1.  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 )

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 )

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.