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the source based question sources, skills and steps to take
What you should do at the start <ul><li>Glance at the questions part (a) to (d) </li></ul><ul><li>Identify the  TYPE  of q...
#1 Inference <ul><li>Firstly read or look at the source or sources carefully and write down the obvious things it is telli...
#1 Inference <ul><li>Always use your own words for inference; </li></ul><ul><li>You can quote directly from the source for...
 
Example: Inference <ul><li>Description of source: </li></ul><ul><li>It shows many students attended the protest </li></ul>...
#2 Comparison <ul><li>Possible points of comparison: content, attitude of writer, tone of writer, scope of discussion, pur...
#2 Comparison <ul><li>Always have a point of comparison </li></ul><ul><li>Always have one difference and one similarity (b...
#3 Reliability <ul><li>Who produced the source and when? </li></ul><ul><li>Was the writer/artist an eyewitness? What were ...
#3 Reliability <ul><li>You might suspect a source provides unreliable evidence because: </li></ul><ul><li>It shows the cle...
#3 Reliability <ul><li>Start by stating whether it is reliable or not based on source content; </li></ul><ul><li>Always ha...
#4 Evaluation <ul><li>Use all sources! </li></ul><ul><li>Group sources into those that support and those that are against ...
#5 Usefulness <ul><li>Possible reasons why useful – source grants us a full picture of history, shows us the perspective o...
#5 Usefulness <ul><li>Biased sources can still be useful </li></ul><ul><li>Always remember to cover both points of view – ...
#6 Purpose <ul><li>Structure is the same as inference; </li></ul><ul><li>Third paragraph must be on purpose. Consider: Who...
Marking scheme <ul><li>L1, L2, L3 and L4 descriptors </li></ul><ul><li>Total: 20 marks </li></ul>
ASSIGNMENT ONE <ul><li>Due in exactly 1 week’s time  during  lesson </li></ul><ul><li>Penalty for late work – 2 marks for ...
All the best for your assignment!
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SBQ skills

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Transcript of "SBQ skills"

  1. 1. the source based question sources, skills and steps to take
  2. 2. What you should do at the start <ul><li>Glance at the questions part (a) to (d) </li></ul><ul><li>Identify the TYPE of questions they belong to </li></ul><ul><li>Read all the sources quickly </li></ul><ul><li>Pick out and HIGHLIGHT the relevant portions of the source before you begin answering each question </li></ul>
  3. 3. #1 Inference <ul><li>Firstly read or look at the source or sources carefully and write down the obvious things it is telling you. </li></ul><ul><li>Secondly look beyond the obvious and see what you can infer. </li></ul><ul><li>Write down what you have inferred and use the source to back you up . </li></ul>What impression does Source A give of… What message does the cartoon in source C give about… How does Source A help you to understand… Use the source and your own knowledge to explain… What does the source tell you about…
  4. 4. #1 Inference <ul><li>Always use your own words for inference; </li></ul><ul><li>You can quote directly from the source for evidence </li></ul><ul><li>Give 2 inferences (3 if you want to be safe) </li></ul><ul><li>2-3 paragraphs </li></ul>What impression does Source A give of… What message does the cartoon in source C give about… How does Source A help you to understand… Use the source and your own knowledge to explain… What does the source tell you about…
  5. 6. Example: Inference <ul><li>Description of source: </li></ul><ul><li>It shows many students attended the protest </li></ul><ul><li>Unsupported inference: </li></ul><ul><li>The students were highly influential. </li></ul><ul><li>Supported inference: </li></ul><ul><li>The students were highly influential as they were capable of mobilising support and public demonstrations. The source shows students gathered outside Chinese High School for a common cause. </li></ul><ul><li>The students were also very cohesive. They supported the decision to ‘Resist National Service’ and ‘Unite against the Imperialists’. They believe they are compatriots fighting for a common good. </li></ul>
  6. 7. #2 Comparison <ul><li>Possible points of comparison: content, attitude of writer, tone of writer, scope of discussion, purpose </li></ul><ul><li>Concentrate more on content before you consider the provenance. </li></ul>Does Source B support/corroborate Source C? How different/similar is Source B to Source C?
  7. 8. #2 Comparison <ul><li>Always have a point of comparison </li></ul><ul><li>Always have one difference and one similarity (both supported); </li></ul><ul><li>Last paragraph - on difference or similarity on purpose/motive/tone. </li></ul><ul><li>3 paragraphs. </li></ul>Does Source B support/corroborate Source C? How different/similar is Source B to Source C?
  8. 9. #3 Reliability <ul><li>Who produced the source and when? </li></ul><ul><li>Was the writer/artist an eyewitness? What were the sources of her/his information? </li></ul><ul><li>Why was the source produced? </li></ul><ul><li>What is the origin of the source? </li></ul><ul><li>Is there consistency in the source? </li></ul><ul><li>Is there consistency with other sources? </li></ul>To what extent can you trust Source E? How reliable is Source E in showing?
  9. 10. #3 Reliability <ul><li>You might suspect a source provides unreliable evidence because: </li></ul><ul><li>It shows the clear bias of the writer. </li></ul><ul><li>It contains factual errors. </li></ul><ul><li>It contains exaggerated comments. </li></ul><ul><li>It is inconsistent with similar sources. </li></ul><ul><li>It was written a long time after the events it describes. </li></ul><ul><li>It was produced for a particular purpose which might affect its reliability. </li></ul>To what extent can you trust Source E? How reliable is Source E in showing?
  10. 11. #3 Reliability <ul><li>Start by stating whether it is reliable or not based on source content; </li></ul><ul><li>Always have 2 cross-references supported with evidence; </li></ul><ul><li>Contextual knowledge </li></ul><ul><li>Last paragraph, reliable or unreliable based on who says it? Why? Purpose? Audience? Intended impact? </li></ul><ul><li>4 paragraphs </li></ul>To what extent can you trust Source E? How reliable is Source E in showing?
  11. 12. #4 Evaluation <ul><li>Use all sources! </li></ul><ul><li>Group sources into those that support and those that are against the hypothesis. </li></ul><ul><li>Address the “FOR” portion </li></ul><ul><li>Address the “AGAINST” portion </li></ul><ul><li>About 4-5 paragraphs </li></ul><ul><li>Make your final conclusion </li></ul>To what extent do the sources support the view that…?
  12. 13. #5 Usefulness <ul><li>Possible reasons why useful – source grants us a full picture of history, shows us the perspective of a particular group of people in society </li></ul><ul><li>Possible reasons why NOT useful – subjective point of view, gaps in information </li></ul>How useful is Source D in telling us about…? Compare the usefulness of Sources B and C.
  13. 14. #5 Usefulness <ul><li>Biased sources can still be useful </li></ul><ul><li>Always remember to cover both points of view – useful AND not useful </li></ul><ul><li>NOT Useful: You can cross refer to other sources that are better or use contextual knowledge </li></ul><ul><li>It would be good to quote </li></ul><ul><li>3-4 paragraphs </li></ul>How useful is Source D in telling us about…? Compare the usefulness of Sources B and C.
  14. 15. #6 Purpose <ul><li>Structure is the same as inference; </li></ul><ul><li>Third paragraph must be on purpose. Consider: Who is the target audience? Is there a hidden agenda behind saying/writing all of this? Is the view extremely one-sided? </li></ul><ul><li>3-4 paragraphs </li></ul>What do you think is the intention of the writer in Source A?
  15. 16. Marking scheme <ul><li>L1, L2, L3 and L4 descriptors </li></ul><ul><li>Total: 20 marks </li></ul>
  16. 17. ASSIGNMENT ONE <ul><li>Due in exactly 1 week’s time during lesson </li></ul><ul><li>Penalty for late work – 2 marks for every subsequent day after the deadline </li></ul><ul><li>Consultation </li></ul>
  17. 18. All the best for your assignment!
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