Transcript Maximising your marks on the Documents Based Question

Maximising your marks
on the Documents Based
Question
HTAI Dublin Sixth Year Revision Seminar
M. Kennedy
TCD
2012
Comprehension
8 minutes
Question 4
16 minutes
Comparison
8 minutes
Criticism
8 minutes
Timing for the DBQ
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Question 1 – Comprehension
◦ Four questions at 5 marks each
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Question 2 – Comparison
◦ Two questions at 10 marks each
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Question 3 – Criticism
◦ Two questions at 10 marks each
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Question 4 – Contextualisation
◦ Short essay (1.5 to 2 pages) 40 marks
DBQ Marking Scheme
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Read the sources carefully
Read the questions
Reread the sources underlining the
information relevant to the question
Write short answers to each question no
more that three lines in length
Quote or paraphrase
Examiners looking for one/two pieces of
information
Question 1 - Comprehension
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Example from 2009 Montgomery Bus
Boycott
◦ Question – According to document A, who
usually travelled on the first bus?
◦ Answer – According to Document A the first
bus was filled domestic worker going to their
jobs.
Example answer
How are the sources the
same?
How are the sources
different?
Question 2 - Comparison

Two questions carrying 10 marks each
◦ Each 10 marker is divided in two parts for 5
marks each.
◦ This 5 marks is awarded on a sliding scale
 5/4/3/2/1/0
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As the question type is comparison you
must refer to both documents
◦ 5 marks for reference to document A and 5
marks for reference to document B
◦ If reference to one document is omitted – no
marks
Question 2 - Comparison
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How do the documents differ?
Which document is more effective?
Which document better illustrates a stated
viewpoint?
Which document is more factual?
Which document is more memorable?
Which document gives a clearer picture of a
stated event?
Which document do you consider to be more
historically accurate?
Which document is more objective?
Which document is more informative?
Comparison – types of questions
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There is not necessarily one right answer
Marks are awarded for convincing arguments
◦ Make a statement: Document A is more
factual/historical valuable/effective etc. than
Document B or vice versa
◦ Develop your answer by stating why you think that
is the case referring to the document. Then refer to
the other document stating why you think it is not
as good (factual/effective etc) as the first document
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It is possible that two students could argue
for the opposite documents and both get full
marks.
Select a viewpoint, argue it well
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Factual – undisputable details
Effective – serves its purpose
Historical accuracy - factual
Tone – angry, sad, sympathetic, ecstatic,
etc., = words used.
Emotive – stirring feelings, attempts to
influence
Objective – impartial, balanced, fair in its
account
Informative - factual
Key words
The approach for Question 3 is the same
as Question 2

Two questions carrying 10 marks each
◦ Each 10 marker is divided in two parts for 5 marks
each.
 This 5 marks can be awarded on a sliding scale
◦ 5/4/3/2/1/0

As the question type is criticism you must
refer to both documents
◦ 5 marks for reference to document A and 5 marks
for reference to document B
◦ If reference to one document is omitted – no marks
Question 3 - Criticism
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Criticism asks you to make a judgement
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Strengths/weakness as a historical source
Reliability as a historical source
Advantages/disadvantages of autobiographies
Reliability of newspaper accounts as sources
Bias versus objectivity
Advantages/disadvantages of cartoons as
sources
◦ How objective is the author of the source
◦ Do the sources support (agree) or contradict
(disagree) each other
◦ Primary or secondary source
Critical thinking
Primary Sources of
Information
(first hand information, unedited)
or
Secondary Sources of
Information
(second hand information, edited)
Sources of information
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Primary sources of information – what are
they?
◦ Unedited pieces of information from the time of
the event (contemporary)
◦ Time and place rule – generally the closer in
time and space the information is to the event
itself the more accurate or reliable (reliability)
it should be.
 EXAMPLES: eyewitnesses, letters, diaries,
government records (censuses, acts), poems,
songs, photos, paintings, film/video, newspapers,
speeches, maps, coins, tomb inscriptions,
certificates, account books, clothing
Evaluating sources
◦ Primary sources are regarded to be excellent
sources of information but the following must be
considered:
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Who is the author?
Why was it recorded?
When was it recorded?
What is it?
Where was it recorded?
◦ Eyewitness accounts are generally given as the
most obvious primary source of information
 Eyewitness accounts can be selective, inaccurate,
limited, undetailed
 However, the personal experience/account is invaluable
but does not necessarily contain a lot of factual
information.
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Bias/Prejudice – occurs when one point of
view is favoured over other points of view.
Propaganda – using half truths or lies to
convince the receiver of a certain point of
view
Subjective – occurs when one person’s
viewpoint is given, reflects an emotional
input
Exaggeration – adding additional fictious
details – bigger/smaller, better/worse
Cross-checks – have the details been
verified through another source?
Factors that affect reliability
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Cartoons are useful to historians when trying
to understand how people or events in the
past were viewed by contemporary observers
◦ They give insight into mood and attitude at the
time
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Cartoonists are not interested in a balanced
view
◦ They rely heavily on caricature and exaggeration to
make their points
◦ They assume the viewer has a certain amount of
background knowledge in order to understand the
image
Interrogating cartoons
The developers
The Celtic Tiger
The bankers
Types of documents
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Newspaper extract (SEC sample, 2009, 2011)
Transcript from a political speech (2006,
Cartoon from a magazine (2006)
Cartoon from a newspaper (2008)
Letter (2007)
Excerpt from an autobiography (2009, 2010)
Extract from a memoir (2010)
Extract from an interview (2008)
Extract from a book (2011)
Past papers
Contemporary
• Daily details
• Shows what
the public knew
Reflects the point
of view of the
newspaper/editor
- often used as a
mouth piece for
political parties
No context –
doesn’t tell the
whole story
May contain
little detail
May contain errors
Editing?
Don’t believe everything you read in
the papers
Critical evaluation – always
consider the source
Distance in time
from the event
makes
interpretation
difficult
Open to
interpretation
Lacks
detail
Simple in
their format
Represent a
single point
of view
Contemporary
Honesty based
on trust
Personal
insights
Language
reflects mood
May lack detail
focusing on
emotion
Personal letters
Business letters
Contains factual
details
Represents one
point of view
Life
Events/people
Gives insight
into emotion
and
motivations
A single
point of
view
Provides
information
not available
elsewhere
May be biased
and
unbalanced
Subject to
editing
Radio
Insight into
motivations,
mood, character
of the
interviewee
Newspaper
Nature of
questions
determines the
scope of the
detail
Contemporary
Factual
A single point of
view
Propaganda – speeches
always used to
convince the listener of
a particular view point.
Highlights the
priorities of the
orator
Frame
focuses the
viewer
Excellent detail
on surroundings,
clothes, hair
styles
Contemporary
Image is
composed –
context can be
removed.
What’s outside
the frame?
Gives insight
into emotion –
facial
expressions
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This is a mini essay worth 40 marks
◦ No need for an introduction or conclusion
◦ Write 1 to 2 pages
◦ An elaborate introduction/conclusion is not
necessary
◦ 15 – 20 minutes available
◦ Should be broken up into paragraphs (3 or 4 to
a page)
◦ If you can’t answer the question throw the
kitchen sink at it – write everything you know
about the topic
Question 4 - Contextualisation
A paragraph or paragraph equivalent may be one of the
following:
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A relevant introduction giving the background situation and/or
defining the terms and explaining the approach;
An episode, phase or stage in a sequence of events;
An aspect of a topic/issue, with supporting factual references;
A point in an argument or discussion, with supporting factual
references;
An explanation of a concept or term, with supporting factual
references;
A number of significant, relevant statements of fact, explanation or
comment which, although not connected or related, can be
taken together and assessed as a paragraph equivalent;
A good concluding paragraph or summation, which is not mere
repetition
What constitutes a paragraph?
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Excellent: 11-12 marks Outstanding piece of
analysis, exposition or
commentary. Clearly expressed, accurate and
substantial information.
Very good: 8-10 marks Very good material,
accurately and clearly expressed.
Good: 6-7 marks Worthwhile information,
reasonably well expressed.
Fair: 3-5 marks Limited information/barely
expressed
Poor: 0-2 marks Trivial/irrelevant/grave
errors.
Marking a paragraph
Excellent: 14-16 marks
 Very good: 11-13 marks
 Good: 6-10 marks
 Fair: 4-5 marks
 Weak: 2-3 marks
 Very weak: 0-1 mark
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Overall Evaluation mark