1. Course Work Lesson 3

2. The Plan Week 1 Drafting on an event
Week 2&3 Drafting paragraph on an historian
Week 4&5 Drafting primary source paragraph
Week 6&7 Drafting section on focus
Week 8 Drafting section on counter
Full first draft 6/11/17
Final draft 8/1/18
Coursework Lessons will be the first History Lesson of the Week
From Week 2 we hope to be in Computer Rooms

3. A02 (like Source Q on America Paper)
Amount of sources- 3 is the magic number!!! That is 3! Yes it must be 3! Not 1! Not 2! But 3!!!!!! The sources can not all be the same type (e.g. three speeches) and should come from different times (e.g. not all in the 1960s)
Comment on the value of the source- Range of relevant and well- supported comments on the value of the source in relation to your question.
Judgement on the value of the source- Balanced and convincing judgement on their merits in relation to the topic under investigation.

4. Lets look at one we made earlier
Sources are normally written but you can use picture sources/ cartoons etc.
The following example is an extract from the course work by a student from last year.
Identify how they have met the Mark Scheme and why this is a good bit of work.
Think about what you have learnt from doing primary source work in the American unit- what affects value? (provenance, tone, content, argument)

6. This cartoon was drawn in 1819 the year of the riots and portrays the violence in the city of Frankfurt, which was at the time one of the most anti-Semitic cities in Germany based on their extremely restrictive laws. This choice does limit the source because it reflects a city that doesn't represent the rest of Germany, although at the same time accurately displaying the brutality of the rioting in these areas. The tone of the engraving is one of disgust, comparing the rioters to the thugs seen shown in a similar engraving by Mattaus Merian showing that the author and probably his audience saw their actions as barbaric and thuggish. The commercial aspect of this engraving strengthens its value; the author will have created it to appeal to a buyer, mirroring opinion so that it would sell.
The engraving itself shows a range of different people attacking several Jewish men, with a man on horse in the background, presumably unsuccessfully trying to prevent the rioting. A key point of note is the attackers, on the left are two lower class women and on the right a well-dressed man with a truncheon. This shows the violence was not limited to the lower or higher groups in society and instead that it encompassed everyone, additional evidence for this can be seen in the phrase used by the rioters "Hep- hep", a Latin phrase that would suggest there was a core group of educated Germans involved. This is all valuable because it suggests that the riots was not caused by any particular struggle of one class, for example the famine of 1816, instead suggesting an alternative reason that effects everyone. What the source does suggest is that there was some outrage within the German area to the hep-hep riots, showing there was a contrasting view towards German Jews, evidence again by the lack of riots in Prussia.
The source overall is highly valuable for assessing which groups were involved in the rioting and as such to what extent anti-Semitism was prevalent amongst the German people, however the source is severally limited geographically to the areas where the riots took place which is a clear limitation. It is also valuable in showing that there were dissenting opinions about the riots even at the time they were taking place and in a city which was infamous for its anti-Semitism due to the restrictive laws discussed in section one.

7. Research find primary sources
Find a good range of primary sources (about 5 or 6). You can then discard ones that you can’t write effectively on about value or get to fit nicely into your essay.
Practice writing on one.
Swap with another student and judge against the earlier example and criteria we set.