Lornshill Academy
History Department
National
5
Source Handling
Practice
NATIONAL 5 QUESTION TYPES – SKILLS
There are 6 types of questions, 3 Knowledge and Understanding and 3 Source
Handling questions:
 DESCRIBE…
 EXPLAIN THE REASONS WHY…
 TO WHAT EXTENT…
Describe
(5 or 6
marks)
Explain (5
or 6
marks)
 EVALUATE THE USEFULNESS OF
SOURCE…
 HOW FULLY DOES SOURCE…
To what extent
(8 marks)
 COMPARE THE VIEWS OF
SOURCE…
Evaluate
the
usefulness
(5 or 6
marks)
How fully
(5 or 6
marks)
Compare the
views (4 marks)
Describe...
• This requires you to describe in detail an event or issue in history.
• You must describe 5 or 6 individual key facts.
Explain the reasons why...
• This requires you to explain clearly and in detail, the causes or reasons for an
event or development in history.
• You must explain 5 or 6 causes explaining the connections between these factors.
• This means you must link back to the question.
To what extent...
• This requires you to make a judgement about the importance of different factors
on an event, development or impact.
• This is an extended answer structured in paragraphs.
• Write a short introduction of 2 sentences.
• Followed by one paragraph explaining the factors as indicated by the question (aim
for 2 or 3).
• Balance this with one paragraph containing 3 other factors in addition to the factor
identified in the question.
• Conclude by answering the question and backing up your judgement with a piece of
evidence.
Evaluate the usefulness...
• Judge how useful a source is about a particular event or issue by structuring
your answer around the following:
• Who wrote it?
• Why was it written?
• When was it written?
• What is useful about what has been written?
• What has been missed out?
• You must make an evaluative comment on each aspect of the source up to a
maximum of 6 marks.
• ANSWER:
• The source is useful because it was written by...... who is..... this makes it
more/less useful because...
• It was written in... at the time of....which makes it a primary/seconday
source...this is more/less useful because...
• It was written for the purpose of...which is valuable...
• It tells us that...{Up to 2 points selected from the source} which is useful as this
is accurate information
• However, it is limited in its usefulness because it fails to mention....{Up to 2
points selected from your own knowledge}
How fully...
• You must judge how extensive the explanation is in the source about an event or
issue.
• Identify points from the source that answer the question (up to 3) These must
be in your own words.
• Then add in other points that you know from your own knowledge (up to 4)
• ANSWER:
• Source A explains [question] to an extent
• It accurately tells us that...{Up to 3 points selected from the source}
• However, it fails to mention...{Up to 4 relevant points that help you to answer
the question from recall}
Compare the views...
• You must read and compare the points in each source and decide if they agree or
disagree.
• You must then write your answer to explain in what ways they specifically agree
or disagree.
• ANSWER:
• Sources A and B agree/disagree about...
• Source A agrees with Source B when it says..." {Quote from the source} and
Source B says...{Quote from the source}.
Historical Study: Scottish
The Era of the Great War, 1914-1918
Sources A and B are about the “Red Clydeside” demonstration in George Square in January
1919.
Source A
A huge crowd of strikers gathered in George Square to find out if the unions and
government had reached an agreement. The police were panicked by the size of the crowd
and suddenly mounted a baton charge to clear the tramlines. The strikers fought back with
railings and bottles. Many were arrested including Shinwell and Kirkwood, who had been
cracked on the head as he ran out of the City Chambers to see what was happening.
Source B
The workers’ leaders were kept waiting for twenty minutes in the City Chambers, during
which time the massive crowd outside in George Square continued to grow. The police were
ordered to draw their batons and force the crowd to disperse. When Kirkwood and Shinwell
rushed out to try to restore order, Kirkwood was knocked to the ground. The strikers
protected Shinwell but those who appealed for order were also clubbed, along with other
strikers.
1.
Compare Sources A and B about the events in George Square in January 1919. (4)
Source C describes the use of tanks during the battle of Cambrai 1917.
Source C
There were not enough infantry to take advantage of this huge hole in the German defences
and the enemy soon began to recover and fight back. By evening many tanks had broken
down – over a hundred from lack of petrol or engine failure and another sixty five from
enemy gunfire, including sixteen knocked out by a single German field gun. All these tanks
were now stranded in enemy territory and there were no reserves.
2.
3.
4.
5.
How fully does Source A describe the impact of tanks on war on the Western Front?
(5)
Describe the ways in which conscientious objectors were treated ruing the war. (5)
Explain the reasons why heavy industry declined in Scotland after the First World
War. (5)
Describe the impact of the Defence of the Realm Act on people living in Scotland. (5)
Sources A and B are about the reasons for the failure of traditional industries after the
First World War.
Source A
The Scottish economy was very dependent on the traditional industries. However, the decline
of shipbuilding had a knock-on effect on the iron and steel industries. Many of the companies
had depended on shipbuilding for their orders. Scotland’s share of Britain’s steel production
fell to 15% by 1937. Despite increased competition from abroad, Scotland’s manufacturers
failed to invest in new technology. Not surprisingly, overseas buyers lost to Scotland during
the war often preferred to stay with their new suppliers.
Source B
Scotland had always depended more than England on the export market but during the war
her industry had to concentrate on the war effort, so customers overseas were lost. The fall
in world trade in the 20s and 30s, with its disastrous effect on shipbuilding, hurt Scotland’s
coal, iron and steel production. Scottish industry continued to suffer because new technology
made foreign goods cheaper, making them more attractive to customers.
6.
Compare sources C and D about the failure of traditional industries after the First
World War (4).
Source E is an extract from rules introduced by the British Museum in 1914 after a painting
was slashed by a Suffragette.
Source E
The British Museum is open to men and also to women if accompanied by men who are willing
to guarantee their good behaviour and take full responsibility. Unaccompanied women are
only allowed in if they present a letter of introduction from a responsible person
guaranteeing the woman’s good behaviour and accepting responsibility for her actions.
7.
8.
9.
10.
Evaluate the usefulness of source A as evidence of attitudes towards suffragettes by
1914 (5)
Explain the reasons why Scottish industries were important to the war effort in
World War One. (5)
Describe the peaceful activities of women campaigning for the vote (5)
Explain why so many Scots volunteered to fight in the First World War (6)
Historical Study: British
The Making of Modern Britain
1880-1951
Sources A and B are about the effects of the Second World War on attitudes to welfare.
Source A
Bombing affected everyone during the war and people rallied round to help those in need.
The government helped by providing temporary shelter and the people hoped this kind of
help would continue after the war. In wartime the government also ensured everyone had an
equal share of the country’s food supply. People expected this kind of help to continue after
the war especially as evacuation had highlighted the amount of poverty still in existence in
Britain.
Source B
After the Second World War the people of Britain expected the government to continue to
provide support in helping relieve the problems caused by bombing. Evacuation of inner city
children to the countryside had shown that poverty was still a problem which required
continued government help after the war. During the war rationing made sure everyone
received healthy food and a fair share of the food available
1. Compare sources B and C about the effects of the Second World War on attitudes to
welfare provision. (4)
2. To what extent were the Liberal Reforms of 1906-1914 important in improving the lives
of the poor in Britain? (8)
3. Describe the reforms made by the Labour Government 1945-51 to tackle the “Five
Giants” identified by Beveridge. (5)
4. Explain why the Second World War changed attitudes towards government involvement in
the welfare of its people. (5)
Source C is about the poorest district of York, described by Seebohm Rowntree in 1901.
Source C
About one-fourth of the whole population of the district are living in overcrowded
conditions–i.e. more than two persons to each room. Of these 1613 persons, 200 are living
under conditions of extreme overcrowding, ie more than four persons to each room. This fact
alone would be enough to seriously affect the standard of health, but the problem of
overcrowding does not fully represent the extent of the evil.
5. Evaluate the usefulness of Source C as evidence of the problem of poverty at the
beginning of the twentieth century. (6)
6. Describe the problems facing the poor between 1890–1905. (5)
Sources D and E are about the limitations of the Liberal welfare reforms of 1906 –
1914.
Source D
The Liberal reforms were just a beginning. They were a long way short of solving all the
problems. Medical care was only provided for the worker, it did not cover wives and children.
Other benefits were only to last for a short period of time and the amounts paid were very
small. The old age pensions covered people of over 70. This meant a lot of old people still got
nothing at all.
Source E
The Liberal reforms sought to provide help in a way that would not bring shame to the poor,
yet the reforms had many limitations. Unemployment, sickness benefits and pension amounts
were not enough to live on. Pensions were paid for the first time in 1909 but were only
available to those over 70. Health insurance saw the government take on more responsibility
for looking after people but the benefits did not extend to the worker’s family.
7. Compare sources D and E about the limitations of the Liberal Welfare reforms 1906-1914
(4).
Source F is by the Aberdeen Association for Improving the Conditions of the Poor, in the late
19th century.
Source F
Our aims are to encourage, in every available way, the efforts of the poor to live sober lives
and to discourage idleness. In general, we want to help those who are sober and hardworking
but who through illness or accident are in danger of being plunged into poverty. These are the
only people who deserve our help.
8. Evaluate the usefulness of Source F as evidence of attitudes to the poor at the end of the
19th century. (6)
9. Describe the limitations of the Labour Government reforms of 1945–1951. (5)
10. Explain why the Liberal Government reforms of 1906–1914 were important in improving the
lives of children and the elderly. (6)
Historical Study: European and World
Free at Last? Civil Rights in the USA
1918-1968
1. To what extent was Martin Luther King the most important reason why the Civil Rights
movement was successful? (8)
2. Describe the experiences of European immigrants to the USA in the 1920s. (5)
Source A was written by Elijah Muhammad, a black radical leader in 1965.
Source A
We cannot be expected to get along in peace with white people in America. We have received
from them some of the worst treatment human beings have ever experienced. We believe
that our contribution to this country and the suffering forced upon us by white Americans
justifies our demand for complete separation in a state or territory of our own.
3. Evaluate the usefulness of Source A as evidence about the aims of black radical protest
movements in the 1960s. (6)
4. Explain why there was a growing demand for civil rights between 1945 and 1965. (6)
Sources B and C are about the experience of immigrants in the USA in the 1920s.
Source B
Italians did not want to buy land as few planned to stay in America for long. They headed for
the great cities where other jobs were available. Italian Americans succeeded in jobs
requiring little formal education such as small business ownership. However, like other
immigrants, they found other ways to get rich. Politics, sports, and crime, were ladders for
upward mobility. Italian Americans achieved notable success in classical and popular music.
Source c
My family lived in the city of Chicago. My father came there from Montfalcone, in Italy and
always hoped to return there. When I was 14 years old I started dodging school and turned
to stealing. At first I stole from clothes lines, later I stole bicycles, as did others in the
neighbourhood. We sold the bicycles and made about $75 a week. Then we joined an older
gang because although they were only around 20 years old they were in the big money and
drove around in fancy automobiles.
5. Compare sources B and C about the experience of immigrants in the USA during the
1920s. (4)
6. Describe the effects of the Jim Crow laws on black Americans in the 1920s and 1930s.
(5)
Source D is from a statement made by President Kennedy in May 1963.
Source D
I think that the situation in Birmingham will be peacefully settled in the next 24 hours.
Quite obviously the situation was damaging the reputation of Birmingham and the United
States. It seems to me that the best way to prevent that kind of serious damage is to take
steps to provide equal treatment for all of our citizens. That is the best remedy in this case
and other cases.
7.
Evaluate the usefulness of Source D as evidence of the effects of the Civil Rights
protest in Birmingham. (6)
8.
Explain why the attitudes of Americans towards immigration changed after 1918. (5)
9.
Describe the activities of the Ku Klux Klan in the 1920s and 1930s. (6)
Sources E and F describe the results of the Montgomery Bus Boycott.
Source E
Throughout the boycott a young black preacher inspired the black population of Montgomery.
His name was Martin Luther King and this was to be his first step towards becoming the
leading figure in the Civil Rights Movement. The boycott lasted over a year until eventually
the courts decided that segregation on Montgomery’s buses was illegal. On its own the bus
boycott only had limited success. Montgomery remained a segregated town. There were still
white-only theatres, pool rooms and restaurants.
Source F
The bus company’s services were boycotted by 99% of Montgomery’s African Americans for
over a year. As a result of the protest, the US Supreme Court announced that Alabama’s bus
segregation laws were illegal. However, most other facilities and services in Montgomery
remained segregated for many years to come. As a result of the boycott, Martin Luther King
became involved in the Civil Rights Movement. He went on to become an African American
leader who was famous throughout the world.
10. Compare Sources E and F about the results of the Montgomery Bus Boycott. (4)