Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Copy of WWI: A Source Study
Transcript of Copy of WWI: A Source Study
What does the source tell the historian about the topic?
What information could a historian use?
From whose point of view?
Primary / Secondary
Type of Source
Is the source accurate and or misleading?
The syllabus is broken into 4 main sections:
1 War on the Western Front
– the reasons for the stalemate on the Western Front
– the nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers
– overview of strategies and tactics to break the stalemate including key battles: Verdun, the Somme, Passchendaele
– changing attitudes of Allied and German soldiers to the war over time
2 The home fronts in Britain and Germany
– total war and its social and economic impact on civilians in Britain and Germany
– recruitment, conscription, censorship and propaganda in Britain and Germany
– the variety of attitudes to the war and how they changed over time in Britain and Germany
– the impact of the war on women’s lives and experiences in Britain
3 Turning points
– impacts of the entry of the USA and of the Russian withdrawal
– Ludendorff’s Spring Offensive and the Allied response
4 Allied Victory
– events leading to the Armistice, 1918
– reasons for the Allied victory and German collapse
– the roles and differing goals of Clemenceau, Lloyd George and Wilson in creating the Treaty of Versailles
Students learn to:
• ask relevant questions in relation to World War I
• locate, select and organise information from different types of primary and
secondary sources, including ICT, about key features and issues related to World War I
• make deductions and draw conclusions about key features and issues of World War I
• account for and assess differing historical interpretations of World War I
• evaluate the usefulness, reliability and perspectives of sources
• use historical terms and concepts appropriately
• present the findings of investigations on aspects of World War I, analysing and
synthesising information from different types of sources
• communicate an understanding of the features and issues of World War I using
appropriate and well-structured oral and/or written and/or multimedia forms
By knowing what is in the syllabus you will be able to achieve success in the examination.
Take this question from 2011 for example.
"To what extent was the failure of Ludendorff’s Offensive responsible for Allied victory and the German collapse?
Use Sources A and B and your own knowledge to answer this question."
The Hardest Question Cont.
The average mark for this question lies between 5 and 6 out of 10.
As this section of the exam is the moderator, it is essential that you be able to answer this question accurately and effectively.
In 2008, the marking centre feedback read:
The best responses engaged with all aspects of the question while at the same time referring to usefulness, reliability and perspective. Weaker responses were particularly limited in their reference to perspective.
Candidates are reminded to consider the information accompanying the sources (eg author and date of publication) in their answers as this may help to establish source perspective and reliability.
Elements that must be used
Primary v Secondary
A primary source does not necessarily mean the source is more valuable, useful or reliable than a secondary source.
Primary sources can be extremely misleading and biased.
Often a primary source only offers one single snapshot of an event, where the question is asking for a more comprehensive answer.
A secondary source does not necessarily mean the source is more valuable, useful or reliable than a primary source.
Secondary sources are often created after a period of primary research has been carried out by historians. Therefore, most of the time, secondary sources offer comprehensive insight into issues.
Answering the Usefulness Question
Perspective: Comment on the person who made the sources. What was/is their nationality? What was/is their position?
e.g. if it was a German politician, state that the source is of a German political perspective.
Type: Comment on the type of source: primary or secondary: poster; diary entry; political speech etc.
USE THE INFORMATION IN THE CAPTION
Reliability: Comment on things such as:
Tone of language
Date of publication
Motive in publication
Is it propaganda?
YOU MUST MAKE A JUDGEMENT
e.g. Source A would be extremely reliable for an historian studying X Y Z because....
Usefulness: What information does the source provide an historian studying the given topic.
What does it tell the historian about the topic?
Give examples from the source
Make explicit links to the source. Use starters such as:
"Source A is a photograph" & "In Source A" etc
Deal with ONE source at a time. DO NOT mix your analysis.
Learn Abouts Cont.
This is different to the requirements for Paper One, Section 1 of the HSC English Examination.