The first question we need to ask ourselves is: What are sources?
There are usually three different types of sources: Primary, secondary and tertiary. Primary and secondary sources are the main historical sources.
In terms of research and academics, a primary source refers to information collected from sources that witnessed or experienced an event first hand.
Historians work with primary sources to understand the past in its own terms, not through the modern-day lenses.
A secondary source interprets and analyses primary sources.
Types of secondary sources include: Textbooks; journal articles; histories; criticisms; commentaries; encyclopedias.
Personally, analysing sources was the most difficult concept to break through in AQA History. The aim of this blog post is to describe the structure and methods of how to be successful in analysing a-level source questions. In addition, I will mention what is beyond A-levels when you encounter sources again.
I have learnt that to be successful, I need to include:
Lots of own knowledge of the topic and content on the time period! You can't make a judgement on value if you don't know the topic and content inside and out.
Excellent communication skills! You must be articulate and use an extensive vocabulary of specialist terms and phrases to develop a substantiated argument.
Before writing an answer to each source, consider some key tips to remember:
Analyse and judge each source separately.
There is no need to compare and make judgement of which is the most valuable.
Write three mini essays but don't separate your answers with sub-headings.
Consider Nature, Origin and purpose (Provenance).
What does value mean?
Provenance
Consider and assess several of the following:
Date of production in the context of the time period.
Location of the source in the context of the time period.
The relationship between the context and the person who produced it, or person who caused it to be produced.
Type of the source in the context of the time period.
Content
Consider and assess several of the following:
Amount of factual specific detail there is in the source.
Overall accuracy of the information and/or viewpoint.
Clarity of the information.
Focus on specific information.
Development of arguments on the topic at that time.
Insight into the motives and intentions at the time.
History Rocks resources
I have gathered resources from my teacher that guides you on how to improve your sources skills at A-level.
Here is a link for the History Rocks podcast and website:
Resources from history teachers
Credit to my teacher for giving us really useful resources!!
Source analysis example
Here is an example I produced this year and I felt that practicing improves your skills (I will explain each paragraph):
REMEMBER: Always link back to the question. For example, You need to read this source while considering the impact of white supremacy during the Reconstruction period.
This source is a speech by President Ulysses S. Grant expressing disdain over the White League’s activities. This source is therefore valuable to an historian as it highlights the President’s concerns over White Supremacy in the ‘State of the Union address’, which was spoken to a Congress-only audience. The value of aiming this speech towards a political audience would reflect the White League’s and other societies political motives rather than the motive to suppress African American’s freedom. (1) Grant spoke this during the end of 1874, a few months after the Battle of Liberty Place where the White League took over and controlled State House, City Hall and arsenal for 3 days. Governor Kellogg was demanded to resign, which led to the League’s control and requested aid from Grant; once the troops arrived, he was restored to office. This is valuable because white supremacy led to a decrease in voting for the Republicans, meaning that Grant was concerned about the Democratic gain if Kellogg was not restored. Grant expresses in his speech that he is concerned with the acts of ‘violence and intimidation’ due to the White League’s deprivation towards citizens who have different ‘political opinions’. The mention of ‘violence and intimidation’ is valuable as it suggests that White Supremacy intended to spread fear towards those who support the Radical Republicans and furthers Grant’s political concern. (2)Similar Paramilitary groups were chapters of the Red Shirts where they had explicit political goals to overthrow the Reconstruction Government and since the groups were made up of well-armed Confederate veterans (‘armed’), emphasising their ‘intimidation’. Grant recognised that the White League’s are criminal and intolerable which is valuable as the President recognises that white supremacy threatens both his status and the stability of America.
The first paragraph should include provenance and content:
Always link back to the question: 'this is valuable because White Supremacy...' 'This source is therefore valuable because...'
Talk about the sources aims, intentions and how this links to the question. The example sentence is (1).
Context of the time period was used. The example sentence is after (1).
Make sure that you use quotes from the source as supporting evidence and specific knowledge to further the evidence. The example sentence is (2) and the next sentence after.
The tone in this source is concerned due to the problems white supremacy groups have caused politically and, somewhat, socially. This is valuable as white supremacist groups, such as the Red Shirts, directed their activities towards intimidation and removal of Northern and African American Republican candidates. (3) They disrupted their political organizing, and terrorized freedmen to keep them from their polls. Grant labels these demonstrations as ‘menacing’ and their methods of terror as ‘intolerant and criminal’. This is valuable as it emphasises how critical white supremacist groups are when murdering African Americans who have the right to vote and Republicans.
The second paragraph is useful for tone and emphasis:
Here are some useful words to use when considering the tone of the source:
Again, link the tone and emphasis with the value and the question. The example sentence is (3).
The source has some limitations to a historian when regarding white supremacy over African Americans. As Grant focuses on the ‘bands of men’ that are targeting Freedman with differing political opinions, it seems that Grant is concerned about the political impact of the 1876 election rather than the lives of African Americans. Due to the White League’s effectiveness, voting by Republicans decreased and Democrats regained control of the state legislature in 1876. (4) In 1874, the Colfax Massacre expressed the White League’s purpose to defend a “hereditary civilisation and Christianity menaced by a stupid Africanisation”. Violating the civil rights of Freedmen was considered as an important motive during the rise of white supremacy as the White League was more violent towards African Americans rather than intimidating.
The third paragraph should include the limitations of the source when a historian assesses the whole source:
Specific evidence around the same period of time and assessing the political impact of White Supremacy as the limitation. The example sentence is (4)
Overall, this source is, to some extent, valuable as Grant addresses his political views to a Congress-only audience. Although he addresses the issues of white supremacist groups, Grant seems to be more concerned about political opinion which would redeem the south and end the success of Reconstruction. Therefore, this source is somewhat valuable to a historian when studying White Supremacy.
Always finish with your judgement of value:
Don’t give the same judgement for each source!
Whilst you don’t to need to decide which is more valuable you should be able to offer individual judgements on their value.
Here are some examples: I. Extremely valuable II. Of particular value… III. Somewhat valuable... IV. Has some value...
This response demonstrates an excellent assessment of value. I have demonstrated great contextual understanding on linked this well to my judgement of value. Precise supporting detail is used to consider the value of the content, tone and emphasis and provenance.
Beyond A-level sources
As previously discussed, I would like to briefly talk about sources after A-level. I have been reading books recommended by the University of Lincoln that relates to sources or developing skills as a historian. Although I don't have the proper knowledge to give as much detail as I would like about sources beyond A-level, I can continue to share resources and the progress of my learning.
If you want to read particular sources, I would recommend The Internet Archive. There is free access to quite a few books as well!! In addition, I recommend 'Going to the Sources' by Anthony Brundage where he talks about the guide to historical research and writing.
What have you learnt about sources before reading this blog?
Websites and extra resources: