Introduction: Becoming a History Detective
Welcome to the world of AO2! In History, AO2 (Assessment Objective 2) is all about how you handle contemporary sources—documents written at the time of the events you are studying. Instead of just reading a textbook, you are looking at the raw evidence, like letters, speeches, or official reports.
Think of yourself as a detective. Your job isn't just to repeat what the witnesses (the sources) say; it’s to figure out if they are telling the whole truth, why they might be biased, and how their evidence fits into the bigger picture. This skill is the "heart" of Section A in your Unit Group 1 exam, and it’s worth a massive 30% of your total AS Level!
1. Understanding the Exam: Unit Group 1, Section A
In your British Period Study and Enquiry paper (Units Y136, Y137, Y138, or Y143), Section A is dedicated to the Enquiry Topic. Here is what you need to know about the format:
- The Sources: You will be given three contemporary sources. These are edited for clarity and fully attributed (meaning you are told who wrote them and when).
- The Questions: You must answer two compulsory questions based on these sources.
- The Marks: These questions are worth 30 marks in total.
- The Goal: You must analyse and evaluate the sources in their historical context.
Note: If you want to learn about the Period Study essay (AO1), check out the "Period study essay: substantiated judgement on key features" chapter. For historian interpretations (AO3), see the "Evaluating a historian's interpretation" chapter.
2. Analysis vs. Evaluation: What’s the Difference?
To score high marks, you need to do more than just "summarise" the sources. You need to move from analysis to evaluation.
A. Analysis (What does it say?)
This is about understanding the content. What is the source’s main argument? What specific points does it make about the topic?
Example: "Source A argues that the Mid-Tudor period was a time of great religious chaos because the law was changing too quickly."
B. Evaluation (Should we believe it?)
This is where the marks are! You judge the value and reliability of the source. Is it biased? Does the author have a reason to lie or exaggerate? Does it match what you know actually happened?
Example: "Source A might be exaggerated because the author was a Catholic rebel who wanted to make the Protestant government look failing."
Did you know?
In the AS Level, your "own knowledge" of history is only rewarded if you use it to test the sources. Don't just write a history essay; use your facts to prove why a source is accurate or limited!
3. The "NOP" Toolkit for Source Evaluation
When you look at any source, use the NOP mnemonic to help you evaluate its provenance (its background):
1. Nature: What type of source is it?
Is it a private letter (where someone might be more honest), a public speech (where they are trying to persuade an audience), or a legal document (which might be formal but dry)?
2. Origin: Who wrote it and when?
Was the author an eyewitness? Did they write it while the event was happening, or years later when their memory might have faded? Are they a "friend" or an "enemy" of the person they are writing about?
3. Purpose: Why was it written?
Was it meant to inform, to persuade, to complain, or to justify an action? If a politician writes a speech to justify a new tax, their purpose is to make it sound like a great idea, which might make their evidence biased.
4. Using "Historical Context" Correctly
The syllabus says you must set the sources in their historical context. This means you should "cross-reference" the source with your own knowledge.
- Confirming: "Source B says there was a rebellion in 1549. My knowledge confirms this, as I know Kett’s Rebellion happened in Norfolk that summer. This makes Source B accurate regarding the timing of unrest."
- Challenging: "Source C claims Churchill was always popular in the 1930s. However, I know that he was actually in the 'wilderness years' and many people ignored his warnings about Germany. This suggests Source C is being overly patriotic or biased."
Quick Tip: Don't worry if this seems tricky at first! Just keep asking yourself: "Based on what I've studied in class, does this source sound right?"
5. Step-by-Step: How to Tackle the Questions
Step 1: Read the Question Carefully
Identify exactly what the question is asking you to find out (e.g., "How far do these sources suggest the monarchy was in danger?").
Step 2: Compare the Sources
Look for agreements and disagreements between the three sources. Do Source A and B both hate the new religious laws? Does Source C say something completely different?
Step 3: Evaluate Provenance (NOP)
For each source, mention who wrote it and why that affects its reliability. If a source is "biased," explain why that bias exists using your history knowledge.
Step 4: Reach a Conclusion
Answer the question directly. Which source is the most "convincing" or "useful" overall? Usually, the most useful source is the one that is accurate and written by someone with first-hand knowledge.
6. Common Mistakes to Avoid
1. "Source-Dumping": Don't just talk about Source A, then Source B, then Source C in isolation. Try to link them together (e.g., "While Source A focuses on religion, Source B and C focus on economic problems").
2. The "Bias" Trap: Don't just say "this source is biased" and stop there. Explain the bias. Every source is "biased" in some way; your job is to explain if that makes the source useless or if it’s actually useful for showing us what people were thinking at the time.
3. Storytelling: Avoid writing paragraphs of facts about the period without mentioning the sources. If the source isn't the "star" of your paragraph, you aren't doing AO2!
Quick Review: Key Takeaways
- AO2 focuses on three contemporary sources in Unit Group 1, Section A.
- Analysis is what the source says; Evaluation is how much we trust it.
- Use NOP (Nature, Origin, Purpose) to check the reliability of every source.
- Always use your own knowledge to either back up or challenge what the sources claim.
- Compare the sources to find where they agree or conflict.