Formulating a research question
A good IA relies more than anything else on a good starting point: a well-defined, narrow question with some element of a debate.
The question...
A potential template for an IA question is as follows:
To what extent (or another command term) +
A verb (is, was, were, are) +
A person/group/region/ideology/event (something specific) +
An action verb like: cause, stop, influence, affect, significant, cause, consequence something juicy +
A person/group/region/ideology/event (something specific) +
A time frame or a country.
Do not explore the obvious. A title like, "Was Lenin an important figure in the Russian Revolution?" is redundant because everyone knows, without exploring or investigating anything, that he was. Remember, this is an investigation. Your title should enable you to explore and investigate different views of the historical period you choose. "To what extent was Lenin's political ambition more important in bringing about the Russian Revolution than the failures of Nicholas II's reign?" could be a more appropriate title.
Planning your historical investigation
How to start your IA? Below are some tips from the IB:
Ideas for finding a topic and formulating a question
Your IA can be about any topic in history, provided it's longer than 10 years ago. However, you could also consider choosing something that falls within the realm of your IB course. Start with your course overview and pick an area of interest from there. This will allow you to gain extra depth and detail in a part of your syllabus which may come in handy on your exam. On the other hand, if you are truly passionate about a topic which is not on your syllabus, by all means, follow your interests.
Some sample questions can be found here.
The range
The IB History guide lists a few possible topic ideas for the IA;
Top tips for a good question
Work backwards
If you only have a broad topic like "Appeasement" or "The Medici Family" or "The Spanish Civil War", you can narrow it down by first looking at what sources are available to you. Locate a really good source (primary or secondary) and build up your research question from there.
Again: A good IA relies more than anything else on a good starting point: a well-defined, narrow question with some element of a debate.
The question...
- Should allow for a point to be made, or a debate to be settled. It should not lead to a simple narrative.
- Must be specific – narrow it down as much as you can.
- Should have focus – date, time frame, geography, event (turning points are good)
- To what extent . . . or How far . . . style questions best. (See command terms below)
- Must be able to be answered within 2200 words
- Must be focused on an event with a cut off date of 10 years before the submission date.
- Is there a sufficient range of resources for the study of the topic?
A potential template for an IA question is as follows:
To what extent (or another command term) +
A verb (is, was, were, are) +
A person/group/region/ideology/event (something specific) +
An action verb like: cause, stop, influence, affect, significant, cause, consequence something juicy +
A person/group/region/ideology/event (something specific) +
A time frame or a country.
Do not explore the obvious. A title like, "Was Lenin an important figure in the Russian Revolution?" is redundant because everyone knows, without exploring or investigating anything, that he was. Remember, this is an investigation. Your title should enable you to explore and investigate different views of the historical period you choose. "To what extent was Lenin's political ambition more important in bringing about the Russian Revolution than the failures of Nicholas II's reign?" could be a more appropriate title.
Planning your historical investigation
How to start your IA? Below are some tips from the IB:
- Start by identifying a general area of interest.
- Narrow it down to a specific question or area of investigation.
- Choose a working title that may be changed or refined at a later stage.
- Make sure sufficient resources can be obtained for the planned investigation. (See: The Research Process)
- Read widely around the area of study and note down resources used.
- Review the research question and refine it if necessary.
- Take notes from resources, gathering evidence and diverse opinions.
- Ensure accurate use of referencing.
- Sort evidence thematically or chronologically.
- Choose two suitable sources to evaluate in section 1.
- Review your analysis. Check for differing viewpoints where appropriate.
- Write the investigation, according to IB guidelines.
Ideas for finding a topic and formulating a question
Your IA can be about any topic in history, provided it's longer than 10 years ago. However, you could also consider choosing something that falls within the realm of your IB course. Start with your course overview and pick an area of interest from there. This will allow you to gain extra depth and detail in a part of your syllabus which may come in handy on your exam. On the other hand, if you are truly passionate about a topic which is not on your syllabus, by all means, follow your interests.
Some sample questions can be found here.
The range
The IB History guide lists a few possible topic ideas for the IA;
- a historical topic or theme using written sources or a variety of sources
- a historical topic based on fieldwork, for example, a museum, archeological site, battlefields, places of worship such as mosques or churches, historic buildings
- a historical problem using documents (this could include newspapers)
- a local history study
- a historical study based on oral interviews
- a historical investigation based on interpreting a novel, film or work of art
- a historical investigation of cultural issues.
Top tips for a good question
- Your research question should not be too broad nor too narrow. It should be able to be treated within the 2200 word limit overall, and particularly within the 1300 suggested word limit for Section 2, the actual essay part of your IA. 1300 words is not a lot, so a specific, debatable question is a good idea.
- Your RQ (Research question) must not invite a narrative. For instance: "What were the causes of the XYZ civil war?" will only lead to you telling the story, it does not lead to any analysis, evaluation, judgement or debate. It would be better to go with "To what extent was XYZ's foreign policy a significant factor in causing the XYZ civil war?", which would lead to a better analysis.
The following is from an examiner’s report for a May session: “There were a few research questions that did not assist the candidate towards meeting the assessment criteria. Questions could be a little too broad and/or were not specific research questions at all. This led the candidate to write a rather vague narrative, which was based on inadequate evidence. It is, therefore, good practice for students to have research questions which are expressed in terms that do not invite the narrative." - The title of your IA should be phrased as a question.
- Speak to your teacher. Your topic should be approved by your teacher prior to doing the research.
Work backwards
If you only have a broad topic like "Appeasement" or "The Medici Family" or "The Spanish Civil War", you can narrow it down by first looking at what sources are available to you. Locate a really good source (primary or secondary) and build up your research question from there.
Again: A good IA relies more than anything else on a good starting point: a well-defined, narrow question with some element of a debate.
Useful command terms
Analyse: Break down in order to bring out the essential elements or structure.
Compare: Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare and contrast: Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Contrast: Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.
Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate: Make an appraisal by weighing up the strengths and limitations.
Examine: Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
To what extent: Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.
Compare: Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare and contrast: Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Contrast: Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.
Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate: Make an appraisal by weighing up the strengths and limitations.
Examine: Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
To what extent: Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.
