QUESTION 4: JUDGING RELIABILITY (10 MARKS) 1 Study Source A. How reliable is it as an account of….. How reliable are Sources D and E as evidence of…..

Students should be aware that question 4 requires them to think about what weight can be placed on a source. It tests how far they understand how the historian evaluates the reliability of evidence before using it. The following points might helpfully be part of guidance to students: The first key point historians want to check about a source is whether the source is based on accurate knowledge and understanding. To do this, they might check whether the author was there at the time, whether the author was involved in the event, whether the author understood the overall context. Secondly, historians need to think about whether the person producing the source would be likely to give a full and accurate account. To do this the historian might think about whether the author has a reason to be very positive or to avoid telling the whole truth. The historian also needs to think about whether the situation being described is typical, because a source can be a reliable account of an individual situation, but it can be misleading to think that everyone had the same experiences. Key ideas to remember when evaluating a source are: The nature of the source. A photograph shows a particular moment but it can be staged or deliberately taken from a specific angle in order to create an impression. A drawing will also reflect the knowledge and attitude of the artist. The origins of a source (who produced it and when) can give some clues about whether the source is likely to contain accurate information. The purpose of a source can give clues about whether the author might want to hide some information, might be afraid to be critical, or might want to be rewarded.

Source DSource E Content – compare to CK Reliability compared to NOP

This source is unreliable because it wasn’t made at the time. We know this source is telling the truth because it is from a photo. This source is from a textbook so it must be true. This is stock evaluation. This is the kind of source evaluation that primary school children do. Avoid this.

Stock evaluation = Undeveloped comments about where a source has come from or the type of source it is.

To evaluate a source you must use the toolbox: 1)Nature - Tone and language – if it is exaggerated, sensational, harsh etc. then you could suggest that it is unreliable or less useful. 2)Origin – Where has the source come from, can it be trusted? 3)Purpose – has the author created the source with a motive in mind. If so, does this help you respond to the question? 4)Contextual knowledge – Is this source typical? Does it fit in with what you know? Explain. Make sure you understand the source – it’s content and message. Refer to it in your answer through a quote or brief description.

Study sources B and D How reliable are these sources as evidence about opportunities for immigrants in Britain? Use sources and your own knowledge (10)

Unreliable as it uses exaggerated language “Millionaire” and “lovely city” Unreliable as it is not typical of the experience of many immigrants arriving in Britain in the late 1940s and early 1950s. (CK) Unreliable as he had only just arrived – how would he know? Study sources B and D How reliable are these sources as evidence about opportunities for immigrants in Britain? Use sources and your own knowledge (10)

Unreliable as it was part of a recruitment campaign, therefore the purpose is to attract workers to Britain. However, reliable as contextual knowledge would tell you that there was a shortage of workers in Britain following WW2 and some companies were providing opportunities to immigrants

Model Answer Source B is not very reliable evidence about opportunities for immigrants in Britain. This is because it has very exaggerated language. It talks of ‘feeling like a millionaire’. However, this person had only just arrived in Britain on the Empire Windrush in 1948 and would have had little idea about the opportunities that immigrants were going to have in the 1950s. Furthermore, he may have only been saying these things as he was on camera and wanted to make a good impression. Even if he genuinely felt this way, this was not a true reflection of the limited opportunities faced by immigrants who found it difficult to get work, housing and feel ‘comfortable’. Source D is also not very reliable about opportunities for immigrants in Britain. Although this photo shows an immigrant working on the buses, this is not a trustworthy reflection as this photo was taken as part of a recruitment campaign and was used as a piece of propaganda by the government to try and persuade people from the Caribbean to work in Britain following World War Two, therefore making it seem like there were many excellent opportunities for immigrants in Britain. In the 1950s, London Transport and the NHS required thousands of workers, and so they looked abroad for their staff. In reality, many immigrants faced a colour bar when applying for jobs and faced hostility from trade unions who were worried about white jobs. Answering the question Evaluating tone and language + quote Evaluating purpose Using CK Evaluating purpose

Source D: Billy speaking to his mum. “I’ve got no idea why Mr McLoughlin has written such a negative report. I’ve always got my folder and a pen. I’ve got a lot to say in lessons, and it’s always relevant. My mock was three grades below target, but I’m only 12% off, and I’ll make that up over the next few months. He said it’s nothing to worry about. He actually said my controlled assessment was epic in a good way! By the way, I’d really like an iPhone 5s for Christmas.” Source C: Billy’s report. St Philip Howard: Year 11 Report: December 2014 Billy Jones, 11 Cuthmans Modern World History: Target Grade: B Working at level: E Classwork: 4 Homework: 4 Teacher comment: Billy continues to frustrate. He regularly contributes to class discussion – although not always sensibly or relevantly. Indeed his ability to talk nonsense is one of the few things he does consistently well. His recent mock exam performance was lacklustre to say the least, and puts him a worrying two grades below his target. Billy regularly appears in lesson without a pen or folder, and there are some lessons when I am forced to question whether he is actually conscious. His controlled assessment was epic in terms of scale - he wrote a lot. However, very little of this had any historical substance. He needs to remember that we are looking for quality and not quantity. Billy should definitely not consider History at A-Level. Source C: Billy’s report. St Philip Howard: Year 11 Report: December 2014 Billy Jones, 11 Cuthmans Modern World History: Target Grade: B Working at level: E Classwork: 4 Homework: 4 Teacher comment: Billy continues to frustrate. He regularly contributes to class discussion – although not always sensibly or relevantly. Indeed his ability to talk nonsense is one of the few things he does consistently well. His recent mock exam performance was lacklustre to say the least, and puts him a worrying two grades below his target. Billy regularly appears in lesson without a pen or folder, and there are some lessons when I am forced to question whether he is actually conscious. His controlled assessment was epic in terms of scale - he wrote a lot. However, very little of this had any historical substance. He needs to remember that we are looking for quality and not quantity. Billy should definitely not consider History at A-Level. Study Sources C and D. Which source is more reliable about Billy’s progress in GCSE history?. [10]

Source D: Billy speaking to his mum. “I’ve got no idea why Mr McLoughlin has written such a negative report. I’ve always got my folder and a pen. I’ve got a lot to say in lessons, and it’s always relevant. My mock was two grades below target, but I’m only 12% off, and I’ll make that up over the next few months. He said it’s nothing to worry about. He actually said my controlled assessment was epic in a good way! By the way, I’d really like an iPhone 5s for Christmas.” Source C: Billy’s report. St Philip Howard: Year 11 Report: December 2014 Billy Jones, Cuthmans Modern World History: Target Grade: B Progress to Target: 4 Teacher comment: Billy continues to frustrate. He regularly contributes to class discussion – although not always sensibly or relevantly. Indeed his ability to talk nonsense is one of the few things he does consistently well. His recent mock exam performance was lacklustre to say the least, and puts him a worrying two grades below his target. Billy regularly appears in lesson without a pen or folder, and there are some lessons when I am forced to question whether he is actually conscious. His controlled assessment was epic in terms of scale - he wrote a lot. However, very little of this had any historical substance. He needs to remember that we are looking for quality and not quantity. Billy should definitely not consider History at A-Level. Source C: Billy’s report. St Philip Howard: Year 11 Report: December 2014 Billy Jones, Cuthmans Modern World History: Target Grade: B Progress to Target: 4 Teacher comment: Billy continues to frustrate. He regularly contributes to class discussion – although not always sensibly or relevantly. Indeed his ability to talk nonsense is one of the few things he does consistently well. His recent mock exam performance was lacklustre to say the least, and puts him a worrying two grades below his target. Billy regularly appears in lesson without a pen or folder, and there are some lessons when I am forced to question whether he is actually conscious. His controlled assessment was epic in terms of scale - he wrote a lot. However, very little of this had any historical substance. He needs to remember that we are looking for quality and not quantity. Billy should definitely not consider History at A-Level. Study Sources C and D. Which source is more relaible?. [10] Level 3: Judgement combines reliability of the sources information and its nature, origin and purpose and gives a balances evaluation of the reliability of the two sources. Students must use their contextual knowledge Source C is reliable as it (Content and Contextual Knowledge) Source C is/is not reliable as it (NOP) Source D is reliable as it (Content and Contextual knowledge) Source D is/ is not reliable as it (NOP)

Source B The Wild Ones The Wild Ones invaded the seaside town of Clacton yesterday – 1,000 fighting, drinking, roaring, rampaging teenagers on scooters and motorcycles. Leather jacketed youths and girls attacked people in the streets, turned over parked cars, broke into beach huts, smashed windows and fought with rival gangs. From an article in the Daily Mirror newspaper, March 1964 Source C Most of the teenagers at Clacton had not come to fight but to hang around, vaguely hoping they might meet some girls, and they were bored and aimless rather than crazed with bloodlust. Innocent families were not trampled underfoot on the beaches: the weather was so cold and wet the teenagers had the beach to themselves. There was no evidence of drink or drugs or gang warfare. From a history book published in 2006 ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________ Study Sources B and C. How reliable are theses sources about teenagers in the 1960s? [10]