The Weight of History

Source-Based Questions

2 min read

Source-Based Questions

Quote questions

Why did… What tells you that…

Firstly, “[quote]“. Secondly, “[quote]“. Thirdly, “[quote]“. Therefore, [restate question].

Purpose Questions

Purpose Question Format

Purpose Question Format

Question Phrasing

What is the purpose of Source X? Why was Source X produced?

Example

The purpose of Source X is to [verb] [audience] that [message]. This can be seen in [evidence]. [Analysi. The outcome is for [audience] to [action / feeling].

Checklist

  • Purpose ^cdbe9e
    • verb
    • convince/inform/tell
      • usually convince
  • Audience
    • usually people of Singapore
      • DO NOT WRITE SINGAPOREANS
        • the concept of Singaporeans didn’t exist until the Citizenship Ordinance in 1957
  • Message
    • deliberate and targeted
      • e.g. anti smoking campaign poster → who’s the audience? what’s the message you want to send across? what’s the OUTCOME?
    • focus on the main message
    • MESSAGE CANNOT BE QUOTED.
      • if you can find your message in the Source is is WRONG
  • Outcome
    • what action does the creator of the source want the audience to take after seeing the source?
    • action + feeling
      • feeling is good-to-have

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Compare and Contrast

Compare and Contrast

Compare and Contrast

General Tips

  • skimming through one source will give you context on the other
  • DIFFERENCES CAN STEM FROM SIMILARITIES
    • time-saving technique to use in exams
    • e.g:
      • A and B both like a K-pop group.
      • A likes the group because the members are good-looking. They don’t care about the music.
      • B likes the group because their music is good. They don’t even know how the members look like
      • compare: both like a k-pop group
      • contrast: reasons for liking the k-pop group

Compare

Comparing both sources, Sources X and Y are similar in showing [similarity]. In Source X, “[quote]”. This shows that [analysis] Similarly, Source Y states “[quote]”. This also shows that [analysis]. Hence, both sources are similar in [similarity].

Contrast

  • a common BASIS OF COMPARISON is needed
  • what are the differences in the common basis of comparison?

Contrasting both sources, Sources X and Y are different in showing [difference]. In Source X, “[quote]”. This shows that [analysis] On the other hand, Source Y states “[quote]”. This shows that [analysis]. Hence, both sources are different in [difference].

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OPCVL

OPCVL questions

OPCVL questions

Question Phrasing

With reference to its origin, purpose and content, assess the values and limitations of Source X to historians studying the [given topi.

Example

Summar

  • paragraph 1: value
  • paragraph 2: limitations

The ==origin is valuable because==… [link back to the question], thus making the source reliable and valuable. The content is also valuable because…

The purpose is limited because…

Checklist

  • Origin

    • Template

      The origin is valuable because …

    • source type?
      • book, article, speech, (in)formal letter, academic article, etc.
    • check authorship – especially if the author is a historical actor
      • what was the author’s objective in creating the source?
      • how objective is the author?
        • do NOT misuse the words ‘bias’ and ‘unbias’
      • how knowledgable is the author?
        • ==do they have insider, unique or expert information/knowledge/insight?==
        • more knowledge → more likely to have an informed, accurate view of things happening → better for historians needing reliable sources
      • pay attention to the wording of the title!
      • the more you know about the actor, the easier it is to answer the question
    • when ≠ accuracy
      • in the future, there MAY be access to a lot of other books + research → more well-researched and accurate than a singular viewpoint from the past
    • check source details for who, what, when, where
    • DO NOT USE THE WORDS “ADAPTED EXTRACT” in origin
    • identify whether it’s a ==primary or secondary source==
      • IMPORTANT: one is not inherently more valuable than secondary sources
        • primary sources can be affected – by memory loss, emotion, etc.
  • Transclude of Purpose-Question-Format#^tes
    • Quote/describe/summarise the source
    • ask yourself questions
      • Why does this document exist?
      • Why did the author make this piece of work?
      • What is the intent behind this work?
      • Who is the intended audience? Who did the author think it was?
  • Content
    • Quote/describe the source
      • if there is nothing, point out whatever isn’t there
      • Historians are not aware of …
    • What does the document say?
    • What’s the main idea of the source?
    • What arguments are present within the source?
  • Value
    • based on who wrote it, when it was written, why it was created (purpose) and what the source says (content)
      • e.g. if a professional historian wrote a secondary source, it’s valuable because professional historians would have the necessary skills to perform research professionally and accurately depict certain events of the past
    • What are the author’s perspectives?
    • What was the historical context, and how accurate is the source in reflecting it?
  • Limitations
    • at what point does this source stop being useful to historians?
    • what side of the story can we not tell from the source?
    • does this piece reflect anything about the time period inaccurately?
    • what did the author leave out?
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Evaluate

“Using the sources and your own knowledge, evaluate…”

  1. Unpack the question

    Question

    • The command term is…
    • The requirement of this command term is…
    • The question focus is…
    • The time period under consideration is…
  2. Write the introduction
    • establish key terms clearly – e.g. in a question about Western/Soviet aggression leading to the Berlin Blockade, “Western aggression in this context refers to…”
    • assume the examiner knows Nothing.
    • try to vary the sources used, taking your evidence from a wide variety of places

Sample Intro

Sources X, Y, Z put forward AA as reasons leading to BB. Sources D and E, however, say that BB was due to CC. The majority of sources X, Y, Z support AA as reasons leading to BB. Together, the sources show a combination of reasons and the interrelationship between them that culminated in BB.

  1. Write the first body paragraph
    • format key ideas in cause-and-effect – action-result-impact
    • e.g. “Western powers worked collectively to ensure their security and stability by excluding the USSR. In so doing, they inadvertently heightened tensions and USSR suspicion of Western powers.”
    • be very precise in phrasing – which idea is supported by which source. don’t allow for any nitpicking opportunities
    • analyse sources!
    • work own knowledge into the paragraph (e.g. after elaboration of a source, before justifying the next source)
    • [] [1941-1991 The Cold Wa]: Can bring in schools of thought, where applicable. Don't force it in.

      Sample

      This source represents/embodies the (…) school of thought.

Sample Body Paragraph

One reason for BB is CC (Source X). This shows that the USSR was trying to extend its sphere of influence by stopping Western Powers from reaching their zones of Berlin, posing a threat and increasing tension between the powers. [← key ideas from the source – have only ONE quotation + its result]. Own Knowledge → Soviet aggression can similarly be seen in Soviet action (salami tactics) over Eastern Europe.

Essay Structure

Transclude of Essay-Structure-HS

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