Unit 3 - Question 2 - Purpose Booklet
Unit 3 - Question 2 - Purpose Booklet
Unit 3 - Question 2 - Purpose Booklet
Think about the different types of source and their possible purpose
Type of source
Possible purpose
Speeches
Adverts
Posters
Photographs
Cartoons
Source B: A
government
poster of
January
1940.
Message
What message is this
poster trying to get
across?
What evidence
identifies this?
Purpose
What was the purpose
of the poster?
Why is it giving this
message?
Own Knowledge
Can you use your own
knowledge to explain
the purpose of
publishing this poster?
Study Source B
Why was this poster published?
Use details of the poster and your own knowledge to explain your answer.
Student C
The message of Source B is that the mothers should keep their children in
the countryside rather than sending them back to the towns and cities.
This message is put across with an image of a mother and her children in a
pleasant country scene. However, the figure of Hitler is encouraging her
to take them back to the town or city whilst the poster warns them
against this.
Student D
Source B shows a mother sitting in a field in the countryside with her
children. She is being told by a figure which represents Hitler to send her
children back to the town or city. The poster has a warning which is Dont
do it mother. Leave the children where they are.
Try to mark these sample answers using this simplified mark scheme:
See answer at back of booklet
Level
1
Descriptor
Simple Statement
These are generalised statements without
support from source or detailed contextual
knowledge.
Supported statement.
These are statements which identify the
message of the source and give details in
support from the content or context of the
source.
Explained purpose.
Analysis of the treatment or selection of the
source content is used to explain the message
and its intention. Purpose is distinct from
message. Purpose is what the message is
designed to achieve.
Marks
1-2
3-5
6-8
Statement
of
Purpose
Contextual
knowledge
to
explain
purpose
of
source
Description
of
source
as
evidence
of
message
Message
of
source
Watch out!
When asked about the purpose of a source, do not confuse message with
purpose. The purpose of a source is the effect the person who produced it
wants it to have.
The message of source B could be bringing children back the city is dangerous
and only helps Hitler. The purpose of the source is to persuade mothers, in
particular, to leave their children where they are.
Invariably, a purpose question will be based around one of the five types of
evidence listed at the beginning of this booklet. These were:
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
self-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 the people who
cannot live on what is provided.
Purpose:
Trying to persuade the government to think again about cutting benefits to the
unemployed.
Message:
The cost of unemployment cannot be measured simply by how much you pay them
in benefits.
Own knowledge:
The Wall Street Crash of 1929 and subsequent economic depression in Britain
meant the Government was desperate to save money. However, the depression
meant more and more people became unemployed and claiming unemployment
benefit. The government felt obliged to cut benefits to cover the cost of more
people being on it.
Your turn:
Put this all together along with evidence from the source to produce an answer.
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A milkman delivering milk in a London street devastated during a German bombing raid.
Firemen are dampening down the ruins behind him.
Purpose:
British Government was concerned that moral would drop therefore pictures like
this were designed to raise the moral of the British people at a time of great
struggle and loss.
Message:
Own knowledge:
German bombers and V1
and V2 rockets heavily
bombed the city of
London, and other cities.
The devastation was
huge with a great loss
of life. The Blitz could
have sapped the British people of their will to fight the Nazis, particularly in
the early years of the war. The Ministry of Information knew from their Mass
Observation surveys that the bombing affected people so any pictures that
showed it wasnt disrupting the British way of life were important pieces of
propaganda.
Your turn:
Put this all together along with evidence from the source to produce an answer.
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David Low Cartoon, Published in The Evening Standard on May 14, 1940. Winston
Churchill became prime Minister on 10 May 1940
Purpose:
Newspaper cartoon designed to raise moral and bring confidence to the British
people at a time of great uncertainty.
Message:
That
That
That
That
Own knowledge:
Churchill came to power on a popular wave of optimism that he would be able to
take Britain forward and meet the challenge of Hitlers invasion of France that
had happened on the same day he came to power. Churchill never shied away
from telling the British people how it was and his speeches were often honest
and blunt. The individuals immediately behind Churchill are well known politicians
from all the political parties.
Your turn:
Put this all together along with evidence from the source to produce an answer
Created by ncd/Question 2.doc/
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What purpose would the artist have had in painting this? (8)
Source F
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Rosie the Riveter Poster: A Woman Working in a Factory in World War II.
Rosie the Riveter was the name given the iconic image representing women in
the home front war effort, World War II
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Source I:
Cartoon by David Low for the Evening Standard, dated 18th June 1940 (just after the
fall of France). The British soldier shakes his fist at the Luftwaffe bombers and the
caption reads: 'Very well, Alone!'
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A wartime poster showing an air-raid warden advising a young boy in front of the remains
of a bomb damaged building; the message below the picture reads 'leave this to us sonny
- you ought to be out of London'
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Reason
Student C
The student
gives the
message of the
source and
supports it with
evidence from
the poster.
Student D
The student
describes what
the source
shows. There is
knowledge but it
is not used to
evaluate the
source.
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