Master the redesigned IB History Higher Level exam (first assessment 2028). Everything in SL — Paper 1 focused study and Paper 2 thematic study — plus Paper 3, a regional depth study of two evaluate-the-argument essays. Paper structures, the four concepts, command terms, source and essay technique, markbands, and the historical investigation IA.
240 teaching hours • Paper 1 (focused study) + Paper 2 (thematic study) + Paper 3 (regional depth) • 1 historical investigation
Know exactly what to expect in each paper and how to maximise your marks — including the HL-only Paper 3 regional depth study.
What to expect:
Key Tips
Easy Marks
Watch Out
What to expect:
Key Tips
Easy Marks
Watch Out
What to expect:
Key Tips
Easy Marks
Watch Out
Command terms tell you exactly what the examiner expects. Filter by Assessment Objective (AO).
Match your answer depth to the marks available.
Example questions:
Q1 is CONTENT (what the sources say); Q2 is CONTEXT (a source’s origin/purpose/time/place). Use BOTH sources on Q1 — one source alone caps you at 3/6.
Example questions:
Q3 is worth half of Paper 1. Group the sources by perspective, examine where they agree and diverge, and always link back to the inquiry question.
Example questions:
§A is a concept question, not a mini-narrative — lead with the conceptual point and prove it with one specific, dated example. Prepare all four concepts; the exam sets two and you answer one.
Example questions:
Every 15-mark essay needs a substantiated judgement, not a narrative. On Paper 2 §B(b) the cross-regional range (≥2 regions) is what unlocks the top band.
These concepts appear throughout History (2028) HL exams. Master them to score higher.
Paper 1 always follows the same shape on sources A/B/C: Q1 [6] the content of BOTH Source A and B, Q2 [6] how the context of ONE source shapes its use, and Q3 [12] the perspectives across ALL the sources. Drill each until the technique is automatic — Q3 alone is half the paper.
The redesigned Paper 1 splits these deliberately: Q1 asks what the sources SAY (content), Q2 asks where a source COMES FROM (context — origin, purpose, time and place) and how that shapes its use. Answer the question you are asked; do not smuggle provenance into the content question or vice versa.
Paper 2 §B(b) demands at least two examples from at least two different regions (Africa & the Middle East, the Americas, Asia & Oceania, Europe). For each thematic-study line of inquiry, bank two contrasting, dated examples from different regions — precise names, dates and figures — so you can answer whatever the question asks.
Paper 2 §A analyses one of the four concepts — cause and consequence, continuity and change, perspectives, significance. Lead with the conceptual point (e.g. causes are multiple and interrelated), then prove it with one precise example from your thematic study. Prepare all four concepts; the exam samples two and you answer one.
"To what extent" (Paper 2 §B(b)) and "To what extent do you agree with the claim that…" (Paper 3, HL) both demand a balanced argument and an explicit, substantiated judgement — not a narrative. Underline the claim, weigh the argument and the perspectives on it, then make your conclusion actually answer the question.
HL Paper 3 rewards evaluating arguments and diverse perspectives to reach a judgement; you do NOT need to cite academic historians for the top band. And the historical investigation IA (30% SL / 20% HL), done before the exams, is marks in the bank — a sharp inquiry question, rigorous source evaluation, and honest reflection.
Learn from others' mistakes. These cost students marks every exam session.
Using only one source on Paper 1 Q1 or Q3
Q1 requires BOTH Source A and Source B (one source alone caps at 3/6); Q3 requires ALL the sources (one caps at 6/12, two caps at 9/12). Bring every required source into your answer.
Confusing content (Q1) with context (Q2) on Paper 1
Q1 is about what the sources SAY and how it answers the inquiry question; Q2 is about a source’s provenance — origin, purpose, time and place — and how that shapes its use. Answer the specific question asked.
Summarising the sources one by one on Q3 instead of examining perspectives
Group the sources by perspective and examine similarities AND differences across all of them, tying each point back to the inquiry question — not a separate paragraph per source.
Writing a mini-narrative instead of analysing the concept on Paper 2 §A
Lead with the conceptual point (e.g. change and continuity happen at the same time), then use one specific, dated example to support it. The marks are for analysing the concept, not for telling a story.
Using one region (or vague examples) on the Paper 2 §B(b) essay
The [15] essay must use ≥2 examples from ≥2 different regions — a single-region answer is self-penalising and cannot reach the top band. Use precise names, dates and figures, and connect the examples in your analysis.
Narrating instead of evaluating the claim on the 15-mark essays
On Paper 2 §B(b) and Paper 3 (HL), engage directly with the claim, weigh the argument and the perspectives on it, and reach a substantiated judgement. A detailed narrative with no judgement caps in the middle bands.
30% (SL) / 20% (HL) of final grade • ≤ 2,200 words
An individual written historical investigation on an inquiry question of your own choosing — the "asking questions" skill of the course. You formulate the question, identify and evaluate sources, and synthesise evidence into a supported answer, then reflect on the methods and challenges of the historian. Completed before the exams (about 20 hours) and marked out of 24; internally assessed and externally moderated.
Marking Criteria
Tips for Top Marks
Apply these exam skills with our History (2028) HL practice questions. Get instant AI feedback that shows exactly what scored marks and how to improve.