The document provides guidance on answering source-based questions, including the types of questions, how to approach different question types, and the structure and content expected in responses. It outlines the key steps for inference questions, comparison questions, reliability questions, evaluation questions, usefulness questions, and purpose questions. Specific advice is given for each question type, such as highlighting relevant sources, including supported inferences and differences/similarities, addressing multiple viewpoints, and considering the purpose and reliability of sources.

1. the source based question sources, skills and steps to take

2. What you should do at the start Glance at the questions part (a) to (d) Identify the TYPE of questions they belong to Read all the sources quickly Pick out and HIGHLIGHT the relevant portions of the source before you begin answering each question

3. #1 Inference Firstly read or look at the source or sources carefully and write down the obvious things it is telling you. Secondly look beyond the obvious and see what you can infer. Write down what you have inferred and use the source to back you up . 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. #1 Inference Always use your own words for inference; You can quote directly from the source for evidence Give 2 inferences (3 if you want to be safe) 2-3 paragraphs 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…

6. Example: Inference Description of source: It shows many students attended the protest Unsupported inference: The students were highly influential. Supported inference: 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. 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.

7. #2 Comparison Possible points of comparison: content, attitude of writer, tone of writer, scope of discussion, purpose Concentrate more on content before you consider the provenance. Does Source B support/corroborate Source C? How different/similar is Source B to Source C?

8. #2 Comparison Always have a point of comparison Always have one difference and one similarity (both supported); Last paragraph - on difference or similarity on purpose/motive/tone. 3 paragraphs. Does Source B support/corroborate Source C? How different/similar is Source B to Source C?

9. #3 Reliability Who produced the source and when? Was the writer/artist an eyewitness? What were the sources of her/his information? Why was the source produced? What is the origin of the source? Is there consistency in the source? Is there consistency with other sources? To what extent can you trust Source E? How reliable is Source E in showing?

10. #3 Reliability You might suspect a source provides unreliable evidence because: It shows the clear bias of the writer. It contains factual errors. It contains exaggerated comments. It is inconsistent with similar sources. It was written a long time after the events it describes. It was produced for a particular purpose which might affect its reliability. To what extent can you trust Source E? How reliable is Source E in showing?

11. #3 Reliability Start by stating whether it is reliable or not based on source content; Always have 2 cross-references supported with evidence; Contextual knowledge Last paragraph, reliable or unreliable based on who says it? Why? Purpose? Audience? Intended impact? 4 paragraphs To what extent can you trust Source E? How reliable is Source E in showing?

12. #4 Evaluation Use all sources! Group sources into those that support and those that are against the hypothesis. Address the “FOR” portion Address the “AGAINST” portion About 4-5 paragraphs Make your final conclusion To what extent do the sources support the view that…?

13. #5 Usefulness Possible reasons why useful – source grants us a full picture of history, shows us the perspective of a particular group of people in society Possible reasons why NOT useful – subjective point of view, gaps in information How useful is Source D in telling us about…? Compare the usefulness of Sources B and C.

14. #5 Usefulness Biased sources can still be useful Always remember to cover both points of view – useful AND not useful NOT Useful: You can cross refer to other sources that are better or use contextual knowledge It would be good to quote 3-4 paragraphs How useful is Source D in telling us about…? Compare the usefulness of Sources B and C.

15. #6 Purpose Structure is the same as inference; 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? 3-4 paragraphs What do you think is the intention of the writer in Source A?

16. Marking scheme L1, L2, L3 and L4 descriptors Total: 20 marks

17. ASSIGNMENT ONE Due in exactly 1 week’s time during lesson Penalty for late work – 2 marks for every subsequent day after the deadline Consultation

18. All the best for your assignment!