i. e. How useful is this source.... A source may be useful if it : accurate Provides accurate...
33
Useful How do I answer these questions? i.e. How useful is this source ....? A source may be useful if it: Provides accurate information Gives particular insight into a period/sheds light on an issue Is a reliable account (primary Or secondary) Is typical – it reflects the views of the public Is an example of something (i.e. Of attempts by the government to gain support for the war)
i. e. How useful is this source.... A source may be useful if it : accurate Provides accurate information particular insight Gives particular
i. e. How useful is this source.... ? A source may be useful if
it : accurate Provides accurate information particular insight
Gives particular insight into a period / sheds light on an issue
reliable Is a reliable account ( primary Or secondary ) reflects
the views Is typical it reflects the views of the public Is an
example of something ( i. e. Of attempts by the government to gain
support for the war )
Slide 2
It may not be useful if it : inaccurate / misleading Provides
inaccurate / misleading information omission Deliberate omission of
information provides an incomplete picture reflects the views of
one section of society Is not typical - Only reflects the views of
one section of society only one example of something Giving only
one example of something ( i. e. Other methods were also used by
the government to gain support for the war )
Slide 3
Comments can be made on the type of source i. e. Articles from
a newspaper can often reflect popular opinion at the time. You must
ALWAYS quote from written sources / describe pictures.
Slide 4
Level 1: Comprehension only / general assertion [1-2] Level 2:
Valid inference / s from the source unsupported by detail from the
source. [2-3] OR Level 2: Stock evaluation [2-3] Level 3: Valid
inference / s from the source supported by detail from the source.
[3-4] Level 4: Evaluates the study by cross - reference or by
commenting on its tone / language / purpose, supported by detail
from the source. [4-5] OR Level 4: Evaluates the study through
contextual knowledge unsupported by detail from the study. [4-5]
Level 5: Evaluates the study through contextual knowledge supported
by detail from the study. [6-7] Source A. The members of a poor
family cannot ride in buses or trams, cannot write letters, take
outings, go to social or benefit clubs, nor can they buy meats,
tobacco, books or newspapers. And further, should one child require
a pair of shoes, the family must not eat meat for a week in order
to pay for them. Jack London was an American journalist who
travelled the world looking for good stories. In his book, People
of the Abyss, he described the way the poor lived in London before
1914.
Slide 5
I do believe this source is useful to historians studying this
period because it suggests what life was like for the poor, however
it is not entirely useful as it is a one - sided unbalanced
argument. Source A. The members of a poor family cannot ride in
buses or trams, cannot write letters, take outings, go to social or
benefit clubs, nor can they buy meats, tobacco, books or
newspapers. And further, should one child require a pair of shoes,
the family must not eat meat for a week in order to pay for them.
Jack London was an American journalist who travelled the world
looking for good stories. In his book, People of the Abyss, he
described the way the poor lived in London before 1914.
Slide 6
I can see this because it says The members of a poor family
cannot ride in buses or trams, cannot write letters.. nor can they
buy meats . This suggests that some people lived in extreme poverty
during this period. However it is a one - side account of what life
was like and does not explain what life was like for others. Source
A. The members of a poor family cannot ride in buses or trams,
cannot write letters, take outings, go to social or benefit clubs,
nor can they buy meats, tobacco, books or newspapers. And further,
should one child require a pair of shoes, the family must not eat
meat for a week in order to pay for them. Jack London was an
American journalist who travelled the world looking for good
stories. In his book, People of the Abyss, he described the way the
poor lived in London before 1914.
Slide 7
I know it is not entirely useful because it contradicts my own
knowledge in that by 1914 the liberal government had introduced
many measures which were improving the lives of the poor, therefore
this information may not be entirely correct. Furthermore it may
also not be as useful because it was written by an American
journalist, America at the time was competing with Britain to be
the leading industrial country, therefore it may have exaggerated
any negativity about Britain. Source A. The members of a poor
family cannot ride in buses or trams, cannot write letters, take
outings, go to social or benefit clubs, nor can they buy meats,
tobacco, books or newspapers. And further, should one child require
a pair of shoes, the family must not eat meat for a week in order
to pay for them. Jack London was an American journalist who
travelled the world looking for good stories. In his book, People
of the Abyss, he described the way the poor lived in London before
1914.
Slide 8
Level 1: Comprehension only / general assertion [1-2] Level 2:
Valid inference / s from the source unsupported by detail from the
source. [2-3] OR Level 2: Stock evaluation [2-3] Level 3: Valid
inference / s from the source supported by detail from the source.
[3-4] Level 4: Evaluates the study by cross - reference or by
commenting on its tone / language / purpose, supported by detail
from the source. [4-5] OR Level 4: Evaluates the study through
contextual knowledge unsupported by detail from the study. [4-5]
Level 5: Evaluates the study through contextual knowledge supported
by detail from the study. [6-7] Source A. The members of a poor
family cannot ride in buses or trams, cannot write letters, take
outings, go to social or benefit clubs, nor can they buy meats,
tobacco, books or newspapers. And further, should one child require
a pair of shoes, the family must not eat meat for a week in order
to pay for them. Jack London was an American journalist who
travelled the world looking for good stories. In his book, People
of the Abyss, he described the way the poor lived in London before
1914.
Slide 9
Level 1: Describes the sources unsupported by detail from a
source [1-2] If refers to only one source only do NOT reward at top
of level. Level 2: Identifies usefulness unsupported by detail from
a source / s. OR Level 2: Details of the sources are matched /
contrasted, but no / invalid usefulness is identified. Level 2:
Stock evaluation [2- 3] If refers to only one source only do NOT
reward at top of level. Level 3. Explain / compares usefulness
supported by detail from the letters OR from contextual knowledge.
[4-6] If refers to only one source only do NOT reward at top of
level. Level 4: Argues ONE is more useful by evaluating its content
using relevant contextual knowledge, or cross - reference, or tone
/ language / purpose / su pported by detail from the letter.[6-8]
Level 5: compares the merits of BOTH by evaluating their content
using relevant contextual knowledge, or cross - reference, or tone
/ language / purpose supported by detail from both letters. [8-9]
NB. Evaluations of one / both letters through contextual knowledge
UNSUPPORTED by detail from a letter / s mark within L 3. Source B.
A military band and marching soldiers are always an inspiriting
sight, but this was for real they were off to war and how we
youngsters envied them. And to tell you the truth, that was it
glamour to be in uniform to take part in a great adventure was as
much the reason for so many youths joining up as was any sense of
patriotism. A man explains why, as a schoolboy, he wanted to join
up. Source C. I was working in the factory and there were people
joining up, you know, and I thought, oh well my brother in law, we
discussed it and we decided to join up. We thought, well a holiday,
maybe, you know, that ' s what we thought, plus it had to be better
than working as we were doing, in them terrible conditions and for
low pay. Wed beat the Germans in about six months. That ' s what we
thought. Irving Jones, a factory worker from South Wales, explains
why he joined up.
Slide 10
I believe both sources are useful as they both give me an
impression of why men volunteered for the army when war began, only
they give slightly different views. Source B. A military band and
marching soldiers are always an inspiriting sight, but this was for
real they were off to war and how we youngsters envied them. And to
tell you the truth, that was it glamour to be in uniform to take
part in a great adventure was as much the reason for so many youths
joining up as was any sense of patriotism. A man explains why, as a
schoolboy, he wanted to join up. Source C. I was working in the
factory and there were people joining up, you know, and I thought,
oh well my brother in law, we discussed it and we decided to join
up. We thought, well a holiday, maybe, you know, that ' s what we
thought, plus it had to be better than working as we were doing, in
them terrible conditions and for low pay. Wed beat the Germans in
about six months. That ' s what we thought. Irving Jones, a factory
worker from South Wales, explains why he joined up.
Slide 11
I believe source B is useful as it explains that some men
joined the army because they believed it would be a fun adventure.
Source B. A military band and marching soldiers are always an
inspiriting sight, but this was for real they were off to war and
how we youngsters envied them. And to tell you the truth, that was
it glamour to be in uniform to take part in a great adventure was
as much the reason for so many youths joining up as was any sense
of patriotism. A man explains why, as a schoolboy, he wanted to
join up. Source C. I was working in the factory and there were
people joining up, you know, and I thought, oh well my brother in
law, we discussed it and we decided to join up. We thought, well a
holiday, maybe, you know, that ' s what we thought, plus it had to
be better than working as we were doing, in them terrible
conditions and for low pay. Wed beat the Germans in about six
months. That ' s what we thought. Irving Jones, a factory worker
from South Wales, explains why he joined up.
Slide 12
I can see this because it says to take part in a great
adventure was as much the reason for so many youths joining up as
was any sense of patriotism . This shows me one reason why men
joined the army and therefore it is useful. Source B. A military
band and marching soldiers are always an inspiriting sight, but
this was for real they were off to war and how we youngsters envied
them. And to tell you the truth, that was it glamour to be in
uniform to take part in a great adventure was as much the reason
for so many youths joining up as was any sense of patriotism. A man
explains why, as a schoolboy, he wanted to join up. Source C. I was
working in the factory and there were people joining up, you know,
and I thought, oh well my brother in law, we discussed it and we
decided to join up. We thought, well a holiday, maybe, you know,
that ' s what we thought, plus it had to be better than working as
we were doing, in them terrible conditions and for low pay. Wed
beat the Germans in about six months. That ' s what we thought.
Irving Jones, a factory worker from South Wales, explains why he
joined up.
Slide 13
I know it is useful because it supports my own knowledge that
many men joined the army when the war began because they believed
it was an adventure. This is because when WWI began the government
introduced a massive recruitment drive, due to the lack of
professional soldiers, which was boosted by a large amount of
propaganda showing a fun, exciting and enjoyable war. Source B. A
military band and marching soldiers are always an inspiriting
sight, but this was for real they were off to war and how we
youngsters envied them. And to tell you the truth, that was it
glamour to be in uniform to take part in a great adventure was as
much the reason for so many youths joining up as was any sense of
patriotism. A man explains why, as a schoolboy, he wanted to join
up. Source C. I was working in the factory and there were people
joining up, you know, and I thought, oh well my brother in law, we
discussed it and we decided to join up. We thought, well a holiday,
maybe, you know, that ' s what we thought, plus it had to be better
than working as we were doing, in them terrible conditions and for
low pay. Wed beat the Germans in about six months. That ' s what we
thought. Irving Jones, a factory worker from South Wales, explains
why he joined up.
Slide 14
I believe source C is also useful as it explains that some men
joined the army because they wanted an escape from the terrible
living and working conditions of Britain at that time. Source B. A
military band and marching soldiers are always an inspiriting
sight, but this was for real they were off to war and how we
youngsters envied them. And to tell you the truth, that was it
glamour to be in uniform to take part in a great adventure was as
much the reason for so many youths joining up as was any sense of
patriotism. A man explains why, as a schoolboy, he wanted to join
up. Source C. I was working in the factory and there were people
joining up, you know, and I thought, oh well my brother in law, we
discussed it and we decided to join up. We thought, well a holiday,
maybe, you know, that ' s what we thought, plus it had to be better
than working as we were doing, in them terrible conditions and for
low pay. Wed beat the Germans in about six months. That ' s what we
thought. Irving Jones, a factory worker from South Wales, explains
why he joined up.
Slide 15
I can see this because it says it had to be better than working
as we were doing, in them terrible conditions and for low pay. This
is useful as it shows me that some men wanted to escape their life
in Britain, at whatever the cost. Source B. A military band and
marching soldiers are always an inspiriting sight, but this was for
real they were off to war and how we youngsters envied them. And to
tell you the truth, that was it glamour to be in uniform to take
part in a great adventure was as much the reason for so many youths
joining up as was any sense of patriotism. A man explains why, as a
schoolboy, he wanted to join up. Source C. I was working in the
factory and there were people joining up, you know, and I thought,
oh well my brother in law, we discussed it and we decided to join
up. We thought, well a holiday, maybe, you know, that ' s what we
thought, plus it had to be better than working as we were doing, in
them terrible conditions and for low pay. Wed beat the Germans in
about six months. That ' s what we thought. Irving Jones, a factory
worker from South Wales, explains why he joined up.
Slide 16
I know it is useful because it supports my own knowledge that
many people, in 1914 when WWI began, lived in extreme poverty. Many
therefore saw the war as a way of escaping their dreadful life for
some adventure. Source B. A military band and marching soldiers are
always an inspiriting sight, but this was for real they were off to
war and how we youngsters envied them. And to tell you the truth,
that was it glamour to be in uniform to take part in a great
adventure was as much the reason for so many youths joining up as
was any sense of patriotism. A man explains why, as a schoolboy, he
wanted to join up. Source C. I was working in the factory and there
were people joining up, you know, and I thought, oh well my brother
in law, we discussed it and we decided to join up. We thought, well
a holiday, maybe, you know, that ' s what we thought, plus it had
to be better than working as we were doing, in them terrible
conditions and for low pay. Wed beat the Germans in about six
months. That ' s what we thought. Irving Jones, a factory worker
from South Wales, explains why he joined up.
Slide 17
I believe both sources to be useful as they both support each
other in arguing that the idea of a fun and pleasure experience
would be had. Source B says to take part in a great adventure was
the reason men joined which is supported by Source C which argues
We thought, well a holiday was a reason for the men joining up.
Source B. A military band and marching soldiers are always an
inspiriting sight, but this was for real they were off to war and
how we youngsters envied them. And to tell you the truth, that was
it glamour to be in uniform to take part in a great adventure was
as much the reason for so many youths joining up as was any sense
of patriotism. A man explains why, as a schoolboy, he wanted to
join up. Source C. I was working in the factory and there were
people joining up, you know, and I thought, oh well my brother in
law, we discussed it and we decided to join up. We thought, well a
holiday, maybe, you know, that ' s what we thought, plus it had to
be better than working as we were doing, in them terrible
conditions and for low pay. Wed beat the Germans in about six
months. That ' s what we thought. Irving Jones, a factory worker
from South Wales, explains why he joined up.
Slide 18
Level 1: Describes the sources unsupported by detail from a
source [1-2] If refers to only one source only do NOT reward at top
of level. Level 2: Identifies usefulness unsupported by detail from
a source / s. OR Level 2: Details of the sources are matched /
contrasted, but no / invalid usefulness is identified. Level 2:
Stock evaluation [2- 3] If refers to only one source only do NOT
reward at top of level. Level 3. Explain / compares usefulness
supported by detail from the letters OR from contextual knowledge.
[4-6] If refers to only one source only do NOT reward at top of
level. Level 4: Argues ONE is more useful by evaluating its content
using relevant contextual knowledge, or cross - reference, or tone
/ language / purpose / su pported by detail from the letter.[6-8]
Level 5: compares the merits of BOTH by evaluating their content
using relevant contextual knowledge, or cross - reference, or tone
/ language / purpose supported by detail from both letters. [8-9]
NB. Evaluations of one / both letters through contextual knowledge
UNSUPPORTED by detail from a letter / s mark within L 3. Source B.
A military band and marching soldiers are always an inspiriting
sight, but this was for real they were off to war and how we
youngsters envied them. And to tell you the truth, that was it
glamour to be in uniform to take part in a great adventure was as
much the reason for so many youths joining up as was any sense of
patriotism. A man explains why, as a schoolboy, he wanted to join
up. Source C. I was working in the factory and there were people
joining up, you know, and I thought, oh well my brother in law, we
discussed it and we decided to join up. We thought, well a holiday,
maybe, you know, that ' s what we thought, plus it had to be better
than working as we were doing, in them terrible conditions and for
low pay. Wed beat the Germans in about six months. That ' s what we
thought. Irving Jones, a factory worker from South Wales, explains
why he joined up.
Slide 19
Level 1: Comprehension only / general assertion [1-2] Level 2:
Valid inference / s from the source unsupported by detail from the
source. [2-3] OR Level 2: Stock evaluation [2-3] Level 3: Valid
inference / s from the source supported by detail from the source.
[3-4] Level 4: Evaluates the source by cross - reference or by
commenting on its tone / language / purpo se, supported by detail
from the source. [4-5] OR Level 4: Evaluates the source through
contextual knowledge unsupported by detail from the study. [4-5]
Level 5: Evaluates the source through contextual knowledge
supported by detail from the study. [6-7] Source F. There were many
men in our community who refused to fight, and they gained much
support from their friends and neighbours. Indeed we all believed
the war was a waste of time and men should not have to risk their
lives to fight some silly war against the Germans. We didn ' t even
see the sense in it all. Elizabeth Tomkinson, speaking about her
experiences as a school girl during WWI
Slide 20
I do believe this source is useful as it shows me one woman ' s
experience of opposition to the war, however I do not think it is
totally useful as it does go against most of my own knowledge.
Source F. There were many men in our community who refused to
fight, and they gained much support from their friends and
neighbours. Indeed we all believed the war was a waste of time and
men should not have to risk their lives to fight some silly war
against the Germans. We didn ' t even see the sense in it all.
Elizabeth Tomkinson, speaking about her experiences as a school
girl during WWI
Slide 21
I do not believe it is totally useful because it tells me many
people were opposed to the war, it says There were many men in our
community who refused to fight, and they gained much support. This
implies many people were opposed to the war. Source F. There were
many men in our community who refused to fight, and they gained
much support from their friends and neighbours. Indeed we all
believed the war was a waste of time and men should not have to
risk their lives to fight some silly war against the Germans. We
didn ' t even see the sense in it all. Elizabeth Tomkinson,
speaking about her experiences as a school girl during WWI
Slide 22
I know it is not totally useful because it contradicts my own
knowledge. I know that the majority of people in Britain supported
the war, and many men who refused to fight were not given support,
but actually harassed. Source F. There were many men in our
community who refused to fight, and they gained much support from
their friends and neighbours. Indeed we all believed the war was a
waste of time and men should not have to risk their lives to fight
some silly war against the Germans. We didn ' t even see the sense
in it all. Elizabeth Tomkinson, speaking about her experiences as a
school girl during WWI
Slide 23
Level 1: Comprehension only / general assertion [1-2] Level 2:
Valid inference / s from the source unsupported by detail from the
source. [2-3] OR Level 2: Stock evaluation [2-3] Level 3: Valid
inference / s from the source supported by detail from the source.
[3-4] Level 4: Evaluates the source by cross - reference or by
commenting on its tone / language / purpo se, supported by detail
from the source. [4-5] OR Level 4: Evaluates the source through
contextual knowledge unsupported by detail from the study. [4-5]
Level 5: Evaluates the source through contextual knowledge
supported by detail from the study. [6-7] Source F. There were many
men in our community who refused to fight, and they gained much
support from their friends and neighbours. Indeed we all believed
the war was a waste of time and men should not have to risk their
lives to fight some silly war against the Germans. We didn ' t even
see the sense in it all. Elizabeth Tomkinson, speaking about her
experiences as a school girl during WWI
Slide 24
Level 1: Describes the letters / identifies attitudes
unsupported by detail from a letter [1-2] If refers to only one
source only do NOT reward at top of level. Level 2: Identifies
attitude / s unsupported by detail from a letter / s. OR Level 2:
Details of the letters are matched / contrasted, but no / invalid
attitude / s is identified. Level 2: Stock evaluation [2-3] If
refers to only one source only do NOT reward at top of level. Level
3. Explain / compares attitude / s supported by detail from the
letters OR from contextual knowledge. [4-6] If refers to only one
source only do NOT reward at top of level. Level 4: Argues ONE is
more useful by evaluating its content using relevant contextual
knowledge, or cross - reference, or tone / language / purpose /
support ed by detail from the letter.[6- 8] Level 5: compares the
merits of BOTH by evaluating their content using relevant
contextual knowledge, or cross - reference, or tone / language /
purpose supported by detail from both letters. [8-9] NB.
Evaluations of one / both letters through contextual knowledge
UNSUPPORTED by detail from a letter / s mark within L 3. Source D.
Haven ' t the suffragettes the sense to see that the very worst way
of campaigning for the vote is to try to intimidate or blackmail a
man into giving them what he would gladly give otherwise? Lloyd
George in 1913 Source E. In my opinion, far from having injured the
movement they have done more during the last twelve months to bring
it within the region of practical politics than we have been able
to accomplish in the same number of years. Millicent Fawcett
speaking in 1906 about the suffragettes.
Slide 25
I believe both sources are useful to a historian studying the
attitudes of people to the suffragettes as both give different
insights into different attitudes. Source D. Haven ' t the
suffragettes the sense to see that the very worst way of
campaigning for the vote is to try to intimidate or blackmail a man
into giving them what he would gladly give otherwise? Lloyd George
in 1913 Source E. In my opinion, far from having injured the
movement they have done more during the last twelve months to bring
it within the region of practical politics than we have been able
to accomplish in the same number of years. Millicent Fawcett
speaking in 1906 about the suffragettes.
Slide 26
I believe source D is useful as it tells me how David Lloyd
George believed that the suffragettes were harming women ' s
suffrage, and therefore he has a negative attitude towards them.
Source D. Haven ' t the suffragettes the sense to see that the very
worst way of campaigning for the vote is to try to intimidate or
blackmail a man into giving them what he would gladly give
otherwise? Lloyd George in 1913 Source E. In my opinion, far from
having injured the movement they have done more during the last
twelve months to bring it within the region of practical politics
than we have been able to accomplish in the same number of years.
Millicent Fawcett speaking in 1906 about the suffragettes.
Slide 27
I can see this because it says the worst way of campaigning for
the vote is to try to intimidate or blackmail a man . This suggests
a negative and hostile attitude towards suffragette women. Source
D. Haven ' t the suffragettes the sense to see that the very worst
way of campaigning for the vote is to try to intimidate or
blackmail a man into giving them what he would gladly give
otherwise? Lloyd George in 1913 Source E. In my opinion, far from
having injured the movement they have done more during the last
twelve months to bring it within the region of practical politics
than we have been able to accomplish in the same number of years.
Millicent Fawcett speaking in 1906 about the suffragettes.
Slide 28
I know this is useful because it supports the idea that was
prevalent at the time that the Government could not be seen to
giving into the violence of the suffragettes, and therefore it
harmed the fight for women ' s suffrage. Source D. Haven ' t the
suffragettes the sense to see that the very worst way of
campaigning for the vote is to try to intimidate or blackmail a man
into giving them what he would gladly give otherwise? Lloyd George
in 1913 Source E. In my opinion, far from having injured the
movement they have done more during the last twelve months to bring
it within the region of practical politics than we have been able
to accomplish in the same number of years. Millicent Fawcett
speaking in 1906 about the suffragettes.
Slide 29
I believe source E is useful as it tells me how Millicent
Fawcett, leader of the suffragists, believed in 1906 the
suffragettes were helping women ' s suffrage. Source D. Haven ' t
the suffragettes the sense to see that the very worst way of
campaigning for the vote is to try to intimidate or blackmail a man
into giving them what he would gladly give otherwise? Lloyd George
in 1913 Source E. In my opinion, far from having injured the
movement they have done more during the last twelve months to bring
it within the region of practical politics than we have been able
to accomplish in the same number of years. Millicent Fawcett
speaking in 1906 about the suffragettes.
Slide 30
I can see this because it says they have done more during the
last twelve months... than we have been able to accomplish in the
same number of years. Source D. Haven ' t the suffragettes the
sense to see that the very worst way of campaigning for the vote is
to try to intimidate or blackmail a man into giving them what he
would gladly give otherwise? Lloyd George in 1913 Source E. In my
opinion, far from having injured the movement they have done more
during the last twelve months to bring it within the region of
practical politics than we have been able to accomplish in the same
number of years. Millicent Fawcett speaking in 1906 about the
suffragettes.
Slide 31
I know this is useful because one of the main arguments for the
suffragettes use of violence when fighting for the vote was that
the non - violence of the suffragists had not done anything to help
women gain the vote, so violence was a much needed tactic. Source
D. Haven ' t the suffragettes the sense to see that the very worst
way of campaigning for the vote is to try to intimidate or
blackmail a man into giving them what he would gladly give
otherwise? Lloyd George in 1913 Source E. In my opinion, far from
having injured the movement they have done more during the last
twelve months to bring it within the region of practical politics
than we have been able to accomplish in the same number of years.
Millicent Fawcett speaking in 1906 about the suffragettes.
Slide 32
I believe both to be useful as both give very different
attitudes towards the suffragettes. However both authors may have
had an ulterior motive in producing their speech. Source D, written
by Lloyd George, may have been given with the purpose of persuading
women that violence was not the best method of protest due to the
damage they were causing. Source E on the other hand was written by
Millicent Fawcett, leader of the Suffragists in 1906. The purpose
of this speech would have been to gain support for the fight for
women ' s votes. This may affect the usefulness of both sources.
Source D. Haven ' t the suffragettes the sense to see that the very
worst way of campaigning for the vote is to try to intimidate or
blackmail a man into giving them what he would gladly give
otherwise? Lloyd George in 1913 Source E. In my opinion, far from
having injured the movement they have done more during the last
twelve months to bring it within the region of practical politics
than we have been able to accomplish in the same number of years.
Millicent Fawcett speaking in 1906 about the suffragettes.
Slide 33
Level 1: Describes the letters / identifies attitudes
unsupported by detail from a letter [1-2] If refers to only one
source only do NOT reward at top of level. Level 2: Identifies
attitude / s unsupported by detail from a letter / s. OR Level 2:
Details of the letters are matched / contrasted, but no / invalid
attitude / s is identified. Level 2: Stock evaluation [2-3] If
refers to only one source only do NOT reward at top of level. Level
3. Explain / compares attitude / s supported by detail from the
letters OR from contextual knowledge. [4-6] If refers to only one
source only do NOT reward at top of level. Level 4: Argues ONE is
more useful by evaluating its content using relevant contextual
knowledge, or cross - reference, or tone / language / purpose /
support ed by detail from the letter.[6- 8] Level 5: compares the
merits of BOTH by evaluating their content using relevant
contextual knowledge, or cross - reference, or tone / language /
purpose supported by detail from both letters. [8-9] NB.
Evaluations of one / both letters through contextual knowledge
UNSUPPORTED by detail from a letter / s mark within L 3. Source D.
Haven ' t the suffragettes the sense to see that the very worst way
of campaigning for the vote is to try to intimidate or blackmail a
man into giving them what he would gladly give otherwise? Lloyd
George in 1913 Source E. In my opinion, far from having injured the
movement they have done more during the last twelve months to bring
it within the region of practical politics than we have been able
to accomplish in the same number of years. Millicent Fawcett
speaking in 1906 about the suffragettes.