HOW TO TEACH THE

SOURCE-BASED ESSAY
SOME GUIDELINES
 Purpose of a SBE:
• It teaches learners how to construct an
argument, based on evidence, which is the
essence of what historians do when they
research and publish their findings.
• Furthermore, it teaches learners to
acknowledge and interrogate opposing
arguments, for which there might also be
substantial evidence.
 BOTTOM LINE:

• Has the question been answered, is there focus?

• Has the “extent” (or variation thereof) been

addressed? (ties in to focus)

• Is there a valid argument and a valid counter-

argument?

• Have the sources been used and referenced?

 STEP 1
• Read the question carefully.
• Remember: you are making an argument
and dealing with a counter-argument
based on the information provided by the
sources, not your own knowledge.

E.g: To what extent was German genocide of the

Herero and Nama people in South West Africa
(Namibia) in the early 20th century was based on
the ideas of pseudo-scientific racism?
 STEP 1 CONT.
• Highlight the key words in the question.
• Identify the argument and the counter-
argument

To what extent was German genocide of the

Herero and Nama people in South West
Africa (Namibia) in the early 20th century
was based on the ideas of pseudo-scientific
racism?
 STEP 2
• Classify information from the sources to
support these perspectives
• Suggestion: use two different coloured
highlighters to highlight information
supporting the argument and then the
counter-argument. E.g:
• E.g:
Argument Counter-Argument

A A
B B
C D
F E
H G
 Further guidelines:
• SOURCE-BASED ESSAY:

 Your gut response to the given question/statement,

should guide you to which argument is stronger, after
which, you sustain that argument throughout your essay
– i.e. the argument you believe in more strongly than any
opposing argument.

 In most cases, there will be enough information in the

source material to choose either of the opposing sides of
the issue at hand, as your argument.
To what extent is it true to say was German genocide of the Herero and
Nama people in South West Africa (Namibia) in the early 20th century
was based on the ideas of pseudo-scientific racism?

Argument:
• To a greater extent the German genocide of the Herero and Nama people
in South West Africa (Namibia) in the early 20th century was based on the
ideas of pseudo-scientific racism (Stand)
• (Brief explanation to support stand/example/proof)
Counter Argument:
• However, to a lesser extent the German genocide of the Herero and
Nama people in South West Africa (Namibia) in the early 20th century was
not based on the ideas of pseudo-scientific racism. (Stand)
• (Brief explanation to support stand/example/proof)
To what extent is it true to say was German genocide of the Herero and
Nama people in South West Africa (Namibia) in the early 20th century
was based on the ideas of pseudo-scientific racism?

Argument:
• To a lesser extent the German genocide of the Herero and Nama people
in South West Africa (Namibia) in the early 20th century was based on the
ideas of pseudo-scientific racism (Stand)
• (Brief explanation to support stand/example/proof)
Counter Argument:
• However, to a lesser extent the German genocide of the Herero and
Nama people in South West Africa (Namibia) in the early 20th century was
not based on the ideas of pseudo-scientific racism. (Stand)
• (Brief explanation to support stand/example/proof)
 The argument (A) can be either the “greater extent” argument or the
“lesser extent “argument:

o if you believe the statement is mostly true /valid/ accurate, then

argue “greater extent “(A) and offer evidence to prove this – the
bulk of the essay seeks to prove this and the counter to this:
(CA)(mostly not true), is offered as an opposing view, which is
not as convincing to the writer.

o if you believe the statement is mostly NOT true /not accurate/not

valid and its opposite is “more true”, then argue “lesser extent”
(A) and offer evidence to prove this – the bulk of the essay
seeks to prove this and the counter to this (CA) (mostly true),
is offered as an opposing view, which is not as valid, in the
writer’s opinion.
 STEP 3
• Briefly plan the structure and content of
the essay
Introduction

1st
Conclusion argument
for

2nd
Counter
argument
argument
for
 STEP 4 - INTRODUCTION
• Provides a ‘road map’ for the marker.
• Argument and counter-argument must be
clearly stated.
• Answer the question:
– i.e. focus!
• Keep it short!
STEP 5 - BODY
 BODY CONTINUED.
• Refer to the sources, as you use information
from them, by placing them in brackets. E.g.
Desmond Tutu praised the TRC for uncovering
the truth of political assassinations by the state
(Source A).
• Quote selectively: Use quotes to help you
argue or to back up a point you’re making, but
do not over-quote - you do not have to quote
after every point you make - there is no time for
that.
 BODY CONT.
• It’s not enough to explain what is in the
source; you need to use the information
from the source to develop an argument.
• You must follow these guidelines for both
your argument and counter-argument
paragraphs
 Counter-argument:

• VOCABULARY

Contrast However On the other

hand
Despite In spite of Though
Although But On the contrary
Otherwise Yet Instead of
Rather Whereas Nonetheless
Even though Compared with In contrast
 STEP 6 - CONCLUSION

• Briefly emphasises the argument and mentions

the counter-argument, again.
• Must not contradict your position: you have not
changed your argument or counter-argument as
you wrote the essay.
• Do not introduce new information in a
conclusion.
• Keep it short!
 Main point Evidence or Explaining language Closing
language example sentence
Sentenc
language language
e
It can be argued An example of this This shows that.. In summary….
starters that… is….. The reason for this is…
for One reason for……. For example…. This means that…….. Overall……..
different One idea is…. Evidence to support It can be seen from this In conclusion….
Firstly…. this idea is….. that……. This proves
parts of An important point To support this Therefore, this example that…
your is……… argument….. shows that… This demonstrates
paragrap A key idea is……… For instance….. This is because… that….
A good illustration of The evidence points to… These reasons
h or this is… show that……
essay However,
Also… It is clear that……..
In addition….
An alternative view Furthermore… ………………..
is.. meaning that… shows that….
A different point of with the result that…
view is… As a result…
In contrast…. Following this…

Introduction language Conclusion language

There are many reasons why… To summarise,
There are a variety of reasons why… most significant
There are multiple reasons why … It has been shown that……
least significant
In this essay I will discuss the importance …..is more
of … significant than……
In this essay, the importance of …will be strongly agree / disagree
discussed. partly agree / disagree

Specifically, In conclusion, the evidence points to….