Turkey in the 20 th Century guide

Diploma Programme Turkey in the 20 th Century guide (formerly Turkish Social Studies) Guide produced for first examinations in May 2009 This edition revised in 2012/2013 For examinations in 2014 Turkey in the 20 th Century guide 1

Diploma Programme Turkey in the 20 th Century guide First produced in May 2007 Revised 2012/2013 International Baccalaureate Organization 2012 Turkey in the 20 th Century guide 2

Contents Introduction The Diploma Programme page 4 Nature of the subject 6 Aims 7 Assessment objectives 8 Assessment objectives in practice 9 Syllabus Syllabus outline 10 Syllabus content 11 Assessment Assessment in the Diploma Programme 13 Assessment outline 15 External assessment 16 Internal assessment 19 Appendices Glossary of command terms English 26 Glossary of command terms Turkish 27 For examinations in 2014 Turkey in the 20 th Century guide 3

The Diploma Programme The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. The Diploma Programme hexagon The course is presented as six academic areas enclosing a central core (see figure 1). It encourages the concurrent study of a broad range of academic areas. Students study: two modern languages (or a modern language and a classical language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university. Choosing the right combination Students are required to choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers. The courses are available for examinations in English, French and Spanish, with the exception of groups 1 and 2 courses where examinations are in the language of study. Turkey in the 20 th Century guide 4

The core of the hexagon All Diploma Programme students participate in the three course requirements that make up the core of the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme. The theory of knowledge course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. The extended essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service involves students in experiential learning through a range of artistic, sporting, physical and service activities. The IB mission statement and the IB learner profile The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfill the aims of the IB, as expressed in the organization s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization s educational philosophy. Academic honesty Academic honesty in the Diploma Programme is a set of values and behaviours informed by the attributes of the learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. All course work including work submitted for assessment is to be authentic, based on the student s individual and original ideas with the ideas and work of others fully acknowledged. Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects. For further information on academic honesty in the IB and the Diploma Programme, please consult the IB publications Academic honesty, The Diploma Programme: From principles into practice and the General regulations: Diploma Programme. Specific information regarding academic honesty as it pertains to external and internal assessment components of this Diploma Programme subject can be found in this guide. Acknowledging the ideas or work of another person Coordinators and teachers are reminded that candidates must acknowledge all sources used in work submitted for assessment. The following is intended as a clarification of this requirement. Diploma Programme candidates submit work for assessment in a variety of media that may include audio/visual material, text, graphs, images and/or data published in print or electronic sources. If a candidate uses the work or ideas of another person the candidate must acknowledge the source using a standard style of referencing in a consistent manner. A candidate s failure to acknowledge a source will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee. The IB does not prescribe which style(s) of referencing or in-text citation should be used by candidates; this is left to the discretion of appropriate faculty/staff in the candidate s school. The wide range of subjects, three response languages and the diversity of referencing styles make it impractical and restrictive to insist on particular styles. In practice, certain styles may prove most commonly used, but schools are free to choose a style that is appropriate for the subject concerned and the language in which candidates work is written. Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum information given includes: name of author, date of publication, title of source, and page numbers as applicable. Turkey in the 20 th Century guide 5

Candidates are expected to use a standard style and use it consistently so that credit is given to all sources used, including sources that have been paraphrased or summarized. When writing text a candidate must clearly distinguish between their words and those of others by the use of quotation marks (or other method like indentation) followed by an appropriate citation that denotes an entry in the bibliography. If an electronic source is cited, the date of access must be indicated. Candidates are not expected to show faultless expertise in referencing, but are expected to demonstrate that all sources have been acknowledged. Candidates must be advised that audio/visual material, text, graphs, images and/or data published in print or in electronic sources that is not their own must also attribute the source. Again, an appropriate style of referencing/citation must be used. Special educational needs Schools must ensure that equal access arrangements and reasonable adjustments are provided to candidates with special educational needs that are in line with the IB documents Candidates with special assessment needs and Special educational needs within the International Baccalaureate programmes. Turkey in the 20 th Century guide 6

Nature of the subject Turkey in the 20th Century, formerly known as Turkish Social Studies, is a school-based syllabus that was initially developed in 2000 by a team of teachers from various schools, as a multidisciplinary offering based on the requirements of the Turkish national curriculum for history, geography and sociology, and incorporating an international perspective. The purpose was to offer a means of including a nationally mandated requirement within the IB Diploma Programme for Turkish schools. Turkey is located geographically at the junction of two continents, and culturally at the confluence of at least two great civilisations. This has influenced its history and culture as much as it has enabled it to influence her neighbours. The purpose of the subject is to explore this interchange of influences, using concepts and analytical frameworks from each of the separate disciplines required in the Turkish national curriculum. An international perspective is included to make students aware of the role that Turkey might play in the region, as well as of the perceptions of other societies about this country. The syllabus that was produced for first examination in May 2009 was revised to take account of changes in the nationally mandated syllabus, and was intended to give much more prominence to a contemporary international perspective, and to move the learning and assessment towards a greater integration of the three disciplines. The syllabus was accordingly re-organised into six major topics, each with its own historical, geographical and sociological dimensions. The assessment was also revised to reflect this change. This new edition of the subject guide has been produced to reflect changes in the subject assessment that have been brought into force since the guide was first written. In this edition, standard information that is normally provided in IB guides has been added, e.g. a description of the Diploma Programme, and general guidance on supervising internal assessment work. The six themes of the syllabus have been more correctly defined as topics: apart from this reclassification, no changes have been made to the content of the syllabus. Turkey in the 20 th Century guide 7

Aims Group 3 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. Turkey in the 20 th Century aims The aims of Turkey in the 20 th Century are to: 1. Develop skills and knowledge that respond to the developing needs of the 21 st century. 2. Provide a basic knowledge of the disciplines of history, geography and sociology in order to understand the political, social and cultural structure of Turkey in the 20 th century. 3. Recognize the political, economic and cultural impact of developments that occurred in Europe and the rest of the world on the history, geography and sociology of Turkey in the 20 th century. 4. Develop an appreciation of historical, geographical and sociological inquiry from various perspectives. 5. Develop a deeper appreciation and sensitivity towards Turkish national culture and history through an understanding and respect for different cultures in Europe and the world. Turkey in the 20 th Century guide 8

Objectives By the end of the course, the student should be able to: 1. Demonstrate a sound knowledge of the historical, sociological and geographical developments that have occurred in Turkey since the nineteenth century. 2. Demonstrate an understanding of the international political, social and cultural influences on Turkey since the nineteenth century and the role of Turkey in world affairs in the twentieth century. 3. Critically appraise sources of information and evidence from a range of different disciplinary perspectives. 4. Employ concepts, terms and techniques, and use language appropriate to social enquiry, to analyse and evaluate social processes and historical events and trends. 5. Present clear, relevant and well-substantiated arguments about, and interpretations of, Turkish society, culture and politics. Turkey in the 20 th Century guide 9

Assessment objectives in practice Objective Knowledge and Understanding 1, 2, 3, 4 Application and Evaluation of Data and Evidence 3 Quality and Analysis and Interpretation 1, 2, 3, 4 Appropriateness of methodology and language to social research 3, 4 Project Format 5 Turkey in the 20 th Century guide 10

Syllabus Syllabus outline Syllabus component Teaching hours There are six topics. Topic 1: Turkey at the beginning of the 20 th Century Topic 2: The foundations of the Turkish Republic 1923 1945 Topic 3: The global changes between the world wars and their effects on Turkey 1918 1939 Topic 4: Turkey under pressure during World War II Topic 5: Reconstruction, democracy and developments in the region 1945 1985 Topic 6: The effects of globalization and the dialogue with Europe 1985 2000 Total teaching hours 150 It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the Turkey in the 20 th century course. At SL the minimum prescribed number of hours is 150 hours. Turkey in the 20 th Century guide 11

Syllabus content TOPIC HISTORY GEOGRAPHY SOCIOLOGY 1. TURKEY AT THE BEGINNING OF THE 20 TH CENTURY World War I the beginning and the spread of conflict; the participation of the Ottoman empire; the withdrawal of Russia and the entry of the US. Post war conferences and treaties, and the collapse of the Ottoman Empire; The Turkish War of Independence; The treaties of Sèvres and Lausanne, and the Mudanya Cease-Fire agreement. The demographic and economic effects of the Industrial Revolution. The effects of the war on the demography of Turkey. Social effects of the Industrial Revolution. development of the state and civil society; the notion of citizenship and the individual, and their rights; capitalism and class; gender and family issues; the social effects of World War I and the War of Independence. 2. THE FOUNDATION OF THE TURKISH REPUBLIC (1923-1945) The abrogation of the caliphate and the transition to a multiparty system; The social and political reforms of Atatürk and the resistance against them. Demographic and economic developments in the first years of the Republic. Social reforms: education, the status of women; secularism (laicism). 3. THE GLOBAL CHANGES BETWEEN THE WORLD WARS AND THEIR EFFECTS OVER TURKEY (1918-1939) Turkey s search for a foreign policy and a place in the comity of nations: the Balkans agreement; the Montreux Straits Pact; The economic effects of the global depression. The growth of Fascism in Europe and Japanese militarism. the Sadabad Pact; the Hatay issue. The Spanish Civil War. 4. TURKEY UNDER PRESSURE DURING WORLD WAR 2 Turkish neutrality during World War II; The rise of Japan, China and the USSR. The course of the war and its consequences. Economic consequences of the war on Turkey. The social effects of World War II; The development of global institutions as a consequence of the war. Turkey in the 20 th Century guide 12

5. RECONSTRUCTION DEMOCRACY AND DEVELOPMENTS IN THE REGION (1945-85) The development of the Cold War in Europe and Asia, and its effects on Turkey; The Israel-Palestine conflict; Independence movements in former colonies; The formation of Yugoslavia. Demographic changes in the developing world and in Turkey. Changes in Turkey s economic structure and economic development. Regional economic developments: Turkey in the global economy. Democratization and the transition to a liberal economy. Urbanisation in Turkey and the effects of internal and external migration on Turkish society. Gender issues in a society in transition. Political developments in Turkey following the revival of multi-party democracy. 6. THE EFFECTS OF GLOBALIZATION AND THE DIALOGUE WITH EUROPE (1985-2000) Perestroika and Glasnost; The end of the Cold War; The disintegration of the USSR and the emergence of Central Asian republics and new states in Eastern Europe. New polarizations. Developments in the middle east. Political developments in Turkey. The formation of the EU, and Turkey s EU process. The globalized world economy and its effects on Turkey: the flows of capital, labour and trade, the growth of inequality. Turkey s membership of the European Customs Union, and EU policies towards Turkey. The political and cultural dimensions of globalization: the economic weakening of the nation-state; the sociology of terrorism; the search for new social identities; the growth of secularism, radicalism, and European efforts at socio-cultural integration. Popular culture, media communications. The growth of the Knowledge Society. Turkey in the 20 th Century guide 13

Assessment Assessment in the Diploma Programme General Assessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessment are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB. There are two types of assessment identified by the IB. Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students strengths and weaknesses in order to help develop students understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives. Summative assessment gives an overview of previous learning and is concerned with measuring student achievement. The Diploma Programme primarily focuses on summative assessment designed to record student achievement at or towards the end of the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course organization. For further information, see the IB Programme standards and practices document. The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to assessment judges students work by their performance in relation to identified levels of attainment, and not in relation to the work of other students. For further information on assessment within the Diploma Programme, please refer to the publication Diploma Programme assessment: Principles and practice. To support teachers in the planning, delivery and assessment of the Diploma Programme courses, a variety of resources can be found on the OCC or purchased from the IB store (http://store.ibo.org). Teacher support materials, subject reports, internal assessment guidance, grade descriptors, as well as resources from other teachers, can be found on the OCC. Specimen and past examination papers, as well as markschemes, can be purchased from the IB store. Methods of assessment The IB uses several methods to assess work produced by students. Assessment criteria Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work. Markbands Markbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor. Turkey in the 20 th Century guide 14

Markschemes This generic term is used to describe analytic markschemes that are prepared for specific examination papers. Analytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from the students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response. A markscheme may include the content expected in the responses to questions or may be a series of marking notes giving guidance on how to apply criteria. Turkey in the 20 th Century guide 15

Assessment outline First examinations 2013 Assessment component External assessment (3 hours) Paper 1 (1 hour 30 minutes) Based on topics: 1, 2 and 3. Three short-answer/structured questions, based on documents, statistical data or graphics. All of the questions will cover all three disciplines. Candidates answer all questions. (45 marks) Weighting 60% 30% Paper 2 (1 hour 30 minutes) Based on topics: 4, 5 and 6. Two extended-response questions on each topic. Each topic question will draw on two disciplines. The two questions for each topic will together will cover all three disciplines. Candidates answer two questions on any one topic. (40 marks) 30% Internal assessment An investigative project on any area of the syllabus. Approximately 20 hours. Candidates produce a research essay to include at least two disciplines. 1500-2000 words in length. (50 marks) 40% Turkey in the 20 th Century guide 16

External assessment Two different methods are used to assess students. Detailed markschemes specific to each examination paper Markbands The markbands are published in this guide. For paper 1, there is a paper-specific markscheme. For paper 2, there is a paper-specific markscheme and markbands. The markbands are related to the assessment objectives established for the Turkey in the 20th Century course and the group 3 grade descriptors. The markschemes are specific to each examination. External assessment details Paper 1 Duration: 1 hour 30 minutes Weighting: 30% Paper 1 is based on topics 1, 2 and 3 of the syllabus: Topic 1: Turkey at the beginning of the 20th Century Topic 2: The foundations of the Turkish Republic (1923-1945) Topic 3: The global changes between the world wars and their effects over Turkey (1918-1939) Paper 1 consists of three compulsory short-answer, structured questions, based on documents, statistical data or graphics. Each question will be split into sub-sections. All of the questions together cover all three of the disciplines taught in the Turkey in the 20 th Century course: history, geography and sociology. Paper 2 Duration: 1 hour 30 minutes Weighting: 30% Paper 2 is based on topics 4, 5 and 6 of the syllabus: Topic 4: Turkey under pressure during World War II Topic 5: Reconstruction, democracy and developments in the region (1945-1985) Topic 6: The effects of globalization and the dialogue with Europe (1985-2000) Paper 2 consists of six questions, two extended-response (essay) questions on each topic. Each topic question will draw on two of the Turkey in the 20 th Century disciplines. The two questions for each topic will together will cover all three disciplines. Candidates answer two questions on any one topic. Turkey in the 20 th Century guide 17

Markbands for paper 2 The generic markbands are intended to be read in conjunction with the paper-specific markscheme. The markbands concentrate on positive achievement, although for lower levels failure to achieve may be included in the description. Marks Level descriptor 0 If the answer does not achieve the standard described in markband 1-5, or is at the bottom end of that mark range, 0 should be recorded. At the bottom end of this mark range there is very little understanding of the question or relevant knowledge. appropriate skills and organizational structure are lacking. the student s answer is no more than a collection of generalizations or a paragraph or two of facts, bearing little relation to the question. 1-5 In the middle of this mark range little understanding is shown of the question, which is not addressed effectively. although some historical or geographical facts and comments are present they are limited, often inaccurate, and of marginal relevance. there is also very little evidence of appropriate skills and the structure is basic. At the top end of this mark range there is some indication that the question is understood. the question is partially addressed, and there is a limited amount of accurate and relevant knowledge. there is a limited demonstration of skills, focus and structure. 6-10 At the bottom end of this mark range the demands of the question are generally understood. the question may be answered with a relevant coherent argument, which is supported by limited material. alternatively, the answer contains accurate knowledge but is mainly descriptive or narrative, with only implicit analysis and few explanatory comments, or it is only made relevant by its conclusion. In addition: Answers relating to history demonstrate some attempt to structure an answer chronologically or analytically. Answers relating to geography and/or sociology demonstrate some attempt to structure an answer using appropriate concepts and terminology. At the top end of this mark range the demands of the question are understood and addressed, although not all the issues are considered. the answer is supported by accurate, relevant and adequate knowledge. In addition: Answers relating to history should have some evidence of analysis. Answers relating to geography and/or sociology should have an appropriate structure, and/or an understanding of relevant concepts and terminology. should include examples and case studies but these are limited in detail. Turkey in the 20 th Century guide 18

Throughout this mark range The demands of the question are effectively and relevantly addressed, in a structured framework. 11-15 In addition: Answers relating to history are clearly supported by appropriated factual knowledge demonstrate a consistent level of explicit understanding and analysis. Answers relating to geography and/or sociology are well-structured, and show an understanding of relevant concepts, and terminology examples case studies are included and are well chosen. Throughout this mark range The demands of the question are effectively and relevantly addressed in a clearly structured and focused essay. Arguments are detailed and well developed. 16-20 In addition: Answers relating to history demonstrate a consistent level of explicit understanding and ability. Where appropriate, the answer will demonstrate one or more of the following: a well developed awareness of historical processes a good conceptual ability a successful challenge to the assumptions implied in the question. Answers relating to geography and/or sociology show accurate, specific, in-depth understanding of relevant concepts and terminology. Include examples and case studies that are well-chosen and developed. demonstrate a good and well-balanced attempt at evaluation/synthesis. Turkey in the 20 th Century guide 19

Internal assessment Purpose of internal assessment Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught. Guidance and authenticity The research essay submitted for internal assessment must be the student s own work. However, it is not the intention that students should decide upon a title or topic and be left to work on the internal assessment component without any further support from the teacher. The teacher should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the teacher to ensure that students are familiar with: the requirements of the type of work to be internally assessed the assessment criteria; students must understand that the work submitted for assessment must address these criteria effectively. Teachers and students must discuss the internally assessed work. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and students must not be penalized for seeking guidance. However, if a student could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the Handbook of procedures for the Diploma Programme. It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the internally assessed work must be entirely their own. As part of the learning process, teachers can give advice to students on a first draft of the internally assessed work. This advice should be in terms of the way the work could be improved, but this first draft must not be heavily annotated or edited by the teacher. The next version handed to the teacher after the first draft must be the final one. All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed academic misconduct. Each student must sign the coversheet for internal assessment to confirm that the work is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the final version of the work to a teacher (or the coordinator) for internal assessment, together with the signed coversheet, it cannot be retracted. Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one or more of the following: the student s initial proposal the first draft of the written work the references cited the style of writing compared with work known to be that of the student. The requirement for teachers and students to sign the coversheet for internal assessment applies to the work of all students, not just the sample work that will be submitted to an examiner for the purpose of Turkey in the 20 th Century guide 20

moderation. If the teacher and student sign a coversheet, but there is a comment to the effect that the work may not be authentic, the student will not be eligible for a mark in that component and no grade will be awarded. For further details refer to the IB publication Academic honesty and the relevant articles in the General regulations: Diploma Programme. The same piece of work cannot be submitted to meet the requirements of both the internal assessment and an extended essay. Time allocation Internal assessment is an integral part of the Turkey in the 20th Century course, contributing 40% to the final assessment. This weighting should be reflected in the time that is allocated to teaching the knowledge, skills and understanding required to undertake the work, as well as the total time allocated to carry out the work. It is recommended that a total of approximately 20 hours should be allocated to the work. This should include: time for the teacher to explain to students the requirements of the internal assessment class time for students to work on the internal assessment component time for consultation between the teacher and each student time to review and monitor progress, and to check authenticity. Using assessment criteria for internal assessment For internal assessment, a number of assessment criteria have been identified. Each assessment criterion has level descriptors describing specific achievement levels, together with an appropriate range of marks. The level descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description. Teachers must judge the internally assessed work against the criteria using the level descriptors. The aim is to find, for each criterion, the descriptor that conveys most accurately the level attained by the student, using the best-fit model. A best-fit approach means that compensation should be made when a piece of work matches different aspects of a criterion at different levels. The mark awarded should be one that most fairly reflects the balance of achievement against the criterion. It is not necessary for every single aspect of a level descriptor to be met for that mark to be awarded. When assessing a student s work, teachers should read the level descriptors for each criterion until they reach a descriptor that most appropriately describes the level of the work being assessed. If a piece of work seems to fall between two descriptors, both descriptors should be read again and the one that more appropriately describes the student s work should be chosen. Where there are two or more marks available within a level, teachers should award the upper marks if the student s work demonstrates the qualities described to a great extent. Teachers should award the lower marks if the student s work demonstrates the qualities described to a lesser extent. Only whole numbers should be recorded; partial marks (fractions and decimals) are not acceptable. Teachers should not think in terms of a pass or fail boundary, but should concentrate on identifying the appropriate descriptor for each assessment criterion. The highest level descriptors do not imply faultless performance but should be achievable by a student. Teachers should not hesitate to use the extremes if they are appropriate descriptions of the work being assessed. A student who attains a high achievement level in relation to one criterion will not necessarily attain high achievement levels in relation to the other criteria. Similarly, a student who attains a low achievement level for one criterion will not necessarily attain low achievement levels for the other criteria. Teachers should not assume that the overall assessment of the students will produce any particular distribution of marks. It is recommended that the assessment criteria be made available to students. Turkey in the 20 th Century guide 21

Internal assessment details Investigative project Duration: 20 hours Weighting: 40% The investigative project is a problem-solving activity that enables students to demonstrate the application of their skills and knowledge to a topic in the Turkey in the 20 th Century syllabus that interests them. The internal assessment allows for flexibility and should encourage students to use their own initiative. The emphasis must be on a specific inquiry that enables the student to develop and apply the skills of at least two of the three disciplines of the Turkey in the 20 th Century course, i.e. history, geography and sociology. They will investigate their chosen topic by selecting and analysing a good range of source material and managing diverse interpretations. The activity demands that students search for, select, evaluate and use evidence to reach a relevant conclusion. Scope of the investigative project The focus of the investigative project need not be confined to Turkey alone, as long it is clearly related to one of the six topics in the course, and as long as it integrates at least two of the three disciplines that are the basis of the course. The topic, as well as the disciplines deployed, should be stated in full on the title page of the project. The investigation will be internally assessed by the teacher and externally moderated by the IB. Choice of topic Students should choose their own topic, with the teacher s guidance and approval. The topic should be worthwhile and of interest to the student. Teachers must approve the topic for investigation and the research question before work is started. They must ensure that there are sufficient sources to support the investigation, and that it can be assessed by the criteria for internal assessment. Students must be aware of ethical considerations when undertaking any investigation. They must show sensitivity and respect confidentiality. Students are required to provide references or acknowledgments for all sources used. Failure to do this is considered a serious omission please see page 5: Acknowledging the ideas or work of another person. Total: 1,500 2,000 words 50 marks Internal assessment criteria The research essay is assessed against six criteria that are related to the objectives for the Diploma Programme Turkey in the 20 th Century course. Criterion A Knowledge and Understanding 10 marks Criterion B Application and Evaluation of Data and Evidence 10 marks Criterion C Quality of Analysis and Interpretation 10 marks Criterion D Appropriateness of Methodology and Language to Social Research 10 marks Criterion E Project Format 10 marks Total 50 marks Turkey in the 20 th Century guide 22

Internal assessment criteria A Knowledge and Understanding Mark Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 2 The work shows very little knowledge of facts, and no understanding of the relevant issues or problems. 3 4 The work shows rudimentary knowledge of facts, and limited understanding of the relevant issues or problems. 5 6 The work shows a basic knowledge of the facts, and an adequate understanding of the issues or problems. 7 8 The work shows a thorough knowledge of relevant facts, and a good understanding of their relationship with the issues or questions under discussion. 9 10 The work shows an extensive knowledge of the facts and their sources, and a thorough and critical understanding of their relationship with the issue or question under discussion. B Application and Evaluation of Data and Evidence Mark Level descriptor 0 The student has not reached a standard described by any of the descriptors below. 1 2 The use of data or evidence is very limited; those presented are rarely relevant, of poor quality, and do not support the discussion and conclusions. No attempt has been made to analyse or evaluate the data. 3 4 Use of data and evidence is generally limited. Those presented are often irrelevant, of poor quality, and do little to support the discussion and conclusions. Attempts have rarely been made to analyse or evaluate the data presented. 5 6 Data and evidence have been presented, but are sometimes irrelevant, poor in quality or give insufficient support to the discussion or conclusions. Some attempts have been made to analyse and interpret or evaluate the data or evidence. 7 8 Relevant data and evidence have been clearly presented to support discussions and conclusions, after sufficient analysis and some critical evaluation. 9 10 Relevant data and evidence have been clearly presented to support discussions and conclusions. They have also been correctly analysed, critically evaluated, and alternative interpretations have been considered. Turkey in the 20 th Century guide 23

C Quality of Analysis and Interpretation Mark Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 2 The discussion fails to develop beyond simple narrative. A very rudimentary attempt at analysis/interpretation is made, if at all. Little or no attempt has been made to provide a conclusion which is consistent with the discussion. 3 4 There is a limited attempt at analysis/interpretation. The discussion rarely develops beyond simple narrative, and/or attempts an incomplete or flawed argument to address the question/thesis. Where an evaluation is appropriate, it is subjective and poorly substantiated. Some attempt is made to present a conclusion consistent with the arguments. 5 6 The analysis/interpretation is not always thorough or correct. The argument addresses the question/thesis, but contains occasional minor flaws. Where an evaluation is appropriate, some attempt has been made to substantiate it. The conclusion follows from the discussion, but is not completely stated. 7 8 A competent analysis/interpretation is presented. The argument addresses the question/thesis, and is convincingly presented. A well substantiated evaluation is presented, when appropriate. The conclusion follows from the discussion. 9 10 An exemplary analysis/interpretation is performed with skill and understanding. A convincing, well-organised and clearly expressed argument is presented addressing the question/thesis. Any evaluations are fully substantiated. The conclusion is clearly stated, consistent with the discussion, and clearly indicates the limitations of the thesis/question, and the further unresolved questions emerging from the discussion. D Appropriateness of Methodology and Language to Social Research Mark Level descriptor 0 The student has not reached a standard described by any of the descriptors below. 1 2 The student has demonstrated little or no grasp of relevant concepts, terms and techniques. There is minimal application of skills, if any. The language used is inappropriate to social enquiry. 3 4 The student has demonstrated only a limited grasp of concepts, terms and techniques. There is infrequent evidence of relevant skills. Terms and concepts are often wrongly applied. The register is often inappropriate for social science enquiry. 5 6 The student has demonstrated an adequate grasp of the relevant concepts, terms and techniques. The work sometimes shows evidence of a limited range of skills. The register is sometimes inappropriate for social science enquiry, but the overall effect is satisfactory. 7 8 The student has demonstrated a good grasp of relevant concepts, terms and techniques. The work generally shows application of a wide range of skills. The register is consistently appropriate for social science enquiry. 9 10 The student has demonstrated an excellent grasp of relevant concepts, terms and techniques. The work consistently shows application of a wide range of skills. Turkey in the 20 th Century guide 24

E Project Format Mark Level descriptor 0 The student is unable to meet the standards mentioned in the following descriptions. 1 2 Overall presentation and neatness are poor. The project lacks a title page, table of contents or page numbers. The word count may not be within the word limits. Data or illustrations are untidy, have major flaws and/or ineffectively used. The project lacks a structure. 3 4 Overall presentation and neatness are poor. The word count is within the word limits, and the project has a title page, table of contents and pages are numbered. Data and illustrations are sometimes inappropriate. The project has an introduction, body and conclusion, but each of them lacks structure individually. 5 6 Overall presentation and neatness are satisfactory. The word count is within the word limits, and the project has a title page, table of contents containing chapter headings, and pages are numbered. Data and illustrations are generally appropriate and support the text. Footnotes are occasionally used, not always appropriately. The project has an introduction, body and conclusion. The structure is consistent with the table of contents. 7 8 Overall presentation and neatness are good. The word count is within the word limits, and the project has a title page, table of contents containing chapter headings and pages are numbered. Data and illustrations are well placed in the body of the text to support the argument. Footnotes are appropriately used to amplify terms or introduce details and clarifications. Appendices, if provided, are appropriate. The project has an introduction, body and conclusion, and each has a clear structure, and is consistent with the table of contents. 9 10 Overall presentation and neatness are excellent. The word count is within the word limits, and the project has a title page, table of contents showing chapter headings and pages are numbered. Data and illustrations are well placed in the body of the text to support the argument. Footnotes are appropriately used to amplify terms or introduce details and clarifications. Appendices, if provided, are appropriate. The project has an introduction, body and conclusion, and each has a structure clearly indicated by headings or other means, and is consistent with the table of contents. Turkey in the 20 th Century guide 25

Appendices Glossary of command terms Command terms with definitions Students should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way. Analyse Classify Compare Compare and contrast Contrast Define Describe Discuss Distinguish Estimate Evaluate Examine Explain Explore Identify Interpret Investigate Justify Outline State Suggest To what extent Break down in order to bring out the essential elements or structure. arrange or order by class or categories. Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout. Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout. Give the precise meaning of a word, phrase, concept or physical quantity. Give a detailed account. 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. Make clear the differences between two or more concepts or items. provide an answer that can have a small margin of error and still be acceptable. Make an appraisal by weighing up the strengths and limitations. Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Give a detailed account including reasons or causes. Undertake a systematic process of discovery. Provide an answer from a number of possibilities. Use knowledge and understanding to recognize trends and draw conclusions from given information. Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions. Give valid reasons or evidence to support an answer or conclusion. Give a brief account or summary. Give a specific name, value or other brief answer without explanation or calculation. Propose a solution, hypothesis or other possible answer. 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. Turkey in the 20 th Century guide 26

Turkey in the 20 th Century guide 27