conferences at Yalta and Potsdam (1945) contribute to the origin of the Cold War?
• “Although it began in Europe the spread of the Cold War to other regions was a much more dangerous development.” To what extent do you agree with this judgment?
• How and why did the policies of either the USA or the USSR affect superpower rivalry between 1950 and 1970?
• In what ways were gender and social issues affected by the Cold War?
• Assess the importance of détente and internal opposition to Communist rule in Communist countries, in ending the Cold War.
• In what ways did the causes of the Second World War differ from the causes of the First World War?
• Evaluate the importance of naval warfare in twentieth century wars. Specific examples must be given from at least two wars.
• Why were there so many Arab-Israeli wars between 1948 and 1978?
• Analyse the results of two wars, each chosen from a different region.
• Assess the social and economic effects of one war on two of the countries involved, in the ten years following the end of the war.
• Analyse the methods used by one single party state ruler in his successful bid for power.
• Evaluate the importance of ideology in the policies of two of the following rulers of single party states: Castro; Hitler; Lenin; Nyerere.
• In what ways, and to what extent, did either Nasser or Peron improve social and economic conditions?
• Examine the global impact of one ruler of a single party state.
• To what extent did events in the final year of the Second World War turn wartime allies into Cold War enemies?
• Compare and contrast the policies of the USA and the USSR towards Korea between 1945 and 1955.
• Assess the impact of the Truman Doctrine and Marshall Plan on the development of the Cold War between 1945 and 1961.
• In what ways, and to what extent, did the Cold War become less confrontational after 1970?
• Assess the importance of social and economic issues in causing opposition to communist regimes.

  Topic 3 The rise and rule of single-party states  

May 2008: Paper II TZ1

May 2008: Paper II TZ2  

Topic 1 Causes, practices and effects of war  

1. Compare and contrast the causes of the Korean War and the Vietnam War. 2. Examine the role of warfare either at sea or in the air in two wars each chosen from a different region. 3. Why, and with what results, was the First World War not confined to Europe? 4. Analyse the results of one twentieth century treaty or peace settlement. 5. For what reasons, and in what ways, did one twentieth century war affect the social and economic conditions of two countries fighting in it?   Topic 3 The rise and rule of single-party states   11. Analyse the rise to power of either Hitler or Lenin. 12. Compare and contrast the regime of one right wing and one left wing single-party state. 13. With reference to at least two rulers, assess the importance of social and economic policies for rulers of single-party states. 14. In what ways, and with what results, did either Castro or Mussolini use foreign policy to support his regime? 15. To what extent was the ruler of one single-party state successful in achieving his aims?  Topic 4 Peace and cooperation: international organizations and multiparty states 16. How successful were international organisations in achieving peace in the second half of the twentieth century? 17 . Compare and contrast the social and economic policies of the League of Nations and the United Nations. 18. “Democratic government can only be achieved in a multiparty state.” To what extent do you agree with this assertion? 19. Discuss the domestic and foreign policies of the government of either the USA (1933 to 1945), or Spain (1975 to 1990). 20. Assess the successes and failures of the foreign policies of two multiparty states each chosen from a different region. May 2009: Paper II  

May 2009 TZ2/XX Topic 1 Causes, practices and effects of war   1. Analyse (a) the long-term causes and (b) the short-term causes, of the Second World War. 2. Define limited war and explain to what extent one twentieth century war was a limited war.     3. Compare and contrast the social and economic issues caused by two wars, each chosen from a different region.   4. To what extent did foreign involvement affect the outcome of either the Spanish Civil War, or the Vietnam War?     5. For what reasons, and with what results, did the nature of war at sea change between 1939 and 1990? Topic 3 The rise and rule of single-party states

Topic 1 Causes, practices and effects of wars  

Topic 3 Origins and development of authoritarian and single-party states    

May 2010    Topic 1 Causes, practices and effects of wars

May 2011 PAPER 2 Topic 1 Causes, practices and effects of wars  

Topic 3 Origins and development of authoritarian and single-party states  

13. Compare and contrast the methods used in the rise to power of two right-wing leaders of single-party states. 14. Analyse the domestic policies by which either Mao or Nyerere attempted to solve the problems that they faced when they rose to power. 15. “Strong economic policies are the key reason for a single-party state leader maintaining power.” With reference to either Hitler or Castro, to what extent do you agree with this statement? 16. “Totalitarianism has had a significant impact on the lives of ordinary people.” With reference to one right-wing regime, evaluate the validity of this statement. 17. To what extent did the policies of two rulers of single-party states, each chosen from a different region, affect the arts? 18. Evaluate the effects of the policies of two rulers of single-party states, each chosen from a different region, on the role and status of women.

• 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.
• “The contribution of outside intervention to victory in twentieth century civil wars was greatly exaggerated.” With reference to two civil wars, each chosen from a different region, to what extent do you agree with this statement?
• Analyse (a) the causes and (b) the short-term results of either the Algerian War (1954–1962) or the Gulf War (1991) .
• Compare and contrast the social and economic results of two wars fought in the second half of the twentieth century.
• To what extent did the peace settlements after the First World War (a) deal with the issues which caused the war and (b) produce new problems, hindering future peace?
• Assess the importance of religious and economic factors in the origins of either the Spanish Civil War (1936–1939) or the Indo-Pakistan wars (1947–1949, 1965, 1971).
• “Weaknesses in the constitution and the failure of political parties to support democracy caused the failure of the multiparty state in Weimar Germany (1919–1933).” To what extent do you agree with this statement?
• In what ways, and with what success, did one democratic (multiparty) state deal with issues of either gender inequality or the inequitable distribution of wealth?
• To what extent were the problems faced by Nigeria between 1961 and 1966 successfully resolved?
• Analyse the methods used to attain civil rights in two democratic (multiparty) states, each chosen from a different region.
• Evaluate the domestic, social and economic policies of two of the following leaders of the United States between 1953 and 1969: Eisenhower; Kennedy; Johnson.
• Compare and contrast either social welfare systems or education systems in two democratic (multiparty) states.
• In what ways, and with what success, did either Sukarno or Nasser deal with domestic challenges after gaining power?
• In what ways, and with what success, did one authoritarian or single-party ruler deal with internal opposition?
• To what extent was the maintenance of power by either Mao or Castro a result of successful economic policies?
• “The rise to power of authoritarian or single-party leaders depended upon the use of force rather than popular support.” With reference to two leaders, each chosen from a different region, to what extent do you agree with this statement?
• Compare and contrast the status and treatment of women or minorities in two authoritarian or single-party states, each from a different region.
• Assess the role of each of the following in the rise to power of Stalin and Hitler: ideological appeal; underestimation by opponents; propaganda chosen from a different region.
• “The Potsdam Conference marked the end of the wartime alliance and laid the foundations for post-war hostility.” With reference to the period up to 1949, to what extent do you agree with this statement?
• With reference to two countries, each chosen from a different region (excluding the US or the USSR), assess the social and economic impact of the Cold War.
• In what ways, and with what success, did the US and the USSR attempt to reduce Cold War tensions between 1956 and 1979?
• For what reasons, and with what results, did the Cold War affect the Middle East between 1956 and 1979?
• Compare and contrast the impact of two of the following leaders on the Cold War: Mao; Castro; Kennedy.
• To what extent did (a) ideological and (b) economic factors contribute to the ending of the Cold War?
•   “The success of guerrilla movements depends on the leader’s ability to maintain discipline and the support of their followers.” With reference to two guerrilla wars, assess the validity of this statement.
• Analyse the social and economic effects of one war that occurred in the first half of the twentieth century. 
• Assess the reasons for either the Indo-Pakistan War (1947–1949) or the Gulf War (1991).
• For what reasons, and with what results, did foreign intervention occur in either the Spanish Civil War (1936–1939) or the Nigerian Civil War (1967–1970)?
• “Technology is a key factor in winning wars.” With reference to two wars that took place in the second half of the twentieth century, explain to what extent you agree with this statement.
• Assess the importance of each of the following as causes of either the First World War or the Second World War: treaties; economic factors; ideology.
• With reference to one democratic state (excluding Weimar Germany), analyse (a) the challenges it faced and (b) how successfully these challenges were overcome.
• “Full democracy undermined the state.” To what extent do you agree with this statement with reference to Germany (1919–1933)?
• Analyse to what extent pressure (lobby/interest) groups may both strengthen and weaken a democratic state.
• Assess how effectively the governments of either Canada (1968–1984) or Argentina (1983–1995) dealt with political and economic challenges.
• With reference to two democratic states, analyse the causes of political extremism and how successful the states were in dealing with it.
• Analyse how democracy was established in either South Africa after 1991 or Japan after 1945.
• With reference to the leaders of two single-party states, each chosen from a different region, analyse to what extent internal conflict and weak governments contributed to their rise to power.
• Analyse the ways in which either Stalin or Nasser came to power.
• Assess the importance of the use of force for the establishment of totalitarian control.
• A ssess the importance of the cult of personality in the maintenance of power of one of the following: Mao; Castro; Perón.
• Compare and contrast the treatment of religious groups in two single-party states, each chosen from a different region.
• Assess the success of either Hitler or Nyerere in implementing their social and economic policies.
• Analyse the reasons for the growth of independence movements in one European colonial empire.
• “Pakistan owes its independence to the work of Jinnah.” To what extent do you agree withthis statement?
• Assess the factors which enabled one Eastern European state to gain independence from Soviet control.
• Analyse the importance of either Ho Chi Minh (Vietnam) or Nkrumah (Ghana) to the success of the independence movements in their respective countries.
• Why did post-colonial governments in Asia and Africa experience instability after gaining their independence?
• For what reasons, and with what results, did Yugoslavia dissolve?
• “Conflicting views about the treatment of Germany were a major cause of the Cold War.” To what extent do you agree with this statement?
• By what methods, and with what results, did the USSR impose control on Eastern Europe between 1945 and 1956?
• Analyse the reasons for, and the impact of, changes in US–Chinese relations in the 1970s.
• Assess the impact of the Cold War on the economies of two countries, each chosen from a different region.
• Analyse the impact of either Gorbachev or Reagan on the course of the Cold War in the 1980s.
• Assess the impact of the Cold War on two non-aligned states, each chosen from a different region.
• With reference to either the Central Powers in the First World War (1914–1918) or the Axis Powers in the Second World War (1939–1945), to what extent was their defeat the result of poor tactics and strategies?
• Assess the importance of economic causes in the origins of either the Spanish Civil War (1936–1939) or the Iran–Iraq War (1980–1988).
• “Victory was the result of superior technological development.” With reference to either the Falklands War (1982) or the Gulf War (1991), to what extent do you agree with this statement?
• Examine the factors that hindered the successful establishment of collective security in either the period 1920–1930 or the period 1945–1955.
• Evaluate the contribution of external involvement to the outcome of two civil wars, each chosen from a different region.
• “The poor military strategy of governments is the principal reason for the success of guerrilla movements.” With reference to two guerrilla wars of the 20th century, how valid is this statement?
• Examine the obstacles to the success of democracy in Weimar Germany (1919–1933).
• For what reasons, and by what methods, did political and economic change occur in Japan between 1945 and 1952?
• With reference to one democratic state in the first half of the 20th century, examine how it coped with threats from either internal or external sources.
• Examine the methods used, and level of success achieved, in the struggle to gain gender equality in one 20th century democratic state.
• To what extent was Canada successful in dealing with the political and economic challenges it faced in the period 1968–1984?
• “Coalition government proved unworkable and unable to promote stability.” With reference to two 20th century democratic states, to what extent do you agree with this statement?
• “Widespread support for the ideology of authoritarian or single-party leaders was the most important factor in their rise to power.” With reference to two leaders, each chosen from a different region, to what extent do you agree with this statement?
• Assess the importance of the use of force and economic policies in the maintenance of power of one authoritarian or single-party ruler.
• “The domestic policies of Stalin were beneficial to the Soviet Union up to 1939.” How valid is this statement?
• With reference to one of the following leaders: Castro; Perón; Nyerere, assess the extent to which his economic policies were successful.
• Analyse the successes and failures of either Mao or Nasser as leader of a single-party state.
• Examine the status of women or the role of education in two single-party or authoritarian states, each chosen from a different region.
• With reference to one African or Asian nationalist movement, assess the reasons for its success in achieving independence from colonial rule.
• “Challenges to Soviet control of Central and Eastern European and Balkan states (1945–1968) were both rare and unsuccessful.” To what extent do you agree with this statement?
• Compare and contrast the methods used in the struggle for independence and the reasons why independence was finally granted to Algeria and the Belgian Congo.
• In what ways, and with what success, did Mugabe deal with the challenges faced by the newly independent state of Zimbabwe?
• How successful were the methods used to deal with the political challenges faced by one Central and Eastern European or Balkan state after it achieved independence?
• Assess the importance of the leadership of either Ho Chi Minh in the organisation of resistance to colonial control or Havel in the organisation of resistance to Soviet control.
• Evaluate the reasons for the change in East–West relations from the Yalta conference to the end of the Potsdam conference.
• To what extent did the US policy of containment prove effective in limiting Soviet expansion between 1947 and 1962?
• Examine the social and cultural impact of the Cold War on two states (excluding the US and the USSR), each chosen from a different region.
• Assess the significance of events in either Germany (1945–1961) or the Congo (1960–1964) to the development of the Cold War.
• Evaluate the causes of the change in US-Chinese relations after 1969.
• “The break-up of the Soviet Union was the unintended result of policies introduced by Gorbachev.” To what extent do you agree with this statement?
• With reference to one Allied power and one Central Power, examine the reasons for their involvement in the First World War in 1914.
• Examine the reasons for, and significance of, foreign intervention in two 20th century civil wars,each chosen from a different region.
• Compare and contrast the impact of naval and air power in two 20th century wars before 1945 or two 20th century wars after 1945.
• Examine the successes and failures of collective security in the 10 years after either the First World War or the Second World War.
• Evaluate the importance of religion and economic factors as causes of either the Indo–Pakistan wars (1947–1949; 1965; 1971) or the Nigerian Civil War (1967–1970).
• Examine the reasons for, and the consequences of, the war between Iran and Iraq (1980–1988).
• Examine the reasons for the establishment of democracy in Germany in 1919, and evaluate how effectively it dealt with the economic and political challenges it faced up to 1929.
• “The problems that arose from economic crises were the greatest challenge to democratic government in the first half of the 20th century.” With reference to two states, to what extent do you agree with this statement?
• Evaluate the reasons for, and methods used in, the post-war reconstruction of Japan between 1945 and 1952.
• Examine the extent to which South Africa was successful in addressing the political, social and economic challenges it faced between 1991 and 2000.
• Examine the methods used, and the level of success achieved, by two 20th century democratic states in their efforts to address gender inequality.
• Examine the methods used, and the level of success achieved, by one civil rights movement in a 20th century democratic state.
• Examine the importance of each of the following in the rise to power of either Stalin or Hitler: popular support for their aims; underestimation by opponents; economic conditions .
• Compare and contrast the economic and social policies of two of the following: Mao; Nasser; Castro.
• With reference to two authoritarian or single-party states, each chosen from a different region, evaluate the effectiveness of the methods used to deal with opposition.
• With reference to two authoritarian or single-party states, each chosen from a different region, evaluate the impact of domestic policies on the status of women.
• To what extent was Nyerere successful in achieving his domestic policy aims in Tanzania?
• “The use of force was the most important factor in the maintenance of power of the authoritarian or single-party leader.” With reference to two authoritarian or single-party leaders, to what extent do you agree with this statement?
• To what extent did decisions about post-war Germany contribute to the breakdown of East–West relations between 1945 and 1949?
• Evaluate the reasons for the adoption by the Soviet Union of peaceful coexistence and examine the impact of this policy on Cold War relations between 1956 and 1964.
• Evaluate the successes and failures of the policy of containment up to 1973 in either the Middle East or Asia.
• To what extent did the arms race influence the development of the Cold War after 1970?
• Compare and contrast the economic impact of the Cold War on two countries (excluding the USSR and the US), each chosen from a different region.
• To what extent were Reagan’s policies responsible for ending the Cold War?

(Time Zone 2)

November 2015 Topic 1 Causes, practices and effects of wars  

May 2016 (Time Zone 1)

Topic 5 The Cold War  

Specimen Paper 2017 Topic 1: Society and economy (750–1400) –

How to ace History Paper  2?

Welcome again to trying to succeed in History exams together. In the previous article , we went through Paper 1 and now it is time for History Paper 2.

History Paper 2 (30 marks)

Recent changes stated that the History Paper 2 exam will last only for 45 minutes and students will be required to write for only one question (For those who don’t know, it used to be 90 minutes for two questions.) Questions are formulated in a way that you need to evaluate two separate historical backgrounds in the same context. Here are some examples from the last exam:

• Evaluate the impact of population change on two societies , each from a different region.
• “The most important causes of wars in the period 750–1500 were political.” With reference to two wars , to what extent do you agree with this statement?

The command term in the instruction is important since it gives a hint about how the student should proceed with their argumentation.:

• Compare and Contrast : State differences and similarities in relation to a particular aspect or event.
• Discuss : Make arguments with examples.
• Evaluate : Weigh strengths and limitations. In this question, it is often asks if an event is a success or a failure. 
• Examine : Consider an argument or conjecture and make a judgment with verification of validity.
• To what extent : Often this refers to a quote or statement where you would have to agree or disagree with something.

We already discussed how we formulate a mini-essay for Paper 1, Paper 2 is also quite similar to that. My teacher says that it would be great if we can write 1000 words for the essay—but let’s face reality I’ll call myself lucky if I can write 800 meaningful words in 45 minutes.

Introduction

For introduction I use the method BOLT:

B – Background information to specify which historical context you’ll be talking about O – Opposing view to determine the counterarguments to your thesis L – List of evidence to specify the historical examples  T – Thesis

Here is an example text with the method:

“Economic aspects contributed to the rise of the Nazis from 1919 to 1934 and the rise of Communist China from 1921 to 1949 . Other factors that can be considered are the use of force by the Nazis and Communist Party of China and the personal abilities of the leaders , Adolf Hitler and Mao Zedong . Finally, economic factors contributed to a greater extent to the emergence of both states, as the previous economic weakness led the population to support the Nazis and the Chinese Communist Party .”

Body Paragraphs

In this part, you need to present opposing arguments and prove each of them in separate paragraphs. I usually try to write two supporting paragraphs with my thesis and one opposing. It is important that in the end, you prove the approach you claimed in the thesis. Rebut the counter-argument with examples and remember to stick to the question as you do so. PEEL method is a classic but efficient method for this:

P – Point: the first sentence that presents your argument E – Evidence: support your argument with facts E – Explain: analyze your evidence and explain how it supports the argument L – Link: connect the argument with the question

The conclusion is also the same with Paper 1, and these phrases can help you:

• In summary, it can be said that….
• The arguments presented justify the statement that….
• To return to the question…

My advice to you is to find past paper questions and try to write as many as you can in 45 minutes. Timing yourself is important to prepare for the exam and with every try, you’ll notice you are able to write more words than the previous one. If your teacher is available try to show these writings to them as well, a little critique does more use than harm. Hope this helps you, good luck to everyone who has to read this because their exam is coming up!

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How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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Guest Essay

I Hope to Repeal an Arcane Law That Could Be Misused to Ban Abortion Nationwide

By Tina Smith

Ms. Smith is a Democratic senator from Minnesota and a former Planned Parenthood executive.

A long discredited, arcane 150-year-old law is back in the news in 2024, and that should terrify anyone who supports reproductive freedom. Last week at the Supreme Court, the Comstock Act of 1873 was referenced on three separate occasions during oral arguments in a case dealing with access to mifepristone, one of two drugs typically used in medication abortions.

Anti-abortion activists like to bring up the Comstock Act because one of its clauses prohibits sending through the mail “every article, instrument, substance, drug, medicine or thing” that could possibly lead to an abortion. Even if the Supreme Court doesn’t take the bait, a newly re-elected President Trump could order his Department of Justice to start interpreting that line to mean that it is illegal to mail mifepristone — a safe, effective, Food and Drug Administration-approved drug — to doctors and pharmacies, as well as to patients directly. The same could go for medical supplies that are used in performing surgical abortions. That could effectively make abortion impossible to access even in places like Minnesota, which has affirmatively protected a woman’s right to choose by passing reproductive freedom laws.

In response, I’m prepared to fight back — including by introducing legislation to take away the Comstock Act as a tool to limit reproductive freedom.

Let me take a step back and explain how ridiculous it is that we’re even talking about this legislative relic today. The Comstock Act hasn’t been broadly enforced since the 1930s. The Biden administration considers it utterly irrelevant. Many legal experts consider it dead letter law. And once you know its back story, it becomes clear why no one has paid much attention to it in nearly a century.

Back in the 1860s, a former Civil War soldier from rural Connecticut named Anthony Comstock moved to New York City for work. He was shocked and appalled by what he found. Advertisements for contraception! Open discussions of sexual health! It all struck Comstock as terribly lewd and anti-Christian.

So he made it his mission to clean up society, creating the loftily named New York Society for the Suppression of Vice and gathering evidence for police raids on places that distributed material he thought was obscene or promoted indecent living. In the early 1870s he took his crusade to Washington, lobbying for federal legislation that would empower the post office to search for and seize anything in the mail that met Comstock’s criteria for being “obscene,” “lewd” or just plain “filthy.” Morality, as determined by Comstock, would be the law of the land, and Comstock himself would be its enforcer, appointed by Congress as a special agent of the post office.

In a fit of Victorian puritanism, Congress passed the Comstock Act into law. But it quickly became apparent that Comstock’s criteria were unworkably vague. In its broad wording, the law not only made it illegal to send pornography through the mail, it also outlawed the sending of medical textbooks for their depictions of the human body, personal love letters that hinted at physical as well as romantic relationships, and even news stories.

The whole thing was very silly and impracticable, and that’s why the Comstock Act was relegated to the dustbin of history.

But conservative activists recently revived it from obscurity as part of their playbook for a potential second Trump term: The 887-page plan nicknamed Project 2025 being promoted by groups like the Heritage Foundation explicitly calls for a newly elected second-term President Trump to use this zombie law to severely ratchet back abortion access in America without congressional action.

Legislation to repeal Comstock could take many forms, and we need to do it the right way. That’s why I’ve begun reaching out to my colleagues in the House of Representatives and the Senate to build support and see what legislation to repeal the Comstock Act might look like. Anti-abortion extremists will continue to exploit any avenue they can find to get the national ban they champion, and I want to make sure my bill shuts down every one of those avenues. Once the Supreme Court has had its say (and many legal analysts speculate that the mifepristone case heard last week should be thrown out on procedural grounds, and may well be), I’ll be ready to have mine.

Here’s the bottom line: We can’t let anyone — not the Supreme Court, not Donald Trump and certainly not a random busybody from the 19th century — take away Americans’ right to access medication abortion. We must protect the ability of doctors, pharmacies and patients to receive in the mail the supplies they need to exercise their right to reproductive care.

As the only former Planned Parenthood executive serving in the Senate, I feel I have a special responsibility to protect not just abortion rights but also abortion access.

Very few Republicans will admit to wanting to see a total, no-exceptions ban on abortion in all 50 states, but the Comstock Act could allow them to achieve that in effect, if not in so many words.

Americans deserve better. The Constitution demands better. And common sense dictates that we stop this outrageous backdoor ploy to eliminate abortion access in its tracks.

Tina Smith is a Democratic senator from Minnesota and a former Planned Parenthood executive.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Angel Reese Bids Farewell to LSU, College Basketball With Heartfelt Video Essay

• Author: Karl Rasmussen

In this story:

Angel Reese announced Wednesday morning that she intends to enter the 2024 WNBA draft following LSU's season-ending defeat against Caitlin Clark and Iowa in Monday's Elite Eight .

Shortly after her announcement, Reese bid farewell to the Tigers and all of her fans across the country on a more personal level, sharing a heartfelt video essay to her social media accounts. In the video, Reese thanked her supporters and expressed her gratitude to those who helped her along her journey.

"I'm leaving college with everything I've ever wanted," Reese said. "A degree. A national championship. And this platform I could have never imagined. This is for the girls that look like me, that's going to speak up on what they believe in, it's unapologetically you. To grow up in sports and have an impact on what's coming next.

"This was a difficult decision, but I trust the next chapter because I know the author. Bayou Barbie, out."

Grateful for these last four years and excited for this next chapter. #BAYOUBARBIEOUT pic.twitter.com/EvkzUW08JV — Angel Reese (@Reese10Angel) April 3, 2024

Reese played two seasons at LSU after transferring from the University of Maryland. With the Tigers, she racked up a multitude of accolades and won a national championship last season, vaulting herself into the national spotlight in the process. Across 69 games for LSU, Reese averaged 20.9 points and 14.4 rebounds.

After wrapping up a legendary college career and bidding an emotional farewell to her fans, Reese has officially declared her intention to enter the WNBA draft, where she projects as a first-round pick in what figures to be a loaded draft class.

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