I85PREP
⌘ K
European Baccalaureate History study materials
European Baccalaureate History study resources

European Baccalaureate History practice questions

One question at a time. Build your European Baccalaureate History understanding.

First 50 of 200 questions. Each one lists the choices, the correct answer, and an explanation. The checker at the top of this page saves progress in this browser when it is available.

Continue in the practice tool above to load more questions, 50 at a time.

Question 1Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History written examination, which set of papers makes up the five written papers that count toward the examination-based half of the final mark?

  1. The five written papers are the three compulsory subjects plus two electives chosen from any domain.
  2. The five written papers are the papers of the student's five examination subjects, including the oral-exam subject written component.
  3. The five written papers are the compulsory papers in the student's language section, mathematics, and the two elective options, plus the paper in the student's chosen advanced subject. Correct answer.
  4. The five written papers are the four compulsory subjects (language, mathematics, history, and a science) plus one elective.

Explanation

Under the European Baccalaureate structure, the written examinations correspond to the compulsory subjects, the elective options, and the advanced subject. The examination-based half of the final mark draws on these written papers together with the oral examinations.

Question 2Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate is asked to evaluate a primary source in the written paper. Which approach best reflects the historiographical skills the examination rewards?

  1. Summarising the source's content accurately and quoting its key sentences as evidence.
  2. Describing the source's genre and language style without assessing its reliability.
  3. Establishing the source's author, date, purpose and audience, then testing its claims against other evidence before drawing a conclusion. Correct answer.
  4. Judging whether the source agrees with the textbook account and rejecting it if it does not.

Explanation

Source evaluation in the History paper requires contextualisation of provenance and purpose, followed by corroboration and a reasoned judgement about reliability and usefulness. Quotation alone or stylistic description does not demonstrate critical historical method.

Question 3Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which statement correctly describes how the European Baccalaureate History written paper is marked?

  1. Marks are awarded only for factual recall, with essays graded on the number of correct dates.
  2. Marks are converted directly from the student's internal school grade in History.
  3. Marks are awarded against published assessment criteria that reward knowledge, understanding and the use of evidence, with marking moderated across schools. Correct answer.
  4. Marks are awarded holistically by a single examiner without a published mark scheme.

Explanation

The written papers are marked against published criteria covering knowledge, understanding, analysis and use of evidence, and results are moderated to ensure comparability across schools. Factual recall is necessary but not the sole basis of the mark.

Question 4Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History paper, a candidate must write an essay on the causes of the First World War. Which structure best meets the expected standard of argumentation?

  1. A chronological narrative of events from 1914 to 1918 with no explicit thesis.
  2. A list of the alliance systems with a short concluding paragraph.
  3. A thematic essay that presents a clear thesis, develops it through organised paragraphs with evidence, and acknowledges counter-arguments before concluding. Correct answer.
  4. A description of the Sarajevo assassination followed by a summary of the Treaty of Versailles.

Explanation

Essay questions reward a clearly stated thesis sustained by organised, evidence-based paragraphs, with awareness of alternative interpretations. Purely narrative or descriptive answers do not demonstrate the analytical skill the criteria require.

Question 5Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which pair of concepts is most useful for analysing change and continuity across a long period in a European Baccalaureate History essay?

  1. Continuity and change over time Correct answer.
  2. Similarity and difference
  3. Cause and consequence
  4. Significance and evidence

Explanation

The second-order concept of continuity and change over time directly addresses how far a period represents transformation or persistence. Cause and consequence, similarity and difference, and significance are related concepts but do not answer a change-and-continuity question.

Question 6Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate is asked to compare two interpretations of the French Revolution. Which response best demonstrates the required analytical skill?

  1. Summarising each interpretation in turn and stating which historian writes more elegantly.
  2. Choosing the interpretation that matches the candidate's own opinion and dismissing the other.
  3. Listing the publication dates of both works and noting which is more recent.
  4. Identifying the historians' differing claims, explaining the evidence and assumptions behind each, and evaluating which is better supported. Correct answer.

Explanation

Comparing interpretations requires identifying the claims, the evidence and assumptions on which they rest, and judging their relative strength. Personal preference or stylistic judgement does not constitute historical evaluation.

Question 7Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which feature distinguishes a primary source from a secondary source in a European Baccalaureate History examination?

  1. A primary source is unbiased, while a secondary source reflects the author's opinion.
  2. A primary source was produced at or near the time of the events studied, whereas a secondary source interprets events after the fact. Correct answer.
  3. A primary source is always handwritten, while a secondary source is printed.
  4. A primary source comes from an archive, while a secondary source comes from a library.

Explanation

The distinction rests on proximity to the events: primary sources originate in the period under study, while secondary sources analyse and interpret after the event. Neither medium, location nor supposed objectivity determines the category.

Question 8Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History written paper, what does the command word 'assess' typically require a candidate to do?

  1. Define key terms and give one example of each.
  2. Describe the main features of a topic in chronological order.
  3. Weigh evidence and reach a judgement about the extent, importance or validity of something. Correct answer.
  4. List the causes of an event without discussion.

Explanation

'Assess' asks for a judgement supported by weighed evidence, not mere description. Command words in the examination are designed to signal the cognitive demand expected in the answer.

Question 9Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate writing about the Cold War is asked to explain the significance of the Berlin Blockade. Which answer best meets the criteria for significance?

  1. It occurred in 1948 and lasted almost a year.
  2. It involved aircraft flying supplies into the city.
  3. It was the first major confrontation of the Cold War, revealed the division of Europe, and shaped subsequent alliance structures. Correct answer.
  4. It ended with the lifting of the blockade in 1949.

Explanation

Significance requires an argument about consequences and importance, not merely dates or description. The second option links the event to wider developments such as the division of Europe and alliance formation.

Question 10Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which type of question in the European Baccalaureate History paper most directly tests a candidate's ability to use quantitative or statistical evidence?

  1. A question requiring a narrative of a single battle.
  2. A question asking for a definition of a political ideology.
  3. A question requiring interpretation of a table of industrial production or population data. Correct answer.
  4. A question asking candidates to describe a painting's composition.

Explanation

Questions built on tables or graphs of economic or demographic data test the interpretation and use of quantitative evidence. The other options test conceptual, visual or narrative skills instead.

Question 11Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate must argue whether the Industrial Revolution improved living standards in nineteenth-century Europe. Which approach best satisfies the assessment criteria for a balanced argument?

  1. Presenting only evidence of poor urban conditions and concluding that living standards fell.
  2. Avoiding a conclusion so as not to appear biased.
  3. Presenting evidence on both wages and urban conditions, weighing them, and reaching a qualified conclusion. Correct answer.
  4. Presenting only evidence of improved wages and concluding that living standards rose.

Explanation

Balanced argumentation requires considering evidence on both sides and reaching a reasoned, qualified judgement. One-sided answers and answers without conclusions fail to meet the criteria for analysis and evaluation.

Question 12Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which statement best explains why historians' interpretations of the same event may legitimately differ?

  1. Because interpretations are purely personal opinions with no evidential basis.
  2. Because later historians always reject earlier ones entirely.
  3. Because one historian must always be mistaken.
  4. Because historians select and emphasise different evidence and ask different questions of it. Correct answer.

Explanation

Interpretations differ because historians ask different questions, select different evidence and apply different frameworks. This is a legitimate feature of the discipline rather than evidence that one account must be wrong.

Question 13Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History paper, a candidate is asked to analyse a political cartoon. Which element is most important to identify first?

  1. The identities of the figures and symbols depicted, and the message the artist conveys. Correct answer.
  2. The name of the newspaper in which it appeared, regardless of content.
  3. The artist's use of colour and line.
  4. The physical dimensions of the original cartoon.

Explanation

Analysing a cartoon requires decoding its figures, symbols and intended message before evaluating its standpoint. Technical or bibliographic details support this but do not replace the interpretation of meaning.

Question 14Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which form of evidence would be most appropriate for a candidate investigating the social impact of the Second World War on civilians?

  1. A list of generals and their commands.
  2. Diaries, letters and oral testimony from civilians. Correct answer.
  3. A map of military front lines.
  4. A treaty text signed by heads of state.

Explanation

Personal testimony such as diaries, letters and oral history directly illuminates civilian experience. Diplomatic texts, military maps and command lists address state-level or operational matters rather than social impact.

Question 15Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate is asked to explain the causes of the collapse of communism in Eastern Europe. Which answer best demonstrates analysis of long-term and short-term causes?

  1. A narrative of the events of 1989 in each country.
  2. An explanation separating long-term economic stagnation and legitimacy problems from short-term triggers such as reform movements and leadership decisions. Correct answer.
  3. A list of the dates on which each regime fell.
  4. A description of the role of one leader alone.

Explanation

Causal analysis requires distinguishing and connecting long-term structural pressures with short-term triggers. Narrative, chronology or single-actor explanations do not demonstrate this layered analysis.

Question 16Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which statement about the use of the first person in European Baccalaureate History essays is most accurate?

  1. The first person is banned entirely and no judgement may be expressed.
  2. Formal academic register is expected, with arguments presented impersonally and judgements supported by evidence. Correct answer.
  3. First-person statements such as 'I think' are required in every paragraph.
  4. Personal anecdotes are encouraged as evidence.

Explanation

The examination expects a formal academic register in which judgements are argued from evidence rather than asserted as personal opinion. Impersonal phrasing supports the analytical tone, but conclusions are still required.

Question 17Written examinations (five written papers; 35% of the examination-based half of the final mark)

In a European Baccalaureate History paper, what is the main function of a conclusion in an essay answer?

  1. To summarise each paragraph in the order it was written.
  2. To restate the thesis in the light of the argument and draw the judgement together. Correct answer.
  3. To apologise for the limits of the answer.
  4. To introduce new evidence not discussed in the body.

Explanation

A conclusion should return to the question, restate the thesis as refined by the argument, and draw the judgement together. Introducing new evidence or merely repeating paragraph order weakens the structure.

Question 18Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate must evaluate the reliability of a government propaganda poster from the 1930s. Which reasoning is most sound?

  1. The poster is unreliable for all purposes and should be ignored.
  2. The poster is valuable evidence of the regime's intended message, though not of the conditions it depicts. Correct answer.
  3. The poster is reliable because it was officially produced.
  4. The poster's reliability depends only on whether its claims are later proven true.

Explanation

Propaganda is reliable evidence of what a regime wanted people to believe, but its claims about reality require corroboration. Reliability is therefore purpose-dependent rather than absolute.

Question 19Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which term describes the historian's practice of reading a source 'against the grain' to recover the perspectives of people omitted from it?

  1. Reading for silences Correct answer.
  2. Presentism
  3. Teleology
  4. Anachronism

Explanation

Reading for silences involves interrogating what a source omits or marginalises in order to recover underrepresented perspectives. Anachronism, presentism and teleology are errors of temporal or causal distortion.

Question 20Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate writing on decolonisation is asked to evaluate the claim that independence in Africa was achieved mainly through peaceful negotiation. Which response demonstrates the strongest analysis?

  1. Rejecting the claim because one violent conflict occurred.
  2. Accepting the claim because several countries gained independence without major war.
  3. Describing the independence ceremonies of several countries.
  4. Testing the claim across several cases, distinguishing settler colonies from others, and concluding that the pattern varied by context. Correct answer.

Explanation

Evaluating a generalisation requires testing it across cases and identifying the conditions under which it holds. Simple acceptance or rejection from single examples, and mere description, do not meet the analytical demand.

Question 21Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which skill is primarily tested when a History paper asks candidates to 'compare and contrast' two revolutions?

  1. Evaluation of a single source's reliability
  2. Identification of similarities and differences across cases Correct answer.
  3. Chronological recall of dates
  4. Definition of key terms

Explanation

'Compare and contrast' directs candidates to identify similarities and differences between cases and to draw a conclusion from the comparison. The other options concern different historical skills.

Question 22Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate is asked to explain why the Treaty of Versailles was controversial in Germany. Which answer best meets the criteria for explaining causation?

  1. It was signed in 1919 in the Hall of Mirrors.
  2. It imposed territorial losses, military restrictions and reparations, which fuelled resentment and undermined the new republic's legitimacy. Correct answer.
  3. It was disliked by many Germans.
  4. It was followed by the Weimar Republic.

Explanation

A causal explanation identifies specific provisions and links them to the political consequences that made the treaty controversial. Restating that it was disliked or giving dates does not explain why.

Question 23Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which feature of a European Baccalaureate History essay most clearly signals evaluation rather than description?

  1. Frequent use of dates and proper nouns.
  2. Long quotations from primary sources.
  3. A detailed narrative of events.
  4. Explicit weighing of evidence and judgement about the question's central claim. Correct answer.

Explanation

Evaluation is signalled by explicit weighing of evidence and a judgement on the question's central claim. Dates, quotations and narrative may support an answer but do not by themselves constitute evaluation.

Question 24Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History written examination, what is the most appropriate way to handle a question on a topic the candidate has studied only briefly?

  1. Use the available knowledge to construct a reasoned argument, supported by relevant broader evidence and clearly framed. Correct answer.
  2. Fill the answer with unrelated material to reach the required length.
  3. Copy the wording of the question repeatedly as an introduction.
  4. Leave the question unanswered to avoid losing marks elsewhere.

Explanation

Examiners reward a coherent, evidence-based argument; using relevant broader knowledge and framing it clearly can still earn credit. Omission or padding forfeits marks that could be gained.

Question 25Written examinations (five written papers; 35% of the examination-based half of the final mark)

A source extract from a wartime newspaper reports a decisive victory. Which additional information would most help a candidate assess its reliability?

  1. The length of the article.
  2. The font in which the article was printed.
  3. The newspaper's circulation figures alone.
  4. The identity and standpoint of the newspaper, the date of publication and censorship conditions at the time. Correct answer.

Explanation

Assessing reliability requires knowing the source's origin, standpoint, timing and the conditions under which it was produced, such as censorship. Circulation, length or typography do not address the accuracy of the report.

Question 26Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History written paper, a candidate is asked to 'discuss' a statement about the origins of the First World War. Which approach best matches what this command word requires?

  1. List every event between 1879 and 1914 in strict chronological order
  2. Present arguments for and against the statement before reaching a reasoned position Correct answer.
  3. Summarise the statement in the candidate's own words without comment
  4. Describe only the interpretations that support the statement

Explanation

The command word 'discuss' in European Baccalaureate History papers calls for balanced consideration of competing positions followed by a justified judgement, not mere narration. Candidates should weigh evidence on both sides and make their own reasoned conclusion explicit.

Question 27Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History essay question on the Marshall Plan asks candidates to 'analyse' its consequences. Which opening paragraph best fits this requirement?

  1. A paragraph asserting that the plan was simply generous
  2. A paragraph quoting the total sum of aid distributed
  3. A paragraph recounting the speech in which the plan was announced
  4. A paragraph that breaks the consequences into economic, political and social dimensions and states the line of argument Correct answer.

Explanation

'Analyse' requires candidates to decompose the topic into its component parts and show how they relate, so a paragraph that separates economic, political and social consequences and announces an argument sets up analysis. The other openings supply narrative or assertion without structure.

Question 28Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate has 45 minutes for one essay in the European Baccalaureate History written examination. Which allocation of time is most appropriate?

  1. Thirty-five minutes writing, ten minutes copying the question
  2. Forty minutes writing continuously, five minutes reading the question
  3. About ten minutes planning and structuring, thirty minutes writing, five minutes checking Correct answer.
  4. Twenty minutes planning, twenty minutes writing, five minutes checking

Explanation

Examination guidance for essay-based papers recommends a short planning phase to establish structure and argument, the bulk of the time for writing, and a brief final check for accuracy and clarity. Planning for nearly half the time leaves too little for the answer itself.

Question 29Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History question asks candidates to 'evaluate the significance' of the Congress of Vienna. Which response best satisfies this command word?

  1. Weigh the short- and long-term consequences and judge how far the settlement shaped later European order Correct answer.
  2. Describe the territorial changes agreed at the congress in sequence
  3. State that the congress took place in 1814-1815
  4. Name the principal delegates and the states they represented

Explanation

'Evaluate significance' requires a judgement about importance supported by criteria such as durability and impact, not a description of the event. Weighing short- and long-term consequences supplies exactly that judgement.

Question 30Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate writing a European Baccalaureate History essay on Stalin's collectivisation wants to use a Soviet grain procurement statistic from 1932. Which use of the figure best meets the paper's expectations?

  1. Present the figure as the only evidence needed for the paragraph
  2. Insert the figure without comment as proof of the policy's success
  3. Round the figure to a whole number and move on
  4. Cite the figure and explain its provenance and limits before using it to support an argument about rural hardship Correct answer.

Explanation

Statistics in a History essay carry more weight when their origin and reliability are assessed and they are tied explicitly to the argument. Official Soviet procurement data in particular require contextualisation about reporting pressures.

Question 31Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History essay question asks about 'the extent to which' the Treaty of Trianon reshaped Hungarian society. Which structure best answers it?

  1. A list of every clause of the treaty
  2. A narrative of the peace conference from opening to signature
  3. A sustained judgement on how far change occurred, tested against criteria such as territory, economy and identity Correct answer.
  4. A summary of Hungarian nationalist poetry after 1920

Explanation

'To what extent' questions require a graduated judgement rather than a binary yes or no, so the answer should test the claim against defined criteria and reach a conclusion about degree. Narrative or clause-listing avoids the judgement the question demands.

Question 32Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History written paper, a candidate is asked to 'compare' the unification of Italy and the unification of Germany. Which approach is most appropriate?

  1. Describe only the case the candidate knows better
  2. Organise the answer around shared and differing themes such as leadership, diplomacy and war, moving between both cases Correct answer.
  3. Argue that the two unifications were identical in every respect
  4. Describe Italy fully and then describe Germany fully in a separate section

Explanation

Comparison requires the answer to be organised thematically so that similarities and differences are drawn out explicitly, rather than presented as two unconnected descriptions. Structured thematic comparison makes the analytical relationship visible to the examiner.

Question 33Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate is asked to explain the causes of the 1848 revolutions. Which organising principle produces the strongest essay?

  1. Narrate the events of 1848 city by city in date order
  2. Focus exclusively on the actions of one monarch
  3. Group causes by type, such as economic hardship, political grievance and the spread of ideas, and assess their relative weight Correct answer.
  4. List the revolutions in the order they occurred

Explanation

Causal questions are best answered by classifying causes into types and then weighing their relative importance, which demonstrates explanation rather than narration. A city-by-city narrative recounts events without explaining why they happened.

Question 34Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which sentence uses the past tense and formal register expected in a European Baccalaureate History essay?

  1. The reforms introduced in 1861 fail to satisfy the demands of the liberal opposition.
  2. The reforms introduced in 1861 didn't really make the liberals happy at all.
  3. The reforms introduced in 1861? They failed, obviously.
  4. The reforms introduced in 1861 failed to satisfy the demands of the liberal opposition. Correct answer.

Explanation

Academic History essays conventionally use the past tense for completed historical events and a formal, impersonal register. The other options shift tense, adopt colloquial phrasing, or use rhetorical punctuation unsuited to formal written work.

Question 35Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate quotes a single line from a minister's memoir to argue that a foreign policy was purely defensive. Which criticism of this reasoning is most valid?

  1. The argument is invalid because the minister was not elected
  2. Quotations are never permitted in History essays
  3. One self-interested quotation cannot establish intent, so it needs corroboration from other sources Correct answer.
  4. Memoirs are always fabricated and can never be used

Explanation

A single retrospective, self-interested account cannot by itself establish intention; historians corroborate such claims against diplomatic records, contemporary documents and other testimony. The other criticisms overstate the case or rest on irrelevant grounds.

Question 36Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History essay on the Russian Revolution must reach a judgement. Which final sentence best performs that function?

  1. In conclusion, many things happened in Russia between February and October 1917.
  2. Ultimately, the Provisional Government fell less because of ideological opposition than because it could not satisfy demands for peace, land and food. Correct answer.
  3. In summary, as shown above, the topic has been discussed.
  4. To conclude, the revolution was very important for Russian history.

Explanation

A concluding judgement should state a specific, defensible position that answers the question and is supported by the preceding argument. Vague statements about importance or about what has been discussed do not commit to any judgement.

Question 37Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History question asks candidates to explain why the League of Nations failed to prevent aggression in the 1930s. Which answer best meets the requirement?

  1. It identifies structural weaknesses such as the absence of major powers and the lack of enforcement capacity, and links them to specific cases Correct answer.
  2. It recounts the founding of the League in 1920 in detail
  3. It lists every member state of the League in 1935
  4. It states that the League was simply a bad idea

Explanation

An explanatory answer must identify reasons and show how they produced the outcome, ideally by connecting structural weaknesses to specific episodes of aggression. Mere opinion, membership lists or founding narrative do not explain failure.

Question 38Written examinations (five written papers; 35% of the examination-based half of the final mark)

In a European Baccalaureate History essay, a candidate uses the phrase 'as the historian Taylor argued' without further detail. What is the most appropriate improvement?

  1. Replace the reference with a general statement that historians disagree
  2. Add more historians' names without explaining their arguments
  3. Specify which work or argument is meant and how it relates to the candidate's own line of reasoning Correct answer.
  4. Remove all reference to historians to keep the essay personal

Explanation

Referencing historians is valuable only when the specific argument is identified and integrated into the candidate's own analysis, showing how it supports, qualifies or challenges the thesis. Name-dropping or vague appeals to disagreement add nothing.

Question 39Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate's European Baccalaureate History essay on decolonisation contains a long paragraph describing the geography of a colony. Which revision best improves the essay?

  1. Cut the description and use the space to link decolonisation to economic or political causes Correct answer.
  2. Move the description to the conclusion
  3. Keep the description but add more place names
  4. Expand the description with climate details

Explanation

Essays are assessed on relevance to the question, so descriptive material that does not serve the argument should be replaced by analysis of causes or consequences. Adding detail to irrelevant description worsens the problem.

Question 40Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate is asked to explain the significance of the Cuban Missile Crisis for Cold War diplomacy. Which element is essential to a strong answer?

  1. An assessment of how the crisis changed superpower behaviour, such as the move towards détente and arms control Correct answer.
  2. A minute-by-minute account of the thirteen days of the crisis
  3. A biography of Nikita Khrushchev
  4. A description of Cuban agriculture before 1962

Explanation

Significance questions require an argument about consequences and importance, so the answer must assess how the crisis altered later diplomacy. Detailed narrative of the crisis itself is context, not significance.

Question 41Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which practice best helps a candidate avoid unsupported generalisations in a European Baccalaureate History essay?

  1. Repeating the main claim in each paragraph
  2. Qualifying claims with specific evidence and, where appropriate, acknowledging exceptions Correct answer.
  3. Using absolute words such as 'always' and 'never' to sound confident
  4. Avoiding dates so that the argument cannot be contradicted

Explanation

Generalisations are made defensible by grounding them in specific evidence and acknowledging exceptions, which shows nuanced control of the material. Absolute language and evasion of dates make claims more vulnerable, not less.

Question 42Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History question asks candidates to 'assess the impact' of the Industrial Revolution on European cities. Which criterion is least useful for making that assessment?

  1. Changes in urban population and housing conditions
  2. Rates of disease and life expectancy in industrial towns
  3. The personal popularity of individual factory owners Correct answer.
  4. The growth of organised labour movements

Explanation

Impact on cities is assessed through measurable social and economic change such as population, housing, health and labour organisation. The personal popularity of owners is anecdotal and does not measure urban impact.

Question 43Written examinations (five written papers; 35% of the examination-based half of the final mark)

In the European Baccalaureate History written examination, what is the best use of the reading time before writing begins?

  1. Select the question carefully, decode its command words and jot a brief plan Correct answer.
  2. Memorise the exact wording of all questions
  3. Begin writing the introduction immediately to save time
  4. Choose the longest question because it offers most scope

Explanation

Reading time is most valuable for choosing the question whose demands the candidate can best meet and for decoding command words before planning. Beginning to write or choosing by length bypasses that decision.

Question 44Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate's essay on the origins of the Second World War argues that appeasement alone caused the war. Which revision most improves the answer's historical quality?

  1. Remove all mention of other countries
  2. Repeat the claim about appeasement with more emphasis
  3. Acknowledge other factors such as the Versailles settlement and Nazi ideology, and weigh them against appeasement Correct answer.
  4. Add a paragraph describing the Munich Conference in detail

Explanation

Strong causal answers consider multiple factors and weigh their relative importance rather than attributing a complex outcome to a single cause. Adding narrative or emphasis without weighing factors leaves the monocausal claim exposed.

Question 45Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate must use an extract from a 1930s speech by a dictator as evidence. Which approach is most appropriate?

  1. Use the speech only to illustrate the speaker's personality
  2. Accept every factual claim in the speech as accurate
  3. Treat it as evidence of the regime's rhetoric and intentions, and corroborate claims about outcomes with other sources Correct answer.
  4. Reject the speech entirely because the speaker was a dictator

Explanation

A propaganda speech is valuable evidence of what a regime wanted people to believe and of its rhetorical strategies, but its factual claims need corroboration. Neither uncritical acceptance nor total rejection reflects sound source criticism.

Question 46Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History essay question asks whether the French Revolution was primarily a bourgeois revolution. Which feature most clearly marks a historiographical answer?

  1. Engaging with competing interpretations and explaining why the candidate finds one more persuasive Correct answer.
  2. Listing the social groups present in France in 1789
  3. Describing the events of 1789 in chronological order
  4. Quoting the Declaration of the Rights of Man in full

Explanation

A historiographical answer explicitly compares rival interpretations and justifies a preference using evidence and reasoning. Chronology, social lists and long quotations supply content but do not engage with historical debate.

Question 47Written examinations (five written papers; 35% of the examination-based half of the final mark)

Which sentence best demonstrates the use of precise historical vocabulary in a European Baccalaureate History essay?

  1. The policy of collectivisation entailed the forced consolidation of peasant holdings into collective farms. Correct answer.
  2. There were lots of changes to agriculture at the time.
  3. The government did some big changes to farming in the countryside.
  4. Farming was reorganised in a way that was quite significant.

Explanation

Precise historical vocabulary names the policy and defines its mechanisms, allowing the examiner to see conceptual control. Vague phrases such as 'big changes' or 'quite significant' communicate no specific historical content.

Question 48Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate is asked to explain the significance of the Berlin Airlift within the wider Cold War. Which answer structure is strongest?

  1. Narrate the airlift day by day
  2. Summarise the wartime agreements that preceded the airlift
  3. Describe the aircraft used and the tonnage flown each day
  4. Locate the airlift in the sequence of escalating crises and assess what it changed in superpower relations Correct answer.

Explanation

Significance is established by placing an event in a wider pattern and assessing its consequences for later developments. Technical detail or day-by-day narrative may be accurate but does not by itself explain significance.

Question 49Written examinations (five written papers; 35% of the examination-based half of the final mark)

A candidate's European Baccalaureate History essay on nationalism in nineteenth-century Europe uses only examples from Germany. Which criticism is most appropriate?

  1. The essay should add more detail about Germany
  2. A general claim about Europe needs evidence from several cases to support it Correct answer.
  3. The essay should remove all examples to avoid bias
  4. The essay is fine because one strong example proves a general rule

Explanation

Generalisations about a continent require evidence drawn from more than one case, otherwise the claim outruns the evidence. A single example can illustrate but cannot establish a Europe-wide pattern.

Question 50Written examinations (five written papers; 35% of the examination-based half of the final mark)

A European Baccalaureate History candidate is unsure what a question means. What is the most appropriate course of action in the examination?

  1. Ask the invigilator to explain the question's historical content
  2. Re-read the question, identify its command word and key terms, and plan an answer that addresses them directly Correct answer.
  3. Write about everything the topic suggests in case something scores
  4. Answer a different question that the candidate prefers

Explanation

Command words and key terms define what the question rewards, so careful re-reading and planning around them is the correct response to uncertainty. Invigilators cannot explain subject content, and answering a different question or writing indiscriminately forfeits marks.