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This example demonstrates how you can integrate the features of evidence into a source interrogation.

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Answering all of these sections in a limited word count can be a challenge. Therefore, don't waste space on things that don't matter, such as simply describing a historical event or person, or talking about simplistic decision-making choices (such as "I just really like wars").

The rationale's purpose is to explain your decision-making process. Therefore, if what you're saying is not relevant, don't waste space talking about it.

After learning about Ned Kelly in class, I was fascinated to discover that historians disagree about his motivations. What I wanted to learn about is the role that racist attitudes towards the Irish in colonial Australia had upon his life. I don't know much about the social division between the English and Irish in Australian history, so I want to see how people who lived during these events described Ned Kelly, in order to see if racism was an important factor.

As a result, I have written my Key Inquiry Question to focus on the representation of Ned Kelly in the popular media. To help answer this, I have written my sub-questions to focus on different media types: my first question asks about how the newspapers reported on Kelly; my second is about how he is mentioned in religious sermons of the day; and my third question focuses on his representation in public posters, such as the 'wanted' signs for his arrest.

Since my questions are focused heavily on the primary sources, I know that I will have to start my source research on the Trove newspaper database website. This will allow me to quickly find newspaper reports about the main events in Kelly's life. Secondly, I know that I will have trouble finding church sermons and public posters, so I will have to look for museum websites that may have these resources already, such as the Museum of Victoria and the State Library of New South Wales. I know that they often have educational resources for teachers that include primary sources. Finally, I know from my background research that Manning Clark has done a lot of research on Kelly's life, so I hope he will mention important primary sources that can help me out, including the Jerilderie Letter.

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When you are doing a research assessment piece in History, you'll often be asked to write a rationale. This is particularly true for the source investigation assessment piece.

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Australian War Memorial

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Trove and the ANZAC Portal

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Tutorials on analysis and evaluation

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How to use various databases to locate primary source material

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Annotated sample responses

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Submit your final assignment and full reference list to TurnItIn

Ensure you include your initial or tentative hypothesis in your Rationale - BOLD this (last sentence).

Ensure you clearly identify which features of evidence and which aspect you are evaluating (usefulness or reliability) in your source interrogations - BOLD these.

Ensure you clearly identify your hypothesis in your critical summary of evidence - BOLD this.

Your hypothesis might change again. If so, identify this change in your critical summary and explain why this occurred in relation to your investigation and source interrogations.

What do I hand in to my teacher on the due date?
In this order:

1. Task Sheet

2. Final copy

3. Reference list

4. Research notes and draft with teacher's comments

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Visit the different sites related to analysing features of evidence.

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Royer, LN. (1899). Vercingetorix Throws Down His Arms at the Feet of Julius Caesar. Public Domain. Source: https://commons.wikimedia.org/wiki/File:Siege-alesia-vercingetorix-jules-cesar.jpg

When using sources for evidence, you need to be able to demonstrate your knowledge of them by identifying their historical background. To do this, you need to analyse your sources.

Analysis is the ability to demonstrate an understanding of the elements that contributed to the creation of a historical source. It answers the question: 'Why does this source exist in its current form?'

There are six analysis skills that you need to master:

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When using sources for evidence, you need to be able to demonstrate your knowledge of them by identifying their historical background. To do this, you need to analyse your sources.

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How to evaluate the reliability of historical sources

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ITEM 1: 2 x source interrogations
What to include:
A copy of each source and an interrogation (analysis and evaluation) next to each source.

ITEM 2: Draft critical summary: 2-3 paragraphs (see A-C below)
What to include:
A) Brief statement (1 sentence to introduce critical summary) regarding overall usefulness of the sources in answering the historical questions (inquiry and sub-questions).

B) Explain how the sources address each sub-question

1) Statement matching sources to particular questions

•E.g. “Sources 1 and 2 highlight…, which directly addresses sub-questions 1-2.”

2) Introduce the sources and evidence by identifying the origin (where it came from and who created it), and context (background features: beliefs at the time, what else was happening when it was created)

3) Draw conclusions about the perspective/meaning/usefulness/reliability/corroboration of the sources

4) Use evidence to justify your conclusions – use correct APA referencing conventions for in-text references

5) Draw a conclusion about what the evidence (across sources) suggests

C) Answer your inquiry question

1) Identify your hypothesis or revised hypothesis

•E.g. “From the research conducted, a preliminary answer to the key inquiry question could be… (state hypothesis – this could be a revised hypothesis)” OR

•E.g. “These sources begin to explain… (state hypothesis – this could be a revised hypothesis) OR any other way you’d like to answer the question

2) Explain the reasons for your hypothesis by summarising the key findings

3) Identify gaps in the research and difficulties in locating relevant sources

4) Identify what (if anything) else would need to be done to improve the research and develop a stronger hypothesis or stronger understanding of the topic.

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Britannica and Encyclopedia of Genocide

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Finding Primary Sources Britannica and Encyclopedia of Genocide

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Writing and Citing eBook

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Marist College Ashgrove Writing and Citing eBook

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SUB-QUESTIONS: SLIDE 11

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Interrogating Sources and Creating your Critical Summary of Evidence

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Interrogating Sources and Creating your Critical Summary of Evidence

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5. Interrogating and Writing About Sources

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Finding Primary Sources from the USA Part 1

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Finding Primary Sources from the USA Part 1

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National Archives, National WW2 Museum, Library of Congress

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Finding Primary Sources from American Databases, Britannica, and Encyclopedia of Genocide

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The National Archives, Imperial War Museums

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Finding Primary Sources from the UK Perspective

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How to use Boolean operators and Google limiters

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Initial Research: Getting to know your topic and starting to identify sources

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Initial Research: Getting to know your topic and starting to identify sources

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How to find secondary and primary sources

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2 paragraph model response (topic is Treaty of Versailles)

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Guiding questions and model answers.

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Art of Smart Education: HSC Tutoring for English, Maths & Science

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Have no idea where to start when it comes to undertaking a source analysis for HSC Modern History?

We've broken it down into an easy step-by-step guide you can follow to ace your HSC Modern History source analysis!

Let's jump in!

Step 1: Figure out what the question is asking

The first thing you need to do is find out what the question is asking.
A typical HSC question will ask 'Assess the usefulness of Sources X and Y to a historian studying _____".
It is the end of that question that is important as it will normally be straight from a syllabus dot point.

Skeptical? Let me prove it to you - check out these previous HSC questions below and their corresponding syllabus dot points!

Contrast the value of Sources B and C to a historian studying the impact of the Nazi regime on German youth. (7 marks)

Syllabus Point: the impact of the Nazi regime on life in Germany, including cultural expression, religion, workers, youth, women, minorities including Jews.

Study Sources B, D and G. To what extent do these sources provide evidence of the methods of control used by the Nazi regime? (8 marks)

Syllabus Point: the various methods used by the Nazi regime to exercise control, including laws, censorship, repression, terror, propaganda, cult of personality

To what extent was the Nazi regime successful in eliminating opposition in the period 1933-1939? In your response, integrate relevant evidence from Sources D and E. (12 marks)

Syllabus Point: the rise of the Nazi party and Hitler in Germany and the collapse of the Weimar Republic

Syllabus Point: the initial consolidation of Nazi power

Step 2: Use an analysis checklist

Many students struggle with source analysis questions for HSC Modern History, so we've included a great acronym to help you remember what to discuss and in what order!

Depending on the source, addressing each of the above points should require 1-2 sentences.

So 1-2 sentences for origin, 1-2 sentences about motive, and so on. This means you should have at least 7-14 sentences in your final answer.
To help you out, we're going to give you an example of how to analyse a source using OMCAPUR.
But first, download your HSC Modern History Source Analysis PDF Guide!

Example:
Source D from the 2014 HSC Past Paper

Step 3: Determine the origin of the source

Is source primary or secondary?

When was the source created?

Who created the source?

Step 4: Determine the motive behind the source

Why did the author create the source?

Was it to document an event, write a historical summary of an event, give their opinion and/or to sway an audience?

Why was the source created?

Here you can also bring in bias if appropriate.

For example, a propaganda poster is created in order to influence public opinion on a matter according to an agenda. The source would be highly biased, as it was not created based solely on neutral facts.

Step 5: Consider what content is presented in the source

What is in the foreground?

What is in the background?

How are the figures positioned?

What kind of symbolism has the composer used?

What do these symbols represent?

Tell the reader what the source contains.

Step 6: Consider the intended audience of the source

This links to motive, as you must answer who the intended audience of the source is which is often considered when creating a source.

Who is the intended viewer?

In what context would they arise?

Where would they be likely to view this?

What would they be doing with the information?

If it is a historian it is likely that the audience is the general public or an academic circle.

If the source is a diary entry it is highly likely that the intended audience was either solely to the author or their family.

Considering the audience is very important, as it will also reveal elements of bias that may be present in the source.

Step 7: Assess the perspective presented in the source

What opinions or belief statements are evident in the article?

What is the source's or the composers'/'s context?

Would another source/composer have a different point of view depending on his/her background experiences?

What opinions does the source/composer paint for a reader?

What facts were missing?

What words and phrases did the source/author use to present the information?

Why is the source presented in such a way, or why does the author present it in such a way?

This considers whether a source is objective or subjective.

Perspective is extremely important as it helps establish your two most important arguments of the paragraph reliability and perspective.

Step 8: Determine the reliability of the source

Is the source consistent with data available about the topic?

Are there other sources which could validate the information given from this source?

Does it have scholarly credibility? Where was it published? How was it published?

Does the source fulfil an agenda? (i.e. was the source produced for an opinion/stance, or was the stance a product from the source?)

For a source to be considered reliable it must contain accurate historical information.
This means that a source can be written in a completely subjective manner and still be considered reliable, as all facts are accurate.

Step 9: Consider how useful the source is

All sources are useful whether or not they are reliable. In order to concisely answer whether a source is 'useful', consider the three R's:

Is the source relevant to what is being asked?

Has the source revealed an insight into the question?

Is the source reliable in providing the information required to answer the question?

Don't forget to download your HSC Modern History Source Analysis PDF Guide!
For some help writing a Band 6-worthy argument for your HSC Modern History essay, make sure you check out this article!
Looking for some extra help with HSC Modern History ?

We have an incredible team of HSC Modern History tutors and mentors who are new HSC syllabus experts!

We can help you master the HSC Modern History syllabus and ace your upcoming HSC Modern assessments with personalised lessons conducted one-on-one in your home or at our state of the art campus in Hornsby!

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To find out more and get started with an inspirational HSC Modern History tutor and mentor, get in touch today or give us a ring on 1300 267 888!

Milana Gusavac thought she had seen the end of HSC until she realised that others out there needed help surviving year 12 just like she had. Now she's a member of the Art of Smart team while perusing her studies at the University of Sydney, studying a Bachelor of Psychology. When not learning or helping other's Milana can be found with her nose in a book or marathoning TV shows.

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How to Write a 10/10 HSC Modern History Source Analysis

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Have no idea where to start when it comes to undertaking a source analysis for HSC Modern History? We've broken it down into an easy step-by-step guide you can follow to ace your HSC Modern History source analysis! Let's jump in! The first thing you need to do is find out what the question is asking.

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You are exploring the event/person DURING the war. Avoid asking questions that direct research to "long-term" impacts that occurred after the war. (E.g. Fear of nuclear weapons did not really culminate until the '60s)

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What are they and how do I write them?