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SBQ skills

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Information about SBQ skills

Published on February 18, 2008

Author: theracie

Source: slideshare.net

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the source based question sources, skills and steps to take

What you should do at the start Glance at the questions part (a) to (d) Identify the TYPE of questions they belong to Read all the sources quickly Pick out and HIGHLIGHT the relevant portions of the source before you begin answering each question

Glance at the questions part (a) to (d)

Identify the TYPE of questions they belong to

Read all the sources quickly

Pick out and HIGHLIGHT the relevant portions of the source before you begin answering each question

#1 Inference Firstly read or look at the source or sources carefully and write down the obvious things it is telling you. Secondly look beyond the obvious and see what you can infer. Write down what you have inferred and use the source to back you up . What impression does Source A give of… What message does the cartoon in source C give about… How does Source A help you to understand… Use the source and your own knowledge to explain… What does the source tell you about…

Firstly read or look at the source or sources carefully and write down the obvious things it is telling you.

Secondly look beyond the obvious and see what you can infer.

Write down what you have inferred and use the source to back you up .

#1 Inference Always use your own words for inference; You can quote directly from the source for evidence Give 2 inferences (3 if you want to be safe) 2-3 paragraphs What impression does Source A give of… What message does the cartoon in source C give about… How does Source A help you to understand… Use the source and your own knowledge to explain… What does the source tell you about…

Always use your own words for inference;

You can quote directly from the source for evidence

Give 2 inferences (3 if you want to be safe)

2-3 paragraphs

 

Example: Inference Description of source: It shows many students attended the protest Unsupported inference: The students were highly influential. Supported inference: The students were highly influential as they were capable of mobilising support and public demonstrations. The source shows students gathered outside Chinese High School for a common cause. The students were also very cohesive. They supported the decision to ‘Resist National Service’ and ‘Unite against the Imperialists’. They believe they are compatriots fighting for a common good.

Description of source:

It shows many students attended the protest

Unsupported inference:

The students were highly influential.

Supported inference:

The students were highly influential as they were capable of mobilising support and public demonstrations. The source shows students gathered outside Chinese High School for a common cause.

The students were also very cohesive. They supported the decision to ‘Resist National Service’ and ‘Unite against the Imperialists’. They believe they are compatriots fighting for a common good.

#2 Comparison Possible points of comparison: content, attitude of writer, tone of writer, scope of discussion, purpose Concentrate more on content before you consider the provenance. Does Source B support/corroborate Source C? How different/similar is Source B to Source C?

Possible points of comparison: content, attitude of writer, tone of writer, scope of discussion, purpose

Concentrate more on content before you consider the provenance.

#2 Comparison Always have a point of comparison Always have one difference and one similarity (both supported); Last paragraph - on difference or similarity on purpose/motive/tone. 3 paragraphs. Does Source B support/corroborate Source C? How different/similar is Source B to Source C?

Always have a point of comparison

Always have one difference and one similarity (both supported);

Last paragraph - on difference or similarity on purpose/motive/tone.

3 paragraphs.

#3 Reliability Who produced the source and when? Was the writer/artist an eyewitness? What were the sources of her/his information? Why was the source produced? What is the origin of the source? Is there consistency in the source? Is there consistency with other sources? To what extent can you trust Source E? How reliable is Source E in showing?

Who produced the source and when?

Was the writer/artist an eyewitness? What were the sources of her/his information?

Why was the source produced?

What is the origin of the source?

Is there consistency in the source?

Is there consistency with other sources?

#3 Reliability You might suspect a source provides unreliable evidence because: It shows the clear bias of the writer. It contains factual errors. It contains exaggerated comments. It is inconsistent with similar sources. It was written a long time after the events it describes. It was produced for a particular purpose which might affect its reliability. To what extent can you trust Source E? How reliable is Source E in showing?

You might suspect a source provides unreliable evidence because:

It shows the clear bias of the writer.

It contains factual errors.

It contains exaggerated comments.

It is inconsistent with similar sources.

It was written a long time after the events it describes.

It was produced for a particular purpose which might affect its reliability.

#3 Reliability Start by stating whether it is reliable or not based on source content; Always have 2 cross-references supported with evidence; Contextual knowledge Last paragraph, reliable or unreliable based on who says it? Why? Purpose? Audience? Intended impact? 4 paragraphs To what extent can you trust Source E? How reliable is Source E in showing?

Start by stating whether it is reliable or not based on source content;

Always have 2 cross-references supported with evidence;

Contextual knowledge

Last paragraph, reliable or unreliable based on who says it? Why? Purpose? Audience? Intended impact?

4 paragraphs

#4 Evaluation Use all sources! Group sources into those that support and those that are against the hypothesis. Address the “FOR” portion Address the “AGAINST” portion About 4-5 paragraphs Make your final conclusion To what extent do the sources support the view that…?

Use all sources!

Group sources into those that support and those that are against the hypothesis.

Address the “FOR” portion

Address the “AGAINST” portion

About 4-5 paragraphs

Make your final conclusion

#5 Usefulness Possible reasons why useful – source grants us a full picture of history, shows us the perspective of a particular group of people in society Possible reasons why NOT useful – subjective point of view, gaps in information How useful is Source D in telling us about…? Compare the usefulness of Sources B and C.

Possible reasons why useful – source grants us a full picture of history, shows us the perspective of a particular group of people in society

Possible reasons why NOT useful – subjective point of view, gaps in information

#5 Usefulness Biased sources can still be useful Always remember to cover both points of view – useful AND not useful NOT Useful: You can cross refer to other sources that are better or use contextual knowledge It would be good to quote 3-4 paragraphs How useful is Source D in telling us about…? Compare the usefulness of Sources B and C.

Biased sources can still be useful

Always remember to cover both points of view – useful AND not useful

NOT Useful: You can cross refer to other sources that are better or use contextual knowledge

It would be good to quote

3-4 paragraphs

#6 Purpose Structure is the same as inference; Third paragraph must be on purpose. Consider: Who is the target audience? Is there a hidden agenda behind saying/writing all of this? Is the view extremely one-sided? 3-4 paragraphs What do you think is the intention of the writer in Source A?

Structure is the same as inference;

Third paragraph must be on purpose. Consider: Who is the target audience? Is there a hidden agenda behind saying/writing all of this? Is the view extremely one-sided?

3-4 paragraphs

Marking scheme L1, L2, L3 and L4 descriptors Total: 20 marks

L1, L2, L3 and L4 descriptors

Total: 20 marks

ASSIGNMENT ONE Due in exactly 1 week’s time during lesson Penalty for late work – 2 marks for every subsequent day after the deadline Consultation

Due in exactly 1 week’s time during lesson

Penalty for late work – 2 marks for every subsequent day after the deadline

Consultation

All the best for your assignment!

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