Essay revision

Essay planning

Paragraphs are beautiful - a four step fail safe plan 

To do: Writing a TEEL paragraph

  1. Topic: Begin EACH  new paragraph with a clear and precise topic sentence that refers directly to the content of the paragraph. The topic sentence tells the reader what the paragraph is about, or its main idea

  2. Explain: Explain what you mean in greater detail.

  3. Evidence: Provide evidence to support your idea or claim. To do this, refer to your research. This may include: case studies, statistics, documentary evidence, academic books or journal articles. Remember that all evidence will require appropriate citation.

  4. Link: Summarise the main idea of the paragraph, and make clear how this paragraph supports your overall argument. The linking sentence links one paragraph to the next and provides another device for helping you ensure your text is cohesive. 

Essay questions. The essay is worth 15 marks.

Answer one (1) of the essay questions. In the essay, discuss the extent to which you agree with the proposition.

Use evidence to support your argument and conclusion.

The following are key concepts from each topic studied in 10 History. We will make plans for each in class.

China topic.

1. Evaluate the successes and failures of the Great Leap Forward.

2. Discuss the positive and negative impacts of the Cultural revolution.

Vietnam topic

3. Assess the causes and impacts of America’s war in Vietnam.

4. Did US forces lose the Vietnam War?

Sources revision

Sources Analysis Answer Guide

Don’t forget: Quote often and begin your response with name of the author, not the Source number. Put the source number in brackets at the end of the quote/paraphrasing.

For example:

This is supported by Jones who states that 'History students would be more popular at parties if they used this method.' (Source 3) 

More successful responses:

  • contain relevant evidence (quotes and observations) from sources when required.

Less successful responses

  • provide responses without reference to any evidence from the source

  • state that sources are limited without explaining why using evidence

  • do not assess the nature of sources clearly

  • do not explain how the nature and origin of the sources are a strength or limitation

  • do not include the source in the response.

Sources - 100 Flowers Campaign

Source 1. One Hundred Flowers. Alpha History

'Despite Mao’s assurances, the first months of the Hundred Flowers campaign yielded only a gentle wave of public criticism and comment, most of it on minor issues. There was little significant criticism of Mao, the government or the CCP. This began to change in late spring 1957 after Mao all but demanded suggestions and criticism from his people. Leading academics took the bold step of speaking critically about government policies. This uncorked the genie and unleashed a torrent of public comment. Millions of letters began pouring into government offices, venting criticisms about everything from the lateness of public transport to Mao’s personal conduct. As in the May Fourth Movement of 1919, some of the strongest criticism came from China’s university students in Beijing.

 Questions

  1. Explain why you think that the initial criticism was limited.

  2. Use evidence from the source to show the catalyst for people to speak more openly.

  3. Use examples to outline the criticisms after Mao encouraged people to be more open.

Source 2. Mao encourages reform. Mao's personal physician Li Zhisui

The campaign was "a gamble, based on a calculation that genuine counterrevolutionaries were few, that rebels like Hu Feng had been permanently intimidated into silence, and that other intellectuals would follow Mao's lead, speaking out only against the people and practices Mao himself most wanted to subject to reform."

 Question 

  1. Why does Li Zhisui think that Mao was confident to allow criticism of the CCP?

Source 3. The Anti- Rightist campaign. Asian History

'After only five weeks the government had second thoughts about the Hundred Flowers Movements and the concept of freedom of expression. They then launched the Anti-Rightist campaign. This movement lasted from 1957 to 1959, it consisted of campaigns to purge alleged rightists within the Communist Party both in China and abroad. The term "rightists" was largely used to refer to intellectuals accused of favouring capitalism over collectivisation.

Questions 

  1. Use examples from the source to describe the purpose of the Anti-Rightist campaigns.

Source 4. Silencing intellectuals. Anti-Rightist posters at Beijing University. Unknown origin.

In Source 4 students and academics at Beijing University are reading Anti Rightist propaganda

and lists of critics of communism.

 Question

  1. Describe what is happening in this photo

  2. How would these public displays have influenced public discussions of the Communist party?

Source 5. Mao the untold story. Chang. J. 2005

‘The campaign was, from the start, a ruse intended to expose rightists and counter-revolutionaries, Mao Zedong persecuted those whose views were different from the party's. It was an orchestrated campaign to flush out dissidents by encouraging them to show themselves as critical of the regime, and then subsequently banish, imprison or execute them. Mao remarked at the time that he had "enticed the snakes out of their caves."

Questions.

  1. Use evidence form the source to explain the purpose of Mao’s 100 Flowers campaign?

  2. How does Source 5 conflict with Source 2?

Source 6. Revolution, Reintegration, and Crisis in Communist China. Cohen. J. 1968

‘The campaign destroyed the formal legal system that had been under development in China, condemning the country to two decades in which every citizen was vulnerable to persecution by those in power and denied legal protection of their basic rights. The purge, which lasted into the early 1960s, also played a part in the rural famine which killed upwards of 30 million between 1958 and 1961, as many of the experts who might have spotted early warning signs of disaster were in labour camps, and officials still in position had learned how criticism would be received.’

Questions.

  1. Use evidence form the source to describe the impact of the campaign on basic rights?

  2. How did the purge of academics and intellectuals contribute to the famine in 1958-60.

Sources - US involvement in South Vietnam

Source 1. President Eisenhower explains the Domino Theory. 1954.

You have broad considerations that follow from what you would call the falling of the Dominoes. First, you have the locality of resources that the world needs, now from this particular area you have tin, tungsten and of course the rubber plantations. Secondly, you have more people passing under Communist domination, Asia after all has already lost 450 million people to Communist dictatorship.’

Questions

1. What are two conclusions that can be drawn from the source about the US strategic approach to Vietnam. (2)

Source 2. The strategic hamlet approach. US State Department. 1962

‘The danger to South Vietnam comes from the infiltration of VC into the villages in rural South Vietnam. were they are building support. The recommended program to counteract these activities is modelled on the British approach to communist insurgents in Malaya. The local population will be concentrated into village strongholds and therefore separated form contact with the VC.’

Questions

2. Is source 2 a primary or a secondary source? Use evidence from the source to support your answer. (2)

Source 3. Hearts and Minds program. AWM.gov.au. Unknown photographer. 1965

Hearts and Minds (Vietnam) or winning hearts and minds refers to the strategy and programs used by the governments of South Vietnam and the United States during the Vietnam War to win the popular support of the Vietnamese people and to help defeat the Viet Cong insurgency.

Question

3. How is useful is the source for an historian studying the Hearst and Minds program in southern Vietnam. (4)

Source 4. The perils of dominance. G. Porter. 2005

‘The group of advisors in the Kennedy and Johnson administrations played a key role in escalating US involvement. Both presidents wanted to avoid military intervention and preferred to open peace negotiations with the DRV. But the hawkish advisers believed that military solutions would be more effective.

Source 5. President Lyndon Johnson at a White House meeting on November 24, 1963

‘ We do this [escalating U.S. military involvement in Vietnam] in order to slow down aggression. We do this to increase the confidence of the brave people of South Vietnam who have bravely born this brutal battle for so many years with so many casualties. And we do this to convince the leaders of North Vietnam—and all who seek to share their conquest—of a simple fact: We will not be defeated. We will not grow tired. We will not withdraw either openly or under the cloak of a meaningless agreement.

Questions

4. To what extent does the information in Source 4 support the information in Source 5? Justify your answer with evidence from each source. (4)

5. Evaluate the following statement with reference to all of the sources.

US actions in the lead up to the escalation after the Bay of Tonkin incident were focussed solely on military solutions to the threat of communist aggression.

Source 3. Hearts and Minds