The Weight of History

The Weight of History

1 min read

A digital garden for IB HL and SL History.

Maintained for Lovely People.

Consolidated IB Revision

§ IB Revision Checklist

Mr Han’s study strategies

Summary

Deconstruct the “Big Picture” and reconstruct them in multiple ways.

  1. Deconstructing meta-narratives: disaggregating events from a single “big picture” story or narrative
    • write a 2-3 page summary of each topic (e.g. Authoritarian States, subdivided into 3 sections Emergence, Establishment, Policies)
    • Dump events into a table and link them together (action & consequence)
    • avoid memorising entire sentences/paragraphs
    • bonus for active recall
  2. Sequencing & chronology: creating ordered chains of events & setting those events to dates
    • this will ground your essay + demonstrate basic content mastery
  3. Periodisation: collating discreet events into distinct time periods
  4. Classification: sorting events into thematic categories
    • e.g. Political; Economic; Social; Cultural
    • concepts can shift → you can see the knowledge in a different light

Past Year Papers

  • [ ]

Syllabus

The Move To Global War

The Move To Global War

The Move To Global War

  • 1931-1941 Japanese expansionism ^0468ef
    • Causes
      • impact of Japanese nationalism & militarism on foreign policy
      • Japanese domestic political and economic issues + their impact on foreign relations
      • Chinese political instability
    • Key events
    • Responses
      • League of Nations + Lytton report
      • political developments within China: Second United Front
      • international response: U.S. initiatives + rising American-Japanese tensions
  • 1933-1940 German and Italian expansionism
Link to original

5.01 Authoritarian States

  • 🇨🇳 Communist China
  • 1921-1991 🇷🇺 Communist Russia
    • Emergence of Authoritarian States
      • conditions of emergence
        • economic factors
        • social division
        • impact of war
        • weakness of political system
      • methods of establishment
        • persuasion & coercion
        • role of leaders
        • ideology
        • use of force
        • propaganda
    • Stalin’s Consolidation of Power
      • methods
        • use of legal methods
        • use of force
        • charismatic leadership
        • dissemination of propaganda
      • opposition
        • nature & extent of opposition
        • treatment of opposition
      • impact and/or failure of foreign policy on maintenance of power
    • aims and results of policies
      • Aims and impact of domestic economic, political, cultural and social policies
      • impact of policies on women and minorities
      • authoritarian control & the extent to which it was achieved
  • 1933-1945 Nazi Germany
    • Emergence of Authoritarian States
      • conditions of emergence
        • economic factors
        • social division
        • impact of war
        • weakness of political system
      • methods of establishment
        • persuasion & coercion
        • role of leaders
        • ideology
        • use of force
        • propaganda
    • Consolidation and maintenance of power
      • methods
        • use of legal methods
        • use of force
        • charismatic leadership
        • dissemination of propaganda
      • opposition
        • nature & extent of opposition
        • treatment of opposition
      • impact and/or failure of foreign policy on maintenance of power
    • aims and results of policies
      • Aims and impact of domestic economic, political, cultural and social policies
      • impact of policies on women and minorities
      • authoritarian control & the extent to which it was achieved

Cold War: Superpower tensions and rivalries

  • the 4 schools of thought + their respective historiographies
  • rivalry, mistrust and accord
    • 1939-1949 Breakdown of the Grand Alliance + emergence of superpower rivalry in Europe & Asia
    • role of ideology
    • fear and aggression
    • economic interests
    • comparing the roles of the U.S. and USSR
  • leaders & nations
    • impact of two leaders, each chosen from a different region, on the course & development of the Cold War
    • economic, social and cultural impact of the Cold War on two countries from a different region
  • Cold War Crises

1949-2005 People’s Republic of China

Inf

China under the rule of the Chinese Communist Party, and the great changes as the Communist Party under Chairman Mao Zedong extended its rule and Mao’s vision of a socialist state. It also examines modernization of China’s economy since Mao’s death.

Focus: the impact of domestic political, social and economic policies.

1912-1990 Japan

Inf

Begins with post-Meiji Japan and the reasons for Japan’s failure to successfully establish a democratic system of parliamentary government. It explores the rise of militarism and extreme nationalism that led to expansion in Manchuria and China. It also examines the desire to establish a Japanese empire in East and South-East Asia and the Pacific, known as the Greater East Asia Co-Prosperity Sphere.

Cold War Conflicts in Asia (OPTIONAL)

This section focuses on the impact of the Cold War and communism on Asia after the Second World War. It examines the reasons for the outbreak of conflict in Malaya, the Korean peninsula, Vietnam, Cambodia and Afghanistan, as well as the nature of these conflicts and the significance of foreign involvement. The impact of these conflicts in the following 10 years should also be examined. • Malayan Emergency (1948–1960): the Malayan Communist Party (MCP); British/Commonwealth response; nature of conflict; resolution and legacy • Korean War (1950–1953): causes; nature of conflict; international responses; outcome; economic and political impact on the Korean peninsula • Vietnam: League for the Independence of Vietnam (Viet Minh); Ho Chi Minh; French Indo-China War (1946–1954) • Vietnam War (1956–1975): causes; nature of conflict; international involvement; outcome; economic and political effects on Vietnam • Cambodia: failures of Sihanouk’s rule; Khmer Rouge ideology; Pol Pot; impact of Vietnam War; nature and impact of Khmer Rouge’s regime; invasion by Vietnamese, and civil war; international response; 1993 elections • Afghanistan: reasons for, and impact of, Soviet invasion (1979); nature of conflict; international involvement; withdrawal of Soviet troops (1989); civil war (1989–1992)

Skills

Source-Based Questions

Source-Based Questions

Quote questions

Why did… What tells you that…

Firstly, “[quote]“. Secondly, “[quote]“. Thirdly, “[quote]“. Therefore, [restate question].

Purpose Questions

Purpose Question Format

Purpose Question Format

Question Phrasing

What is the purpose of Source X? Why was Source X produced?

Example

The purpose of Source X is to [verb] [audience] that [message]. This can be seen in [evidence]. [Analysi. The outcome is for [audience] to [action / feeling].

Checklist

  • Purpose ^cdbe9e
    • verb
    • convince/inform/tell
      • usually convince
  • Audience
    • usually people of Singapore
      • DO NOT WRITE SINGAPOREANS
        • the concept of Singaporeans didn’t exist until the Citizenship Ordinance in 1957
  • Message
    • deliberate and targeted
      • e.g. anti smoking campaign poster → who’s the audience? what’s the message you want to send across? what’s the OUTCOME?
    • focus on the main message
    • MESSAGE CANNOT BE QUOTED.
      • if you can find your message in the Source is is WRONG
  • Outcome
    • what action does the creator of the source want the audience to take after seeing the source?
    • action + feeling
      • feeling is good-to-have

Link to original

Compare and Contrast

Compare and Contrast

Compare and Contrast

General Tips

  • skimming through one source will give you context on the other
  • DIFFERENCES CAN STEM FROM SIMILARITIES
    • time-saving technique to use in exams
    • e.g:
      • A and B both like a K-pop group.
      • A likes the group because the members are good-looking. They don’t care about the music.
      • B likes the group because their music is good. They don’t even know how the members look like
      • compare: both like a k-pop group
      • contrast: reasons for liking the k-pop group

Compare

Comparing both sources, Sources X and Y are similar in showing [similarity]. In Source X, “[quote]”. This shows that [analysis] Similarly, Source Y states “[quote]”. This also shows that [analysis]. Hence, both sources are similar in [similarity].

Contrast

  • a common BASIS OF COMPARISON is needed
  • what are the differences in the common basis of comparison?

Contrasting both sources, Sources X and Y are different in showing [difference]. In Source X, “[quote]”. This shows that [analysis] On the other hand, Source Y states “[quote]”. This shows that [analysis]. Hence, both sources are different in [difference].

Link to original

OPCVL

OPCVL questions

OPCVL questions

Question Phrasing

With reference to its origin, purpose and content, assess the values and limitations of Source X to historians studying the [given topi.

Example

Summar

  • paragraph 1: value
  • paragraph 2: limitations

The ==origin is valuable because==… [link back to the question], thus making the source reliable and valuable. The content is also valuable because…

The purpose is limited because…

Checklist

  • Origin

    • Template

      The origin is valuable because …

    • source type?
      • book, article, speech, (in)formal letter, academic article, etc.
    • check authorship – especially if the author is a historical actor
      • what was the author’s objective in creating the source?
      • how objective is the author?
        • do NOT misuse the words ‘bias’ and ‘unbias’
      • how knowledgable is the author?
        • ==do they have insider, unique or expert information/knowledge/insight?==
        • more knowledge → more likely to have an informed, accurate view of things happening → better for historians needing reliable sources
      • pay attention to the wording of the title!
      • the more you know about the actor, the easier it is to answer the question
    • when ≠ accuracy
      • in the future, there MAY be access to a lot of other books + research → more well-researched and accurate than a singular viewpoint from the past
    • check source details for who, what, when, where
    • DO NOT USE THE WORDS “ADAPTED EXTRACT” in origin
    • identify whether it’s a ==primary or secondary source==
      • IMPORTANT: one is not inherently more valuable than secondary sources
        • primary sources can be affected – by memory loss, emotion, etc.
  • Transclude of Purpose-Question-Format#^tes
    • Quote/describe/summarise the source
    • ask yourself questions
      • Why does this document exist?
      • Why did the author make this piece of work?
      • What is the intent behind this work?
      • Who is the intended audience? Who did the author think it was?
  • Content
    • Quote/describe the source
      • if there is nothing, point out whatever isn’t there
      • Historians are not aware of …
    • What does the document say?
    • What’s the main idea of the source?
    • What arguments are present within the source?
  • Value
    • based on who wrote it, when it was written, why it was created (purpose) and what the source says (content)
      • e.g. if a professional historian wrote a secondary source, it’s valuable because professional historians would have the necessary skills to perform research professionally and accurately depict certain events of the past
    • What are the author’s perspectives?
    • What was the historical context, and how accurate is the source in reflecting it?
  • Limitations
    • at what point does this source stop being useful to historians?
    • what side of the story can we not tell from the source?
    • does this piece reflect anything about the time period inaccurately?
    • what did the author leave out?
Link to original

Evaluate

“Using the sources and your own knowledge, evaluate…”

  1. Unpack the question

    Question

    • The command term is…
    • The requirement of this command term is…
    • The question focus is…
    • The time period under consideration is…
  2. Write the introduction
    • establish key terms clearly – e.g. in a question about Western/Soviet aggression leading to the Berlin Blockade, “Western aggression in this context refers to…”
    • assume the examiner knows Nothing.
    • try to vary the sources used, taking your evidence from a wide variety of places

Sample Intro

Sources X, Y, Z put forward AA as reasons leading to BB. Sources D and E, however, say that BB was due to CC. The majority of sources X, Y, Z support AA as reasons leading to BB. Together, the sources show a combination of reasons and the interrelationship between them that culminated in BB.

  1. Write the first body paragraph
    • format key ideas in cause-and-effect – action-result-impact
    • e.g. “Western powers worked collectively to ensure their security and stability by excluding the USSR. In so doing, they inadvertently heightened tensions and USSR suspicion of Western powers.”
    • be very precise in phrasing – which idea is supported by which source. don’t allow for any nitpicking opportunities
    • analyse sources!
    • work own knowledge into the paragraph (e.g. after elaboration of a source, before justifying the next source)
    • [] [1941-1991 The Cold Wa]: Can bring in schools of thought, where applicable. Don't force it in.

      Sample

      This source represents/embodies the (…) school of thought.

Sample Body Paragraph

One reason for BB is CC (Source X). This shows that the USSR was trying to extend its sphere of influence by stopping Western Powers from reaching their zones of Berlin, posing a threat and increasing tension between the powers. [← key ideas from the source – have only ONE quotation + its result]. Own Knowledge → Soviet aggression can similarly be seen in Soviet action (salami tactics) over Eastern Europe.

Essay Structure

Transclude of Essay-Structure-HS

Link to original

Link to original

Progress Log

§ Progress Log

Note

For my own personal accountability in revision.

Link to original

Credits

Colorscheme taken from the theme Primary.

Graph View