1. The document provides a sample exam question asking students to analyze a source about the 1984-85 British miners' strike. 2. The question asks what can be learned about Arthur Scargill's aims during the strike from tactics described in the source, such as flying pickets and the impact of non-striking miners. 3. The source also describes police tactics against striking miners, including baton charges and violence, which escalated over time.

1. Protest – Last Exam.

2. Question 1 – (6 marks)
•Inference –
• To test your ability to understand
what a source is saying AND to
make valid inferences from it.

3. 1 Study Source A.
What can you learn from Source A about Arthur Scargill’s aims
during the Miners’ Strike? 6 marks - 9 minutes
Source A: From A History of Modern Britain by Andrew Marr, published in 2009.
Arthur Scargill, the leader of the National Union of Mineworkers, sent militant miners in
coaches to close working pits and coal depots. Without these ‘flying pickets’, far fewer pits
would have come out on strike. The Nottingham miners who continued to work turned out
to be important. Without them, the power stations might have begun to run short of fuel
and the government would have been in deep trouble. The police defended the working
miners with determination, using horses, baton charges and other methods. The Battle for
Orgreave was particularly brutal. As the strike went on, the tough methods used by the
police were matched by violence from striking miners.
It tells us about: the miners tactics,
the impact of the Nottingham miners continuing to work
That the police’s role was important
and that the police used violence and so eventually did the Miners.

4. Q1:
In source A I can see …
This suggests …
Furthermore, this source says …
From this I can infer…

5. Mark Scheme
• 1 marks – Answer selects relevant detail from
the source.
• 2-3 marks - Unsupported inference – Valid
inference but without support from the
source.
• 4-6 marks - Valid inferences are made and
supported form the source.

6. Purpose
Question 2 – (8 marks)
• - the question will test your ability to
understand and analyse what a source is
saying AND to use the source and your own
knowledge to explain the purpose behind the
representation/source

7. • Many sources do more
than just provide
information.
• They have been
deliberately produced to
achieve something.
• Most often they have been
designed to get their
audience to think about
something in a particular
way and to take some
action.
A cartoon produced by
Punch magazine in May
1926
You will be analysing the content
Ie what the cartoon is saying
And then linking this to purpose
-What are people trying to achieve with the
message.
-Make sure you use the caption to help you
understand purpose – who made it and the type
of source.

8. 1. What the
representation
shows/says
2. How that
creates a certain
impression or
message
3. How that links
to the purpose of
the representation
(cartoon, poster,
news paper
article, leaflet etc)
In source B I can see … From this I can infer…
Consequently, the
impression this creates
is…
Therefore the purpose
of the representation is
to................

9. 2 Study Source B.
What was the purpose of this representation? Explain your answer, using source B and
your own knowledge.
Source B: From a book called the The Battle for Orgreave by Bernard Jackson, published in
1986. He was a picket who was arrested at Orgreave.
As the lorries carrying coal left the depot, we made our usual push against the lines of
police. Then police riot shields parted and fourteen mounted police rode straight out into
the pickets. As this happened, police in the line beat on their riot shields with truncheons,
creating a wall of noise which was meant to intimidate and frighten us. It was more than
simply a noise; it was a declaration that we were facing an army which had declared war
on us. We stood still, raised our hands or ran away. Police truncheons were used on arms,
legs and particularly on heads and faces.
12 minutes

10. “I must tell you that what we have got is an attempt
to replace the rule of law with the rule of the mob,
and it must not succeed. It must not succeed! There
are those who are using violence and intimidation to
impose their will on others who do not want it. The
rule of the law must succeed over the rule of the
mob.”
Source E: From a speech by Mrs Thatcher on 30th
May 1984, the
day after clashes between pickets and police at
Orgreave
What do you think that Mrs Thatcher wanted to achieve by making the speech in this
way? Explain your answer, using Source E. (8 marks)
Where should you first?
12 minutes

11. Mark Scheme
• 1-2 marks – Simple statements about the
representation.
• 3-5 marks Supported statements which understand
the representation. Award top level for the purpose
using details form the source and their own
knowledge.
• 6-8 marks Explains purpose clearly through
analysing the representation. Maximum 6 marks for
answers which do not make explicit use of own
knowledge of the historical context.

12. In source B I can see …
This suggests …
Furthermore, this source says …
From this I can infer…
Consequently, the impression this
creates is…
Therefore the purpose of the
representation is to................

13. Question 3 – (10 marks)
•Explanation –
• This is to test your knowledge about the topic
and how you use a source to illustrate and
support your own knowledge. The question is
an explanation question WHY did something
happen. If you are unsure and can’t
remember the source should help to jog your
memory. Make sure you look at it clearly.

14. Mark Scheme
• 1-3 marks - Simple statements
• 4-7 marks – Supported statements,
statements are supported with relevant detail
form the source and own knowledge.
Maximum 5 marks for answers that do not use
both source and own knowledge.
• 8-10 marks Developed explanation – Answer
uses the source and precise own knowledge
to develop a clear explanation. No access to
level 3 for answers that don’t use own

15. Question 4 – 10 marks
•Reliability –
• This question will test your ability to do TWO
things. To assess the reliability of two sources
for a specific enquiry
• To make some judgements about the
reliability of both sources, using details and
aspects of the source and your own
knowledge.

16. Golden Rule number one… NOP
Use the Caption and Content
W
HAT
WHO
WHEN
WHERE
WHY
WHAT is the
source?
A newspaper, a
diary entry, a
speech?
This is called the
Nature of a source.
WHY have they
produced it? Is it to
persuade, to inform. To
keep a personal
memory?
This is called the
Purpose of a source.
WHO has written the
source (PM, a miner,
a newspaper)?
WHEN did they write
it (dates)? WHERE
did were they (at the
place, did they hear
about it from
someone else)? This
is called the Origins
of a source
EVALUATION
Based on everything
you have looked at,
how reliable do you
think this source is?

17. Marks Scheme – Question 4
• 1-3 marks Judgement based on simple valid criteria.
• 4-7 marks Judgment based on the reliability of the
sources information or is based on an evaluation of
the nature or authorship of the sources. Maximum
6 marks if does not use own knowledge.
• 8-10 marks Judgement is made on a thorough valid
assessment of the reliability of both sources in
historical context. Maximum 8 marks if won
knowledge of historical context is not explicitly
used.

18. Question 5 – 16 marks plus 3 SPAG
•EVALUATION AND
JUDGEMENT –
• This tests your ability to evaluate a specific
interpretation of why or how the protest was a
success or a failure. You will need to look at
both sides of “the argument” using details from
the sources to support your points. You will also
need to use your own knowledge to develop
the points. You will also need to reach an
overall judgement.

19. “The militant methods of the Suffragette protesters were
unsuccessful in gaining support for votes for women in the
period before 1914” How far do you agree with this
statement? (16 marks)
The question mentions they were
unsuccessful but it is not just
about their failures: you have to
weigh these against their
successes, such as gaining
publicity through their campaigns
This question has specific date
boundaries so make sure that you
stick to what they ask you. That
will help you stay relevant to the
question
The question asks you to evaluate the
statement. Don’t jump to a conclusion. You
need to explore evidence that supports and
evidence that challenges the statement
before coming to a conclusion. Then in your
final paragraph you will be able to state
how far you agree
Sixteen marks are available, more marks
than any other question in the exam paper,
so you need to produce a carefully planned
and detailed answer. A short paragraph or a
quick list of points will not get you many
marks!

20. A parastarter (an opening sentence which tells you what they paragraph is going to be about)?
Evidence from a source?
Examination of the caption (who wrote the source, when and why – does this tell you anything more)?
Own knowledge to support points raised by the sources?
A connective to link together more than one source?
A paraender (a closing sentence which answers the question)?
On the one hand, the militant tactics of the Suffragettes were successful in gaining
support for votes for women before 1914. In Source G, even Millicent Fawcett
admits that ‘the self-sacrifices made by some Suffragettes inspire people who
would otherwise do nothing.’ The very fact that the leader of the NUWSS who
were directly opposed to the militant tactics of the Suffragettes spoke of their
success suggests that the Suffragettes did manage to gain attention. Speaking in
1908, this was at the time when the Suffragettes began a more active campaign of
damaging property after heavy handed tactics by policemen. Clearly, the tactics of
getting arrested worked for the Suffragettes as the 27 who were arrested after the
smashing of windows at Downing Street were treated as heroines on their release
in addition to helping the WSPU gain more members and funds. Furthermore,
source F shows the funeral procession of Emily Davison. Although this photograph
was most likely to have been taken as propaganda, it is clear that…
… As a result, whilst they did not achieve actual votes, a small group of women did
successfully manage to gain significant media attention and thus raise awareness
of their fight for suffrage before 1914.

21. “The Strike failed because the miners were violent”. How far do
you agree? Explain your answer using sources A, E and G, your
own knowledge and any other sources you find helpful. (16)
This question mentions
government preparation but
this question is not just about
preparation. It gives you one
possible reason for failure
but you have to weight that
against the other reasons you
have looked at such as the
role of the media; or the lack
of support
The question asks you to
evaluate the statement – you
need to explore evidence
that supports and evidence
that challenges the
statement before coming to a
conclusion.
Sixteen marks are available, more
marks than any other question in
the exam paper, so you need to
produce a carefully planned and
detailed answer. A short
paragraph or a quick list of points
will not get you many marks.
You must
use these
sources at
least
You must have some
detailed factual
evidence of your
own

22. On the one hand, the sources do suggests that the strike failed
because the miners were violent…
What do the sources
say?
Do any say the same
thing?
What knowledge
could support this?
A clear parastarter
which uses the words
of the question…

23. On the other hand, the sources strike failed because of other
factors…
What do the sources
say?
Do any say the same
thing?
What knowledge
could support this?
A clear parastarter
which uses the words
of the question and
introduces the other
side…

24. On the one hand, the sources do suggests that the strike failed
because the miners were violent…
POINT EVIDENCE FROM SOURCE OWN KNOWLEDGE
The sources clearly show
the miners were violent…
‘militant miners’ (A);
CONNECTIVE
‘police being attacked
with bricks and broken
glass’ (D)
CONNECTIVE
‘violence and intimidation’
(F)
On 1st
December a taxi driver
was killed when driving a
miner to work. This supports
the idea that the miners
used violence, not only
against police but against
each other. There was much
bitterness towards ‘scabs’ in
mining communities.
Furthermore, the sources
suggest this violence lost
the miners support…
Paraender: how much did the violence of the tactics lead to the defeat of the strike?

25. On the other hand, the sources suggest that strike failed
because of other factors…
POINT EVIDENCE FROM SOURCE OWN KNOWLEDGE
Many sources show that …
In addition, the sources
suggest …
Moreover, the sources say
that …
Paraender: how important were these other factors in defeating the strike?

26. Supports
interpretations
Counters
interpretations
Reliable Unreliable
Source D
Source E
Source F
Own Knowledge

27. Coming to a conclusion…
Make your judgement
e.g. Overall, the Miners’ Strike failed
because…
Admit the other side has some strengths
e.g. Although it is true that …
Make it clear you think your argument is
stronger
e.g. this ignores the fact that …
Give your best piece of evidence
e.g. As a result …
Reinforce your judgement with a
memorable sentence
e.g. Consequently there can be little doubt
that the main reason the strike failed was…

28. Mark Scheme
• 1-4 marks. Generalised answer Offers valid
underdeveloped comment to support or counter
the interpretation.
• 5-8 marks. Supported answer, linking the
interpretation to relevant detail.
• 9-12 marks. Developed evaluation, agreeing or
disagreeing with the interpretation. No access to
level 3 for answers which do not use sources.
• 13-16 Sustained argument and evaluation,
reviewing alternative views before giving a
balanced judgement on the interpretation.

29. Golden Rule number one… PEE
P E E
POINT –
This source is
written by …
EVIDENCE –
It says that he was
“…
EXPLANATION – I
can therefore infer
…

30. There are two golden rules to
sources…
To succeed with sources there are two
simple rules;
To forget to do them we would all be fools:
Simply remember to start with PEE,
And follow up with NOP!
©Ms Connolly, 2014!

31. Golden Rule number two… PEE
P E E
POINT –
This source is
written by …
EVIDENCE –
It says that he was
“…
EXPLANATION – I
can therefore infer
…

32. Swap books with your partner…
1. Colour-code
your partners’
work using the
same checklist
as you did for
the starter.
2. Give your
partner 2
things they did
well and one
thing they
need to work
on
Has your partner used… Tick
Parastarter
Source – evidence from content
Source – inference from caption
Own knowledge
Connective to link another source
Paraender

33. Golden Rule number two… PEE
P E E
POINT –
This source is
written by …
EVIDENCE –
It says that he was
“…
EXPLANATION – I
can therefore infer
…

34. OVER TO YOU:
Try to write your paragraph stating
how you agree with the statement –
that Suffragettes were unsuccessful in
gaining support before 1914
Have I used… Tick
Parastarter
Source – evidence from content
Source – inference from caption
Own knowledge
Connective to link another source
Paraender

35. Where do I go from here?
Your situation Advice
I don’t know
anything about
the other
protests
Use your textbook to fill in the other sheets for those protests.
I don’t know how
to approach the
questions
Memorise your writing grid
I’m worried I’m
going to run out
of time.
There is no substitute for completing past papers in exam conditions.
There is no better way to prepare for this – even if you only do one or
two questions.