Sources Sourcery

Source questions are a good opportunity for you to score very high marks. You just need to approach them properly.

Two critically important things to always keep in mind when sitting your source paper: First, it is a source paper and so, though you will need to refer to your ‘own knowledge’, most of the marks are nevertheless in the sources or their provenance (a posh word for their origin, the source of the source, if you like). Second, the sources and questions have been carefully matched to enable full marks to be earned for each question.

This is a “friendly” paper. There are enough marks to secure a good grade sitting right in front of you! You can’t say that about the essay paper.

So, let’s take a look at the different types of question you will face.

 

Comprehension Questions, eg What is the message ….? Or, What does Source A tell you about ….?

  • This is testing whether you understand what is in the sources, including what you might infer (read into the sources).

  • Think of a two-step approach:

  1. What do you read or see?

  2. What does the source tell you?

  • Though keep your focus on the question

  • For higher marks, try to explain what you can infer from the source (sometimes referred to as reading between the lines): is anything being suggested that isn’t directly in the source?

  • Always refer to the source but don’t simply copy chunks of it or describe a cartoon or a picture. Instead you should show how the cartoon or the picture is suggesting something.

 

Message questions

  • THINK origins of the source

  • THINK audience

  • THINK about what you already know

  • BE CONFIDENT

Messages, by definition, must have an origin, i.e. a sender, and must also have an audience in mind.

So, think about the origins of your source and the audience you think it is intended for – sometimes this will be clear, sometimes not. You must always be clear in your answer about who you think is the intended audience.

What kind of messages can we expect?

  1. supportive of an individual, government or policy

  1. critical of an individual, government or policy

  1. it might even be intended to ridicule an individual, government or policy

  1. the message might be a promise – but who to who and about what?

  1. it might be a warning – but who to and about what?

Content can be used to help you explain the message, but so too can your own knowledge of the topic. So ask yourself, “How does the content and my own knowledge help me? I emphasise “does” because remember, the source(s) and the question have been carefully chosen in order to enable you to produce an answer.

You might be asked to compare and contrast sources and their messages.

They might be complementary, i.e. giving the same message. One might be supportive of a policy, the other might be critical of it. Look out for this, and explain your judgement.

 

Comparison Questions: you might be asked to compare the value or you might be asked whether the sources agree or disagree

  • Whatever the Q says, look for differences and similarities

  • And whatever the Q says, always compare and contrast

  • This might include comparing the author of the source or the dates they were produced. Differences in approach, emphasis or tone might also be appropriate. You have to make a judgment on this.

  • You might also look at the overall issue as well as the specific detail in the sources

  • It can help you order your thoughts to draft a rough table or just mark your exam paper with an “A” for “Agree” or a “D” for “Disagree”.

In what ways do these sources agree

In what ways do they disagree

  • Remember, it is always important to make sure your answers are clear!

 

Comparison Questions with a nasty twist

  1. If you are asked to compare two sources with a third, eg. Do sources A and C agree with what Source G says?

  • Look first at what Source G says, and write it down as the first part of your answer.

  • Now, write down the ways in which Sources A+C agree with Source G

  • Follow this by writing down the ways they disagree.

  • Job done!

  1. Some questions might ask why two sources agree or disagree

  • Here, you should look at the author of the sources: are they rivals in any way? Do you know whether they have different perspectives? Did they have a different purpose? Are they sending their message to different audiences? These thoughts will form your explanation. Now, use the content of the sources to support your explanation.

  1. Some questions might ask you to say whether one source shows that the author of a second source was wrong or was lying, eg Does Source A prove that Mr Wilkinson was lying in Source D?

  • Don’t panic!

  • Can Mr Wilkinson be trusted?

Who was he talking to in Source D?

Why was he saying what he did, and who recorded it? Can we trust them not to have edited what he said to change the meaning?

What did he say?

  • Now, look at Source A and ask the same Qs

  • Still a tricky Q that needs careful thought, but not as difficult as it might have first looked

 

Reliability, usefulness or value of sources

  • Reliable = can you trust them (but link your trust to the specific nature of the Q). A source from German nationalists can be very reliable of their views on the Treaty of Versailles but not at all reliable if a balanced view is being sought.

  • Useful/valuable – can you, as a historian, use the source to reach a reliable conclusion? Does it give a valuable insight into a particular perspective?

  • Some sources are more reliable, useful or valuable than others

  • Reliable: think about who created it (including maybe who published it), when and why

    • Who: Were they involved, if so what was their role, or were they detached? What country produced the source can sometimes be an important factor.

    • When: Was the source produced at the time? Is this important? It may mean the author of the source holds a very strong particular view, or is not aware of all the facts. If it was produced later, why might this be significant? All these questions could be linked to who produced the source

    • Why: what was/is their motive; who was/is their audience? Was it a piece of propaganda?

    • The tone of a source, eg angry, sarcastic or balanced, can be an important factor

    • If a source is reliable, you can trust it. So, explain why you think you can trust it. If it cannot be trusted in your judgment, again explain why

    • Remember, a biased source can still be reliable, useful and valuable because it tells us about a specific viewpoint. For example how the Vietcong felt about the Americans.

  • Useful/valuable: What would it be used for? Both at the time, and now, by historians (this would usually form part of the Q)

  • Again draft a rough table or mark your paper with a “U” or a “P”:

In what ways is it useful

What are the problems

  • In writing a brief conclusion (one sentence may well be enough), think about grading the reliability/useful/value of the source. Is it:

  • exceptionally reliable, critically important or exceptionally useful/valuable

  • very reliable/important/useful/valuable

  • quite reliable/important/useful/valuable

  • Again, keep referring back to the Q to ensure you stay focused

 

“Surprise” questions

 What would make you surprised?

  • THINK context

  • THINK issue

  • THINK author of the source

  • THINK audience

  • THINK about what you already know

  • BE CONFIDENT

First, move away from the source –

Think of the context – Given what else is going on, am I surprised by the source – its content, its author, its likely audience?

What particular issue is it addressing? – Again, does the content or the author of the source leave me surprised?

Use your existing knowledge – Looking at the content, and probably the author, does it compare or contradict my own understanding? Does this leave me surprised, or not?

Origins – Which side of the issue/debate/conflict would I place the author? Does the content now surprise me or not?

Audience – I should think about its purpose. For example, is the source intended to reach the public or is it confined to a small audience, eg the president’s advisers? Does the content still leave me surprised or not?

 If you think it is valid to do so, give two answers: In some ways I am not surprised. For example, ……. However, when considering ……. I am surprised.

 

Interpretation Questions, might often ask How far do you agree? Or, to what extent do you agree?

  • This is the biggie, carrying most marks

  • This Q will ask you to explain and make a judgment about the past

  • You will be instructed to use your own knowledge as well as the sources. Instructions should be followed, otherwise the consequences are bad!

  • Try to ensure a structure and a balance to your essay – a quick plan can help

    • Opening paragraph looks at the Q and suggests an answer – this should be very brief

    • A paragraph agreeing with the Q and a paragraph disagreeing should form the body of your essay – these should use both your own knowledge and the sources. I would advise you use your own knowledge 1st and then the sources in each of these paragraphs. It may also be quite appropriate to refer to the reliability, usefulness or value of the sources.

    • Conclusion – your judgment, but explain how you reached it

 

THINK CLEVER in all the questions. You will usually be asked about a specific issue addressed by the source, so IGNORE anything in the source which does not deal with what you are being asked about.

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