Summary IEB History skills grade 10 - 12

HISTORY IEB SKILLS
Table of Contents
Paper 1............................................................................................................. 2
Discursive essay................................................................................................ 2
PLANNING....................................................................................................... 2
PLANNING STRUCTURE........................................................................................ 2
Discursive essay structure....................................................................................... 3
Introduction..................................................................................................... 3
Body paragraphs................................................................................................ 3
Conclusion....................................................................................................... 4
PAPER 2............................................................................................................ 5
Textual sources skills............................................................................................. 5
Visual analysis skills.............................................................................................. 9
ANSWERING QUESTIONS....................................................................................... 9
Mark allocation.................................................................................................. 10
Answers strcture................................................................................................. 10
Section c.......................................................................................................... 11
SOURCE BASED ESSAY........................................................................................ 11
Introduction................................................................................................... 11
Body paragraph............................................................................................... 11
Counter argument............................................................................................ 12
Conclusion..................................................................................................... 12
Donts.............................................................................................................. 13
Rubric For essays............................................................................................... 15




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,PAPER 1
Discursive essay
800-900 words
Rules
 There is no right answer as longs you provide evidence
 Need to write between the time frame
 Do not use personal pronouns. Even when is asked for personal opinion
 Answer the question
Types of question
 Critical evaluate …
 Discuss with reference to …
 To what extent… (larger/lesser extent)

PLANNING
Need to write a planning in order to organize your ideas and arguments. 7/10 min planning
Does not count for marks



PLANNING STRUCTURE
Summarise the essay topic
Write all event related to the topic
INTRODUCTION
 Point 1
 Point 2
 Point 3
BODY PARAGRAPH
Paragraph 1 Paragraph 2 Paragraph 3
 Explain point 1  Explain point 2  Explain point 3
 Elaborate argument  Elaborate  Elaborate
argument argument




CONCLUSION

 Summarise points and arguments.
 Copy from introduction




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,DISCURSIVE ESSAY STRUCTURE
Introduction
 Introduce the aspects of the topic
 Do not Use personal pronouns, even when asked for personal opinion


Context
(3 marks)
 Set the historical scene
 Include a date
Roadmap
 Introduce the key events that will be discussed (5 points)
 Do not over-elaborate


Stance
 Make the argument/stance clear
 Present your main argument
 Identify 2/3 main arguments
 Each argument will form a separate paragraph in the essay.
 Provide evidence that supports your arguments (not quotes, provide FACTS/CONTEX)
 Avoid the word “but”
Example
 It should be acknowledged that …
 The proof of the argument lies in the fact that …
 This argument can be understood by …



Body paragraphs

 Discuss 1 point per paragraph
Introduction of paragraph
 Make a point
 Provide evidence = FACTS x 3 (NOT QUOTES)
 Explain evidence
Argument
 State a clear thesis statement
 Gather reliable evidence to support the argument
 Analyse the evidence
 Provide historical context
 Link back to the question
 Focus sentence

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, Key words to link back Key words for Body paragraph
 Elaborating on the theme  Furthermore
…  Therefore
 Discussing the implications  To illustrate
of …
 Considering …
 In response of …
 Regarding …
 In relation to …
 This proves that …




Conclusion

 Summarise your main points and arguments (they are at the end of each paragraph=
rewrite it with new words)
 Do not include new information
 Look at the link sentences
 Restate the stance
 Make sure it matches with the introduction and that does not contracts what you have
said,
 Acknowledge the counter argument (if asked to what extent)



Counter argument
OBS Write the counter argument only when asked to what extent...Remember to
change the introduction to “however …to a larger/lesser extent + to a larger/lesser
extent (opposite of what you said first)”
 Identify the opposing view point
 Present the counter argument by stating “however …to a larger/lesser extent + to a
larger/lesser extent” (opposite of what you said first)
 Provide evidence to support
 Analyse the weaknesses/limitations of the counter argument
 Summarise = FOCOUS
 Example
However, to a larger/lesser extent [highlight potential weaknesse]. Larger/lesser
extent, [present contrasting evidence]. ADD FOCOUS, while [acknowledge counter-
argument's validity.




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,PAPER 2


PAPER 2

Section C Section A and B
Skills required Skills required
 8 sources  Definitions
 Use all sources  Acronyms
 Quote  Historical concepts
 Essay format  Context
 Extricating information from sources
 Visual clues
 Verbal clues
 Quote
 Attitude
 Mood and tone
 Limitations
 Readability vs. useful




TEXTUAL SOURCES SKILLS
Section A and B


1. Understanding the Question:
 Identify the key terms in the question (e.g., to what extent, explain, evaluate,
define, identify and explain, compare, assess).
2. Analysing the Source:
 Carefully read the textual source, considering its origin, purpose, and context.
 Highlight or note key information, arguments, or evidence presented in the source.
3. Quote Integration:
 Use direct quotes from the source to support your arguments.
 Provide context for the quotes and explain their significance in relation to the
question.
4. Interpreting Language Use:



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,  Analyze the language used in the source (e.g., tone, bias, rhetoric). Positive or
negative
 Briefly introduce the source, providing information about its origin, purpose, and
historical context.
 Mention the time period, author, and the broader events or issues the source
addresses.
o 1. Tone:

 Identify the overall tone of the source. Is it formal, informal, objective,
subjective, etc.?
 Example:
 "The tone of the source is predominantly [state the tone], evident in
phrases such as [quote from the source that exemplifies the tone]."
o 2. Bias:

 Explore any biases present in the source. Consider political, cultural, or
personal biases that may influence the author's perspective.
 Example:
 "The source exhibits a notable bias towards [identify the bias], as seen in
the frequent use of [examples of biased language or perspective]."
o 3. Rhetoric:

 Examine the use of rhetorical devices (e.g., metaphor, hyperbole,
repetition) and their impact on the persuasiveness of the source.
 Example:
 "The author employs [specific rhetorical devices] to enhance the
persuasiveness of the argument, such as [quote illustrating the use of a
rhetorical device]."
 4. Colloquial Language:
Discuss instances of colloquial language and its effect on the overall tone and
accessibility of the source.
Example:
"The inclusion of colloquial language, such as [specific examples], serves to
[purpose of using colloquial language, e.g., connect with the audience or convey a
sense of informality]."
5. Providing Your Opinion:
 Clearly state your opinion on the issue raised in the question.
 Support your opinion with evidence from the source and your own historical
knowledge. But do not provide personal pronouns.
6. Using Historical Knowledge:
 Integrate your broader historical knowledge to enrich your response.
 Show how the information from the source aligns or contrasts with your existing
knowledge.


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