Source Analysis Skills & Command Terms

Historical Skills
Context
This question is concerned with the historical context in which the source
is located. This answer must concentrate on what is in the source and
explain the relevance/significance.
o What was happening at the time of the event shown in the source?
o Who were the key people involved? What role(s) did they play?
o What historically significant events is the source referring to? What
caused this event? What happened during it? What were the results
of it?
You must relate what you are saying to the actual source itself – not just
the broad general period it covers. The examiner is testing your
knowledge of the main events of the period of study here. They want to
see details from your own knowledge to show that you fully understand
the topic being presented in the source.
Do include - dates of the events.
Do not include - message of the source, usefulness, who created it etc.
Message
Look for the message of each of the sources. Evidence should be sourced
from the documents themselves to support message.
You must make reference to supporting evidence from the source. You do
not need to include your own background knowledge here.
The type of source and when they are from are not part of the message –
don’t talk about it being a cartoon or a speech or a poster, or that it is
primary or secondary.
Origin
Where and when does the source originate (if you want to get fancy, then
what is its provenance?)
Purpose
• What is the intended or desired result?
• What is the main point of the source?
• Why was it created?
• Is the document wanting the viewer to vote in a certain way, or take
certain action?
• Is it targeting a particular group of people?
• Why was the source presented in this way?
• Is it aiming to reveal the true reason for something that maybe the
audience haven’t been told?
• Is it just wanting to reinforce existing views or attitudes, or is it
wanting to challenge those existing values or attitudes.
• Is it wanting to provide a general overview of ‘what happened’, or is
it trying to challenge the prevailing belief about ‘what happened’?
• Or is it just providing a humorous slant on the issues of the day?
Perspective
(aka Point of View) = what is the author’s perspective is for each of the
two sources?
You can identify the perspective/point-of-view by looking at the following
aspects:
Motive – what were they trying to achieve? Who is it by?

Bias - who is it for/against? Why is this the case?
Time – is it primary or secondary? How does that affect it?
Place – where was it produced? How does that affect the view
point?
Purpose – why produce that type of source?
Reliability
‘Reliability’ means how likely the source is to provide information that is accurate – can we
trust it?
Consideration of the reliability of the sources should be in terms of the theme of the
source/s or historical force to be discussed. There should be articulation of the aspects of
the source which make it reliable or unreliable as historical evidence. NB - more
sophisticated analysis of how one source holds greater reliability over another
You should be providing a discussion of the reasons for reliability in relation to the question
asked. This may include a discussion of:
• Audience
• Context
• Perspective
• Motive
• Origin
Usefulness
The documents will always have a theme. This could be something like:
-Political leadership
-Power
-Use of violence or terror
-Political extremism and instability
-Economic forces and impacts
-Role of individuals etc
So, you need to consider if the sources are useful representations of that
theme.
Treat each source separately = write a small individual paragraph for each
one.
Point out what Source 2 shows and why that is useful to our
understanding of the topic
Point out any general weaknesses with Source 2 and repeat the process
with Source 3
Historical interpretations
This is all about HISTORIOGRAPHY i.e. the discussion of conflicting
historical interpretations represented in source material, specifically why
they are different and open to debate.
Candidates need to:
 demonstrate an understanding of whether the source provides a
certain interpretation of events for which other interpretations exist;
or whether the type of source provides an incomplete or suggestive
picture which can be disputed.
 identify in each source argument/s, biases or perspectives that can be
disputed and articulate the nature of that dispute by referring to
alternative arguments or viewpoints on that aspect.
 When approaching this question ask yourself;
 What is the area of debate?
 How would different historians challenge the source?
 Is it about perspective?
• This may be about challenging someone’s interpretation of an event
etc.
• In the answer you should use the words, challenge and
interpretation.
• In this answer you should demonstrate your knowledge of evidence,
hindsight, primary and secondary sources, and even reliability.
Impacts
The intent is not to have a list of what has been omitted (left out), rather
candidates need to focus on what the sources tell them about the chosen
topic within the context studied and what the implication/impact of that
chosen topic was on the society being studied. Candidates should include
their own knowledge of the course studied to support their point of view
as well as information from the source provided.
Significance
State briefly what aspects of the topic from the question are shown in the
3 sources. Briefly explain why these are important and state what aspects
of the topic from the question have been left out. You need to show why
the missing things are important and deserve to be covered in order to
fully understand the topic of the question
Do they accurately represent the events/people that they do contain? Do
they give both sides of the story?
Instructional Verb/Command Term
Explain
Relate cause and effect; make the relationships between things evident; provide why and/or
how
Identify
Recognise and name from the source evidence
Outline
Sketch in general terms; indicate the main features of source
Account for
Account for: state reasons for, report on. Give an account of: narrate a series of events or
transactions
Compare and/or Contrast

Compare - Show how things are similar and different
Contrast - Show how things are different or opposite
Discuss
Identify issues and provide points for and/or against
Analyse
Identify components and the relationship between them; draw out and relate implications
Assess
Make a judgement of value, quality, outcomes, results or size
Evaluate
To ascertain the value or amount of; appraise carefully

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Historical Skills

Motive – what were they trying to achieve? Who is it by?

Compare and/or Contrast

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