• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Study source B, C and D and coment on their effectivness

Extracts from this document...

Introduction

HISTORY QUESTION 3 Source B is a photograph of firemen and volunteers helping to sack dead bodies in a Girls school in London while Source C is a photograph of a group of people happily posing after a night raid on their homes in front of all of their property. Source D shows the regular civilians and how they dealt with 'sorting personal property' in a street after it had been bombed in Coventry. Source B is very effective in showing the extent of which the damage was done since it is taken in a school that had been bombed. A lot of damage was done as there are not that many schools in any area; they are a reasonable distance from each other. Therefore many children from the area would be attending this local school. That is why the Germans saw it as a major point, as it would stop future generations. ...read more.

Middle

It was probably because the government felt it would lower morale and not disclose the amount of damage done in the country as it would probably dishearten a majority of people in trying to go on. As regards to damage it can tell you that it must have been very wide-spread since the need to censor may imply that a lot of people could relate to the photograph which would mean a lot of damage was being inflicted onto the country. Source D also shows the real emotions felt by civilians since you can see a man yelling or arguing with another people about personally property since that is what the caption implies. In Source D the morale was obviously affected by the bombing but it does show that people just got on with their lives since that was the only thing they could do. ...read more.

Conclusion

It supports Source B in showing the real emotions of civilians and showing the actual damage done and the rubble of the streets. However it doesn't support it in the sense that Source D shows much more negative feelings of argument with people not getting on while Source C shows firemen and people working together and trying to help each other and clearing up the school playground. Source D supports Source C since it shows people sorting through personal property suggesting that their homes were damaged and how they may now be homeless just like the people showing in Source C are. However the Photograph of Source is a posed picture trying to boost morale while source D is just a regular picture taken for no particular purpose other than reporting the damages done. Sources D and C are also similar since they were taken within two months of each other and if anything they paint a small picture of what living in the Blitz was like during the winter of 1940, the very beginning of the Blitz. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Britain 1905-1951 section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Britain 1905-1951 essays

  1. South Africa - source related study

    And also Dr Verwoerd was a very smart person because he made it seem to everyone that the apartheid laws were a good thing for black people and would help them. Source F disagrees with H and I because Source F is by Anglican Bishop Ambrose Reeves.

  2. Votes For Women - Source related study.

    For example, the amount of women working in Government offices multiplied by over 100 through the four years. The source shows women worked a lot more over the war years than previously by using statistics. It is useful in that it is quantitative, so therefore more likely to be correct fact, not opinion.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work