GCE History 6HI02: Advice for students One of the key differences between the part (a) and

(b) tasks is the role and extent of recalled knowledge and understanding to be applied in the task. The compulsory sub-question (a) will test your ability to reach a judgement by analysis crossreferencing and e!aluation of source material. "o additional recalled knowledge is required for this question. The part (b) sub-question will require you to use two or three pieces of source material and your own knowledge to consider a historical !iew or claim. #n both (a) and (b) questions you are required to analyse and interpret e!idence from sources in order to e!aluate a gi!en claim or $representation% of the past. #n both tasks you need to make a judgement about the claim in the question. #t is therefore logical for similar skills and techniques to be applied in planning the different responses beginning with the analysis of the sources. #n both cases the issue at the heart of the process is defined in the question which offers a claim to be tested but the !alidity of the claim and the related issues are set out in the sources. &ence the sources must be the starting point for planning a response and the steps set out below can be followed and practised as part of any programme of study. Advice for students '. (ead the question and ensure that you fully understand the claim that is being made and the nature of the enquiry. ). (ead the first source and break it down into key points *analysis+ that support or challenge the claim made in the question. ,o not focus only on what it says think about what is suggested or implied *inference+. -ome of the strongest e!idence comes from $unwitting testimony%. .. Think about the historical period that the source relates to. /efore you draw any conclusions from the e!idence consider0 1hat was going on at this time2 ,oes the source refer to anything you recognise2 1hat about people%s attitudes and beliefs at this time2 ,o they fit with what you think the source suggests2 Then if you think your inferences are secure make a brief list of points for and3or against the claim in the question. #t is actually quite useful to do this in two columns on a piece of paper. Then as you work through the sources you can link the references from different sources (cross-reference) into two conflicting arguments one in each column. 4. 5ook at the information gi!en to you in the pro!enance. 1hat do you know about the period that is rele!ant2 1hat does it suggest about the situation in which the source was produced the attitudes of the people in!ol!ed and how does that affect the strength of the e!idence and more importantly your interpretation of it2 6. (ead the second source. (epeat the process as abo!e but also look out for any links with the first source. ,o you see any implications that agree3disagree with the first source or help to explain something in it2 7dd points from this source to your lists. 8. (epeat this process with all the sources and then look at what e!idence you ha!e collected in each column and how con!incing you think it is. &ow does it fit together within each column2 9. T&:" 7", O"5; T&:" start to plan an answer to the question using all the points for and then all the points against the claim. <ut in the links between your points and consider the best order for them. 5ea!e time for a conclusion that will summarise and weigh up your e!idence including its reliability. =. #f your answer is for an (a) question that is all you need. >ust make sure that you back up what you say with references to the sources and pro!enance with brief references to context if needed to explain the implications. #f it is for a (b) question you will need to add to your plan with arguments based on wider knowledge. ;ou can use what you know to de!elop your points support or challenge them and weigh up how con!incing they are. &owe!er you should still structure your answer around the points that you got out of the sources. #n fact a brief outline of them showing how the

sources link to gi!e the points on both sides of the argument makes an excellent introduction to the essay. The marker can see that you ha!e used the sources as a set and you can keep checking back while you are writing your answer to make sure you co!er and de!elop the points you want to make. To begin with this process will take you a bit of time. &owe!er you can practise it (in discussions of sources as well as in practice questions) and the more you use it the quicker you will get. /y the time you come to an exam it should only take you a few minutes extra to reading the sources and you will more than make up the time by writing a well-focused and directed answer. ;ou always write more quickly when you know where you are going?