UCC Department of History: HOW TO WRITE AN IB DOCUMENT TEST HIGHLIGHTING AND MARGINALIA You have one hour. So devote about 10 minutes to reading all the documents and UNDERLINING key phrases etc. There are several reasons to do this: a)your eyes are drawn automatically to what you thought was important when you read it, so you save time later looking for key things because they are highlighted already b)plenty of research suggests that reading, highlighting, and even a little marginalia, goes a long way to making you an ACTIVE reader who will remember things and create new ideas as you do it c)MOST important, the underlined items become your quick little quotations that you need to satisfy the IB markers that you understand items (they often expect paraphrases and quotations to show you do) QUESTION ONE)Of the four questions, the first is worth the least so spend the least time on it. It is divided into two sections. Usually there is a “Why” question worth three marks. So offer three reasons that answer that WHY question from the document as demanded. You can throw in those little underlined quotes to prove it too. Then there usually is a “message” question that often refers to an illustration. If it is an illustration you need to give the overall message (Mao is a good man) but you need to prove it by DESCRIBING the illustration or cartoon (He is petting a dog and the children around him are all smiling). You can also quote any caption or sentences that are there to reinforce that you understand the message. QUESTION TWO)These are worth 6 marks usually, and they often call for the student to compare and contrast, or to prove something from one source by reference to others. If it is compare and contrast, remind the marker that you are smart and show exactly how the two are the same (ie. Same topic, same view of Mao) and how they are different (One hated Mao’s wife, the other was a supporter of both people). If it involves several documents, be explicit (“Source A argues….). QUESTION THREE) This is the Origin, Purpose, Value and Limitation one. You need to do each (OPVL) for each source you are asked to discuss. I recommend doing each one separately (ie. Do OPVL for Source A, then OPVL for Source C or whatever). Smart students UNDERLINE or put boxes around each of the terms to ensure they have discussed “The origin of source B is a diary written by a Red Guard in 1967. Its purpose was to record her thoughts about all the events occurring around her at that time. She probably wanted to read it later herself when she got older, or have her family read it, or maybe even have it published some day. Its value is that she was an eyewitness to the events she is describing and people don’t generally lie in to themselves in their diaries. But the limitation is that she was only one person so this is just one person’s view. And she was a pretty low level Red Guard and she obviously didn’t have access to important people like Mao. Also, she may have recorded only the good things in case she was arrested later and her diary confiscated.” QUESTION FOUR)This is worth the most so write the most. I recommend 20-25 minutes. I also say have a quick plan and a three part thesis up top. Opinions differ but I would have a two sentence intro that has an argumentative thesis. Then a paragraph where each and every single source is mentioned and is mined for info that supports the thesis up top. Feel free to bunch up two or more sources if they agree (Both A and C show that Mao was a great leader with A suggesting “He was the best teacher of Marxism……”). Offer brief quotations often to support what you say. Then write a big fat paragraph that also answers the question posed in four, and that also supports your thesis up top. Mention things from the books, articles, and movies you have used. Name names, offer dates, numbers, and percentages to prove you really know this stuff. If there is time, write a one sentence conclusion.

Type of Document

Origin Purpose Value Limitation

Diary Primary, by author for author, rarely published

To keep memories for later (sometimes with eye to publication)

Eyewitness to event and usually written immediately or shortly after occurred, rarely lie to oneself

Only one person’s view, there will be perspective issues, may be intended for publication therefore can even lie to oneself

Reminis-cence

Primary, by author or interviewee for interviewer and often general public

To offer an eyewitnesses’ perspective on event

Eyewitness Length of time between events and recollection can lead to loss of info, or changing of story, always perspective issues to be considered

Monograph Usually by expert (often academic historian)

To educate colleagues, students and public (to get additional pay and avoid “publish or perish”)

Usually many years of primary research in archives and thorough knowledge of secondary works on topic

Always perspective issues, usually not an eyewitness, can err deliberately or accidentally, not very useful for quick overview of topic since 100s of pages on extraneous issues often

General Text Secondary. Usually done by panel of experts on country or topic

To educate students

Offers quick overview for student seeking easy info

Usually NOT an expert on every topic in text so there are often gaps and errors, not very useful for writing monographs since too brief

Cartoon Primary, done by artist for public at the time

To educate, entertain, and often to sell newspapers or journals

Offers at least one person’s perspective on issue of the time

Don’t know how widespread it is, often exaggeration used for comic effect

Speech primary For public usually

Offers official view of speaker, it is what audience hears

May not be real views of speaker, speeches are designed to sway opinion

Internal memo

primary For internal examination amongst officials of govt. depts etc.

Usually DO not lie, so it is official view like speech but private thoughts often given too

Do not know what outsiders’ know, only what officials are saying to each other, may lie occasionally to get way

Grade 9 CANADIAN HISTORY DOCUMENT TEST

Name___________________

All of the documents below deal with Asian immigration to Canada around the turn of the 20th century. Answer the three questions on the paper provided.

DOCUMENT A

Dave Debrou, Documenting Canada: A History of Modern Canada in Documents, Saskatoon: Fifth House Publishers, 1992.

"In total, 15,700 Chinese were recruited to work on the railroads in western Canada though only 7000 worked directly on the Canadian Pacific Railroad (CPR) at any given time. Alarmed by the steady number of Chinese labourers that arrived to work on the CPR or in the province’s mines in the early 1880s, white British Columbians demanded that the federal Government enact legislation to curtail Chinese immigration. Although the Macdonald administration was sympathetic to the British Columbians it refused to do anything about the matter until the summer of 1885 when the completion of the CPR was a certainty. Whereas British Columbia wanted an end to Chinese immigration, the federal legislation was designed to restrict the flow of Chinese by imposing a 50-dollar head tax and by allowing ships to land only one Chinese immigrant for every 50 tons of carrying capacity."

DOCUMENT B

Canada, "An Act to Restrict and Regulate Chinese Immigration to Canada," 1885.

Whereas it is expedient to make provision for restricting the number of Chinese immigrants coming into the Dominion and to regulate such immigration, and whereas it is further expedient to provide a system of registration and control over Chinese immigrants ....

4)... every person of Chinese origin shall pay into the Consolidated Revenue Fund on entering Canada, at the port or place of entry, the sum of fifty dollars....

5) No vessel carrying Chinese immigrants to Canada shall carry more than one such immigrant for every fifty tons of its tonnnage, ... under penalty of fifty dollars for each person so carried in excess.

13)The entrance fee payable under this Act shall not apply to any Chinese person residing or being within Canada at the time of the coming into force of this Act, but every such Chinese person who

desires to remain in Canada, may obtain, with twelve months after the passing of this Act, and upon the payment of a fee of fifty cents, a certificate of such residence ...

DOCUMENT C: Cartoon from Vancouver newspaper 1907.

1a)What is the message of Document C? 2 marks

1b)What difference of opinion seemed to exist between the government of Canada and most of the population of B.C in Document A.? 2 marks

2)Given their origin and purpose, assess the value and limitation of documents A and C for a historian studying Chinese immigration to Canada. 5 marks

3)Using these documents, and your own knowledge, explain why Canadians during the late nineteenth and early twentieth century generally considered certain immigrants to be more desirable. 6 marks

PRESCRIBED SUBJECT 2: The emergence and development of the People’s Republic of China (PRC) 1946-64 These sources relate to the social reform and rectification campaigns of Maoist China. SOURCE A David Nelson Rowe, Modern China: A Brief History, New

York: Norstrand, 1959. Regimentation of thought in Communist China has depended steadily upon terror as its ultimate sanction. Terror, in fact, has an ideological meaning in itself, related to the warlike character of Communism, which holds that the ultimate aim of politics is the extermination of opposition. To give this threat real substance is the vast and complex police system, reaching into every village and into every city street. It is directly and completely controlled by the party, which tries to see to it that everyone who in any way resists persuasion and propaganda is treated as a counter-revolutionary or “reactionary.” The minimum penalty is to be sent to a forced labour camp similar to those established in the U.S.S.R. For those deemed hopelessly unregenerate, quick liquidation is the rule, with or without any legal proceedings. Organized campaigns against such individuals have been instituted, such as the Counter-revolutionary Suppression Campaign of 1950-1; the so-called “Three Anti movement” in 1951, and the so-called “Five Anti Movement” lasting from October 1951 to June 1952. Millions of persons have lost their lives in these campaigns of terror.” SOURCE B: Extract from the website:

http://www.cnn.com/SPECIALS/1999/ “Plans and policies were announced, only to be reversed in mid-stream and replaced with new policies and plans. A case in point was Mao's policy of "letting a hundred flowers bloom" in 1956 to enlist support among China's intellectual elite by promoting a free exchange of views. But the exchanges in some cases led to criticism of the Communist Party, and Mao sent the intellectuals to the countryside for "re-education."” SOURCE C: An extract from a Speech at the Chinese Communist Party’s

National Conference on Propaganda Work, 12 March 1957 reprinted in Quotations from Chairman Mao Tsetung [The Little Red Book], Peking: Foreign Language Press, 1972.

“The Communist Party does not fear criticism because we are Marxists, the truth is on our side, and the basic masses, the workers and the peasants, are on our side. Thoroughgoing materialists are fearless: we hope that all our fellow fighters will courageously shoulder their responsibilities and overcome all difficulties, fearing no setbacks or jibes, nor hesitating to criticize us Communists and give us their suggestions.”

SOURCE D: An extract from a speech by Hu Yaobang (Chairman of the

Chinese Communist Party, 1 July 1981. “He was both a party founder and the principal creator of the glorious People’s Liberation Army. After the establishment of the People’s Republic under the leadership of the party centre and Comrade Mao, China was able to stand on its feet and pioneer the socialist cause. During the long period of struggle all party members absorbed wisdom and strength from Comrade Mao and his thought. They nurtured the successive generation of our leaders and members, and educated our people of different nationalities. Comrade Mao was a great Marxist, a great proletarian revolutionary, theorist, strategist, and the greatest national hero in Chinese history. He made immense contributions to the liberation of all oppressed peoples of the world and to human progress. His great contributions are immortal.” SOURCE E: Chinese Propaganda Poster 1950s. Mao, seated at left, is

teaching a group of peasant women.

Prescribed Subject 2: The Emergence and Development of the PRC 1946-64.

1 (a)According to Source D, why was Mao the “greatest natural hero in Chinese history?” [3 marks]

(b)What message is portrayed by Source E? [2 marks]

2. Compare and contrast source A and C’s views of the Communist response to free expression. [6 marks]

3. With reference to their origin and purpose, assess the value and

limitations of Sources B and C for historians studying Chinese society under Mao. [6 marks]

4. Using the sources and your own knowledge, assess the extent to which

you agree that Mao made “immense contributions to the liberation of all oppressed peoples?” [8 marks]