AUCKLAND GRAMMAR SCHOOL HISTORY DEPARTMENT

EXAM TECHNIQUE ADVICE: AS History 9389 COMPONENT 1

1a) Comparing two sources

 These questions will refer to a range of sources. Sources will contain a maximum of 600 words and
there will be at least three sources on a specific issue. Evidence could come from a range of source
types, including images.
 These questions will probably be phrased something like:
o “To what extent do Sources X and Y agree about…”
o “Compare and contrast the views of Sources X and Y as evidence of…”

Level 4: Makes a developed comparison [12–15]

Makes a developed comparison between the two sources, recognising points of similarity and
difference. Uses knowledge to evaluate the sources and shows good contextual awareness.
Level 3: Compares views and identifies similarities and differences [8–11]
Compares the views expressed in the sources, identifying differences and similarities. Begins to
explain and evaluate the views using the sources and knowledge.
Level 2: Compares views and identifies similarities and/or differences [4–7]
Identifies relevant similarities or differences between views/sources and the response may be one-
sided with only one aspect explained. Alternatively, both similarities and differences may be
mentioned but both aspects lack development.
Level 1: Describes content of each source [1–3]
Describes or paraphrases the content of the two sources. Very simple comparisons may be made
(e.g. one is from a letter and the other is from a speech) but these are not developed.

ESSENTIAL FOR EVERYONE:

 You must make sure you read the questions and the sources carefully—make sure you are
comparing the correct sources! If you made that mistake you would be limited to L1!
 When reading and thinking, you should look for answers to the following very important questions:
o WHO wrote it?
o WHEN was it written?
o WHAT is the CONTEXT?
o Who was the intended AUDIENCE?
o MOTIVE—WHY was it written?
o WHAT does it actually say?
o HOW STRONG is the argument?
o HOW does it compare with our own SUBJECT KNOWLEDGE and WHAT OTHER SOURCES SAY?
 Including your reading and thinking time, you should not spend longer than about 20-25 mins on this
question.
 You should aim to write around 1 side in your answer booklet.
 You do not need an intro or a conclusion, but if you want to do one, do only one, and keep it short.
Any intro or conc should be focused on the comparison between sources.
 For 8-11 out of 15 (L3), you need to
o explain at least one similarity and at least one difference between the sources.
o use your own knowledge to explain the context or background to the sources.
 Make your points explicitly comparative. This means YOU explain the extent and/or nature of the
differences and similarities
 ie.“Sources A and B differ significantly in their view of ... Whereas Source A suggests that … when it
says “bla bla bla”, Source B says...“quotes”...”.
 The first sentences of each paragraph should answer the question EXPLICITLY. Even if you feel
you’ve already made the point that the sources are different, say it again, and then explain fully,
using quotes. This will mean that you’re developing your point.
 What a source does NOT mention is not really a point for comparison. “One similarity is that neither
source mentions that Garibaldi had a biscuit named after him.” Instead, find points that are at least
implied by both sources. Similarly, you will get no credit for simplistic points like: “Source A is a
cartoon, whereas Source B is from a book.”
EXTRA FOR EXPERTS:
 In order to get into L4 (12-15/15) you must
o Produce a developed comparison: this means you have to write a full paragraph on each
point of comparison. Worth approx. 8 marks.
o Evaluate the sources: this means you have to make a judgement or a comment on the
quality of the source as evidence: Worth approx. 4 marks
 explain WHY they say WHAT they say, WHY they agree or disagree,
 compare what the source says with what it glosses, avoids or omits
 consider the nature, origin and purpose of the source, the audience(s) of the source, date of
the source, etc., to explain the motives behind the sources
 consider the source’s use of emotional or emotive language to consider the source’s meaning
BEYOND what it SAYS
IT IS REALLY IMPORTANT that you understand the difference between
 Generic evaluation = comments on the quality of evidence based on the type of source.
o “This source was written by a German, so it is biased.”
o “This source is from a Southern newspaper, so it is not reliable.”
THESE POINTS WOULD BE VALID FOR ALMOST ALL SOURCES PRODUCED IN ANY CIRCUMSTANCES AT ANY TIME.
POINTS LIKE THIS ARE VALID, BUT THEY ARE VERY LIMITED. ONLY USE THEM IF YOU FOLLOW THEM UP WITH
SOMETHING SPECIFIC FROM THE SOURCE IN QUESTION.
 Evaluation in context = comments on the quality of evidence based on the specifics of a particular
source.
o Taking a source written by Maxime du Camp, a French visitor to Naples in 1862, just a year after the
formal unification of Italy was proclaimed, as an example, here is some evaluation in context:
“The author is a Frenchman, and while that in itself does not make the evidence untrustworthy, it is relevant
in this case because it is clear that the account in Source B is from a visitor to Naples. He describes
Neapolitans from the point of view of an outsider, and while in some ways this might make his evidence
more objective, we do question whether he has accurately gauged the general feeling of Neapolitans. We
can therefore justifiably argue that his impressions were not representative of all of Italy. Furthermore, he
says that he has spoken to “many people, including sailors and peasants” but we know from our own
knowledge that many of the Neapolitan ruling class were bitterly opposed to Piedmont. We also know that
many ex-soldiers in Naples refused to hand over their weapons, were labeled “bandits” and forced to
retreat into the mountains, from where they waged a guerilla war against the new Italian army. Although
this war lasted until 1865 and may not have been at its worst in 1862, Source B mentions none of this.”
PLEASE NOTE: You would not be expected to write this much when you evaluate a source.

So HOW do you evaluate? There are no rules, and various ways you can do it:
ESSAY PLAN: ESSAY PLAN:
o 1 para comparing sources’ similarities o 1 para comparing sources’ similarities, with a comment
o 1 para comparing sources’ differences on evaluation in relation to a specific issue
o 1 para evaluating both sources and reaching a conclusion o 1 para comparing sources’ differences, with a comment
of which evidence you prefer on evaluation in relation to a specific issue
EVALUATION PARAGRAPH PLAN for the above approach: EVALUATION PARAGRAPH PLAN for the above approach:
 Comment on Source X, then explain the problems with  Brief comparison of two sources
this source, in terms of its content, nature, origin and  Detailed explanation/quotes from Source X
purpose  Comment Source X, using to own knowledge to point out
 Comment on Source Y, then explain the problems with a problem with what the source says
this source, in terms of its content, nature, origin and  Detailed explanation/quotes from Source Y
purpose  Comment on Source Y, using own knowledge to explain
 Brief comment on why you prefer Source Y’s evidence why you prefer Source Y’s evidence
And, finally, HOW MUCH do you evaluate? Aim to write 4-5 sentences of evaluation in your answer.
o Show contextual awareness: this means you have to use some own knowledge. Aim for one
decent piece of substantial own knowledge per main point. Worth approx. 3 marks.
 It can be used in various ways: (in order of difficulty and therefore impressiveness)
o To explain a point made by you or one of the sources
o To place a source or point in historical perspective
o To explain a similarity or difference between two sources
 Incorporating your own knowledge can be hard, but you can always say things like:
o “Source A says ‘.......’. This could be a reference to the fact that…”
o “Of course, both sources were written in 1848, when…”
o “This source was written by Abraham Lincoln shortly before…”
Good luck!  JE 2016