The document provides instructions and materials for history lessons on transportation as punishment in late 18th-19th century Britain. The first lesson focuses on determining if transportation was effective using sources, and the second examines conditions faced by convicts in Australia through additional sources. Homework is assigned analyzing sources on whether transportation constituted a soft punishment.
1. Monday 6 th February 2006 Unit 6: Late Modern Britain 1750-1900 Objective: Was transportation a success or a failure? Starter : complete starter activity
6. What can you learn from Source A about the effectiveness of transportation as a punishment? 1st Describe what the surface information says 2nd See what the source infers – is there a message ‘between the lines’/ is it trying to create ‘an impression’/ is there an underlying message/ does it tell you further things about the author/the times? 3rd Briefly explore the sufficiency of the evidence (e.g. this is only one source and other may give a different view) and/or the reliability of the evidence (the source may not tell you much if it is very biased/ propaganda/ idealistic etc.) – depends on the wording of the question.
7. What can you learn from Source A about the effectiveness of transportation as a punishment? Mark Scheme Level 1 . Simple statements supported by some knowledge taking the source at face (1-3) Level 2 Developed statements supported by relevant knowledge making inferences from the source, pointing out the weaknesses of the source or setting the source in context. (4-6)
8. 2 Study Sources C and D. How useful are these sources as evidence of the conditions faced by convicts in Australia? Use the sources and your knowledge to explain your answer. (6 marks) e.g. I think Source D is useful because it tells you lots of details. It tells you that they were kept in solitary confinement and had to do hard labour for years. It tells you that the conditions were so terrible that some men deliberately got themselves executed. Level 2 Answers that concentrate on the amount of information they contain (described) (2–3) e.g. Source D is much more useful because it tells you more than Source A. It gives you more details. Level 1 Unsupported assertions (1)
9. 2 Study Sources C and D. How useful are these sources as evidence of the conditions faced by convicts in Australia? Use the sources and your knowledge to explain your answer. (6 marks) I do not think Source C is very useful because it is only about a prison settlement and conditions here were much worse than for convicts who worked for settlers. Sources I and J show this quite clearly. So Source C does not tell you about the conditions of convicts who worked for settlers. Award 5–6 marks to answers that use other sources or contextual knowledge Level 4 (4–6) Questions Source C because it is only about Tasmania (or a prison settlement), or questions Source D because it is a government report and might have been written with a purpose or it is about a prison settlement Level 3 Asserts they are of limited usefulness because they are both about prison settlements (3)
10. They take sides. Sometimes leave out important facts. No direct censorship in WWI but likely to be patriotic. Do not always tell the truth. May exaggerate. Try to influence what people think. Contemporary accounts of important events. Newspapers Usually written after the event. Motive for writing? May defend the author’s decisions? May exaggerate role? Provides information about an event. Memoirs How good are our memories? Are they reliable? What happens as time goes by? Can you generalise from one account? Do we choose to forget some things or to exaggerate? First-hand experience Soldier’s accounts, interviews and oral evidence: Limitation Questions Usefulness Type of Source
11. Purpose? How is the point made visually? Who was it designed to appeal to? Gives government and other groups point of view. Propaganda and posters Purpose? Who is being addressed and why? Provides information about what they thought. Politicians’ speeches How were they collected? Are they accurate? Are they trying to prove something? What do they hide? Officially collected by government. Government and Official statistics Why was it taken? How much does it show? Can you generalise from it? Does it tell the truth or is it somebody’s point of view? Show or allow you to see/hear what an event was like. Photographs, sound and film Did the writer witness the events? Are they trying to be factual or adding things to make the story more interesting? What were the reasons for writing: to entertain, to put over a message or a point of view, to educate people? Novels and poems are well researched by writers. Novels/poems
12. Why was it painted? We are seeing somebody’s view of what happened. Is a message being put across? Provides somebody’s opinion. Art Why was it written? Did the biographer know the person? Have they told the whole story? Did the writer have access to all the sources they needed? Primary information about key events Biographies Why written? To whom? Basic information Letters Why did the person keep a diary? Did they mean it to be read? Are details left out? What do we learn about the diarist from what he has written? Gives a contemporary and first hand account. Diaries What is the point being made? Who drew it and why? Shows contemporary humour/opinion. Cartoons
13.
14.
15.
16. Your plan – add evidence to the table from your own knowledge and the sources from both books Was not a soft option Was a soft option
17. Study all of the sources. How far do these sources show that transportation was a soft punishment? Use the sources and your own knowledge to explain your answer Both parts of Level 3 (7–9) Bonus of up to two marks (1 per source) for any consideration of the reliability of a source at any level. Level 4 Answers which use sources to show quacks were worse than doctors or that they were not worse than doctors (4–6) Level 3 Answers which make reference to ‘the sources/ some sources’ etc but have no direct source use(3) Level 2 Answers which do not use the sources (1–2) Level 1
