Humanities

GCSE History Unit 3 Exam Practice Booklet Question 1: Inference Created by ncd / Unit 3 Inference booklet.doc

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Making inferences from sources When you read or look at a source and you understand its content, you comprehend that source. When you make a judgement from what the source says or shows, you are making an inference. Let us look at a source to see what that means. Source A: From a book about the Jarrow Crusade, written by a historian in 2005. The Jarrow Crusade was one of four hunger marches to London in 1936. They were: the National Hunger March, the Jarrow Crusade, the National League of the Blind march and the Scottish veterans march. They passed through the same towns and sometimes crossed paths. They were ignored in the same way by the government and were all carefully watched by the police.

In the examination, the sort of question you might be asked would be: What can you learn from this source about unemployment in 1936? You could answer by saying: People went on hunger marches This is true, but it doesnt take much working out, does it? It isnt an inference either, because that is exactly what the source says. An example of an inference about unemployment would be: Unemployment must have been a serious problem because the source says there were four different hunger marches. That suggests people had no money for food because they were not working and the number of marches suggests a lot of unemployment Can you see the difference? Created by ncd / Unit 3 Inference booklet.doc

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Of course, there is more than one way to answer this question. You might say: Unemployment must have been a serious problem because the source says there were four different hunger marches. It also suggests that unemployment affected certain towns more than others as the source says they passed through the same towns. Or: Unemployment must have been a serious problem because the source says there were four different hunger marches. It also suggests that unemployment was seen as a threat to public order as they were carefully watched by the police Of course, ideally, you would want to put them all together and make a very comprehensive response to the question that would gain full marks: What can you learn from this source about unemployment in 1936? (6) Unemployment must have been a serious problem because the source says there were four different hunger marches. That suggests people had no money for food because they were not working and the number of marches suggests a lot of unemployment. In addition, it also suggests that unemployment affected certain towns more than others as the source says the various marches often passed through the same towns. Finally, it also suggests that unemployment and the unemployed were seen as a threat to public order as they were carefully watched by the police. What else could we infer from the source that we havent already mentioned? Created by ncd / Unit 3 Inference booklet.doc

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Lets look seriously at the exam Inference Questions will look like this. What can you learn from Source A about?

As we have said before these are known as Inference questions and the examiner is asking you to look beyond what the source actually says to what it might be suggesting or inferring. In addition, they want you to evidence your inference from the source. Now, when you begin an answer to Question 1, it is very important that you begin in the correct way. The example given in the previous page was a very confident response however in the pressure of an exam it is sometimes difficult to remain confident. Remember, weve been there too! One way to keep yourself focussed is to practice starting your response in a way that forces you to infer. The best way to do this is to start your answer with the words: Source A suggests that . This will make you concentrate on points that are not explicitly/clearly mentioned in the Source and will stop you from simply retelling all the information from the Source. NOW Before you begin your response, read the source and pick out the words that the writer used to put over his/her point of view. Underline or circle them. These words will help you infer and will form your evidence to the inferences you make. When you make an inference you need to explain what evidence demonstrates this. This is where the word because comes in. This forces you to explain yourself. Try not to copy whole chunks of text from the source one or two words will demonstrate your evidence. So remember: Start with This source suggests Use because to explain your point Dont copy out whole chunks of text! Below is an example. The key points have been underlined. Created by ncd / Unit 3 Inference booklet.doc

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Study Source A. What can you learn from Source A about evacuation? Source A: From a government leaflet, Evacuation, Why and How? July 1938.

If we are involved in war, our big cities may suffer heavy attacks from the air at any rate in the early stages. Although our defences are strong and are rapidly growing stronger, some bombers will undoubtedly get through. We must ensure that the enemy does not achieve his main aims the creation of anything like panic, or the crippling dislocation of everyday life. We can save lives by evacuating children from the more dangerous areas even though this will disrupt family life. My Response: How have I made these supported inferences? Considered preferable Loss of life will cause crippling dislocation of everyday life while evacuation will save lives though disrupt family life. The difference between crippling and disrupt are quite evident. Necessary & Fear Bombers will undoubtedly get through (necessary) linked to avoiding the creation of anything like panic (fear)

Source A suggests that evacuation was considered necessary because of the fear that bombers will undoubtedly get through at some point even if not for ever. It also suggests that while evacuation will inevitably mean the temporary break up of families and family life, this is considered preferable to the likely loss of life if children stayed in heavily populated areas such as the big cities. This loss of life would permanently break up families, causing panic which would inevitably cause problems. My two inferences suggest evacuation is both necessary and considered preferable to the alternative. I go on to explain or support my inferences with evidence from the sources.

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How is an Inference question marked? Level Mark Descriptor 0 0 No rewardable material 1 1 Students do no more than copy/paraphrase the source It doesnt matter if you identify what the source tells you in several way, you will only achieve 1 mark if its simple copying or paraphrasing 2 2-3 Makes unsupported inferences An inference is a judgement that can be made from studying the source, but is not directly stated by it. 2 marks for one unsupported inferences 3 marks for two unsupported inferences No more than three marks can be given to any amount of unsupported inferences. 3 4-6 Makes supported inferences A supported inference is one which uses detail from the source to prove the inference. 4 marks for one supported inferences 5-6 marks for two supported inferences (dependent on quality of inference) 6 marks for three supported inferences Created by ncd / Unit 3 Inference booklet.doc

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Now try this one. Practice 1 Study Source A. What can you learn from Source A about the experience some children had of evacuation? HINT: Dont just think of the evacuee! The key words have been highlighted for you but you may feel there are others.

Source A: Memories of Kate Eggleston, from a book published in 1989 about evacuation.

I was at primary school when war broke out. As a small child I can remember the evacuees coming. We were horrible to them. Its one of my most shameful memories, how nasty we were. We didnt want them to come, and we all ganged up on them in the playground. We were all in a big circle and the poor evacuees were herded together in the middle, and we were glaring at them and saying, You made us squash up in our classrooms, youve done this, youve done that. I can remember them now, looking frightened to death. REMEMBER: Always try and start with This source suggests This source suggests_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Created by ncd / Unit 3 Inference booklet.doc _________________________________________________________________________

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Now try another example Once again, this is an example of question 1 on your Unit 3 paper. You do not need any own knowledge to answer this question Read the source carefully You must pick out words that the writer used to put over his point of view. Then use those words to help write an answer that explains what the writer was suggesting. Remember, because and dont simply copy Practice 2 Study Source A. What can you learn from Source A about the experience some children had of evacuation? Source A: From a modern world history textbook, published in 1999. The children who were evacuated had mixed experiences. Some were happy, helping on the farms and eating better than they had ever done. Others had a miserable time. Some were even seen as a burden by their host families. They also missed their own families, far away in the cities. Many country families were in for a shock. They had to deal with evacuees who wet the bed and had no experience of using a knife and fork to eat. This source suggests_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Study Source A. Practice 3 Study Source A. What can you learn from Source A about the German bombing raid on Coventry, November 1940? Source A: From a broadcast on Berlin radio, 16 November 1940, about the air raid on Coventry. More than 500 planes took part in the greatest attack in the history of aerial warfare. About 500 tonnes of high explosive bombs and 30,000 incendiary bombs were dropped. In a short time all large and small factories were set on fire. The German airforce struck a violent blow in return for the British raid on Munich on the night of 8 November.

This source suggests __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Sometimes you may get a poster, photograph, graph or table for question 1. The same skills apply. Circle or direct arrows to the key elements of the source and write your response in the same way. Created by ncd / Unit 3 Inference booklet.doc

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Practice 4 Study Source A. What can you learn from Source A about evacuation? Source A: A Government poster of January 1940. Hitler is shown talking to a mother

This source suggests __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Created by ncd / Unit 3 Inference booklet.doc

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Practice 5 Study Source A. What can you learn from Source A about unemployment in the 1930s? Source A: From a radio interview with Mrs Pallas in 1934 My husband has worked one year out of the last twelve and a half. His face was lovely when I married him, but now hes skin and bones. When I married he was healthy and had a good job earning 8-10 as a ships riveter. He lost his job about four months after we were married, so Ive hardly known what a working wage was. Weve stayed respectable, we dont waste nothing. Everythings patched and mended in our house. But theres no money for enjoyment no going to the cinema, newspapers or going to the football.

This source suggests __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Practice 6 Study Source A. What can you learn from Source A about the concerns of some politicians towards unemployment in the 1930s? Source A: Part of a speech by Labour MP, George Lansbury, in a debate in Parliament, 4 November 1932. The cost of unemployment, the 600 million or so, is a fraction of the real cost of unemployment to this nation. There is the cost to families and to individuals; all their savings poured out and gone. You cannot starve people (although it is semi-starvation for many now). I appeal to the Government. We think the amounts are too low, and should be increased. It is said we cannot afford it. We cannot afford the physical, mental and moral deterioration to people who cannot live on what is provided. This source suggests ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Created by ncd / Unit 3 Inference booklet.doc

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Practice 7 Study Source A. What can you learn from Source A about the impact of the Blitz? Source A: An official photograph, taken in the autumn of 1940, of a family of Londoners with what is left of their Anderson shelter. This source suggests ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Created by ncd / Unit 3 Inference booklet.doc

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