B.F.I. American Section History and Geography essays must follow a three part structure:
INTRODUCTION (with arguable thesis statement)
DEVELOPMENT (of the argument using your knowledge)
CONCLUSION
Be aware and never forget that HG essays are not “étude de document style” exercises. It is vital to have an analytical thesis statement which drives your essay. In addition, American Section essay paragraphs are shorter compared to what is expected in French HG essays.
How much are you expected to write in the exams?
Word count minimum objectives:
DBQ essays = 750 words + (four pages or more)
Regular essays = 1000 words + (upwards of six pages)
Introduction
Establish context (time, place, key terms and actors), and show understanding of instructions such as ‘To what extent’, ‘Analyse’, ‘Explain’, ‘Evaluate’ etc.
For Data Based Questions, it is not required to mention the documents in the introduction.
End with a clear and arguable thesis statement: aim for one sentence which answers the questions and directs your argument through an analytical angle.
Development/Body
This is where the line of analysis / argument identified in the thesis statement is developed making use of supporting evidence.
It is divided into short paragraphs.
The TEEC method can help you if you’re struggling: Topic Sentence = what the paragraph will prove. Use analytical expressions such as because, as a result of, or due to. (one sentence).Explanation Sentences = Explain the point made by the topic sentence, using specific key terms and dates. (Around three sentences). Evidence Sentences = Prove your argument with evidence: using direct or indirect quotes and/ or specific examples of phenomena. **Always use key terms and dates!** Clincher = Summarize/restate your point. This is a good place to transition to the next paragraph’s idea. (One sentence).
Conclusion
The Conclusion of the essay summarizes the evidence and restates your argument. You can do that by reformulating your topic sentences. Do not introduce new information in the conclusion. Do not open up to a new issue. Always stay relevant to your argument. It should have a “drop the mic” ending.
Some important points to bear in mind about Data Based Questions:
A DBQ demands as essay response not a commentary. A DBQ is an essay that answers a question using documents to support the answer to the question, along with other evidence. This answer must also include an analysis of the values and limitations of the document.
Thing to remember about the DBQ essays: The documents are there in service to the answer and the values and limitations of these documents must be discussed in the essay. Basic responses will use phrases like ‘the source is useful because..’ or ‘however there are limitations because…’ whereas stronger responses will integrate this analysis throughout the essay.
Geography DBQ responses can point out which voices are not named or heard in a document and should use the issue of scale on maps as a limitation, provided this is explained.
Contextualizing
It is not necessary to mention the documents in the introduction (although it is possible). The first time you use a document, contextualize it by giving the type of document, the year, and the main idea.
Explain the context briefly. Address in your essay how the documents connect both to their context and the period in which they were produced.
Supporting
Use the documents throughout your essay to support your points as much as you can! However, there is no need to quote extensively from them. You do not have to use the documents in every paragraph. Careful! Don’t use the very French “we can see”.
As we can see in Document One, … → As shown in Document One…
We can observe in Document Two that… → Document Two depicts …
The Federalists argued for an energetic executive (Document 2).
Analyzing
When you use the documents for support, link your observations to outside knowledge, and analyze their values and limitations.
The values are what can be observed in the document that add to understanding.
Always link what you see in the document to your evidence. Use the document to prove your argument.
The limitations are what is absent from the source and the bias inherent within it. Absence of information in a source can be very telling and help you to advance your argument and analyze a situation. Bias must also be identified but you must explain how it is a limitation. Link your limitations to outside knowledge and evidence as well. Use them as a springboard to other points that connect to your thesis.
Compare and contrast the documents in a way which is relevant to your argument. Is there a theme evident in both docs? Do the documents show conflicting points of view? Are they complementary? Bring it up! What does it show or help to understand about the period?
If you aren’t 100% sure about your assertion and don’t want to seem overconfident, then use a modal construction such as “could be” or “may be”.
What is meant by bias in a document?
Bias is when the creator’s perspective is so strongly for or against something that the information in the source is unbalanced or prejudiced. All sources contain some degree of bias, but it is not always possible to detect it.
Bias can either be extremely positive or extremely negative.
If extremely positive, it is described as “pro-”, or “in favour of”, etc.
If extremely negative, it is described as “anti-”, or “strongly against”, etc.
If you cannot detect a bias, it is described as a “balanced” source.
Look for times in a source where any of the following happen:
When describing people or events, the language is too positive and does not admit anything negative
When describing people or events, the language is too negative and does not admit anything positive
The source fails to mention very important information of which you are aware
The source provides clearly incorrect information
If you noticed any of the above in your source, it indicates that the creator has a specific bias about the person or event and wants communicate in a way that positions the audience to see things from the same perspective.
When producing maps make sure there are no more than 10-15 symbols used in the legend (ideally 12).
Legends should be hierarchically categorized (through use of colour and size of symbols) using all four types of representation (areas, lines, arrows, points). Places and names must also be correctly labelled on the map.
The 4 basic types of symbols that can be included on your map in order to represent information are:
Areas (e.g. state at the heart of globalization)
Lines (e.g. a communication route such as a railway)
Arrows (e.g. merchandise flows)
Points (e.g. the location of a city)
This document explains how to construct a map and organize the legend in a hierarchical sense:
There are many different types of map projections that exist, some that you may come across in lessons include:
– the familiar Mercator projection which is less accurate with distance from the equator:
One of the most common criticisms of the Mercator map is that it exaggerates the size of countries nearer the poles (US, Russia, Europe), while downplaying the size of those near the equator (the African Continent). On the Mercator projection Greenland appears to be roughly the same size as Africa. In reality, Greenland is 0.8 million sq. miles and Africa is 11.6 million sq. miles, nearly 14 and a half times larger.
– the Lambert projection which projects the surface onto a cone:
– and the Breisemeister projection developed in 1953 which presents land masses more centrally and with less distortion:
Each has advantages and disadvantages, watch the video below for more explanation:
The final HG exam consists of a single 4-hour written paper at the end of Terminale and a 20 minute oral exam. Both exams will test your knowledge and understanding of themes studied in all of History and Geography during Terminale.
The Written Exam (coeff 10)
Each exam paper will contain two menus of exercises: Menu A (History Essay and Geography DBQ) and Menu B (Geography Essay and History DBQ) s.
You must choose either Menu A or Menu B and complete all of it. Both options contain an essay question which you must complete in 2 hours, leaving two hours to complete the DBQ.
The Speaking and Listening Exam (coeff 10)
Firstly, note how it is a speaking and listening exam – you, the candidate, must listen to the questions you are asked. Secondly, the exam is intended to be an exchange rather than an interrogation.
The oral exam falls into two sections: one half about History the other half about Geography.
Candidates will pull out a random piece of paper from an envelope on which will be written EITHER two Geography OR two History questions.
Candidates will then have 20 minutes to prepare for a 7 minute presentation (talk) in response to the question with 3 minutes of follow-up questions on the same subject (History or Geography) by the examiner.
In the last 10 minutes of the exam the examiner will ask the candidate approximately 10 questions about what the student has learnt in the subject not covered by the presentation (this means if the presentation was about a Geography topic then the second part of the exam will be about History, or vice versa).
Questions will come from the entire T°OIB HG course so you need to have affirm grasp of every chapter (even if you were absent and missed classes).
Remember: the exam assesses a student’s speaking and listening skills, and their ability to address the nuances of a question. The oral exam is an exchange between the student and the examiner and the most important part of this exchange is the question and answer session(s).
PLAGIARISM
Plagiarism – what does it mean? It is a word that sometimes confuses students and at the same time makes your teachers groan in despair. But never fear help is here!
Plagiarism fundamentally describes copying the work of another and submitting it as if it is your own work. It is a form of dishonesty and intellectual theft since someone who knowingly copies the work of another student, or knowingly copies something from an internet site and then submits it as if it were something they wrote, has stolen the work of someone else. That is not fair at all.
This video explains what plagiarism is (there are several forms):
This video explains how you can avoid plagiarism:
If you are still not sure about what plagiarism means and how you can avoid it just come and speak to one of us.
CdM
Course Description
In CdM students learn how to critically analyze sources, collaborate and conduct independent research on a subject which engages them and is linked to the key themes of the course (Thinking about Society, Living Together, Building a Common Future).
Each student will gather sources and find an international partner to guide them as they analyze the information they have collected to create their project which has a clear US-focus.
This is evaluated through a 20minute oral exam in which each student explains their finding and conclusions in addition to reflecting on their research journey.
THEME 1: Penser la sociéte (The evolution, structure and functioning of American society)
Pathways:
○ The social contract as the basis of political power
○ The federal system
○ Questions of religion and of faith
○ Equality and protection of the individual
○ The role and challenges of education
○ Evolving definitions of liberty and democracy
○ Public opinion and the media
○ The influence and power of Art and literature in society
○ The place of the USA in international organizations
○ How the USA is seen abroad
○ Questions of gender, sexuality, and identity
○ Gender and racial equality.
THEME 2: Habiter le monde (Integration and migration in the United States)
Pathways:
○ The use of rural and urban space in the USA
○ Sustainable development
○ Migration and movement
○ Cultural and linguistic diversity
○ Inclusion and exclusion in American society
THEME 3: Construire un avenir commun (Evaluating social progress and analyzing social challenges in the United States)
Pathways:
○ Exploitation and preservation of resources
○ The challenges of sustainable development
○ America’s artistic, intellectual, and technological future
Information about the 20 minute oral exam (taken at the end of T°BFI, coefficient 20)
Outline Structure of 10 minute presentation
Title / thesis
How you chose the project
How your projet links to the course
How you went about researching and finding a US based partner
Your findings and conclusions
10 minutes of follow up questions from the two examiners
The examiners will ask questions to clarify what you have presented and obtain more detail from you about your research journey including findings and research choices.
They may well want to know more about your motivations in terms of choosing your title, how you found your partner, your work methods and how you selected sources including reflection on the intercultural or cross-cultural elements of your project.
The purpose of these questions is to enable the examiners to evaluate your work and level of implication and to make sure the assessment criteria explained on the evaluation grid below has been sufficiently covered in order to award an appropriate grade.
You are permitted and encouraged to produce a visual support for your oral exam. This could be in the form of a single PowerPoint slide. The purpose of this support is to reinforce your talk and enable both you and the examiners to see the key points of your projet.
Log Book
Each student must keep a log book in which they record their research journey so that nothing important is forgotten from the 12-15 months invested in preparing for the oral exam.