Success with source based questions Teaching Unit 3 Success with source based questions

What’s new? Focus is now on representations rather than sources. More own knowledge is needed.

Question 1 (6) What can you learn … - 2 inferences well supported.

Making inferences Ensure the inferences are relevant to the question. Inferences must be supported with details from the source and contextual knowledge. Avoid telling the examiner everything they know in the first question.

Question 2 (8) What was the purpose of this representation? Source B and own knowledge

What is a representation? A deliberate construct of the past. Representing the past in a certain way often highlighting or exaggerating.

What is the purpose of the representation? They were created and published to have an impact. Surgery 1845 - 1918 What was the purpose of this representation? Explain your answer, using Source B and your own knowledge (8)

Source A Note the distance of the spray from the wound and the position of the surgeon and the assistant. The surgeon should always have his hands in the spray and the assistant should hand the instrument to the surgeon through the spray. An illustration and caption showing an operation from Antiseptic Surgery, written by one of Lister’s assistants and published in 1882. It is a representation of Lister’s methods.

Context The purpose Source B Note the distance of the spray from the wound and the position of the surgeon and the assistant. The surgeon should always have his hands in the spray and the assistant should hand the instrument to the surgeon through the spray. An illustration and caption showing an operation from Antiseptic Surgery, written by one of Lister’s assistants and published in 1882. It is a representation of Lister’s methods.

Context The purpose The Intended Effect Source B Note the distance of the spray from the wound and the position of the surgeon and the assistant. The surgeon should always have his hands in the spray and the assistant should hand the instrument to the surgeon through the spray. An illustration and caption showing an operation from Antiseptic Surgery, written by one of Lister’s assistants and published in 1882. It is a representation of Lister’s methods.

The Message The intended effect Why at that time? Source B The Message The intended effect Why at that time? Note the distance of the spray from the wound and the position of the surgeon and the assistant. The surgeon should always have his hands in the spray and the assistant should hand the instrument to the surgeon through the spray. An illustration and caption showing an operation from Antiseptic Surgery, written by one of Lister’s assistants and published in 1882. It is a representation of Lister’s methods.

Did they want to change behaviour or opinions of the intended audience Did they want to change behaviour or opinions of the intended audience? Wanted doctors to use the method properly to ensure that the it would continue to be used. Does the source show how they wanted to change opinion? Very precise use of equipment and adding notes, eg the distance of the stray in both. Why did they create this at this time? Many doctors were not carrying out the procedure carefully, then blamed Lister for lack of success. This would help to reduce opposition to the use of Carbolic Acid.

Helpful phrases. The illustration has been designed to … It gives the message … The intended… The details emphasis … We know at the time … The man purpose was …

Question 3 (10) Why question using own knowledge and source C.

Explanation question Explained factors 2 -3 Use of the source Use own knowledge

Question 4 (10) How reliable are Sources D and E as evidence of … Sources D and E and own knowledge

Reliability Content – How accurate? How comprehensive? Any omissions? Reliable – I s it representative? Is it authoritative? Consider nature of writer. Context – Answer in relation to historical context.

Question 5 (16 + 3) How far do you agree with interpretation? Sources D, E, F ad own knowledge.

Judgement Must make a judgement – in opening sentence or paragraph. Propose alternate views – another 2 or 3. Always address the suggested view first and then offer the alternatives. Use all the sources required – don’t go through one at a time. Link to views. Mention purpose of sources and impact on how we interpret it. Give a balanced judgement.

Language used Grade A answers will often use words like… Maybe Perhaps Suggests Deliberately Exaggerated Purposefully Omitted

Stock answers Examiners noted that many generalised comments continue to feature: Primary sources are best Eyewitnesses are truthful Secondary sources cannot know the truth Newspapers exaggerate A biased source is of no value

Top 10 tips Place the source in context. Use the provenance of the source. Combine own knowledge with source details Ensure impact on audience is included Remember unreliability doesn’t make it useless. Answer the question in the first sentence Avoid telling the examiner everything they know in first question. Balanced approach when looking at two sources Recognise the difference between message and purpose. Use the sources extensively

OPENING NEW DOORS IN TEACHING AND LEARNING Presented by Alana Britton Contact details here Brittonalana@gmail.com