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    (Original post by jabire3)
    One thing you don't need to do in the Part b) questions is evaluate the provenance of the source (but you still need to cross reference!). Doing India... feeling alright about it.
    You still need to do the provenance of the contemporary source in part b then part a it's all sources


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    (Original post by Bloom77)
    Lol cool
    Is it okay if I send it tomorrow
    Actually gone out to celebrate coz I loved the maths exam today ahahha
    So I'll send them to you tomorrow morning.
    PM me ur email
    Do u want any particular chapters, coz sending everything is going to be quite long and some of my notes are written out



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    I'm doing british politics consensus and conflict 1945-90 too, would you be able to send some notes to me as well please? such as Attlee, Wilson & Heath and Thatcher


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    (Original post by Gunnarsunn)
    What you seem to be missing out is that in nearly all the 40 markers and in every one I have done there is always a source which is indicated to be the 'PRIMARY SOURCE' one source which includes a valid attribution which one ca then evaluate and weigh up in terms of its usefulness to the question.

    Regards.
    Im sorry but what do you mean by a "primary source" and how do you find out which one it is?
    We were never taught about it. Our teacher just said analyse all the sources and talk about them.
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    (Original post by fungirl16)
    My teacher predicted the russia questions correctly, amd she thinks wolsey could come Up!
    Nooo, i really dont like that part but then again i think you are right cause last year, i think Cromwell came? Not really sure though


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    (Original post by The Marshall)
    Hey guys, can you give me some tips on how to answer the source questions for part b? I got an A in the mock, so I don't want to be too overconfident.

    Also, I found some good stuff that may help us a lot.

    My teacher gave me this key bit of advice: Do part B first and then Part A.

    In terms of exam structure and answering the question, here's what I do:

    Part A:
    Agree - what the sources agree on - what their viewpoint is.
    Disagree - what the sources don't agree on - and that will depend on the question.
    Conclusion. - good to bring your sources in the conclusion..

    So sources 18 and 19 agree with this, whereas source 20 is hypocritical - as an example.

    In terms of Part B:

    Intro.
    You can talk about all the source agreeing and then say which sources agree and disagree. Have a mini judgement including your view.

    Agree - What the sources agree on based on the question.
    Cross referencing(both needed in part A/B).
    So Source 16 agrees with this point
    Then expand on own knowledge.
    To cross reference - #This is further supported by source 17.
    Source 16 demonstrates.....
    Surprising admission in source 18 says..

    What not to do:
    Do not write less reliable,
    Do not write provenance of source - unless it is primary source worth commenting on.

    In terms of starter sentences:

    For disagree:
    However, celebrity culture has not beena force for good as it has underined the workign class... Source 18 says whereas source 16 says ....this is suggesting.

    Good way to start with the sentences is say what the question is saying - find agree and disagree - 'celebrity culture has been a force for good' Use the quotes from the sources!!!

    Here is the answer where I got an A.






    How far do sources 10, 11 challenge the view given in source 12 of the relationship between Princess Diana and the media? Explain your answer using the evidence of sources 10, 11, and 12.


    Sources 10 and 11 are similar in their alliance that Diana’s relationship with the media was a difficult one, despite knowing their tactics very well. Source 10 illustrates this by saying how she was the ‘most hunted person...of the modern age’. Whereas Source 11 demonstrates that he frequently accompanied Diana ‘ without media intrusion’ which lifted ‘Diana would talk about her visits’. This implies Diana was savagely hunted by the media that wanted to gain every single piece of information due to her massive celebrity status that had been built up over the years. This is further however supported by source 11 which goes on to say that ‘ the information would...filter its way to Fleet street’. The implication of this was that Diana would never be free from the paparazzi that would exaggerate wild rumors within the media’s papers. Her status had grown too much to prevent the media from being disinterested. Source 10 also supports source 11 by stating that ‘her sons’ will not be allowed to suffer at the hands of the ‘media that drive her to tearful despair’. This suggests that the Royal Family and Diana’s sons would be protected more carefully from the media’s claws. It is also surprising that Lord Spencer acknowledges the fact that the media had ‘hunted her down in the modern age’, showing how the establishment were wary of the media’s attention and reminded of Diana’s fate. Despite this Lord Spencer is more critical of the media and argues that it intruded too much into the personal life of his sister. Therefore both Source 10, and source 11 highlight the powerful grasp of the media over Diana’s personal life, and attempt to challenge the view of source 12 that she was only a skillful ‘manipulator’, and acknowledge that her relationship with the media was a tricky and difficult one to maintain for a celebrity like her.


    On the other hand however, Diana’s relationship with the media was judged to be manipulating the media to her own advantage. Source 11 presents this saying Diana was always ‘ conscious’ of the media attention surrounding her public profile. Whereas source 12 states she was branded ‘manipulated’ by the Windsors. The suggestion implies that Diana’s consciousness of the media attention, allowed her to manipulate the media to create her own image. As source 11 demonstrates, she was a ‘self publicist’ knowing the tactics of the media and when to use them at the right time. Source 12 also agrees with this as they highlight Diana’s intentions to create her own image rather than rely on the media. The provenance of source 11 is surprising considering that it is a former bodyguard of Diana, and thus is likely to give a less balanced view and be more sympathetic, making the sources less reliable. Although source 12’s provenance comes from the New Yorker, it is a magazine that looks for gossip and is more likely to edit the interview of Diana in the hope of either gaining more significance, or trying to make her look evil, it is still useful in the sense that we are given an understanding of how Diana viewed and skillfully manipulated the media to her advantage, rejecting the narrow outlook of the Royal Family when it came to dealing with the media as highlighted in source 12. Therefore sources 11 and 12 acknowledge her skillful way of manipulating the media, and how she was not always portrayed positively in a positive light when dealing with the media.


    On a whole, all the sources acknowledge her relationship with the media was one that was tricky but at the same time manipulative. Source 11 highlights this by saying she was ‘ conscious that she was open to criticism’ whereas source 12 highlights that she tried to give the Windsors ‘proper advice, but they wouldn’t listen to her’. Both sources seem to acknowledge the more negative traits of Diana’s relationship with the media. However source 10 disagrees with this and states ‘ that she was the most hunted person of the modern age’ and highlights that the royal family must be careful when dealing with the media, and disagrees that she was too manipulative. Therefore it is clear that both sources 10 and 11 attempt to challenge the view of source 12 over Diana’s relationship with the media, and arrive to the conclusion that it was a difficult one to judge.




    Do you agree with the view that celebrity culture in the mass media has been a positive force for good?


    All sources 16, 17, 18 agree to an extent that celebrity culture in the mass media has been a positive force for good. Sources 16 and 18 agree that it based on ‘rewarding self improvement and self-development’. Whereas source 17 declines this and says that celebrity culture has discouraged motivation in the younger generation of today. Therefore while the sources contain elements of agreement and disagreement, they acknowledge the impact celebrity culture has had on British society.


    One of the ways in which celebrity culture has been a force for good is in its drive to inspire ‘self improvement and self-development’. Source 16 agrees with this point as it says that it ‘represents the power of the individual based on characteristics’ that are ‘unique’. This suggests that the celebrity culture has inspired many teenagers to move ahead within life. Celebrities such as David Beckham would have been an inspiration for many disillusioned teenagers to get involved into playing sport such as football by watching live world cup matches and football matches. TV reality shows portrayed in the mass media such as Britian’s Got Talent allowed young talented teenagers in music and dancing to showcase their talents and become famous. Other reality shows targeted at teeangers was the Apprentice where business entrepreneurs could participate in Lord Sugar’s show to become a business partner with him and increase their celebrity profile. Bands such as Oasis were involved with the political establishment during 1997 when Blair met Oasis at an ball. Interviews of famous Hollywood stars such as Robert Downey Jr or Dwayne Johnson would have inspired teenagers who were always getting neglected or rejected and how their struggles would have related to the British youth. This is further supported by source 17 who says ‘ celebrities on TV in the ‘1950s….strong….capable… .independent’. The nostalgic approach of the retired school teacher hints at his ‘inspiration and aspiration’ and how he believes that the celebrities ‘gave him ambition to do more’ for himself. Source 16 demonstrates that it wasn’t the ‘privileged upbringing’ that would have inspired working class teenagers. The provenance of source 16 is more of a reflection on the basis of celebrity culture, thus making it more useful as it provides information as to what would have inspired teenagers to adjust to celebrity culture. The provenance of source 17 is less reliable as the teacher reaches back to an noglastic era where the culture of the 1950s is different compared to the 2000s, however it is useful in some sense when the source highlights that everyone should have an ‘inspiration’ and an ‘aspiration’. The surprising admission from source 18 says ‘ An astonishing 26% think a rich career in entertainment is open to them’ which acknowledges the ‘positive’ nature that celebrity culture has had an impact on the teenage youth. Therefore it is clear that all the sources to an extent acknowledge that celebrity culture has had an ‘positive impact’ on teenagers in British society.


    However, celebrity culture has not been a force for good as it has undermined the young teenage working class to become dependent and lazy. Source 18 says ‘ work hard is a mug’s game’, whereas source 16 says ‘ Big Brother, allow the public to decide who can become celebrities’. This is suggesting that since teenagers spend so much time on television, they are detracted from social life and are completely hypnotized by the celebrity culture status. Big Brother in the past has had its fair share of scandals, especially when it was convicted of its racism controversy where Bollywood Actress was racially abused by celebrity Jade Goody. The X factor in the past has been accused of fixing votes for winners. Source 18 in this sense disagrees with source 16 that there is ‘democratisation’ in celebrity culture.This would imply that if the public chose who became ‘celebrities’ than it could be anyone. This is supported by source 18 which says ‘ that 11 of 16 to 19 year olds...waiting to be discovered by a reality TV programme’. This suggests that young teenagers are willing to do anything to be featured on television. The source highlights a more negative trait of British youth than either in source 16 and source 17. It is also highlighting that with youth unemployment high, the celebrity culture is a de-motivational force that is destroying the workforce by corrupting them, and suggests that teeangers are unlikely to go Jobcentres to gain work if they are influenced too much by celebrity culture. The provenance of source 18 is more likely to be left wing, and thus more critical of the youth generation that they believe is likely to be corrupted by the mass media. It does make the source less reliable however with its criticism focusing on only one specific section of society which is the youth and not considering the whole of society that has been influenced by celebrity culture in the mass media. Therefore it is clear that sources 18 seem to highlight that celebrity culture has influenced the young working class teeanger to become demotivated and is unlikely to get a job and have utopian visions of becoming famous.


    In conclusion, on a whole, all the sources acknowledge the extent of celebrity’s culture in the mass media on British culture. Source 16 and source 17 are highlighting that celebrity culture has evolved from a ‘privileged background’ to a place where anyone can become a celebrity with the advent of new reality shows such as ‘Big Brother’. However, source 18 is more hypocritical of the advent of celebrity’s culture ‘force for good’ and highlights that it has demotivated the young working class into fantasy delusions about becoming rich and famous. On the other hand however, it is also unlikely that this is true since the newspaper is only targeting a very narrow specific section of society and is not considering the whole of society that could have been potentially influenced by celebrity culture in the mass media.
    Dont listen to this user, his predictions for Stalins Russia was horrific. Luckily for me I didn't listen to him and mastered the Five year plans. #WITCHERSkillORCS
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    (Original post by YZBH)
    Im sorry but what do you mean by a "primary source" and how do you find out which one it is?
    We were never taught about it. Our teacher just said analyse all the sources and talk about them.
    Hi,

    There is usually one source out of all 3 sources in a 40 marker which contains some value in terms of expanding on it and weighing it up. There are normally 2 sources which are textbooks and therefore void of an evaluating.

    But usually there is one source that is the primary source. This in terms of its attribution stands out from the rest and you may be able to comment on it, a bit like how the source's provenance's are written in a 20 marker they will phrase it the same and chuck one in the 40 marker. Check some past papers and see if you can identify one, if not I'm always here.

    Regards - Gunnarsunn.
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    (Original post by Gunnarsunn)
    Hi,

    There is usually one source out of all 3 sources in a 40 marker which contains some value in terms of expanding on it and weighing it up. There are normally 2 sources which are textbooks and therefore void of an evaluating.

    But usually there is one source that is the primary source. This in terms of its attribution stands out from the rest and you may be able to comment on it, a bit like how the source's provenance's are written in a 20 marker they will phrase it the same and chuck one in the 40 marker. Check some past papers and see if you can identify one, if not I'm always here.

    Regards - Gunnarsunn.

    Just noticed it! Thank you so much!

    Goodluck
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    (Original post by YZBH)
    Just noticed it! Thank you so much!

    Goodluck
    Glad I was able to help, keep at it!

    Regards - Gunnarsunn.
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    For the unit with the Crimean war, boer war and First World War, can I ignore one of the wars? Like will there ever be two questions on the same war? I've not started revising yet so trying to minimise the amount I have to learn
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    (Original post by HistoryStudent:))
    For the unit with the Crimean war, boer war and First World War, can I ignore one of the wars? Like will there ever be two questions on the same war? I've not started revising yet so trying to minimise the amount I have to learn
    unfortunately they do sometimes put 2 questions on a war; for example in one of the years section a was crimea, while both of the section b questions were on WW1, leaving the Boer War out altogether. They've even done a section a on ww1 and section b on ww1 and boer war. so ****, but nonetheless I'm probably gonna leave Crimea out anyway haha
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    (Original post by j5994)
    unfortunately they do sometimes put 2 questions on a war; for example in one of the years section a was crimea, while both of the section b questions were on WW1, leaving the Boer War out altogether. They've even done a section a on ww1 and section b on ww1 and boer war. so ****, but nonetheless I'm probably gonna leave Crimea out anyway haha
    I'm leaving out the boer war haha, I think cause there's four bullet points they'll only do one question from each bullet point so one always gets left out. There's two separate points on ww1 so maybe that's why
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    (Original post by _Aqsxo)
    Anyone doing the suffrage question?


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    (Original post by Gunnarsunn)
    Yep! I'm doing the Changing Role of Women's Question. How are you finding it?




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    hey guys i'm doing the changing role of women too, but as a resit to try and boost my marks for my overall A level. If you want to ask any questions I'd be happy to answer them
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    Anyone doing Britain and Ireland?
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    (Original post by HistoryStudent:))
    For the unit with the Crimean war, boer war and First World War, can I ignore one of the wars? Like will there ever be two questions on the same war? I've not started revising yet so trying to minimise the amount I have to learn
    How are you going to revise for them bro? Just read through the edexcel textbook? I'm in the same situation I'm probably going to ignore Boer because there's 2 sections of WW1 and one of them always comes up.


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    (Original post by grassntai)
    How are you going to revise for them bro? Just read through the edexcel textbook? I'm in the same situation I'm probably going to ignore Boer because there's 2 sections of WW1 and one of them always comes up.


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    but a boer war question can be so easy to answer! I'd leave crimea as that is usually just a question A, so you don't need to know anything anyway haha
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    (Original post by Gunnarsunn)
    In terms of content it's much easier than Unit 1. Although there is a lot of pressure in terms of structuring an answer, due to the varying nature of sources.

    In terms of revision I made notes using the source textbook and memorised key individuals and so on and so forth. I also printed off past papers and annotated the sources and attributions for A and B questions.

    I do hope it is an easier exam this year considering its the last. But seeing from what they did with the Unit 1 question I doubt it will be easy.

    Regards


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    I'm doing women's suffrage too! What do you think the B essay could be on???
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    [QUOTE=gilberta;55772439]
    (Original post by Boatman15)
    Anyone do old poor law and public health here


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    Yh I am. I'm so terrified about what source they'll give us
    I know! hopefully it's more Poor law than public health


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    (Original post by grassntai)
    How are you going to revise for them bro? Just read through the edexcel textbook? I'm in the same situation I'm probably going to ignore Boer because there's 2 sections of WW1 and one of them always comes up. Posted from TSR Mobile
    Teacher didn't even give us the textbook like he did for unit 1, I'm reading the booklets he made based on the spec but I'm dropping this subject anyway so I'm tempted not to even revise haha
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    (Original post by lucyx)
    I'm doing women's suffrage too! What do you think the B essay could be on???
    Erm... it's a tough one. Perhaps the changing status of women or something along those lines. They could give a question about political parties , women's work or they might focus on a specific part like the CDA's or the Trade Unions.

    This exam is in my opinion is easier than Unit 1. However it depends on the sources and what they include. Edexcel can only do half a job.
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    (Original post by helennfoster)
    hey guys i'm doing the changing role of women too, but as a resit to try and boost my marks for my overall A level. If you want to ask any questions I'd be happy to answer them
    Thanks Helen, how are you finding it? What possible suggestions could you provide that we should take into consideration?

    Regards Gunnarsunn.
 
 
 

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