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Sourcework Anticipation Task

May 20, 2015, 9:48 am
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After knowledge of a topic has been developed, provide students with a written source addressing a key question relating to the topic, but with key details deleted.

Students can then work alone or in pairs to anticipate how the source will look when complete. How will the author explain his points? What evidence will he use to substantiate them?

Afterwards, students can compare their thoughts to the real source. What did they anticipate correctly? What evidence and arguments did they surprised them most?

Screen Shot 2015-02-01 at 20.45.07

George Orwell explains why he thinks the Spanish Civil War ended with the defeat of the Republic.

The example above comes from my study unit at www.activehistory.co.uk.

For a similar exercise but focusing on statistics, check out this post. (499 views)

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IGCSE Sourcework Sample Paper, Why was there a revolution in Iran in 1979?

September 7, 2015, 10:28 am
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Why was there a revolution in Iran in 1979?
This question will be investigated through a Hexagons exercise. Students will be presented with a large amount of hexagons, with each one providing one key piece of information. Students will have to arrange these into meaningful groups that highlight the connections between the factors. I have written a detailed article about the hexagons approach here. I have also programmed an Online Hexagons Generator.

I have already uploaded a complete Practice Sourcework Paper in the style of IGCSE on the theme “Why was there a revolution in Iran in 1979?” (846 views)

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IB History sourcework exercise: The Sophiatown Removals

January 10, 2016, 7:08 am
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One-hour sourcework exercise: The Sophiatown Removals | Model answers written by RJ Tarrapartheid-sign-whites-only
A full sourcework exercise, complete with teacher model answers, based around the following questions:
1. a) According to Source C, why was was there so little resistance to the Sophiatown evictions? [3 marks]
1. b) What message is conveyed by Source B? [2 marks]
2. With reference to its origin, purpose and content, analyze the value and limitations of Source A for a historian studying the reasons why the National Party favoured a policy of apartheid. [4 marks]
3. Compare and contrast what Sources C and D reveal about the lack of resistance to the Sophiatown removals. [6 marks]
4. Using the sources and your own knowledge, evaluate the reasons why there was so little effective resistance to the Sophiatown evictions. [9 marks]

Part of the complete scheme of work to support the IBDP History “Rights and Protest” unit on Apartheid South Africa. (555 views)

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Halabja: What really happened, and who was responsible? – Sourcework Exercise

April 11, 2016, 3:15 am
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Halabja: What really happened, and who was responsible? – Sourcework Exercise
The class will be divided into two teams. Each team needs to provide answers to each of the following questions, using the most appropriate source(s) from the list provided to help them.
TIP: If the discussion takes the form of a classroom debate, be prepared to challenge the reliability of your sources.

  1. Was the West justified in arming Saddam with chemical weapons during the Iraq-Iran War?
  2. Were the deaths of civilians part of general military operations rather than a deliberate act of genocide against the Kurds?
  3. If chemical weapons were used, is there any reliable evidence that they were most likely used by Iran rather than by Iraq?
  4. Is there any compelling evidence that chemical weapons were not even used at Halabja?

(16 views)

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Sourcework Practice: Causes of the Iran-Iraq War

April 17, 2016, 9:49 am
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Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?”

Sourcework Practice: Causes of the Iran-Iraq War
1. According to Source A, why did Saddam Hussein decide to invade Iran in September 1980?
TIP: as with any ‘why’ question, provide several reasons, substantiated with quotes from the sources.
2. How reliable is Source B to the historian researching the reasons why the Iran-Iraq war lasted for as long as it did? Explain your answer using details from the sources and your own knowledge.

(26 views)

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Elizabeth’s refusal to marry, conclusions and sourcework

June 16, 2016, 2:12 am
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Part of the new materials to support a study of Elizabethan England, for example:

  • Early Elizabethan England, 1558-88 (Edexcel)
  • Elizabethan England, c1568-1603 (AQA)

Why did the Spanish decide to invade England in 1588? > Elizabeth’s refusal to marry

Conclusion: Elizabeth’s Refusal to Marry
Students are provided with a list of factors explaining Elizabeth’s decision not to marry. These are then arranged into a Triangle 9 diagram, and students use their findings to answer the question “Was Elizabeth RIGHT not to marry?”.

Sourcework: Elizabeth’s Refusal to Marry
Students are given two sources from Elizabeth explaining her decision not to marry, and asked questions to test their understanding.

(10 views)

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Model answers for sourcework exercise on rise of Apartheid

December 3, 2016, 1:50 am
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Sourcework Exercise: The Sharpeville Massacre

December 7, 2016, 12:54 pm
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Sourcework Exercise: The Sharpeville Massacre
1) a. According to Source A, why was the campaign in Sharpeville so badly coordinated? [3 marks]
1) b. What is the message conveyed by Source B? [2 marks]
2) With reference to its origin, purpose and content, analyse the value and limitations of Source C for a historian studying the reasons why events at Sharpeville spiralled into tragedy. [4 marks]
3) Compare and contrast what Sources C and D reveal about the objectives of anti-apartheid campaigners in South Africa. [6 marks]
4) Using the sources and your own knowledge, evaluate the view that “Sharpeville was more a tragic accident than a deliberate attempt to shoot black Africans”. [9 marks]

(25 views)

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Sourcework Exercise: The Sharpeville Massacre – Teacher model answers

January 3, 2017, 12:34 am
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Sourcework Exercise: The Sharpeville Massacre | Teacher answers
1) a. According to Source A, why was the campaign in Sharpeville so badly coordinated? [3 marks]
1) b. What is the message conveyed by Source B? [2 marks]
2) With reference to its origin, purpose and content, analyse the value and limitations of Source C for a historian studying the reasons why events at Sharpeville spiralled into tragedy. [4 marks]
3) Compare and contrast what Sources C and D reveal about the objectives of anti-apartheid campaigners in South Africa. [6 marks]
4) Using the sources and your own knowledge, evaluate the view that “Sharpeville was more a tragic accident than a deliberate attempt to shoot black Africans”. [9 marks]

(28 views)

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IB History sourcework exercise: The Sophiatown Removals

January 10, 2016, 7:08 am
$
0
0

One-hour sourcework exercise: The Sophiatown Removals | Model answers written by RJ Tarrapartheid-sign-whites-only
A full sourcework exercise, complete with teacher model answers, based around the following questions:
1. a) According to Source C, why was was there so little resistance to the Sophiatown evictions? [3 marks]
1. b) What message is conveyed by Source B? [2 marks]
2. With reference to its origin, purpose and content, analyze the value and limitations of Source A for a historian studying the reasons why the National Party favoured a policy of apartheid. [4 marks]
3. Compare and contrast what Sources C and D reveal about the lack of resistance to the Sophiatown removals. [6 marks]
4. Using the sources and your own knowledge, evaluate the reasons why there was so little effective resistance to the Sophiatown evictions. [9 marks]

Part of the complete scheme of work to support the IBDP History “Rights and Protest” unit on Apartheid South Africa.

(662 views)

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IGCSE Sourcework Sample Paper *and generic mark scheme*, Why was there a revolution in Iran in 1979?

January 30, 2016, 9:28 am
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Why was there a revolution in Iran in 1979?

NOW UPDATED WITH A GENERIC MARK SCHEME AT THE REQUEST OF SUBSCRIBERS!
This question will be investigated through a Hexagons exercise. Students will be presented with a large amount of hexagons, with each one providing one key piece of information. Students will have to arrange these into meaningful groups that highlight the connections between the factors. I have written a detailed article about the hexagons approach here. I have also programmed an Online Hexagons Generator.

I have already uploaded a complete Practice Sourcework Paper in the style of IGCSE on the theme “Why was there a revolution in Iran in 1979?”

(1964 views)

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Halabja: What really happened, and who was responsible? – Sourcework Exercise

April 11, 2016, 3:15 am
$
0
0

Halabja: What really happened, and who was responsible? – Sourcework Exercise
The class will be divided into two teams. Each team needs to provide answers to each of the following questions, using the most appropriate source(s) from the list provided to help them.
TIP: If the discussion takes the form of a classroom debate, be prepared to challenge the reliability of your sources.

  1. Was the West justified in arming Saddam with chemical weapons during the Iraq-Iran War?
  2. Were the deaths of civilians part of general military operations rather than a deliberate act of genocide against the Kurds?
  3. If chemical weapons were used, is there any reliable evidence that they were most likely used by Iran rather than by Iraq?
  4. Is there any compelling evidence that chemical weapons were not even used at Halabja?

(52 views)

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Sourcework Practice: Causes of the Iran-Iraq War

April 17, 2016, 9:49 am
$
0
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Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?”

Sourcework Practice: Causes of the Iran-Iraq War
1. According to Source A, why did Saddam Hussein decide to invade Iran in September 1980?
TIP: as with any ‘why’ question, provide several reasons, substantiated with quotes from the sources.
2. How reliable is Source B to the historian researching the reasons why the Iran-Iraq war lasted for as long as it did? Explain your answer using details from the sources and your own knowledge.

(159 views)

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Elizabeth’s refusal to marry, conclusions and sourcework

June 16, 2016, 2:12 am
$
0
0

Part of the new materials to support a study of Elizabethan England, for example:

  • Early Elizabethan England, 1558-88 (Edexcel)
  • Elizabethan England, c1568-1603 (AQA)

Why did the Spanish decide to invade England in 1588? > Elizabeth’s refusal to marry

Conclusion: Elizabeth’s Refusal to Marry
Students are provided with a list of factors explaining Elizabeth’s decision not to marry. These are then arranged into a Triangle 9 diagram, and students use their findings to answer the question “Was Elizabeth RIGHT not to marry?”.

Sourcework: Elizabeth’s Refusal to Marry
Students are given two sources from Elizabeth explaining her decision not to marry, and asked questions to test their understanding.

(37 views)

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Model answers for sourcework exercise on rise of Apartheid

December 3, 2016, 1:50 am
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Sourcework Exercise: The Sharpeville Massacre

December 7, 2016, 12:54 pm
$
0
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Sourcework Exercise: The Sharpeville Massacre
1) a. According to Source A, why was the campaign in Sharpeville so badly coordinated? [3 marks]
1) b. What is the message conveyed by Source B? [2 marks]
2) With reference to its origin, purpose and content, analyse the value and limitations of Source C for a historian studying the reasons why events at Sharpeville spiralled into tragedy. [4 marks]
3) Compare and contrast what Sources C and D reveal about the objectives of anti-apartheid campaigners in South Africa. [6 marks]
4) Using the sources and your own knowledge, evaluate the view that “Sharpeville was more a tragic accident than a deliberate attempt to shoot black Africans”. [9 marks]

(37 views)

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Sourcework Exercise: The Sharpeville Massacre – Teacher model answers

January 3, 2017, 12:34 am
$
0
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Sourcework Exercise: The Sharpeville Massacre | Teacher answers
1) a. According to Source A, why was the campaign in Sharpeville so badly coordinated? [3 marks]
1) b. What is the message conveyed by Source B? [2 marks]
2) With reference to its origin, purpose and content, analyse the value and limitations of Source C for a historian studying the reasons why events at Sharpeville spiralled into tragedy. [4 marks]
3) Compare and contrast what Sources C and D reveal about the objectives of anti-apartheid campaigners in South Africa. [6 marks]
4) Using the sources and your own knowledge, evaluate the view that “Sharpeville was more a tragic accident than a deliberate attempt to shoot black Africans”. [9 marks]

(38 views)

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Sourcework Exercise: To what extent was Martin Luther King responsible for the success of the Montgomery Bus Boycott?

February 26, 2017, 7:18 am
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Paper 1 Sourcework Exercise: To what extent was Martin Luther King responsible for the success of the Montgomery Bus Boycott?
A one-hour sourcework paper in the style of the IBO.
1. a) According to Source A, why did Rosa Parks refuse to give up her bus seat? [3 marks]
1. b) What message is conveyed by Source C? [2 marks]
2. With reference to its origin, purpose and content, analyze the value and limitations of Source B for a historian studying the methods used in the bus boycott. [4 marks]
3. Compare and contrast what Sources C and D reveal about the reasons why the Montgomery Bus Boycott succeeded. [6 marks]
4. “The contribution of Martin Luther King was the decisive factor in the success of the Montgomery Bus Boycott”. Using the sources and your own knowledge, evaluate the validity of this statement. [9 marks]

(18 views)

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Rights and Protest Sourcework Sample: The Rivonia Trial

March 25, 2017, 10:32 am
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Student-friendly Sourcework Rubric

September 30, 2017, 11:35 am
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Student-friendly Sourcework Rubric

This rubric provides a student-friendly mark scheme and tips for structuring each of the answers for the IB Sourcework Paper. For example:

[Sourcework Rubric]

(18 views)

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