DHP Year Two History End-of-Year Examinations 2011 Duration of paper : 1 hour 45 min Marks : 40 marks

Section A: Source-Based Questions

Suggested Time Allocation: 60 minutes
Types of skills 1. 2. 3. 4. 5. 6. Inference Comparison Reliability Usefulness Drawing Conclusion Purpose

Evaluating Question Identify the type underline keywords + given factors your main points 1. Inference Ways questions may be asked: What can you infer from Source X about...? What is the message/impression that Source X...? What does Source X suggest/tell you about ...?

Inferring is to draw out information that is not clearly stated in the source. To make an educated guess based on the supporting evidence and logical deduction Need to read in between the lines (ie. read and see beyond the obvious facts) Reason out what you have seen Use your own words to present the content of the source

Do not rephrase what the source says, but answer

Quote CONCRETE (fact vs opinion) evidence (paraphrase in your own words) from the source to support your inference. This evidence will provide the basis for your explanation on the inferences that you make

In-depth; be clear and specific (5W1H) 2 points (one point one paragraph)

Fact VS Opinion 1. To identify statements of opinion, look out for The writers thoughts/feelings/attitudes (e.g. words like should, must, I think and I feel.)

2. -

Words carrying emotional meaning such as idiot, stupid, beautiful, tyrant etc. Exaggeration (e.g. Nicest person on Earth) Generally, factual statements do not contain feelings or judgment about an issue.

To identify factual statements, check if the statement can be verified in any way.

Ask yourself the following questions: o o What is the information provided in the source? What can I infer based on the information provided?

Paragraph Structure Point: State what you can infer from the source in one clear and specific statement that is able to provide an "overview/summary" of what the paragraph is about. Source X clearly suggests/shows/implies/indicates that.../It can be inferred that.../Source X allows me to infer that... Evidence: Provide RELEVANT evidence (paraphrase and summarize in your own words) from the provenance or content of the source to support your inference This is reflected/supported in Source X which states that "..." Explanation: Using source content and your contextual knowledge explain how the evidence supports your inference (using Purpose of action, Consequences of action, Contextual knowledge) This means/shows that... Link: Link back to/Answer the question Thus/hence/as such/therefore... 2. Comparison Ways questions may be asked: How different/similar are Sources X and Y? To what extent does Source X differ from Source Y? How are Sources X and Y different/similar? In what ways are Sources X and Y different/similar? What are the similarities/differences between Sources X and Y?

This type of question requires you to look at BOTH similarities and differences between the two sources.

3 points in total (1 point = 1 para) + conclusion AVOID false matching: Something not present (eg. Source X tells me that...but Source Y does not) AVOID invalid matching (ie. 2 unrelated factors put together in the same paragraph)

Paragraph Structure and Format

Body Paragraph Point: Identify common criteria, a factor of comparison to base the comparison between Sources X and Y Identify something that both sources share/talk about and compare whether the views are similar or different Sources X and Y are different/similar in terms of/with regard to... Evidence: Match content taken from Source X with that in Source Y to support the similarities/differences with explicit detail from each source Explanation: Draw insights from the similarities/differences and explain the insights Link: Link back to the question So is it similar or different? Conclusion Weigh comparisons Is similarity (eg. popular)/difference (eg. popular in the different target groups) more significant? In terms of (weighing factor as in paragraphs)? Although there are some similarities between the two sources on agreeing that..., both are generally different in that...

LORMS
L1: Start by comparing the provenance. [L1/1] a. Similarity: Source A and B are similar as both of them are written sources. b. Difference: Source A and B are different as Source A is an interview whereas Source B is a report/article. c. Some e.g. of Source types: Text, picture, interview, newspaper article, cartoon, photograph. L2: Next, do false matching. [L2/2] [Differences only] d. Sources A and B are different as Source A says _______________ but Source B doesnt. L3: Next do content. [L3/4-5] e. Similarity: Find common criterion. i. Common Criterion is basically the message of the Source (what is the Source all about?) ii. Common Criterion has something to do with the issue. iii. Common Criterion must match the 2 sources. f. Difference: Use the common criterion from the similarity. i. Use Common Criterion and branch out to find the different aspects of the Common Criterion. ii. E.g. Both Sources A and B talk about discrimination against Tamils, but they are different as both sources deal with different forms of discrimination. iii. Differences between sources may not necessary have common criterion. If there isnt, briefly describe what the 2 sources say and quote evidence, but there must be a clear difference. 2. L4: Lastly, do purpose/tone. [L4/6-7] a. Purpose: Impact of the source on the readers/audience, which might prompt the readers to do something. Base it on provenance! b. Tone: Reflects the emotions/feelings of the author and how he/she views a particular issue. 3. Reliability Ways questions may be asked:

How reliable is Source X in telling you about...? Is Source X an accurate depiction of...? Is Source X reliable as evidence about...? This type of question requires you to decide the extent to which you can trust the source to use it as evidence to find out about the topic. Some sources are completely reliable, others can be reliable to a large extent (reliable) or small extent (unreliable). When unreliable, use CONTRADICT each other when cross-refer ; only when reliable, use CORROBORATED when cross-refer One paragraph reliable aspects + one paragraph unreliable aspects + conclusion

Steps in checking reliability: 1) Consistency Fact or opinion (Valid or invalid)? Generalisations (supported)/Assertions (hasty judgements? not supported with evidence) One-sided or balanced point of view (Are many possible viewpoints considered by author?) Exaggeration/distortion that is false Choice of words that indicate uncertainty (eg. probably, seem, likely)

- Overall tone (formal, careful, threatening, authoritative, tense, harsh?) 2) Credibility Who is the author of the source? Is he someone unknown/anonymous that does not lend credibility to the source Primary source offers valuable insight/not objective, biased, does not take into or an reputable (eg. qualified expert on the area)? account... How does this affect the source's reliability? What is his aim (purpose) and who is his audience? Bias; favours one side or gives only one particular point of view 3) Corroboration Cross-referencing to other sources Do the other sources contradict or support Source X's claims? Explain HOW and WHY its reliability when corroborated with other sources Use PEE Intentional Bias ; deliberately distorted and falsified, achieved through lies, Limited Access to Info ; based on only one part of evidence and derived before Purpose; influence/persuade/convince people to agree or to evoke emotions (eg. Beliefs or feelings ; prejudice against a race, a nation, a political party may blind missing out facts or use of extreme language the full nature of the event have come clear arouse anger, gain sympathy, "badmouth" them from a reasoned and objective view of the event

Contextual Knowledge Despite the fact that Source X corroborates with Source Y, it may not necessarily Use contextual knowledge to check for reliability mean the Source Y is thus reliable

Ask yourself the following questions: a. c. What does the source tell you about the topic? Can you trust what the source is saying? e. Is it because it gives a one-sided or biased view? Or is it because it is incomplete, exaggerated or untrue? b. Does it contain only facts/truths? Or does it contain only opinions? d. If you cannot trust the source,

What details from the source can you use to support your answer?

Paragraph Structure and Format Paragraph One Point: Address question by saying that the source is reliable. Identify the specific aspect where it is reliable Evidence: State the part of the source which supports the reliable aspect Can use provenance (to establish motive/purpose) or the content of source Explanation: Explain how the evidence show that the source is reliable Cross-refer to other sources (one strong one is sufficient) and/or contextual knowledge Furthermore/moreover, Source X's claims are on very weak/strong grounds, especially considering evidence from Source Y which agrees/disagrees that...by implying that... It is unconvincing thus unreliable. When closely examined/upon close scrutiny and observation, it must be noted/it can be seen that... Further substantiated by Source X with states that... Link: Emphasise/repeat your point in the way the question is asked to address the question and avoid answering out of point Paragraph Two Point: Address question by saying that the source is not reliable. Identify the specific aspect where it is not reliable Evidence: State the part of the source which supports the unreliable aspect Can use provenance or content of source Explanation: Explain how the evidence show that the source is not reliable Cross-refer to other sources (and/or contextual knowledge) Link Hence, in conclusion, as Sources X and Y do not support Source Z, Source Z's claims are inconsistent with the other sources / contains only one point of view/contains many factual errors, exaggeration and distortions, Source Z's claims are too weak and generally unreliable. OR Concluding Paragraph

Hence, in conclusion, as Source Z contradicts with the other sources with cross-referred, Source Z's claims are generally reliable.

LORMS
N.B. Reliability MUST use provenance!. N.B.2: Special Qns: The 2 sources are diff. Does it mean one of them is wrong? L1: Yes/No, based on Provenance only c. Yes: Answer question in opening statement. Source is reliable as it is a historical account / is a recount from a war veteran who has participated in the war, thus he should know what he is saying. d. Yes: Source A is very reliable as it is from a Tamil Tiger supporting Sinhalese. [LORMS may be higher] e. No: SourceA is not reliable as the comment is made by one source. It does not represent other views on the issue. L3: Yes and No, supported by Provenance + Content. f. Yes, the source proves that g. No, it does not prove that as h. (Prejudice make conclusion based on limited information, Discrimination prejudice in action, Bias one-sided, Propaganda influence people to support the cause) L5: Yes and No, Cross Reference with other sources + Explanation: i. Yes, Source A is reliable/not reliable as it is supported/contradicted by Source B. j. Source A says evidence and Source B says evidence. k. Since both sources talk about __________, thus Source A is reliable. 4. Utility Ways questions may be asked: Is Source X useful in telling you...? To what extent/How useful is source S in telling you about...? Is Source X of any to your understanding about...? Is Source A or Source B more useful as evidence...? analyse the individual item (source) to find out its utility value against given requirements (topic) whether a source is useful or not depends on whether it is accurate what it tells you about the topic One paragraph useful aspects + one paragraph limited aspects + conclusion

Steps in answering utility question: 1. Where does the source come from. (Is it bias?) 2. What does the source tell you to let you understand about the topic? a. Study content of the source and check what it tells you b. Study content of the source again and check what it does not tell you

c.

Is it accurate check the specific aspects in given source against other sources or with your background knowledge to identify any limitations (does not reflect a particular area compared to other sources) and thus establish its utility

3. What does the source not tell you about the topic a. What would you like to know about the topic that the source did not mention? check with your background knowledge. 4. Can you trust the source? 5. Conclusion, is the source useful? a. Not useful at all, to a small extent, to a large extent, absolutely useful

Paragraph Structure and Format Point: State whether source is useful as evidence + why Source X as is useful/limited in its usefulness as evidence that (given topic/factor) because the source indicates that (inference) Evidence: Quote the information provided it the source that allow you to infer it is useful or not Explanation: Explain how the other sources or your contextual knowledge allow you to reach a stand (whether it is useful or not useful) Reach a conclusion on the degree of its usefulness (aspects) and its possible impact based on a reasoned consideration of your findings

LORMS
L1: Yes/No, based on Provenance [L1/1] l. Yes: Answer question in opening statement. Source is useful as it is a historical account / opinion of a renowned m. No: Source A is not useful as it is the view of one person, thus it is not representative and may not be reliable. L2: Yes/No, supported by content. [L2/3-4] n. Yes, the source is useful as briefly describe what the Source says o. No, the source is useful as what the sources does not tell you p. (Prejudice make conclusion based on limited information, Discrimination prejudice in action, Bias one-sided, Propaganda influence people to support the cause) L3: Yes and No, cross reference with other sources: [L3/5-6] q. Yes, Source A is useful/not useful as it is supported/contradicted by Source B. r. Source A says evidence and Source B says evidence. s. Since both sources talk about __________, thus Source A is not useful. L4: Yes, because it provided a balance view. [L4/7] t. E.g. Despite talking about the advantages of having this system, it also shows the weakness of it. 5. Drawing Conclusions Ways questions may be asked: How far/To what extend do Sources X and Y show that...? Do you agree with Source X that...?

Present answers in both perspectives (agree and disagree); do not give one-sided answers! Evaluate the extent to which the sources support or do not support the statement One paragraph agree + one paragraph disagree +conclusion

Important steps in drawing conclusions Ask yourself the following questions: o o How does the evidence support the given statement? How does the evidence not support the given statement?

Paragraph Structure Inference Paragraphs Point: State what you can infer from the source in one clear and specific statement that is able to provide an "overview/summary" of what the paragraph is about. Source X tells me that.../It can be inferred that.../Source X allows me to infer that... Evidence: Provide evidence (quote/paraphrase in your own words) from the provenance or content of the source to support your inference This is reflected/supported in Source X which states that "..." Explanation: Explain the relevance of the inferences and evidence to the question This means/shows that... Concluding paragraph In conclusion, the sources show/do not show to a large extent that...

LORMS
L2: Agrees/Disagrees with the given statement and evidence. [L2/2-3] u. Award 2m for evidence offered from 1 source v. Award 3m for evidence offered from 2 source L3: Agrees/Disagrees with the given statement and explain. [L3/4-5] w. Award 4m upon fulfilling both aspects of L2 and use evidence from 2 sources x. Award 5m upon fulfilling both aspects of L2 and use evidence from 3 sources L4: L3 + Consider how far these sources show/do not show. [L4/6] y. All sources are evaluated in 2 perspectives (ie. Agree and disagree) 6. Purpose may be derived from "Inference", "Comparison", "Reliability", "Utility" questions END RESULT that the author wishes to achieve through the message in the source ; it is the IMPACT he wants to create on the audience it is directed at Aspects of Evaluation 1. 2. Speaker/Role Action Verb: convince/persuade/influence/impress/gain sympathy (something being done)

3. 4. 5. 6.

Audience Message Context: Background of issue/situation/reasons process outcome Impact: essential outcome that the author wishes to achieve (not obvious/must be inferred)

Steps to establish its purpose Using the 4'A's

1. Author Who is the speaker, writer, cartoonist, photographer? What is his relationship with event? 2. Action What is the source trying to do? (eg. persuade, convince, influence, gain sympathy?) 3. Audience Who is the author talking to? 4. Achievement What is the intended outcome? (eg. To persuade (action verb) people to vote for
PAP (outcome) Paragraph Structure and Format - Point: Author was trying to (action he is doing) that.., and thus (what he wants the audience to do) Note that the action is NOT THE SAME as the outcome he wishes to achieve (NO NEED to quote Evidence) Explanation: What has happened that has prompted the author to write the source? What is the so important about what has happened (consequences)? What will be the outcome if the author manages to achieve his aim of writing the source? 7. Political Cartoons -- makes a point and to offer his point of view about a social/political issue Steps to interpret political cartoons a. b. c. d. e. f. name People Who is the main character in the foreground and the others in the background? Identify items Any symbols that represent anything? explain Captions What does it imply? What can you infer from this? Things in the background Underlying attitude of cartoonist Is the cartoonist favourable/unfavourable towards the character or event? Remember contextual knowledge and use it to explain the meaning of the cartoon What do you think are the thoughts of the cartoonist? What makes you think so? How/Why have you come to such a deduction? Exactly what the characters are doing that is important in understanding the cartoon What is the posture, body language and facial expression (any exaggeration?) of characters? What does it tell you about the characters? What does it reveal about the cartoonists thoughts about the issue?

g.

Paragraph Structure and Format - Point: The cartoonist is trying to persuade/promote...

 What can you get/know from the source? Evidence: The cartoonist portrays... Describe what is in the source that allows you to know so? Explanation: Explain the description/evidence of the source (This portrayal suggests...)

Section B: Structured Essay Questions

Suggested Time Allocation: 45 minutes Part (a) - 4m (Factual Recall: 2 paragraphs ; PEEL) Part (b) - 12m
Steps to answering SEQ 1. Highlight the key words in the question. 2. Highlight the command/instruction words. 3. Plan Essay - 3 main points Paragraph Structure and Format Introduction - State overall stand/argument (follow the format with respect to statement in question) I agree/disagree that... - Define key words - Background context of the issue and show explicitly the link between background and issue in question ...thus, ...is one of the most... - Brief statement of the other 2 factors However, there are other factors...The other factors are... 3 Body Paragraphs Statement of Stand Write down one clear stand (your point of view/argument) that addresses the question Address the given factor in the first paragraph, and the other 2 factors in the rest of the body I agree/disagree that X is the most crucial... Elaboration Provides extra information/description refers to the 'WHAT' of your stand Explanation Explain HOW and WHY you stand is relevant to the question Must LINK BACK to the question (address the key word) Illustration Provide specific example/evidence to support your stand Conclusion - Statement of stand (with respect to statement in question) Upon examination of the 3 factors, I agree/disagree that... - Weigh the relative importance of the various factors base on a common criteria in order of importance Availability of solutions/difficulty, great impact, long term cause, underlying/root cause? ( ~, ~er, ~est) - Explain HOW and WHY it is the most important