Learning

Foundation

Primary

Secondary

IB

Polish Programme

History

A Rwandan survivor of the 1994 Genocide prays over the bones of genocide victims at a mass grave in Nyamata, Rwanda, April 6, 2004.
http://www.haaretz.com/opinion/1.639032
 
What is the course about?
 
The IB History course at BISC is primarily designed to give students a more nuanced understanding of humanity. Both SL and HL students study two compulsory case studies for their Paper 1 exam: the Rwandan genocide and the war in Kosovo. Students then study two topics for their Paper 2 exam, both of which are looked at thematically: the causes and effects of twentieth century wars and the Cold War - superpower tensions and rivalries. HL students study the history of Africa and the Middle East as their regional option for their Paper 3 exam, from which three topics are chosen: war and change in the Middle East and North Africa 1914-1945; post-war developments in the Middle East (1945-2000); and post-independence politics in Rwanda and Burundi to 2005.
 
How is the course structured?
 
In the first term of the first year, both SL and HL students will explore both case studies for Paper 1 (10 weeks). This will serve as an ideal introduction to the Internal Assessment, which asks students to work with a range of sources on a topic of their choosing. In the second term, we begin work on the first topic of Paper 2 Throughout the year HL students will study 2 options for Paper 3. In the second year, both SL and HL students will work on their second topic for Paper 2, which we complete by the end of the first term. HL students also study the third and final topic for Paper 3. We then go into mock examinations, and the remaining time will be spent on revision and study leave for the IB examination.


Are there any requirements?
 
You do not necessarily need to have studied History at IGCSE. However, as History demands strong writing skills you will need to show that you have sufficient command of the language in order to be able to express yourself, especially at Higher Level. Students who have achieved grade C and above at IGCSE are encouraged to join. 
 
What materials will I need?
 
Apart from an open mind and a willingness to learn, you will not need any materials for the course as these will be provided to you. A suggested reading list (see below) will be sent to you to help you prepare for the course before starting it in September. This is not compulsory, but it will help you make better sense of the material. Books can be borrowed from the library.  
 
What will I learn?
 
The common theme running throughout the course is conflict and our attempt to understand what causes conflict and what its consequences are. The options chosen have been judiciously chosen to allow you to make sense of the material. You will develop the following skills:
 
you will sharpen your analytical skills and in so doing will be better able to make sense of human affairs you will develop a more nuanced view of historical events which takes account of different perspectives you will develop your language skills so as to articulate your thoughts more precisely you will be able to situate contemporary events (especially in the Middle East) by using your knowledge of history you will grow to become a more compassionate human being, and come to understand that working for a better world takes effort, imagination and cooperation  

How is the course assessed?
 
Each topic will be assessed through two in-class tests and two essays. There is an end of year exam in the first year, which will assess Paper 1 and one topic of Paper 2. HL students will have an additional exam for Paper 3, which will assess two topics. In the second year students prepare for their mock examinations, which gives students useful feedback on their preparation for the coming IB examinations.

In what ways does the history syllabus promote the attributes of the IB learner profile?
 
The syllabus promotes the attributes in the following ways:
 
1. The curiosity attribute is developed through options found in the IA and one HL module.  
2. The balanced attribute is reflected in classroom discussions on historiography (‘the history of History’, in other words). In particular, students are expected to answer the following:  
What are the various narratives about an event and what do these reflect? What is the responsibility of the historian, if any? How do narratives colour our understanding of the world?  
3. The reflective attribute is developed in the history blog where students are encouraged to contribute their ideas.  
4. The principled attribute focuses on academic honesty and the concomitant value of individual insight into the historical process.  
5. The caring attribute comes from exposure to the local. Students are presented with a range of CAS activities/projects in which to engage.  
6. The open-minded attribute is developed by students articulating their beliefs and looking at how these can be opposed through other narratives. Students are encouraged to reflect on these beliefs and, like historians, consider where they come from.  
7. The knowledgeable attribute is developed by looking at issues which are still pertinent, like the Israeli-Palestinian conflict, the role of the UN, or the proliferation of weapons.  
8. The communicative attribute is developed by students working together on a project in the HL class. As a means to better understanding the Middle East they are also encourage to study Arabic, as well as its literature.  
9. The inquirer attribute is reflected in the choice of topic for the IA, for the third module of the HL course, and possibly in the EE if the student decides to choose History as their subject.  
10. The thinker attribute to me means a student who is not quick to jump to conclusions; who is willing to put in the effort to come to a more nuanced understanding of the discipline.  

What from the course can make worthwhile extended essay questions?
 
The extended essay is very much a personal endeavour - students are encouraged to follow their own star, so to speak. However, if students are interested in tying their extended essay topic to the history syllabus studied at BISC, the following questions are considerate worthwhile:
 
1. Why did Britain support the Zionist project, which led to the establishment of the Palestine Mandate in 1921?  
2. What explains the varying fortunes of the Palestinian Resistance Movement (PRM) since its inception in 1968?  
3. What explains the rise of political Islam among Palestinians in the 1980s?
 
Can an interest in History lead to a CAS project?
 
Yes it can, as can any subject for that matter. Choosing to do a CAS History project can better help to understand the importance of the discipline, and how it touches on the lives of real people.
 
Here are examples of possible CAS projects:
 
1. A creativity experience writing, acting and/or directing a play about a particular historical episode.
2. A service experience volunteering in a museum in the local area.
3. A combined activity and service experience organising and participating in a fun run to raise funds for veterans charity   

What is the relationship between TOK and History?
 
The history of History, otherwise known as historiography, is fundamental to the discipline. TOK challenges students to think about historical knowledge, its validity and its uses. Questions such as ‘how do we know’ are integrated throughout the History course from day one. This is with a view - perhaps even an ideology - that reflection and creativity are stimulated through such questions.

 
What career paths are open to me?
 
History is one of those subjects which can open a number of different career paths, such as in journalism, law, international relations, European studies, peace studies, gender studies, anthropology, sociology, ethnology and archeology. This is because it provides a foundation upon which we can better understand the world around us.
 
Where can I find more information about the course?
 
Please download the History course outline for more information. Please also feel free to email the History teacher at p.lagendijk@bisc.krakow.pl.
 
Suggested reading list for Paper 1 (SL/HL)
 
We Wish To Inform You That Tomorrow You Will Be Killed With Your Families by Philipp Gourevitch Kosovo: War and Revenge by Tim Judas
 
Suggested reading list for Paper 2 (SL/HL)
 
The Cold War by John Lewis Gaddis The Age of Extremes by Eric Hobsbawm

Suggested reading list for Paper 3 (HL only)
 
The Fall of the Ottomans: The Great War in the Middle East, 1914-1920 by Eugene Rogan

Subjects we offer:

Biology
Business & Management
Chemistry
Computer Science
English A Literature
English B
Environmental Systems & Societies
French A Language & Literature
French B
German A Literature
German B
Geography
History
Mathematics SL
Mathematics HL
Mathematical Studies
Music
Spanish B
Physics
Polish A Literature
Portuguese B
Psychology
Theatre
Visual Arts

Leadership

Patrick Lagendijk
​​IB Co-ordinator

Downloads

IB Handbook