T H E M O V E T O G L O B A L W A R

For the second question, you need to evaluate one The grid on pages 7 and 8 gives you an idea of the

source in terms of its “value” and “limitations” by kinds of values and limitations connected with

examining its origin, purpose and content. This different primary sources.

question is worth 4 marks.

Examiner’s hint: Note that value and limitations

To nd the origin and purpose look carefully at the

given in the grid are general or generic points that

provenance of the source:

could be applied to these sources. However, your

contextual knowledge and the specic provenance of

For origin Who wrote it/said it/drew it?

any source that you get in the examination will allow

When did the person write it/say it/draw it?

you to make much more precise comments on the value

Where did the person write it/say it/draw it? and limitations of the source that you evaluate in

a document question. Notice also that the value of

What is the source – a speech/car toon/

the source will always depend on what you are

textbook , etc.?

using it for.

For purpose Why did the person write it/say it/draw it?

Who did the person write it/say it/draw it for? What are the values and limitations

For content Is the language objective or does it sound associated with secondary sources?

exaggerated or one-sided?
The most common secondary source that you

What is the tone of the source? will have to deal with is one from a text book or

historian. Again the key questions of “What is

What information and examples do they

the origin of the source?” and “What is the

select or focus on to suppor t their point?

source’s purpose?” need to be addressed in order

to work out the value and limitation of the source

From the information you have on the origins

in question.
of the source, and what you can infer about the

document’s purpose, you must then explain the

Here are some points you could consider regarding

value and limitations the source has for historians

the value and limitations of works by historians

researching a particular event or period in history.

and biographers:

Source Values Limitations

● ●
Historians are usually professionals or exper ts in eld might have a broad focus to their work or might

have a very specic and narrow focus

●
have the benet of hindsight which is not present

in contemporary sources ●
might be an exper t in a dierent region or era

● from the one they are writing about

may oer sources based on a range of

documents; the more recent the publication, the

●
may be inuenced by their nationality,

more sources will be available

experience, politics or context

● ●
Biographers will have studied the individual in question in might have become too involved with their

much detail subject and have lost objectivity

●
● may focus on the role of the subject of their
may provide sources that have value due to

biography at the expense of other individuals or

tone, use of language and expression

factors

●
sometimes have the benet of hindsight

●
might not have direct access to the subject and/

or other relevant sources (the place and date

will be key here)

●
may have limitations due to tone, use of

language and expression

5
 T H E M O V E T O G L O B A L W A R

Refer back to the Examiner's hint on page 5 regarding this table.

Source Values Limitations

These sources: These sources:

● ●
Private letters can oer insight in to personal views only give individual opinion, not

or opinions a general view or government

(audience – the recipient)

perspective
●
can indicate the aects of an event or
Diaries

●
era on an individual may give an opinion that changes

(audience – personal not

due to later events or may give a view

●
can suggest motives for public
public at the time of writing)

not held in public

actions or opinions

●
might have the motive of persuading
●
can, through tone, use of language

the audience (in the case of private

and expression give insight into

letters) to act in cer tain way

perspective, opinion or emotions

●
may have limitations because of

tone, use of language and expression

● ●
Memoirs to be published can oer insight into personal views, may revise opinions with the

suggest motives for public actions benet of hindsight, i.e. now the
(audience – public)

and might benet from hindsight – an consequences of actions are known

evaluation of events after the period

●
might be written because the author

●
might show how the individual wants wants to highlight the strengths of

his or her motive or actions to be his or her actions – to improve the

viewed by the public author ’s public image or legacy

●
may have limitations because of

tone, use of language and expression

Newspapers, television or radio ●

could reect publicly held views or ●
could be politically inuenced or

repor ts popular opinion censored by specic governments

or regimes
Eyewitness accounts ●
might oer an exper t view

●
may only give “overview” of a situation
●
can give insight into contemporary

●
opinion might only give a one-sided narrow

perspective

●
could emphasize only a minor par t

of an issue

●
may have limitations because of

tone, use of language and expression

(Note that eyewitnesses are not useful

just because they are at an event; each

eyewitness will notice dierent aspects

and may miss key points altogether,

which could be a limitation)

● ●
Novels or poems could inform contemporary opinion could provide a “dissenting” voice,

i.e. not popular opinion

●
might oer insight into emotional

●
responses and motives could exaggerate the impor tance

of an event or individual

●
could have political agenda

●
may have limitations because of

tone, use of language and expression

7
Pa p e r 1

● ●
Statistics can oer insight into growth and are gathered for dierent purposes

decline (e.g. political, economic) and could be

deliberately distor ted

●
might suggest correlations between

●
indicators, e.g. unemployment and might relate only to one location or

voting patterns time period

● ●
might suggest the impact of an event might suggest incorrect correlations;

or its results over time there could be another causal factor

not included in some sets of statistics

●
make comparisons easier

● ●
Photographs can give a sense of a specic scene are limited as we cannot see beyond

or event the “lens”

● ●
can oer insight into the immediate might distor t the “bigger ” picture

impact of an event on a par ticular because of their limited view

place, or people’s immediate

●
might be staged

response

●
might reect the purpose of the

●
might oer information on the
photographer; what did he or she

environment
want to show?

● ●
Car toons or paintings can inform public opinion as could be censored and not reect

car toonists often respond to public opinion

popularly held views

●
often play on stereotypes

●
can por tray the government’s line (par ticularly car toons) and

when there is censorship exaggeration

●
could be limited to the viewpoint and

experience of the car toonist or ar tist

(or the publication the car toon

or painting appears in)

●
may have limitations because of

tone, use of language and expression

● ●
Government records and might show the government’s often do not oer insight into the

documents position on an issue results of policies and decisions

● ●
can oer insight into the reasons might not reveal dissent or divergent
Speeches

for decisions made opinion

Memoranda

● ●
might reveal the motives for might not show public opinion

government policies
●
can be used to keep sensitive

●
can show what the public has been information classied for many years

told about an event or issue by the

●
may not explain the motives for a

government
decision or political purpose

●
might be a well-informed analysis
●
may have limitations because of

tone, use of language and expression

L TA

Research skills

Find primary sources of the types listed in the grid above For the sources that you have assessed, also look at

for the topic that you are currently studying. Using the the content and the language being used. How does the

notes in the grid above, analyse the values and limitations tone, style or content help you to assess the value and

of each of these sources. limitations of the sources?

8
 T H E M O V E T O G L O B A L W A R

Third question
Examiner’s hint: Note that you must make more

This will ask you to compare and contrast two than one comparison and more than one contrast.

sources. Your aim is to identify similar themes You should attempt to identify six points of linkage

and ideas in two sources, and to also identify as this is a 6-mark question. This might mean there

differences between them. It is marked out of a are three points of comparison and three points of

total of 6 marks. difference. However, there might not be balance – there

could be two points of comparison and four points of

The key to this question is linkage, i.e. you

contrast, or four points of comparison and two points

are expected to discuss the sources together

of contrast.

throughout your response. The examiner is looking

for a running commentary. At no time should you

talk about one source without relating it to the

How to draw comparisons/show similarities

other. “End-on accounts” – where you write about

Both Source A and Source B …

the content of one source followed by the content

of the second source – do not score well. Source A suggests … ; similarly, Source B suggests …

Source A suppor ts Source B …

How do you approach this question?

Like Source B, Source A says …

You must nd both similarities and differences.

This is best presented as two separate paragraphs –

In the same way that Source B argues … , Source A

one for comparisons and one for contrasts. Here

points out that …

are some tips:

How to draw contrasts / show dierences

●
You could practice using highlighter pens –

highlight the similarities in each source in one Source A suggests … ; however, Source B says …

colour and the differences in another colour.

Source B disagrees with Source A regarding …

●
You must make sure that you mention both
Source A claims … as opposed to Source B which

sources in every sentence you write. The skill

asser ts …

you are demonstrating is linkage.

Source B goes fur ther than Source A in arguing … while

●
Always be clear about which source you are A focuses on...

discussing.

●
Find both the more “obvious” similarities and
Examiner’s hint – what not to do: The focus

differences, and then go on to identify the more

of this question is how the sources are similar or

specic comparisons and contrasts.

different – it is asking you to look at the content of

the source. This question is not asking you why the

●
Deal with similarities in your rst paragraph

sources might be similar or different.

and differences in your second.

Do not use grids, charts or bullet points – always write

●
Ensure that each point you make is clearly

in full paragraphs.

stated. If you quote from the sources, make

this brief – quote only two or three words to

It is not a full valid contrast to identify what is simply

support your point.

mentioned in one source but not the other (i.e. “Source

A mentions that … played a role, whereas Source B

●
Do not introduce your answer or attempt to

does not mention this” is not developed linkage).

reach a conclusion. This is not necessary and

wastes time.

●
Do not waste time explaining what each source

says.

●
Do not discuss why the sources are similar or

different.

9
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