DIPLOMA PROGRAMME Islamic history

Transcription

1 INTERNATIONAL BACCALAUREATE ORGANIZATION DIPLOMA PROGRAMME Islamic history For first examinations in 2003

2 Islamic History February 2001 International Baccalaureate Organization 2001 International Baccalaureate Organization Route des Morillons Grand-Saconnex Geneva, SWITZERLAND

3 CONTENTS INTRODUCTION NATURE OF THE SUBJECT AIMS OBJECTIVES SYLLABUS OUTLINE SYLLABUS DETAILS Introduction Requirements Recommendations Use of Source Material Topics Options (HL only) ASSESSMENT MODEL ASSESSMENT OUTLINE ASSESSMENT DETAILS General External Assessment Paper 1 Paper 2 Paper 3 (HL only) Markbands for Paper 2 and Paper 3 Internal Assessment Using the Internal Assessment Criteria Internal Assessment Criteria

4 INTRODUCTION The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies, leading to examinations, that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the Diploma Programme model is based on the pattern of no single country but incorporates the best elements of many. The Diploma Programme is available in English, French and Spanish. The curriculum is displayed in the shape of a hexagon with six academic areas surrounding the core. Subjects are studied concurrently and students are exposed to the two great traditions of learning: the humanities and the sciences. IB Diploma Programme guide: Islamic History, February

5 INTRODUCTION Diploma Programme candidates are required to select one subject from each of the six subject groups. At least three and not more than four are taken at higher level (HL), the others at standard level (SL). Higher Level courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period; this is a deliberate compromise between the early specialization preferred in some national systems and the breadth found in others. Distribution requirements ensure that the science-orientated student is challenged to learn a foreign language and that the natural linguist becomes familiar with science laboratory procedures. While overall balance is maintained, flexibility in choosing higher level concentrations allows the student to pursue areas of personal interest and to meet special requirements for university entrance. Successful Diploma Programme candidates meet three requirements in addition to the six subjects. The interdisciplinary Theory of Knowledge (TOK) course is designed to develop a coherent approach to learning which transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The extended essay of some 4000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university. Participation in the creativity, action, service (CAS) requirement encourages students to be involved in artistic pursuits, sports and community service work. For first examinations in IB Diploma Programme guide: Islamic History, February 2001

6 NATURE OF THE SUBJECT The Diploma Programme Islamic history course is designed to provide students with the means of acquiring a deep and open understanding of Islamic history in its various aspects, and of its contribution to world civilization. It includes political, social, economic and intellectual aspects of Islamic history. The approach and methodology are historical. Knowledge of Islamic history is based on a wide variety of sources and has been subject in different periods to different interpretations. The study of Islamic history allows students to sift evidence, to understand the criteria on which historical arguments may be based and to make judgments of their own, however provisional, on the basis of that evidence. The study of this subject enables students to appreciate the unique contribution of Islamic history to world civilization and to understand its recurring patterns and themes. A study of Islamic history encourages students to understand the Islamic past and to see its relevance to contemporary issues. IB Diploma Programme guide: Islamic History, February

7 AIMS The aims of all subjects in group 3, individuals and societies are to: 1. encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society 3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material 4. promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies 5. develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity 6. enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. The aims of the Diploma Programme Islamic history course at higher level and standard level are to promote: an understanding and knowledge of Islamic history in breadth and in depth a developing appreciation and understanding of the nature and diversity of sources, methods and interpretations involved in the study of Islamic history an ability to use and communicate historical knowledge and understanding an understanding of the present through a study of the past a continuing interest in Islamic culture international awareness by studying the Islamic tradition. 4 IB Diploma Programme guide: Islamic History, February 2001

8 OBJECTIVES There are seven assessment objectives for both the higher level and standard level Diploma Programme Islamic history course. Having followed the Islamic history course at higher level or standard level, candidates will be expected to: use, interpret and evaluate source material critically and analytically as historical evidence demonstrate historical understanding through the acquisition, selection and effective use of knowledge place events in their historical context describe and explain the causes and effects of historical continuity and change identify and evaluate different interpretations of events and topics in Islamic history relate issues of the past to the present present clear, coherent, relevant, and well-substantiated arguments. IB Diploma Programme guide: Islamic History, February

9 SYLLABUS OUTLINE Higher Level and Standard Level Candidates at both higher level and standard level are required to study at least two topics, one of which must be drawn from the list of topics prescribed for study in the years indicated. Higher level candidates are also required to study at least two options. Topics Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Topic 7 Pre-Islamic Arabia. The historical background to Islam: social, economic and religious aspects The life of the Prophet Muhammad The period of the Rightly Guided Caliphs (Al-Khulafa al-rashidun): their rule and their conquests The Caliphate and the Imamate: historical and doctrinal aspects Islamic dynasties: AH41 247/AD The Crusades: the threat from the West AH /AD The Mongols: AH /AD Prescribed Topics The following topics are prescribed for study and will be assessed in the years indicated. Candidates are required to study at least one of these prescribed topics Pre-Islamic Arabia or Islamic Dynasties AH41 247/AD Pre-Islamic Arabia or Islamic Dynasties AH41 247/AD The period of the Rightly Guided Caliphs or The Mongols AH /AD The period of the Rightly Guided Caliphs or The Mongols AH /AD The Caliphate and the Imamate or The Crusades: the threat from the West AH /AD IB Diploma Programme guide: Islamic History, February 2001

10 SYLLABUS OUTLINE Options (HL only) Candidates at higher level are required to study at least two options chosen from the following list: Option 1 Option 2 Option 3 Option 4 Option 5 Option 6 The Fatimids AH /AD The Ottomans AH /AD Warfare in the medieval Islamic world Muslim rule in Spain AH /AD The intellectual legacy of Islam The Islamic city and Islamic art and architecture AH /AD IB Diploma Programme guide: Islamic History, February

11 SYLLABUS DETAILS Introduction The Islamic history syllabus at both higher level (HL) and standard level (SL) consists of the study of a selection of Islamic history topics, with the study of further options at higher level. The aims and objectives of the course are equally applicable to both higher level and standard level but candidates following the higher level course are expected to demonstrate a wider knowledge of Islamic history through the study of further options. Higher level candidates study Islamic history for a greater number of hours (240) than standard level candidates (150 hours). Requirements Teachers should devise a course of study which includes: Higher Level and Standard Level! at least one prescribed Islamic history topic! at least one other Islamic history topic from the list of seven Higher Level only! at least two Islamic history options from the list of six Recommendations! Teachers should use these requirements to devise a course which suits their needs. The selection of topics and options will depend on factors such as the location of the school and the expertise of the teacher.! It is recommended that students at both HL and SL study three Islamic history topics (though they will be assessed on only two) and students at HL study three options (though they will be assessed on only two).! Teachers should encourage a holistic approach with political, social, economic and cultural issues integrated into the study of each topic or option as appropriate. 8 IB Diploma Programme guide: Islamic History, February 2001

12 USE OF SOURCE MATERIAL Use of Source Material Topics The first assessment objective of the Islamic history course is to develop the ability of candidates to use, interpret and evaluate source material critically and analytically as historical evidence. When studying the topics or options teachers should use primary or secondary documents which enable candidates to develop the ability to:! understand and explain the meaning of terms and references in the documents! compare and contrast two or more documents! explain the meaning and significance of a document! assess the reliability and usefulness of particular document extracts, making judgments about them which involve the use of external standards and criteria. The ability of candidates to use source material will be specifically assessed. Documents will be drawn from the prescribed topics listed in the Syllabus Outline on page 6. In addition to the study of at least one prescribed topic, candidates at both higher level and standard level are required to study at least one other Islamic history topic chosen from the following list. Whichever topics are chosen, all the points listed should be covered. They should be studied in sufficient depth to meet the requirements of the assessment objectives listed on page 5. Topic 1 Arabia on the eve of the emergence of Islam. The historical background to Islam: social, economic and religious aspects This topic deals with Arabia at the beginning of the Islamic revelation. It looks closely at the environment and society into which the Prophet Muhammad was born and considers the relationship between the Arabian peninsula and the neighbouring superpowers, Byzantium and Sassanian Persia.! The geographical features of the Arabian Peninsula; the north and the south! The social structure; the role of the Quraysh; the role of the Arab tribe! Religious beliefs in pre-islamic Arabia! Modern perspectives on pre-islamic Arabia: paganism, water, demography! The economic context; the commercial importance of Mecca! South Arabian society and culture! The international setting; Byzantine-Persian competition; the social, economic, political and religious structure of the Byzantine and Persian empires in general IB Diploma Programme guide: Islamic History, February

13 SYLLABUS DETAILS Topic 2 The life of the Prophet Muhammad! The most significant episodes of Muhammad s life before the Revelation! The call! Muhammad the Prophet; the Meccan period! The Hijra! The Medinan Period; the organization of the new Islamic community or state, the Umma; Muhammad s struggles against the Jews of Medina and the Meccans! Modern interpretations of the emergence of Islam Topic 3 The period of the Rightly Guided Caliphs (Al-Khulafa al-rashidun): their rule and their conquests Within 40 years of the death of the Prophet in AH11/AD632, the Arabs had carried the message of Islam to many neighbouring territories. The Umma was still centralized under the leadership of the four Rightly Guided Caliphs, who ruled from Medina, the City of the Prophet (Madinat al-nabi).! The succession problems and disagreements! The main stages of the expansion of the Islamic community: the conquest of the Byzantine provinces of Syria (Bilad al-sham) and Egypt, and of Sassanian Mesopotamia and Persia! Military and ideological aspects of the conquests! Early Islamic administration! Case studies: Abu Bakr and Umar Ibn al-khattab Topic 4 The Caliphate and the Imamate After the death of the Prophet, problems arose over the succession. Under the Rightly Guided Caliphs, different factions and groups emerged within the Islamic community. The effect of these different groups within the Islamic community continues to the present day.! The Caliphate! The historical foundations of the major breakaway groups within the Islamic community; the Kharijites; the Zaydis: the Twelvers; the Ismailis; the Druzes! The development of early Shiism and the concept of the Imamate! Impact of and modern reflections on the Caliphate and Imamate! Case studies: Uthman Ibn Affan and Ali Ibn Abi Talib 10 IB Diploma Programme guide: Islamic History, February 2001

14 TOPICS Topic 5 Islamic Dynasties AH41 247/AD The shift of the Islamic capital from Medina, through Kufa and Damascus, to Baghdad introduced a new era of dynastic rule to Muslims. The Umayyad dynasty gave further impetus to the expansion of the empire and made an important contribution to the development of Islamic institutions. The fall of the Umayyad dynasty in AH131 2/AD749 is significant for the shifting of the centre of the Islamic world from Damascus to Baghdad and the establishment of a flourishing civilization which lasted until the middle of the thirteenth century. Attention should be focused on the first century of the Abbasids, when this civilization was effective and centralized.! The shift of power to Syria and the later shift to Iraq! The main characteristics of Umayyad and Abbasid rule: political, social, economic! Tribal tensions! The Arabization of the administration! The role of cities: Baghdad; Samarra! The fall of the Umayyads and the causes and consequences of the Abbasid revolution! Religious aspects of Abbasid rule, the role of the Ulama! The impact of other civilizations on the Umayyads and Abbasids; the Byzantine and Sassanian heritage! Case studies two of the following: Mu awiya, Abd al-malik, al-mansur, Harun al-rashid Topic 6 The Crusades: the threat from the West AH / AD At the end of the sixth/eleventh century the Dar al-islam became the target of concerted offensives from Christendom. The internecine divisions which plagued the Islamic world left the door open to the encroachment of the West. However, the reunification of the Muslims under strong charismatic leaders like Saladin and Baybars eventually liberated the lands of Islam at the end of the seventh/thirteenth century. The coming of the First Crusade, AH489/AD1096 The establishment of the Crusader States in the Islamic world The Muslim Counter Crusade; its genesis and stages, AH /AD Military and ideological aspects of the Crusades and their legacy Case studies: Nur al-din, Saladin (Salah al-din) and Baybars IB Diploma Programme guide: Islamic History, February

15 SYLLABUS DETAILS Topic 7 The Mongols: AH /AD The Islamic world suffered a series of nomadic invasions from the eleventh century onwards. By far the most devastating of these was the wave of conquests brought about by the Mongols, destroying entire cities and toppling the Abbasid caliphate of Baghdad in AH655/AD1258.! The rise of the Mongols and the early career of Genghis Khan! The state of the Islamic world on the eve of the Mongol conquests! The invasion of the Islamic world by the Mongols: the devastation of Central Asia and Iran! The second wave of Mongol conquests under Hulagu; the destruction of Alamut and the fall of Baghdad and Syria! The Mamluk riposte; the Battle of Ayn Jalut and its consequences! Military and ideological aspects of the Mongol invasions! the last wave of Mongol invasions; the impact of Timur-i-Lang (Tamerlane)! Case studies two of the following: Genghis Khan, Hulagu, Timur-i-Lang (Tamerlane) 12 IB Diploma Programme guide: Islamic History, February 2001

16 OPTIONS (HL ONLY) Options (HL only) Candidates at higher level are required to study at least two Islamic history options. Whichever options are chosen all the points listed should be covered. They should be studied in sufficient depth to meet the requirements of the assessment objectives listed on page 5. Option 1 The Fatimids AH /AD Followers of the Ismaili sect of Shiism, the Fatimids, rising from the west, challenged the Abbasid Caliphate as leaders of the Umma. They established their seat in newly-founded Cairo and from there dominated a large part of the Islamic world.! Background and rule of the Fatimids; the Maghribi (north African) phase! The conquest of Egypt and the foundation of Cairo! Fatimid ideology! The height of the Fatimid empire; government institutions! The decline of the Fatimids! Case studies two of the following: al-mu izz; al-hakim; al-mustansir Option 2 The Ottomans AH /AD The conquest of Constantinople by the Ottoman Sultan Mehmed II (AH / AD ) represents a turning point in world history. The Ottoman empire replaced Byzantium and was to survive into the fourteenth/twentieth century.! The rise of the Ottomans; their activities in Anatolia and the Balkans! The fall of Constantinople and the consolidation of the Ottoman empire! Rivalry between the Ottoman empire and the Safavids of Persia! Ottoman expansion; the conquests of Egypt and Syria and the fall of the Mamluks! Military and administrative aspects of the Ottoman empire! Case studies two of the following: Mehmet II, Selim I (AH /AD ) and Sulayman the Magnificent (AH /AD ) IB Diploma Programme guide: Islamic History, February

17 SYLLABUS DETAILS Option 3 Warfare in the medieval Islamic world The Islamic empire was brought into being by its military successes, and the concept of jihad (holy war), both spiritual and external, is inherent in the Islamic faith. During the course of history, the Islamic world, the Dar al-islam, was compelled to defend itself against external aggression from the outside world, the Dar al-harb, and to continue to spread the faith on the frontiers, in Spain, Central Asia and elsewhere. Internecine wars within the Islamic world were also a recurrent feature.! The theory of jihad: its spiritual and military aspects! The conduct of battles, raids and sieges! The development of military technology: weapons and armour! Case studies an analysis of two of the following battles: al-qadisiyya, Manzikert, Hattin, Ayn Jalut, Chaldiran Option 4 Muslim rule in Spain AH92 897/AD The conquest of most of the Iberian peninsula in the second/eighth century ushered in a period of seven centuries of Muslim rule in al-andalus. Breaking away from the rest of the Islamic world in AH138/AD756, al-andalus followed its own political destiny, often in competition with the East, and created a fascinating Hispano-Arabic society and civilization.! Background to Muslim rule! Umayyad rule in Cordoba AH /AD ; government and society! The Party Kings! The Berber dynasties; the Almoravids and the Almohads! The relations between al-andalus and the Islamic East; al-maghrib and al-mashriq! The contribution of al-andalus to Islamic civilization! Case studies two of the following: Abd al-rahman I, Abd al-rahman III, al-mut amid 14 IB Diploma Programme guide: Islamic History, February 2001

18 OPTIONS (HL ONLY) Option 5 The intellectual contribution of Islam The golden age of Islam was a period of great scientific progress and discovery. Many works of medicine, mathematics, physics, geography, astronomy and engineering can be found in the Islamic tradition as early as the second/eighth century. These achievements contributed both directly and indirectly to European civilization.! The Muslims and the classical heritage; the translations; commentaries and original works! The transmission of Hellenistic ideas through the medium of Arabic to western Europe! Law, theology, philosophy and science; the nature of the Qur an; predestination versus free will; the nature of the soul; the ideal ruler; justice! Case studies two of the following: al-khwarazmi; Ibn Sina (Avicenna); Ibn Rushd (Averroes); al-razi (Rhazes); al-biruni; al-ghazali Option 6 The Islamic city, and Islamic art and architecture From the centrality of the mosque to the winding alleys of the suq, Islamic cities shared a commonality of traits which convey what can be called the model of the Islamic city. Evolving sometimes from Arab garrison towns or superseding the existing cities of the Byzantine and Sassanian Empires, the Islamic city acquired an identity of its own. The Muslim stress on non-figurative religious art led to the development of a characteristically Islamic artistic achievement in the fields of calligraphy and architectural decoration and the creation of uniquely Islamic building types, such as the mosque and the madrasa.! The distinguishing features of the Islamic city! The importance of cities such as Baghdad, Cairo, Granada! The theological tradition and the emphasis on non-figurative art! A study of metalwork, textiles, calligraphy, book production, painting, pottery and glasswork! Architecture: cities, buildings, interiors and gardens! Case studies two of the following: the Umayyad Mosque in Damascus; the Mosque of Ibn Tulun in Cairo; the Great Mosque of Cordoba; the Friday Mosque of Isfahan; the Blue Mosque in Istanbul; the Qalawun complex in Cairo; the Taj Mahal in India IB Diploma Programme guide: Islamic History, February

19 ASSESSMENT MODEL Higher Level Paper 1 Paper 2 Paper 3 Internal assessment Syllabus content two prescribed topics six Islamic history topics six Islamic history options open Method four questions on one topic (short answer/ structured questions) three questions (extended response) two questions (extended response) historical study Time 1 hour 2 hours 1 hour 30 minutes Assessment weighting 20% 40% 20% 20% Standard Level Paper 1 Paper 2 Internal assessment Syllabus content two prescribed topics six options open Method four questions on one topic (short answer/ structured questions) three questions (extended response) historical study Time 1 hour 2 hours Assessment weighting 25% 50% 25% 16 IB Diploma Programme guide: Islamic History, February 2001

20 ASSESSMENT OUTLINE Higher Level For first examinations in 2003 External Assessment Written Papers Paper 1 Paper 2 An essay paper based on the topics. The paper consists of fourteen questions, two on each of the seven topics. Candidates are required to answer three questions on at least two different topics. Paper 3 An essay paper based on the six options. The paper consists of twelve questions, two on each of the six options. Candidates are required to answer two questions, each on a different option. Internal Assessment 4½ hours 1 hour A document based paper on the topics. The paper consists of eight questions, four on each of the two prescribed topics. Candidates are required to answer all four questions on one topic. 2 hours 1½ hours 80% 20% 40% 20% 20% This component is internally assessed by the teacher and externally moderated by the IBO. Candidates produce one exercise:! an Islamic historical study of words relating the past to the present. IB Diploma Programme guide: Islamic History, February

21 ASSESSMENT OUTLINE Standard Level For first examinations in 2003 External Assessment Written Papers 3 hours Paper 1 1 hour 75% 25% A document based paper on the topics. The paper consists of four questions each of which is on two prescribed topics. Candidates are required to answer all four questions on one topic. Paper 2 2 hours 50% An essay paper based on the topics. The paper consists of fourteen questions, two on each of the seven topics. Candidates are required to answer three questions on at least two different topics. Internal Assessment 25% This component is internally assessed by the teacher and externally moderated by the IBO. Candidates produce one exercise:! an Islamic historical study of words relating the past to the present. 18 IB Diploma Programme guide: Islamic History, February 2001

22 ASSESSMENT DETAILS General 1 2 The method of assessment used by the International Baccalaureate Organization (IBO) is criterion-referenced, not norm-referenced; that is, the method of assessment judges the candidates work by their performance in relation to identified assessment criteria and not in relation to the work of other candidates. There are two different methods of assessment in Diploma Programme Islamic history. There are detailed markschemes specific to each examination paper and markband descriptors. The detailed markschemes are published after each examination session. The markband descriptors are published in this guide.! For HL/SL paper 1 there is a detailed markscheme specific to each examination.! For HL/SL paper 2 and HL paper 3 there are markband descriptors and markschemes specific to each examination. The markband descriptors are related to the assessment objectives of the course and to the group 3 grade descriptors.! For internal assessment a number of assessment criteria have been identified. Each assessment criterion has markband descriptors describing specific levels of achievement.! The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description. IB Diploma Programme guide: Islamic History, February

23 ASSESSMENT DETAILS External Assessment Paper (1hour) Pre-Islamic Arabia or Islamic Dynasties AH41 247/AD HL 20% SL 25% This paper assesses candidates ability to understand and interpret previously unseen historical documents. The questions will be based on one of the topics. The topics on which the questions are set are prescribed in advance. Beginning from the first examination session of the new syllabus in 2003, documents will be based on the following topics: Pre-Islamic Arabia or Islamic Dynasties AH41 247/AD The period of the Rightly Guided Caliphs or The Mongols AH /AD The period of the Rightly Guided Caliphs or The Mongols AH /AD The Caliphate and the Imamate or The Crusades: the threat from the West AH /AD There will normally be three or four documents for each topic. The documentary sources will be primary or secondary and will be either written or pictorial. Documentary sources in examination paper 1 cannot be handled with confidence unless candidates have a strong grasp of the historical context of the prescribed topic. It is therefore essential that candidates are directed towards authoritative secondary sources which will provide them with a strong foundation in the prescribed topic. The following skills are assessed in this paper. Understanding: Marks are awarded according to the extent to which candidates can put into their own words the explicit message of the document or of selected parts of it. Candidates who interpret and explain the essential message of the document meet this criterion. Analysis: Marks are awarded according to the extent to which candidates can make inferences, perceive internal relationships, compare and contrast documents, and explain the meaning and significance of a document or a combination of documents. Evaluation: Marks are awarded according to the extent to which candidates can make an appropriate choice of evidence from the document with which to present an argument and can explain the criteria on which the choice is made. Application: Marks are awarded according to the extent to which the candidate can achieve understanding of the documents beyond what is possible from internal analysis alone, by applying relevant knowledge to them and by placing the documnets in a wider historical context. Synthesis: Marks are awarded according to the extent to which candidates can synthesize relevant knowledge at an appropriate level of breadth or depth. 1.5 There will be four questions on the documents. Candidates must answer all four questions. The maximum number of marks for this paper is IB Diploma Programme guide: Islamic History, February 2001

24 EXTERNAL ASSESSMENT Paper 2 (2 hours) HL 40% SL 50% This examination paper assesses the seven topics of the course. There will be two questions on each topic. Candidates are expected to demonstrate an awareness of a historical perspective and support their arguments with appropriate historical evidence. Evidence of thorough reading, research and synthesis will be rewarded. Candidates should adopt an analytical approach to essays, focusing on material and arguments relevant to the specific title of the essay. Candidates are required to answer three questions on two different topics. Each question is worth 20 marks and the maximum number of marks for this paper is 60. Paper 3 (HL only) (1½ hours) 20% This examination paper assesses the six options of the higher level Islamic history course. Two questions will be set on each of the options. Candidates are expected to demonstrate an awareness of a historical perspective and support their arguments with appropriate historical evidence. Evidence of thorough reading, research and synthesis will be rewarded. Candidates should adopt an analytical approach to essays, focusing on material and arguments relevant to the specific title of the essay. Candidates are required to answer two questions, each on a different option. Each question is worth 20 marks and the maximum number of marks for this paper is 40. IB Diploma Programme guide: Islamic History, February

25 ASSESSMENT DETAILS Markbands for Paper 2 and Paper 3 The markbands concentrate on positive achievement, although for lower levels failure to achieve may be included in the description. Markband If the answer does not achieve the standard described in markband 1 3, 0 should be recorded. There is very limited understanding of the question and very little evidence of historical knowledge or skills. There is almost no organizational structure and the answer is no more than a collection of generalizations, or a paragraph containing one or two relevant facts. There is a limited understanding of the question and although historical facts are present they are of marginal relevance to the question. There is a basic sense of structure but there is little evidence of historical skills. There is some understanding of the question and some relevant knowledge is used to support the answer. There is some description and explanation of historical events. There is a sense of structure but it is not sustained throughout the answer. The specific demands of the question are understood, and accurate and relevant knowledge is used to support the answer. Historical events are described and explained and different interpretations are identified. There is an ability to structure the answer but it may be largely chronological narrative or the argument is not always presented clearly. The specific demands of the question are clearly understood, and accurate and relevant knowledge is used effectively to support the answer. Historical events are clearly described and explained and there is some critical evaluation of different interpretations of events. The answer is structured in a clear and coherent way but it is not fully developed. The specific demands of the question are clearly understood, with detailed, relevant knowledge and appropriate examples being used effectively to support the answer. Historical events are fully described and explained and there is consistent evidence of the critical evaluation of different interpretations of events. The answer is fully developed and structured in a clear and coherent way. The specific demands of the question are fully understood, and detailed, relevant knowledge and appropriate examples are used incisively to support the answer. There is an awareness of alternative points of view in the description and explanation of historical events. There is consistent evidence of critical, reflective thinking in the evaluation of different interpretations of events and an understanding of the different approaches to writing history. The answer is fully developed and structured in a clear and coherent way with well-substantiated arguments. 22 IB Diploma Programme guide: Islamic History, February 2001

26 Internal Assessment General 1 INTERNAL ASSESSMENT Internal assessment is an integral part of the course at both higher level and standard level. It enables candidates to demonstrate the application of their skills and their knowledge of Islamic history and to pursue a personal interest without the time constraints associated with written examinations. 2 Guidance and Authenticity The internally assessed historical study must be the candidate s own work. However, it is not intended that candidates should decide on a title or topic and be left without guidance or support. The teacher should play an important role during both the planning stage and while the candidate is working on the study It is the responsibility of the teacher to ensure that candidates are familiar with:! the requirements of the type of historical study! the assessment criteria. Teachers and candidates will need to discuss the historical study. Candidates should be encouraged to initiate discussions with the teacher to obtain advice and information, and candidates will not be penalized for seeking guidance. However, if a candidate could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the Vade Mecum. Teachers must explain clearly to candidates that the internally assessed work must be entirely their own and that each candidate is required to sign a written declaration to this effect, verified by the teacher, when they submit their work for internal assessment. Teachers are required to ensure that the work submitted is the candidate s own. If in doubt, authenticity may be checked by discussion with the candidate on the content of the work and scrutiny of one or more of the following:! the candidate s initial proposal! the first draft of the written work! the references and bibliography cited! the style of writing compared with work known to be that of the candidate. As part of the learning process, teachers can give advice to candidates on a first draft of the study. This advice should be in terms of the way the study could be improved but this draft must not be heavily annotated or edited by the teacher. Constant drafting and redrafting is not allowed and after this first draft the next version handed to the teacher must be the final one. The same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay. IB Diploma Programme guide: Islamic History, February

27 ASSESSMENT DETAILS Historical Study Relating the Past to the Present 1 Introduction 2 The historical study enables candidates to demonstrate the application of their skills and knowledge to an area which interests them but which need not necessarily be syllabus related. The emphasis is on a specific historical study which develops and applies the skills of a historian, that is, making sense of examining differing source material, interpretations and explaining how themes from Islamic history recur in modern history. The study is not a major piece of research nor should it be written up as an essay: candidates should use the structure outlined in section 3 below. The internal assessment allows for flexibility and should encourage candidates to use their own initiative. Requirements Candidates produce a written historical study of words showing how knowledge of an event in Islamic history leads to an understanding of the present or how an event in Islamic history has influenced the present. This exercise also develops candidates critical and analytical skills through reflection on the historical study they carry out. The starting point for the study could be one of the topics or options of the course but candidates could choose any other subject which interests them. Suitable topics might include:! a historical topic using primary written sources in Arabic or in translation Examples: an aspect of the life of any historical figure either within or outside the dates of the syllabus; a battle or siege; veiling; divorce; banking and usury.! a study of a current historical problem using documents, which could include newspapers, videos, speeches, pamphlets Examples: the status of Jerusalem today; an aspect of the relationship between Iran and Iraq; Hizbollah; Hamas; the status of Christians in Egypt; the succession problem in Jordan; the modern situation of the dhimmis.! historical topic based on fieldwork, for example visits to a museum, an archaeological site, a battlefield, a mosque Examples: this study could be undertaken either by a visit to any of the above or through the use of secondary sources, including maps and illustrations available as texts or on the World Wide Web.! a report based on oral interviews Examples: the Palestinian problem; being a Muslim in a non-muslim country; conversion; divorce.! an investigation based on the interpretation of a novel, play, film, works of art Examples: novel Samarqande by Amin Maalouf; play Al-Hallaj by Salah Abdel Saloun; films Al-Risala (The Message), Gav (The Cow); a poster used for political propaganda; astrolabes, pots, carpets. 24 IB Diploma Programme guide: Islamic History, February 2001

28 INTERNAL ASSESSMENT Whichever approach is chosen the study must relate the past to the present and show how knowledge of an aspect of Islamic history can help an understanding of the present. For the purpose of this study the past is interpreted as the period up to about AH1008/AD1600, where the syllabus concludes, and the present is interpreted as the period from the end of the Ottoman empire in AH1342/AD Structure of the Historical Study Candidates will produce their study under five headings, which correspond to the assessment criteria. A Plan of the study approximately 250 words Candidates should:! define the area and focus of the study! provide a rationale for the choice! describe the methodologies to be used in the study! state the expected outcome(s). Candidates should state the precise focus of the study and set it in its historical context, indicating which event or subject in the present is being linked to which period in Islamic history. Candidates should explain why they have chosen this particular subject and describe the methods to be followed in the study, for example, examination of primary sources, visit to historical site, interviews. Candidates should state what they expected to learn before they examined the subject in greater detail. B Description of the chosen subject approximately 350 words Candidates should:! describe the chosen subject as presented in the majority of sources. Candidates should describe how the majority of sources explain the influence of the past on the present with reference to the particular focus of the study. C Explanation and analysis of alternative interpretations and sources approximately 500 words Candidates should:! provide an explanation of at least one alternative interpretation of the subject! assess the reliability of the sources used, including their historical and cultural context, purpose and impact. In their evaluation candidates should refer to the origin, purpose, value and limitations of the sources they used and show how they differed. (A bibliography or list of sources must be included see Criterion E but will not be included in the word count.) IB Diploma Programme guide: Islamic History, February

29 ASSESSMENT DETAILS D Evaluation of the study approximately 400 words Candidates should:! discuss the relevance of the study to an understanding of the present! state the actual outcome versus the expected outcome! describe the value of the study to the candidate and to the discipline of history. Candidates should explain what new understanding of the present they have gained through undertaking the historical study. They should describe what they have learned about the methods of interpreting and writing about history. E Bibliography Candidates should:! provide a detailed list of sources. no word limit 4. Management of the Study 4.1 Time allocation The fact that internal assessment is an integral component of the course at both higher and standard level should be reflected in the total time allocated to the historical study. It is recommended that a total of approximately 25 hours should be allocated to the study. This should include:! time for the teacher to explain to candidates the requirements of the study! class time for candidates to work on their study! additional time spent outside normal class time for candidates to work on their own! time for consultation between the teacher and each candidate! time to review and monitor progress, and to check authenticity. 4.2 Record keeping The following information should be provided for the historical study:! title! date submitted! number of words! bibliography and references. 26 IB Diploma Programme guide: Islamic History, February 2001

30 INTERNAL ASSESSMENT Using the Internal Assessment Criteria Teachers should judge the internally assessed work against the assessment criteria using the markband descriptors. Different assessment criteria are provided for higher level and standard level. For each assessment criterion there are markband descriptors which concentrate on positive achievement. The aim is to find, for each criterion, the descriptor which conveys most adequately the level attained by the candidate s work using the best-fit model. When assessing a candidate s work, teachers should read the descriptors for each criterion until they reach a descriptor which most appropriately describes the level of the work being assessed. If a piece of work seems to fall between two descriptors, read both descriptors again and choose the one which more appropriately describes the candidate s work. Where there are two or more marks available within a markband the teacher should award the upper marks if the candidate s work demonstrates most or all of the qualities described. Teachers should award the lower marks if the candidate s work demonstrates some of the qualities described. Only whole numbers should be recorded: partial marks, fractions and decimals are not acceptable. Teachers should not think in terms of a pass/fail boundary but should concentrate on identifying the appropriate descriptor for each assessment criterion. The highest descriptors do not imply faultless performance but should be achievable by a candidate. Teachers should not hesitate to use the extremes if they are appropriate descriptions of the work being assessed. A candidate who attains a high level of achievement in relation to one criterion will not necessarily attain high levels of achievement in relation to the others. Teachers should not assume that the overall assessment of the candidates will produce any particular distribution of scores. It is recommended that the assessment criteria and the descriptors be available to candidates at all times. IB Diploma Programme guide: Islamic History, February

31 ASSESSMENT DETAILS Internal Assessment Criteria The historical study is assessed against five criteria which are related to the assessment objectives of the Islamic history course. Criterion A Criterion B Criterion C Criterion D Criterion E Plan of study Description of chosen subject Explanation and analysis of alternative interpretations and sources Evaluation of the study Bibliography Total 6 marks 4 marks 8 marks 5 marks 2 marks 25 marks A Plan of the study! How clearly is an appropriate area of study identified and justified?! How clearly is a methodology for the study stated? Markband No plan of the study is provided. There is a limited definition of the area and focus of the study. Inadequate reasons are given to justify the choice of subject. There is little attempt to describe the methods to be used in the study. The expected outcome of the study is not clearly stated. The area and focus of the study is defined. Some reasons are given to justify the choice of subject. The candidate makes some attempt to describe the methods to be used in the study. The expected outcome of the study is stated. The area and focus of the study is clearly defined. A reasoned statement is given to justify the choice of subject and appropriate methods to be used in the study are described. The expected outcome of the study is concisely stated and justified. 28 IB Diploma Programme guide: Islamic History, February 2001

32 INTERNAL ASSESSMENT B Description of the chosen subject! To what extent is the chosen subject described in a detailed and coherent way? Markband There is no description of the chosen subject. There is some attempt to provide a description of the chosen subject based on some knowledge and understanding. There is a relevant and comprehensive description of the chosen subject which demonstrates a consistently high level of knowledge and understanding. C Explanation and analysis of alternative interpretations and sources! How effective is the examination of alternative interpretations and sources? Markband There is no explanation or analysis of alternative interpretations of sources. There is little explanation of alternative interpretations of the chosen subject and a limited analysis of the value and reliability of sources. There is some explanation of alternative interpretations of the chosen subject. Some ability to analyse the value and reliability of sources is demonstrated. There is a full explanation of alternative interpretations of the chosen subject. The analysis of the value and reliability of sources is consistent and thorough. IB Diploma Programme guide: Islamic History, February

33 ASSESSMENT DETAILS D Evaluation of the study! To what extent is the study of the past relevant to an understanding of the present?! How effective is the explanation of the link between the expected and the actual outcome of the study? Markband There is no evaluation of the study. Little ability to make the study relevant to the present is demonstrated. There is little or no attempt to explain the link between the expected and the actual outcome of the study. The value of the study is not justified. Some ability to make the study relevant to the present is demonstrated. There is some attempt to explain the link between the expected and the actual outcome of the study and to justify the value of the study. An ability to make the study relevant to the present is demonstrated. There is a clear explanation of the link between the expected and the actual outcome of the study. The value of the study is convincingly presented. E Bibliography! How comprehensive and accurate is the bibliography of sources? Markband No bibliography is provided. A bibliography is provided but it is incomplete, or agreed conventions are not used. A comprehensive bibliography of all sources is provided, using agreed conventions. 30 IB Diploma Programme guide: Islamic History, February 2001