Top Dog Concise History Essential Skills Grade 10, 11 and 12 Preview

Top Dog

Concise History Essential Skills

Independent Schools, NSC and SACAI aligned

GRADE 10, 11, 12

Compiled by: Frances Pallett

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Concise History

Contents Section A Working With Sources 1. Why is source work so important?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2. Summary of source work terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 i. Origin of sources (provenance) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 ii. The usefulness and value of a source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 iii. The reliability of a source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 iv. Limitations of a source. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 3. Looking at visual sources: photographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 4. Looking at visual sources : posters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 5. Looking at visual sources: cartoons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 6. Combining sources to form an argument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 7. Commonly used question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Section B Essay Writing 1. Writing a discursive essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 2. Writing a source-based essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 3. Sources for source-based essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

To practise any of the concepts discussed in this guide, go onto the Top Dog website (www.mytopdog.co.za). Each Grade (10 - 12), has a History section in which you can work through sets of source-based questions. These questions come with fully explained answers.

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Top Dog Concise History - Essential Skills - Grade 10, 11, 12

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1

Section A

1

Working with Sources

WHY IS SOURCE WORK SO IMPORTANT?

If you are able to interpret sources critically, then you will be able to complete any research task with ease. This could be your Grade 10 Research Project, or your University Doctorate!

Think of source work as completing a jigsaw puzzle.

When you are doing a jigsaw puzzle, you carefully examine each piece to see where it fits best.

As you fit more pieces in, a picture begins to appear.

Once you have fitted all the pieces in, you see the complete picture. You are no longer aware of the individual pieces.

When completing jigsaws, we combine different piece to form a single picture.

When investigating an event in History, we combine different sources (just like the different pieces of a jigsaw puzzle) to provide an overview of a topic.

Written documents

Objects/artefacts

Photographs

Newspaper articles

-work ut source Myths abo learn for a t have to o n o d u o Y r exam. sed text o a -b e rc rpret a u o s cannot inte u o Y ! o d know Yes you unless you y tl c e rr o c source. source nding that u o rr u s ts good the fac urces are o s ry a m All pri rces are ndary sou o c e s ll a and bad. ays good ource is alw s f o e p ty No has to be ry source e v E . d a b or rit! its own me judged on

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Knowledge

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Section

A

Working with Sources 2

SUMMARY OF SOURCE WORK TERMINOLOGY

When you interpret a source you should consider:

i

Who wrote this source?

Origin (Provenance) Where has this source come from?

When was this source written?

Who was the intended audience for this source?

From where was this source accessed?

ii

Does this source relate directly or indirectly to my topic?

Usefulness/Value Can I use this source in my research?

Is this source accurate and reliable?

Does the source offer any new perspective on my topic?

iii

How does the origin of the source affect its reliability?

Reliability

Is the source biased?

Can I trust the information in this source?

Is the source subjective or objective?

Is the given information in line with other sources?

iv Has this extract been taken out of context?

Limitations What prevents this source from being the perfect tool for my research?

Has the meaning been altered during translation?

Am I able to see/ read/ listen to this source clearly?

Is this source clearly inaccurate, unreliable or overly biased?

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Section

A

Working with Sources ORIGIN OF SOURCES (PROVENANCE)

2(i)

The origin of the source is where the source has come from or originated. Information regarding the origin is usually provided just under the source heading.

It is VERY IMPORTANT that you read and take note of the information given in the origin.

Source A Extract from an Abolitionist leaflet, published in 1783 in Britain. Accessed from: Bright Sparks History, Grade 10 Learners Book, Education Council of South Africa, 2014. Pg. 167.

A

This is the origin

Who wrote the source?

•

Who is the author?

-

•

•

Is the author qualified to write about this subject?

-

Was the author an eyewitness?

-

Has the author studied this period of history?

-

What viewpoint does this author hold? Is he biased towards or against the topic?

Does the author describe him/herself in any way, e.g. historian?

-

•

Do you recognise the name?

If the author describes him/herself as a historian, we can presume that he/she has a good knowledge of the subject. If what he/she wrote was inaccurate, his/her whole reputation would suffer.

Is the author likely to be objective or subjective?

?

Objective: a neutral point of view, reporting the facts. Providing information.

Subjective: writing from an emotional point of view.

For the given example: We do not know the name of the person who wrote this source, but we do know the article was written for an abolitionist leaflet. An abolitionist was someone who spoke out against the Slave Trade.

We can presume this writer will be biased against the Slave Trade and may write from a subjective point of view.

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Section

A

Working with Sources ORIGIN OF SOURCES (PROVENANCE) (continued)

2(i)

B

When was the source written?

•

Is the source a primary source?

-

•

A primary source is a source written by an eyewitness.

The date given in the origin must match the time period in which the event occurred.

Primary sources are usually subjective, since the authors wrote them from their own personal perspectives.

Is the source a secondary source?

-

A secondary source is a source which has been based on primary sources.

It is written a long time after the event. Written with the benefit of hindsight.

Secondary sources are objective. They combine the most accurate primary sources into a cohesive account.

?

Hindsight is the ability to understand an event or situation only after it has happened.

For example, a solider fighting in World War 1 would only see the horror of the war, whereas a historian writing fifty years later would be able to see how the war forced scientists to develop new, life-saving methods of wound infection control.

For the given example: The source was written in 1783. This was during the time of the Trans-Atlantic Slave trade.

The source is therefore a primary source.

C

Who is the intended audience of this source?

•

Was this source intended for the public or was it written in a private letter or diary?

•

What type of source is this?

- A speech: This will contain propaganda and be persuasive.

- A memoir: This might be written in order to justify (explain why they were correct) certain actions.

- A eulogy (speech given at a funeral): This will focus on the positive aspects of a person rather than the negative.

- A government report: This will reflect the official government position on the subject.

For the given example: The extract is included in an Abolitionist leaflet. It is meant for the public. It has been written to inform the public of the atrocities of the Slave Trade. The leaflet aims to convince the public to join the Abolition Movement. Although the writing would be subjective, it would still have to present accurate facts.

If the information offered was inaccurate, this would damage the reputation of the Abolition Movement.

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Section

A

Working with Sources ORIGIN OF SOURCES (PROVENANCE) (continued)

2(i)

D

From where was this source accessed?

•

Is it a primary source?

•

Is it a secondary source?

Does it come from a modern textbook?

-

A textbook is a reputable, reliable source.

If the textbook contains errors or inaccuracies the reputation of the publishing company is damaged.

Textbooks published by totalitarian regimes may not be accurate.

(Stalin rewrote Soviet history)

Does it come from a website?

-

Do we know the author of the website?

Do we know the purpose of the website?

Do we know the point of view supported by the website?

For the given example: The source was taken from a textbook called Bright Sparks, Grade 10 Learner's Book. This book has been published by the South African Education Council. We can therefore presume that this textbook is reliable, since if it was inaccurate, the reputation of the South African Education Council would be damaged.

How do examiners test your understanding of origin?

1) Who is the author of this source?

2) Is this source a primary or a secondary source?

3) Explain the events which were happening at the time this source was published.

4) What is the origin of this source?

5) How does the origin of this source affect your understanding of the source?

6) Are you surprised at the origin of this source?

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Section

A

Working with Sources 2(i)

ORIGIN OF SOURCES (PROVENANCE) (continued)

Let's Practise!

GRADE 10

Source A

Extract from letter written by Cortés and addressed to King Charles V of Spain, 1519.

Quoted in Hernán Cortés: Letters from Mexico. Translated and edited

by Anthony Pagden, 72-74. New Haven and London: Yale University Press, 1986.

The following morning, they came out of the city to greet me with many trumpets and drums…

Hernando Cortés

1. Who is the author of this source?

(1×2=2)

The author is Hernando Cortés. 33 2. Who is the intended audience for this source?

(1×2=2)

The intended audience is King Charles V of Spain. 33 3. Is this a primary or a secondary source? Provide a reason for your answer.

(2×1=2)

This is a primary source. 3 It was written in 1519 which was the time period in which the Spanish were conquering the Native Americans. 3 4. Do you think Cortez would be telling the truth in this source?

(2×2=4)

He might not be telling the whole truth. 33 Cortés is writing back to the king who has sponsored his expedition to the Americas.

Cortés might therefore exaggerate the positive things about the Americas such as the wealth. He might choose not to tell the king about the atrocities committed by the Spanish conquistadors. 33

Did you notice how the mark allocation helps you know how much to write?

A (1×2) question is looking for one answer with one solid point.

A (2×1) question is looking for an answer of two smaller points.

A (2×2) is looking for an answer containing two solid points. This could be an answer to the question and the supporting evidence for your answer.

A (3×1) question would need an answer of three short points. This could be a list of three names.

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Section

A

Working with Sources 2(i)

ORIGIN OF SOURCES (PROVENANCE) (continued)

GRADE 11 Source B Extract from speech made by Lenin, March 1921. In this speech he was introducing the NEP to the Party.

“Our poverty and ruin are so great that we cannot at one stroke restore large-scale socialist production… we must try to satisfy the demands of the peasants who are dissatisfied, discontented and cannot be otherwise… there must be a certain amount of freedom to trade, freedom for the small private owner. We are now retreating, but we are doing this so as to then run and leap more vigorously.”

The origin tells you: Ÿ

Who wrote the source?

Lenin

Ÿ

Is this author credible?

Lenin had drawn up the NEP so he would certainly be qualified to speak on it.

Ÿ

When is the source written?

March 1921 (Ask yourself what was happening before 1921?

(Civil War and War Communism.

This had led to famine and starvation)

Ÿ

What had happened in February 1921?

(The Kronstadt Mutiny).

Ÿ

What type of text is this source?

It is a speech and will therefore be an example of propaganda.

Ÿ

What will the text be about?

In this source, Lenin will introduce the NEP to the Party.

1. How does the origin of the source, affect your understanding of the source?

(2×2=4)

The source is a speech made by Lenin. The speech was made in 1921.

At this time, Lenin needed to introduce his idea of a New Economic Policy to the Party.

As the New Economic Policy went against pure socialism, the party would not accept it easily. 33 Knowing the origin, helps us understand why this speech may be full of persuasive or emotive language. We can understand that this source will not provide us with an objective view of the New Economic Policy. 33 2. What are Lenin’s justifications for introducing the New Economic Policy?

(3×2=6)

Justify: To explain something in such a way to make it seem the right thing to do.

Justification: Explanation We could rewrite this questions as, “What does Lenin say to make the NEP sound like a good idea?”

Lenin is saying that there has to be change as ‘poverty and ruin are so great’. 33 The only thing which will revive the economy is to allow for ‘more economic freedom’. 33 Lenin assures the Party that, “We are now retreating, but we are doing this as then to run and leap more vigorously.” In other words, Lenin anticipates the criticism from his party and explains that the NEP is a temporary measure which will, in time, lead to greater socialism. 33 Note the mixture of words, some are your own words, some are taken directly from the source.

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Section

A

Working with Sources 2(i)

ORIGIN OF SOURCES (PROVENANCE) (continued)

GRADE 12

Source C

Extract from: United States Note to the USSR on Berlin, August 17, 1961.The Department of State Bulletin, XLV, No. 1158 (September 4, 1961), p. 397.

From: Modern History Sourcebook: USA and USSR: Exchange of Notes on the Berlin Wall, 1961. Accessed: http://legacy.fordham.edu/Halsall/mod/1961berlin-usaussr.asp Date of access: 10/07/2016 […] On August 13, East German authorities put into effect several measures regulating movement at the boundary of the western sectors and the Soviet sector of the city of Berlin. These measures have the effect of limiting, to a degree approaching complete prohibition, passage from the Soviet sector to the western sectors of the city. These measures were accompanied by the closing of the sector boundary by a sizable deployment of police forces and by military detachments brought into Berlin for this purpose.

All this is a flagrant, and particularly serious, violation of the quadripartite status of Berlin. […]

By the very admission of the East German authorities, the measures which have just been taken are motivated by the fact that an ever increasing number of inhabitants of East Germany wish to leave this territory. The reasons for this exodus are known. They are simply the internal difficulties in East Germany. […]

The origin tells you: Who wrote this source?

– The USA Government. This is the government's official response to the building of the Berlin Wall.

When was this source written?

– August 17, 1961. The day after the Berlin Wall went up.

Why was this source written?

– The world would be expecting some form of official USA response to the Berlin Wall. As this is an official response, we expect the USA government to be objecting to the construction of a wall.

Is this a copy of the original document?

– Yes, published by Modern History Sourcebook. This site, established by a university, republishes accurate primary sources online.

1. Are you surprised at the origin of this source?

(3×2=6)

This question is asking: What expectations did the origin create in you about the content of this source?

To what extent is the content in line with these expectations?

No, I am not surprised at the origin of this source (Make sure you have given an answer to the question being asked!) 33 (Now justify your answer) The source is not in favour of the Berlin Wall. It describes the Berlin Wall as a “flagrant, and particularly serious, violation of the quadripartite status of Berlin.” The source also claims that the Berlin Wall is a measure taken by the East Germans to prevent an ‘exodus’ from the GDR. 33 It comes as no surprise then to see that this source is written from an American point of view. The source is an extract taken from the American government’s official response to the USSR on the building of the Berlin Wall. 33

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Section

A

Working with Sources 2(ii)

THE USEFULNESS AND VALUE OF A SOURCE

A useful or valuable source will add to your understanding of a topic.

Does the source relate directly or indirectly to my topic?

A direct source provides information on your actual topic.

A direct source can be very detailed or only provide a short amount of information.

An indirect source will give you information which will help you interpret direct sources.

For example: An article on a certain war photographer might help you interpret one of the photographs taken by this person.

Is this source accurate and reliable?

Accurate The following questions will help you determine if your source is accurate (the information given in the source is correct): Ÿ

Who wrote this source?

Ÿ

What are the author's credentials?

Ÿ

Do I know of any reasons why this author would want to mislead me?

Ÿ

Does this information in this source match what I have read in other sources?

Reliable A reliable source is a source which gives you trustworthy information.

Do not automatically label a biased source as being unreliable.

A biased source can still be a reliable example of a certain point of view.

A source might be unreliable if: Ÿ

The author of the source is trying to justify his own behaviour.

Ÿ

The source is clearly biased or one-sided.

Ÿ

The source is exaggerated.

Ÿ

The source is not consistent with other sources on this topic.

Ÿ

The source is clearly an example of propaganda.

Ÿ

The source contradicts itself.

Ÿ

The source has clearly been tampered with or mistranslated.

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Top Dog's Concise History Essential Skills Grades 10, 11 and 12 provides support and practice in the skills required to best answer test and examination questions.

The Concise History Essential Skills Guide covers two main skills: A. Working with sources – origin, usefulness, reliability and limitations. Ÿ Looking at visual sources: photographs Ÿ Looking at visual sources: posters Ÿ Looking at visual sources: cartoons Ÿ Combining sources to form an argument Ÿ Terminology of commonly used question words B. Essay writing Ÿ Writing a discursive essay Ÿ Writing a source-based essay

Other guides in our Concise History range:

Top Dog Concise History Grade 10

Top Dog Concise History Grade 11

Top Dog Concise History Grade 12