What is the History Extended Essay?
It’s a 4,000-word academic research paper on a historical topic of the student’s choice. The topic must be framed as a clearly defined research question. Students are assessed on their framework, knowledge and understanding, analysis, discussion and evaluation, and reflection—not just historical knowledge.

Can the topic overlap with something we teach in class?
Yes. There’s no problem if the EE is linked to Paper 1, 2, or 3 content as long as it offers a different focus and uses distinct sources from the Internal Assessment. The EE must stand alone as an independent piece of research.

Does the topic have to come from the IB History course?
No. Students can choose any topic from the human past, even if it’s not covered in class. What matters is that it can be approached historically, with enough depth and sources to support an argument.

What’s the ‘ten-year rule’?
There is no longer a time-period requirement in the new guide. Students may choose any historical topic, but it must still allow for sufficient historical distance, available sources, and meaningful analysis.

Topic and Research Question

How narrow should the question be?
Very. Overly broad questions almost always lead to narrative essays or shallow analysis. Guide students to focus on a specific person, group, time period, or policy and ask a question that invites debate or interpretation. Use key words like “To what extent”, “How significant”, or “What were the main causes…” to push for analysis.

Can a student write about World War II or the Holocaust?
Yes, but these topics are extremely common and can lead to general or descriptive essays. If a student has a personal connection (e.g. family experience), help them find a unique angle or narrow focus, such as a single camp, policy, or resistance group. Otherwise, the essay risks blending into every other WWII submission.

What are examples of good and poor questions?
✔ Good: To what extent did strategic alliances aid the East India Company in becoming a political power in India between 1750 and 1800?
✖ Poor: What caused the rise of the East India Company?

Sources and Research

Do students need to use primary sources?
It’s strongly recommended. A mix of primary and secondary sources helps students achieve higher marks, especially in analysis and evaluation. If using only secondary sources, students must be particularly rigorous in evaluation and comparison.

Can students translate their own primary sources?
Yes. If they translate material themselves, the original language and the English translation should both be cited. Only the English version should appear in the main essay.

What if a student can’t find enough sources?
That’s a sign the topic needs narrowing or changing. Guide them early on to check whether their proposed question has enough accessible and reliable material. If not, they should rethink the focus.

Supervision and Support

What’s my role as a History EE supervisor?
You’ll be helping students choose and refine their topic, frame the research question, suggest sources, give feedback on one full draft, guide them on referencing, and conduct the final viva voce interview. You must also record the dates and your initials for the three reflection sessions on the RPF.

How many formal reflection sessions are there?
Three. Students must attend three reflection sessions, but they now submit one single reflective statement (maximum 500 words) on the Reflection and Progress Form (RPF) after the viva voce.

Can I give feedback on multiple drafts?
No. You are allowed to give feedback on one full draft only. After that, support must be limited to general guidance, not detailed edits or comments.

Do subheadings and citations count toward the word count?
No. Headings, citations, footnotes/endnotes used only for referencing, and the bibliography do not count. However, anything that forms part of the argument, including explanatory or analytical footnotes, does count.

Assessment and Presentation

What criteria is the History EE marked against?
There are five criteria:

• A: Framework for the essay – 6 Marks
• B: Knowledge and understanding – 6 Marks
• C: Analysis and line of argument – 6 Marks
• D: Discussion and evaluation – 8 Marks
• E: Reflection (based on the RPF) – 4 Marks

Each carries specific expectations around research design, source use, argument development, evaluation, and reflective thinking. The essay is externally assessed. The total is 30 marks.

What if the essay goes over 4,000 words?
Examiners will stop reading at 4,000 words. Any material beyond that won’t be assessed, which could harm the student’s final mark, especially if their conclusion or key evidence falls outside the limit.

Can the student use charts, images, or tables?
Yes, but only if they support the argument directly. Anything included must be properly referenced. Irrelevant or decorative material will not earn credit and may reduce the impact of the essay.

Other Common Questions

Can students write their EE and History IA on similar topics?
They can explore the same time period, but the focus and sources must be clearly different. Overlap in sources or purpose may lead to academic misconduct concerns (“double-dipping”).

Do students have to write the EE in a subject they’re studying at HL?
No, but it helps. It’s often easier to write a strong History EE if the student has the background knowledge from HL History. That said, students can write in any subject they’re taking, as long as the topic and methodology fit.

What’s a good structure for the essay?

There’s no fixed format, but strong History EEs typically include:

• Introduction with the research question and context

• Body paragraphs that develop the argument with evidence

• Evaluation of sources within the analysis

• A clear conclusion that answers the question directly

• Proper referencing and bibliography

Where can I find the most recent guide?

You can access the official IB Extended Essay Guide on MyIB or through your school’s IB Coordinator. It contains the full assessment criteria, examples, and guidance.