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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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• Cold War Crises: Graded student examples
• Topic 12: The Cold War: Superpower tensions and rivalries
• 3. Theme 3 - Cold War Crises

Causes of Crises

Compare and contrast the causes of two crises each taken from a different region

The following essay was written by a final year IB student and it got into the top markband for Paper Two

Click on the eye below to see the essay or download the PDF

The late 1950s and early 1960s saw tensions between the USA and the USSR in the Cold War reach new heights. It was in these years that the Berlin Crisis of 1958 – 1961 and the Cuban missile crisis of 1962 brought the world to the edge of a nuclear war. Both crises were strongly influenced by the long-term tensions and competition that had been mounting since the end of the Second World War and both were affected by Khrushchev’s decisions. However, the crises differed in the extent of US responsibility in causing each situation and in the nature of the short-term causes.

The Berlin Crisis and the Cuban Missile crisis occurred within a few years of each other and hence at the same point in Cold War relations; tension had been growing since around 1946 and it was not yet clear how far each side could push the other. The rules of the cold war, which would become clearer after the Cuban missile crisis, were not yet in place and these factors help to explain the causes of both crises.  The 1950s had seen an intense arms and space race and by the late 1950s the Americans feared ‘a missile gap’. Eisenhower was using U2 spy planes which proved this ‘gap’ to be false but, nevertheless, the rivalry was intense and the shooting down of a U2 plane in 1960 and revelation of US spying caused a considerable increase in tension between the two countries. In addition, Eisenhower’s policy of ‘massive retaliation’ and increased reliance on nuclear weapons for dealing with crises indicated that there was no clear strategy on how to use nuclear weapons. Kennedy’s ‘counterforce’ strategy arguably was even more dangerous with its emphasis on the success of a first strike. Meanwhile both sides were developing new weapons and attempting to spread their influence globally. This atmosphere of high tension and the competition regarding the arms race and spheres of influence help to explain the long-term causes of these crises.

Khrushchev’s actions were key in causing both crises. In Berlin, having been pressurised by Ulbricht, he set a six month ultimatum in 1958 threatening to turn over control of access routes to the Western sectors of Berlin to the GDR. He backed down at this stage but when Kennedy became President he attempted to exploit Kennedy’s youth and apparent incompetence in foreign policy following the Bay of Pigs incident, bullying and threatening him at the Vienna Summit over Berlin in 1961. This forced a reaction from Kennedy who went on television to make a broadcast making it clear that the West would not leave Berlin. Similarly, it was Khrushchev who made the first move in Cuba, putting inter-mediate nuclear missile bases on the island. In so doing, Robert Beggs writes that ‘he stole a march on the Americans’ whose missiles already threatened the USSR from their bases in Turkey. Though, as Gaddis writes, his other aim was probably to prevent another US invasion of Cuba and thus preserve the Cuban revolution. Khrushchev underestimated the reaction of the Americans to having missiles in what was considered to be their ‘backyard’; thus again, he forced Kennedy to take a stand, once again causing a crisis.

In fact, Kennedy’s reaction was partly linked the situation in Berlin. At a loss to understand why Khrushchev would take the risk of putting missiles into Cuba, the Americans interpreted the action as part of a Soviet plan to put pressure on the West to get out of Berlin. As Tony Judt writes, ‘the officials in Washington thought that their Soviet opponents were playing a complicated game of diplomatic chess’. The possibility of a link between the crises resulted in further tension. Kennedy went on television to alert the US public about the Cuban threat and set up ExCom to deal with the threat and options to deal with Cuba included a nuclear strike on the island.

The USA’s reaction to Cuba indicate that the USA played more of a role in creating the crisis of 1962 than the Berlin crisis. Revisionist historians argue that Kennedy unnecessarily raised the Cuban episode to the level of crisis and confrontation, especially with his decision to make a public announcement about the missiles instead of carrying out behind the scenes diplomacy. As argued by David Horovitz, ‘missiles were to do with a question of political balance not strategic balance and therefore he subjected his people to unnecessary fear’. Such a perspective links Kennedy’s actions to gaining personal and national prestige and in winning the forthcoming mid-term elections. With the Berlin crisis, it could be argued that Kennedy’s actions in making it clear to Khrushchev that the West would not be forced out of Berlin made Khrushchev back down from his war threats and opt to build a wall instead which ended the crisis. However, Kennedy’s action in Cuba unnecessarily raised tension and fear world-wide and contributed to the cause of this crisis.

A further difference in the causes between these crises is that while the Cuban crisis was purely caused by Khrushchev pursing strategic and political aims, it was economic factors that primarily precipitated the Berlin crisis. While West Germany experienced a period of economic miracle, the GDR faced a disastrous economy caused by the spread of Ulbricht’s collectivisation and socialisation programmes. Many skilled workers moved from East Germany to West Germany via Berlin. Between 1945 and 1961 about one sixth of the East population emigrated; on 12 th August 1961 alone, 40 000 refugees fled which had a devastating impact on the economy of East Germany. This is the main factor that led Ulbricht to pressurise Khrushchev to put pressure on the West and, ultimately, to build the wall. With Cuba, however, Khrushchev seems to have been acting on his own volition – not under pressure from Castro, and for strategic and political reasons i.e. to even up the strategic nuclear balance and to preserve the Cuban revolution.

In conclusion, both these crises were the impact of the tensions that had been building up since the end of the Second World War – the arms race and the battle for strategic superiority. Khrushchev’s actions were a key cause of both crises. In both, he was driven by the need to gain an edge over the Americans; however it can be argued that Kennedy’s actions also helped bring events in 1962 to a crisis point. A further contrast is that, while the cause of the Berlin crisis was arguably driven by pressure from Ulbricht and an economic crisis, the Cuban crisis was caused by Khrushchev acting along and for mainly political and strategic factors.

Choose Your Test

Sat / act prep online guides and tips, every ib history past paper available: free and official.

International Baccalaureate (IB)

Taking a practice IB History exam before the actual exam will help you familiarize yourself with the length, style and format of the test. In this guide, we explain the IB History test format and link to the best past papers available . At the end, I'll explain how best to use these IB History past papers for your studying.

Disclaimer: these free exams should be used at your own risk. The exams are not authorized by the IBO and were most likely put up online without the IBO's consent.

2022 IB Exam Changes Due to COVID-19

Because of the ongoing COVID-19 (coronavirus) pandemic, the IB has decided to extend the adaptations which were put in place for 2021 to 2022. May 2022 IB assessments will have two routes, exam and non-exam, depending on which your school chooses. Stay up to date with the latest information on what this means for IB diplomas, course credit for IB classes, and more with our our IB COVID-19 FAQ article .

IB History Exam Format

The IB History course was completely revamped in 2017. Now, there are five prescribed subjects:

• 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 medieval 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)
• Evolution 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)

For students taking IB History HL, they'll 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

Current IB History Papers

The best source for up-to-date IB History past papers is the IBO store . To find them, search "history exam paper." Each paper and each mark scheme cost about $3 for older tests or $4 for more recent tests. That means a full test's worth will cost you about $12-$16 for SL or $18-$24 for HL. (While the IBO site has a sample SL/HL paper 2 available for free , it's from November 2005, predating the most recent syllabus updates.)

Currently, the IB store has papers from 2011 through 2018, but we recommend only purchasing papers from May 2017 tests or later, as those are the exams that match the new syllabus. Be sure to check not just the test date but also the depth-study area for each exam paper and mark scheme you purchase to make sure they match up—you wouldn't want to purchase a History of Asia and Oceania exam paper but a History of Europe mark scheme!

Additionally, we've found these IB History past papers available for you to study from. They are from 2017 and follow the same format as current IB History exams, so you can be sure they'll be close to what you actually see for your own paper. Because they're not on the official IB site, however, we urge you to use these with caution.

• Paper 1 prompts and grading
• Paper 2 prompts

Alan O'Rourke / Flickr

Old IB History Papers (Pre-2017)

These papers are before the IB History course was revamped in 2017 , so the topics the papers cover won't be exactly what you see for your course. However, these can still be a useful way to get a better sense of the kinds of papers you'll see for IB History and the types of information you'll be expected to know.

Paper 1 Paper 1 Source Booklet Paper 2 Paper 3

Past IB History Papers (2017-Now)

Because the test was revamped fairly recently, there aren't as many examples of past papers available. Having said that, IB Resources has the most—and best—examples of recent past IB History papers. Check out the Individuals & Societies section of the website to find the history papers you're looking for. 

One big caveat: these papers aren't vetted, so the quality will vary greatly. Make sure you don't use these as your  only  IB prep sources! 

How to Use IB History Past Papers

Each full IB History practice exam will take you 2.5 hours for SL or 5 hours for HL, so you need to get the most out of each test. Below are some pointers for your practice.

Tip 1: Take Papers 1 and 2 Consecutively (If Possible)

For both IB History SL and HL, papers 1 and 2 are administered one after the other, requiring you to maintain your concentration and testing stamina for 2.5 hours. Part of practicing for the test means building up your testing endurance so that you're not making careless errors or losing focus towards the end of the tests.

IB History HL includes a third, 2.5-hour paper administered on a second day of testing, which you should also try to match in your practice schedule. Having a test spread out over multiple days means that you can't just cram and then immediately forget everything after you've finished papers 1 and 2; you'll need to practice retaining information even after the 2.5-hour slog of the first day's papers 1 and 2.

If you don't have time in your schedule for a full 2.5-hour session (or for two 2.5-hour sessions two days in a row for HL), then splitting papers 1 and 2 up over multiple days is OK. Just make sure that in your studying you follow this next tip:

Tip 2: Time Yourself on Each Paper

You must get used to the timing pressures of this exam. The time allowed per paper is:

IB History SL

• Paper 1—1 hour
• Paper 2—1 hour 30 minutes

IB History HL

• Paper 3—2 hour 30 minutes

Don't give yourself extra time. If you do, you will not figure out your pacing for the real exam and will likely score higher than you actually will the day of the test. I want these practice exams to give you an accurate picture of your actual test score.

Stephan Baum/ Wikimedia

Tip 3: Review Your Mistakes!

When you complete your exam (end of Paper 2 for SL or end of Paper 3 for HL), check every mistake. If you skip this step, you will not learn from your errors, and you'll keep making them.

You need to take at least an hour reviewing your exam. I know this may seem like a lot of time, but you want quality practice. If you only end up taking two practice tests with detailed review, you will be better prepared than if you took six tests with no review.

What's Next?

Taking IB History right now? Round out your studying with our complete IB History notes and study guide .

Ready to jump into some US History topics? Learn about the Platt Amendment and Ida Lewis . If you're more interested in political history, be sure to also check out our articles on checks and balances in the US government and how the executive branch can check the judicial branch .

Or perhaps you're interested in learning something that might not come up in history class? Find out more about David Ghantt and the Loomis Fargo heist , the complete history of hip hop , and the competing claims for invention of the 3-hole punch .

Learn more about the IB course offerings:

• The Complete List of IB Courses and Classes
• Which IB Courses Can I Take Online? Can I Get an Online IB Diploma?

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History IA (Historical Investigation) Example - Grade 7

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IB Entrance Exam Preparation

IB History IA - This ULTIMATE Guide Will Get You A 7

Transform your IB History IA with this ULTIMATE guide! Get tips to score a 7 & ace your assignment to unlock your full potential!

Table of content

What the hell is ib history ia, history ia rubric & pointers, finalizing your ib history ia topic, steps for effective research, different components of the history ia, identification & analysis of sources, investigation, introduction, critical analysis, sample ib history ia topics.

Being an exploratory subject, History has often worried IB students because it covers everything from World History to Depth studies as a part of the IB Diploma Programme course.

IB History IA is a whole different world of historical investigation that students generally struggle with!

The IB has introduced the IB History IA to help students inquire and get hands-on experience exploring the world we live in, especially in the context of our past. Through the History IA investigation, IB expects students to develop the skills of analytical inquiry and achieve the goal of the  IB DP History course.

But that doesn’t solve the trouble.

Starting with one’s IB History, IA is one hurdle; completing it successfully is another!

Understanding the various facets of this investigation, doing the relevant research, and assembling the findings in an organized manner only to reflect on one’s work, takes more than just articulate planning.

It would help if you had a comprehensive guide to help you select, strategize, investigate and execute in the easiest way possible.

You are at the right place because this article covers everything from IB IA History rubrics to some select topics to get you going on your journey.

We present the ultimate IB History IA guide to help you score a perfect 7!

Before we start, you should check out the premium  IB History HL Notes  offered by Nail IB that cover not only past years’ papers but also curated guides on how to nail your Extended Essays and Internal Assessments. There is no way you should miss out on this premium content!

Also, we have several  sample IB History IAs  that will add value to your work and help you nail your investigation. Do check them out on the go!

But before delving deeper, let’s go through the contents of this article and help you get a clear idea of what this guide offers you:

The IB defines History as a dynamic subject that helps engage with the past strongly. It revolves around historical events of significance and encourages learning about their causation and the changes these events affected. IB History Diploma Programme presents History in terms of the following aspects - 

To get more clarity on the purpose and aim of the discipline, go through  the  information provided about the IB DP History Course by the International Baccalaureate itself. 

The IB History course aims to enhance students’ historical skills and develop a sense of international-mindedness. Through the History IA, IB expects you to critically explore the past with your learned skills.  

A historical investigation on a topic of interest needs to be done by both HL and SL students.

While the IA makes for 25% of the final IB score of History SL, the weightage is 20% for History HL

A few of the advantages of this historical investigation are -

• Helps interpret and understand historical documents and resources
• Helps get a better understanding of the world around us and is of great benefit for students looking forward to taking History or related fields up at university.

Now that we know what the IB History IA is for HL and SL, let’s list the key pointers you should know before you embark on this historic journey. Let’s look at these essential points, shall we?​​​​​​​

Before immersing yourself in the exploration, it is essential to understand how the structure of the IA works. Some necessary protocols that you can’t afford to miss are given below.

• The topic you choose for your investigation should not be an event of the last decade; it should be a historical event.
• The topic needn’t be something you have learned or studied at school.
• The word limit of 2200 words must be followed.
• It would help if you discussed the topic you chose with your teacher for guidance and approval.
• Make sure you regularly update your teacher on the drafts of your work.
• The investigation should not be performed in a group; it is an individual task.
• Make sure there are enough sources relevant to the investigation.
• Ethical considerations need to be taken into account during the entire process. Your instructor/teacher will brief you more on this.
• Finally, the work you turn in should follow the  academic honesty guidelines laid down by the IB .
• Your teacher will assess your submitted IA and moderated by the IB.

The following substantial question is: What topic to choose? Settling on a case can be almost endless, so the next section should be your next station on this journey.

The struggle to land on an IA topic that genuinely interests you is accurate.

But we have compiled a list of points that you can refer to make the right decision.

• Go for a topic that interests you. No use picking up something from the charming contemporary world (WWI or WWII) if it doesn’t get you excited.
• Don’t be vague. Your research question needs to be as specific as possible.
• You can also choose a personal topic for your country, community, or region. This will help you find quality sources and produce a remarkable IA.

Get approval for your research question from your instructor/teacher.

A few sample research questions given by the IB in its guide are as follows:

• How significant were economic problems as a cause of the Bamberg Witch Trials (1623–1633)?
• What were the most important reasons for the failure of Operation Market Garden?

Once you pick a research question, the research you conduct for your investigation plays the most crucial role while kickstarting your exploration. The following section discusses the research that produces a relevant and informative IA.

Let’s talk business.

No matter how great a topic you select, your investigation will disappoint if your research isn’t up to the mark!

What’s important to note is that no matter what sources you pick, credibility is the key. The easiest way to conduct your research is online, no doubt. But if you think Wikipedia is going to answer all the questions you have, don’t.

While online sources can provide valuable information, never scrape off the little content you get.

Dig DEEPER!

This is precisely where  Google Scholar  will come in handy. Triple-check the details you collect. Always, always cite the original source.

Not to mention, books, journals, and academic papers are the numero uno for the research. Try looking up important works by historians and authors in your nearest library. That is set to give a brilliant direction to your process.

This is certainly not the end of it. Visit museums, universities, and several other sites of importance, because the information you will get here is exactly what needs to go into your IA.

We have a good idea of how the first few steps of making the History IA look. We now need to focus on documentation because your work will reflect all your hard work. Without further ado, let’s go!

The IB DP History IA allows all the students to showcase their skills and knowledge as historians. From selecting and analyzing resources to critically reflecting on one’s work by considering several viewpoints, the History IA is the perfect measure of a student’s inquiry skills. A lot goes into assembling and displaying the job in an organized manner.

All in all, the purpose of the History IA is to help students search, select, evaluate and present a viewpoint that follows the sources and the arguments made.

But before we start talking about the components of the IA, you should read the  IB History IA guide  provided by the IB itself. You will learn about the significance of what you’re doing and how you are supposed to be doing it.

The first section of the IA expects you to analyze two sources (primary or secondary) that you have used elaborately.

Other things to be kept in mind -

• State the question you have chosen clearly. Do not be vague. It should be stated as a question.
• You need to mention the relevance of the sources you have picked to analyze. Why were these sources important to your findings or conclusion? What do they offer? Do they give you more clarity in detail or a fresh perspective?
• Thoroughly analyze the two sources. Analyze and discuss the value and limitations of these sources.
• This analysis must be done in the context of the origins (when and by whom), the purpose (why), and the content (what).

The word limit should be 500 for this section.

Section 2 of your IA, the Investigation, is a tougher nut to crack but possible. Be mindful of specific essential points, and you'll be ready. Your Investigation should be nearly 1300 words and aim to answer your IA's question.

Since this is the actual Investigation, it should have a proper structure

• The first two paragraphs of your Investigation should briefly overview the topic. This is where you interest the reader/examiner. Why is the question you chose relevant or essential?
• The evidence used by you (as a reference, you may use 2 primary and 3 secondary sources) should be analyzed in different contexts. Try giving an informative counterargument if needed. All the sources should be discussed. You can also bring in diverse perspectives and address them in separate paragraphs.
• The last paragraph should be a concluding statement summarising the Investigation and analysis. Keep it short and precise.

This section deals with your reflecting on the methods used and the challenges you faced during the investigation. The word count for this section must be 400 .

Sample discussion questions given by the IB for this section are -

• What methods used by historians did you use in your investigation?
• What did your investigation highlight to you about the limitations of those methods?
• What are the challenges facing the historian? How do they differ from the challenges facing a scientist or a mathematician?
• What challenges, in particular, does archive-based history present?
• How can the reliability of sources be evaluated?
• What is the difference between bias and selection?
• What constitutes a historical event?
• Who decides which events are historically significant?
• Is it possible to describe historical events in an unbiased way?
• What is the role of the historian?
• Should terms such as “atrocity” be used when writing about history, or should value judgments be avoided?
• If it is difficult to establish proof in history, does that mean that all versions are equally acceptable?  

🔥🔥🔥🔥  SUPER TIP - Sections 1 and 3 of your IA will fetch you marks in the easiest way possible. Make sure you nail these  🔥🔥🔥🔥  

The Bibliography and citing of original works must be done towards the end of the investigation.

We at Nail IB have curated some sample IB DP History IAs for your benefit. Check these out to get a good idea to go about yours. 

Another critical aspect of the IA is the assessment criteria. Knowing what the examiner is looking for in your work is essential. Go through the assessment criteria in the IB History guide before compiling your work.

And that’s a wrap!

We hope this guide will help you understand IB’s expectations from your IA and how to quickly seize that 7 by keeping the essential things in mind. To get a better grip on IB History, check out our premium notes and get closer to nailing your History exam.

Want some A-quality guidance for all things IB? Start your Nail IB journey today, and thank us later!

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History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past.

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The Diploma Programme (DP) history course is a world history course based on a comparative, multi-perspective approach to history and focused around key historical concepts such as change, causation and significance. It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. In this way, the course involves a challenging and demanding critical exploration of the past.

The DP history course requires students to study and compare examples from different regions of the world, helping to foster international mindedness. Teachers have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course meets their students’ needs and interests regardless of their location or context.

History is available at both Standard Level (SL) and Higher Level (HL).

Syllabus outline

Learn more about history in a DP workshop for teachers . 

History subject brief

Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below. 

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