DSE 2024: Hot topics for History exam include China’s reform, Japan nationalism during WWII, tutor says

Accounting for 60 per cent of your total grade, Paper 1 requires students to use given sources to answer three of the four data-based questions in one hour and 45 minutes.

Tsang shared four main topics that are likely to appear in the assessment: the two world wars, economic cooperation in Europe after World War II, the urbanisation of Hong Kong, and China’s reform and opening-up policy. While it’s essential to understand the world wars thoroughly, the tutor suggested that students narrow their focus while studying. For example, they can explore the alliance system in World War I and Japan’s nationalism in World War II.

Regarding economic cooperation in Europe from the 1950s to the 1970s, Tsang advised students to familiarise themselves with Charles de Gaulle, the president of France during that period.

“Specifically, they should understand Gaulle’s policies in the 1960s and 1970s, such as his opposition to British membership in the European Economic Community and his stance on Europe’s economic integration.”

In terms of Asia, the educator emphasised the significance of China’s reform and opening-up policy and Japanese militarism. Additionally, Tsang highlighted the transformation of Hong Kong as a crucial topic.

He explained: “Candidates should examine the urbanisation process in the city to explain population changes. They should also consider the development of public [housing] estates, community, education policy, and anti-corruption efforts.”

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Paper 2 constitutes 40 per cent of the total grade and requires students to select and answer two out of seven essay-type questions within one and a half hours.

According to Tsang, prominent topics include the typical subjects of the two world wars and the Cold War. Questions related to China and Hong Kong are often the least popular among students, potentially because they are unfamiliar with these topics.

Tsang explained, “I would recommend students consider choosing Europe-related questions as they are more familiar with the events and historical context.” He advised students to answer the questions about Japan, which are generally considered easier to do well on.

On Paper 1, Tsang said candidates often get confused about what the questions are looking for and the words they may use, such as language and argument. He explained: “Regarding language, it refers to the adjectives or nouns used in the sources. As for the argument, students are expected to support their viewpoint with a specific example. However, some often provide a general example without citing a concrete event as evidence.”

Tsang noted that other keywords students frequently overlook in questions are usefulness and limitations. “Usefulness refers to the information provided in the sources, while limitations encompass relevant aspects not mentioned in the given information. Students need to address these two points separately, in two paragraphs, instead of answering them together in the same paragraph to avoid [having marks deducted].”

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Additionally, Tsang reminded students to be careful with questions involving cartoons. He advised: “Usually, the author conveys key messages through contrasts in the size of the subject or object. They may also depict characters in an unflattering manner to express their attitude. Students should pay close attention to the headlines and captions, as they are often written sarcastically.”

Tsang noted that this means students can’t base their responses on their literal understanding of the cartoon, adding that “they need to grasp the underlying meaning and provide further explanation.”

When it comes to Paper 2, the tutor advised students to pay attention to two crucial aspects. Firstly, they should include comparisons when addressing the factors that led to certain events. This means highlighting similarities and differences between the factors and their contributions to the outcomes.

Additionally, candidates must address the specific time frame mentioned in the question. “For example, if the question refers to the second half of the 20th century, students should focus on events between the 1950s and 1999,” Tsang said, adding that pupils should not concentrate solely on small, critical periods but rather the broader era outlined in the question.

Tsang recommended allocating approximately 35 minutes for each question on Paper 1. This breakdown includes 15 minutes for Part A and Part B and the remaining 20 minutes for Part C.

For Paper 2, the tutor advised completing one essay within 45 minutes. He suggested spending around five minutes on creating an outline and dedicating five minutes to each paragraph. Each essay should have at least eight paragraphs, including an introduction and a conclusion.

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Less than a month before the exam, Tsang suggested creating a timeline of historical events in each country, saying it could help students gain a general understanding of the sequence of events. It could also be beneficial to compare timelines to identify relationships between countries and how they influence each other’s development.

Additionally, students can work on past papers, starting with the most recent one. For more advanced students, he advised practising writing speed. “In the history exam, if you want to score high, it’s better to include as many points as possible, showcasing all the knowledge you have studied.”