DHP EOY History Skills

8/3/2019 DHP EOY History Skills

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DHP Year Two History End-of-Year Examinations 2011

Duration of paper : 1 hour 45 min

Marks : 40 marks

Section A: Source-Based QuestionsSuggested Time Allocation: 60 minutes

Types of skills

1. Inference

2. Comparison

3. Reliability

4. Usefulness

5. Drawing Conclusion

6. 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.)


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- Words carrying emotional meaning such as idiot, stupid, beautiful, tyrant etc.

- Exaggeration (e.g. Nicest person on Earth)

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

- Generally, factual statements do not contain feelings or judgment about an issue.

Ask yourself the following questions:

o What is the information provided in the source?

o 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 theprovenance 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 backto/Answer the question

Thus/hence/as such/therefore...

2. Comparison


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


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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



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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

or an reputable (eg. qualified expert on the area)?

Primary source offers valuable insight/not objective, biased, does not take into

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

Intentional Bias ; deliberately distorted and falsified, achieved through lies,

missing out facts or use of extreme language

Limited Access to Info ; based on only one part of evidence and derived before

the full nature of the event have come clear

Purpose; influence/persuade/convince people to agree or to evoke emotions (eg.

arouse anger, gain sympathy, "badmouth"

Beliefs or feelings ; prejudice against a race, a nation, a political party may blindthem from a reasoned and objective view of the event

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


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- Contextual Knowledge

Despite the fact that Source X corroborates with Source Y, it may not necessarily

mean the Source Y is thus reliable

Use contextual knowledge to check for reliability


a. What does the source tell you about the topic?

b. Does it contain only facts/truths? Or does it contain only opinions?

c. Can you trust what the source is saying?

d. If you cannot trust the source,

Is it because it gives a one-sided or biased view?

Or is it because it is incomplete, exaggerated or untrue?

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


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 beseen 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

Concluding Paragraph

- 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


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- Hence, in conclusion, as Source Z contradicts with the other sources with cross-referred, Source

Z's claims are generally reliable.

LORMSN.B. Reliability MUST use provenance!. N.B.2: Special Qns: The 2 sources are diff. Does it mean one ofthem is wrong?

L1: Yes/No, based on Provenance onlyc. 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 issaying.

d. Yes: Source A is very reliable as it is from a Tamil Tiger supporting Sinhalese. [LORMS may behigher]

e. No: SourceA is not reliable as the comment is made by one source. It does not represent otherviews on the issue.

L3: Yes and No, supported by Provenance + Content.f. Yes, the source proves thatg. No, it does not prove that ash. (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


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


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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


- 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 renownedm. 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 sayso. No, the source is useful as what the sources does not tell youp. (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 ofit.

5. Drawing Conclusions


How far/To what extend do Sources X and Y show that...?

Do you agree with Source X that...?


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- 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


o How does the evidence support the given statement?

o 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 sourcev. 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 sourcesx. 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. Speaker/Role

2. Action Verb: convince/persuade/influence/impress/gain sympathy (something being done)


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3. Audience

4. Message

5. Context: Background of issue/situation/reasons process outcome

6. 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. AuthorWho is the speaker, writer, cartoonist, photographer? What is his relationship with event?

2. ActionWhat is the source trying to do? (eg. persuade, convince, influence, gain sympathy?)

3. AudienceWho is the author talking to?

4. Achievement What is the intended outcome? (eg. To persuade (action verb) people to vote for

PAP (outcome)


- 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. name People

Who is the main character in the foreground and the others in the background?

b. Identify items

Any symbols that represent anything?

c. explain Captions

What does it imply? What can you infer from this?

d. Things in the background

e. Underlying attitude of cartoonist

Is the cartoonist favourable/unfavourable towards the character or event?

f. 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?g. 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?


- Point: The cartoonist is trying to persuade/promote...


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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


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


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DHP EOY History Skills

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