Evaluating Sources

1. Evaluating Sources

2. Outcome 1 Evaluate sources with reference to their provenance and content. Performance criteria • The evaluation of one source takes account of its origin and purpose. • The evaluations interpret the content of the sources. (c) The comparison of two sources demonstrates understanding of their content.

3. Key learning points: • You can identify the origin and purpose of a source. • You can understand and interpret the content of a source. • You can compare the content of two sources. Typical questions: • How useful is Source A as evidence of …? (5) • Compare the views in Source B and Source C … (5)

4. Outcome 2 Evaluate sources with reference to their wider historical context. Performance criteria • The evaluations of the sources relate to historical developments and events through recall. • The evaluations present balanced views of the sources. (c) The evaluations of the sources demonstrate understanding of the wider context.

5. Key learning points: • You can use recalled knowledge to relate the content of a source to contemporary historical events and developments. • You can present a balanced evaluation of a source’s content. • You can set a source in its wider historical context. Typical question: • How fully does Source D …? (10)

6. Outcome 1 Origin of source: • When and where (if known) was this source produced? • Before, during or after (and how long after) an event or development? • What type of source is it? • A letter; a diary extract; an official record or report; an Act of Parliament; an eyewitness account; etc? • Who produced this source? • An eyewitness; a government official; a foreign observer; etc?

7. Purpose of source: • Why do you think this source was produced? • Who was the intended audience: the King or Queen; an important member of the government; supporters; enemies; the general public; family or friends; etc? • Does the source contain fact, opinion or both? Content of source: • What does the source tell us about the views, attitudes and/or opinions of the author, and possibly those who share the author’s views?

8. Strengths and limitations ofprimary sources Strengths • Provide first-hand knowledge of the events and/or developments described; give some insight into opinion at the time when the source was produced. Limitations • Possible lack of perspective – too wrapped up in events and may miss the 'big picture'; bias and/or prejudice could limit the author’s analysis of events and/or developments; sometimes subject to official or unofficial censorship.

9. Strengths and limitations ofsecondary sources Strengths • Hindsight or perspective, ie able to relate specific events and/or developments to overview; possible objectivity – author not ‘wrapped up in events’ described; access to more information than most eyewitnesses; access to more than eyewitness account. Possible limitations • Could be a narrow in-depth study or a superficial overview.

10. Value and limitations of sourcewith facts and/or opinions Facts Value • Factual, objective sources provide measurable data to be checked against other sources to provide conclusions. Limitations • Official or unofficial (even personal) censorship – a factual account can be misleading if it leaves out ‘inconvenient truths’. Opinions Value • Even biased sources provide an insight into the attitudes of the time. Limitations • Strong personal or official opinions (eg propaganda) can mislead the reader about the popularity of certain opinions, or their effects.

11. All sources, primary and secondary, have their strengths and limitations. • Their strengths outweigh their limitations. • Their limitations relate to the amount of information we can extract from them about the past. • Without sources, even heavily biased and inaccurate sources, we could not write about past events and developments with any confidence.