Year 12
An introduction to the course
Learning Objectives:
• To understand the mark scheme and
gain an overview of the course.
• To begin to learn accurate political
terminology.
Exam Paper
• Look at the exam
paper; are there any
similarities to what you
have done at GCSE?
What similarities did we find?
Exam Paper
Look at the mark scheme you have
been given.
• Highlight the high level and find out
what you need to do to get an A.
• Write it down in you own words on
your post it note in pairs.
Exam Paper
How do we succeed?
What is the course like?
What do we study?
• Read the course
overview you have
been given.
• Highlight any key
themes/events/people
we may be studying.
What do you think we
will be covering?
What is the course like?
What do we study?
What do you think we will be covering?
• A move towards democracy
• The study of politicians and the impact they
had
• The opportunity to develop analytical skills
by interpreting texts and sources.
Tips from Year 13
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Be organised
Use timelines
Read around the topic
Make your own notes
Condense notes at the end of
each topic
• Revise! Revise ! Revise !
What knowledge do we need?
Learning Objectives:
• To make connections to our prior
knowledge
• To begin to learn accurate
political terminology
?
http://www.youtube.com/watch?v=ELDmySONQSE
Circle map
A.
B.
What is the topic?
What do I know
about the topic?
C. What do I want to
learn?
D. What in my life
experience is
related to this
topic?
B
A
Politics
B
C
D
Terminology
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•
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•
Different words
New concepts
Better understanding
Look at the list of words
and see if you can explain
their meanings
State
Sovereignty
Cabinet
Consensus
Coercion
Government
Society
Franchise
Democracy
Elitism
Legislature
Executive
Judiciary
Oligarchy
Common Law
Constitution
Meanings
• Can you match the words
to the definitions?
• Which ones are you
finding difficult to
understand?
How do we define Democracy and Dictatorship?
Sort the words under the headings: which
fit with your idea of a democracy and which
fit with your idea of a dictatorship?
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Individual rights
Liberty
Hierarchy
Action/force
Duties
Equality
Freedom of thought/movement
Suppression of thought/movement
State
Pacifism/discussion to settle political affairs
Democracy
• Individual rights
rights
• Liberty
• Equality
• Freedom of thought/
thought/ movement
movement
• Pacifism/ discussion
discussion to settle
settle political affairs
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•
•
•
Dictatorship
Hierarchy
Action/force
Duties
Suppression of
of thought/
movement
• The state
A Question
• What is the difference between a democracy
and a dictatorship?
• Is it better to live in a democracy or a
Dictatorship?
• Can you explain why?
Lesson 2
Homework
• Complete definitions of the following:
Patronage
Franchise
Constituency
Hustings
Cooping
Ballot
Treating
Peers
Checks and Balances
Constitution
Rotten Borough
Virtual Representation
Electorate
University Seats
How do we use sources in the
exam?
Learning Objectives:
• To practise our
source skills
• To enhance our
understanding of
the exam
Looking back at your mark scheme for part a – what skills are you
expected to display?
• Reaches a judgement
• Supported by careful examination of the
sources
• Sources are cross referenced
• Elements of challenge and corroboration
• Attributes of the source taken into
account
• Sources used in combination to answer
‘how far?’
Does source 1 suggest that the passing of the 1832 Reform
Act
brought about a significant reduction in the political influence of
the aristocracy?
Does source 3 suggest that the passing of the 1832 Reform
Act
brought about a significant reduction in the political influence of
the aristocracy?
How far do Sources 1 and 3 suggest that the passing of the 1832 Reform
Act
brought about a significant reduction in the political influence of the
aristocracy?
How far do Sources 1,2 and 3 suggest that the passing of the 1832 Reform
Act
brought about a significant reduction in the political influence of the
aristocracy?
How was Britain governed before 1832?
Learning Objectives:
• To understand what society
was like before the 1832 Act
was passed
• To relate this to the Act of
1832
Society
Each pair will be asked to look at one of the following areas:
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The aristocracy – Jacob and Fabian
The Gentry – Katie and Hannah
The Middle Classes – Warren and Daniel
The Working Classes – Matthew, Jas and Millie
The Church of England – Elizabeth and Catherine
Growth in Population – Sophie and Rosie
Collective action – Thomas, Kieran ]
Non Conformity – Jacob and Bethany, Shirley
Use chapter 1 to find out about
your section of society.
Read it on your own first then
discuss it with your partner and
agree the main points
Work in pairs to complete this.
Be ready to feedback to the class
the main points.
Society: summary
You have 10 minutes to write a summary which answers the following questions
• How was society changing?
• What were the characteristics of the Middle and
Lower Classes in 1830?
• What were the characteristics of the Aristocracy and
Gentry in 1830?
• What elements of society were staying the same?
• How does this help us understand why a Reform Act
was passed in 1832?
Why might Reform be needed?
How was the way Britain was governed
before 1832 unfair?
Learning Objectives:
• To understand what was
wrong with the system of
government before 1832
• To become familiar with
political terms used
Watch the clip from ‘Blackadder’
• What is it about?
• What can it tell us?
• Be ready to feedback
http://www.youtube.com/watch?v=EOEMRXI3sRs
What is the voting
system like in 1832?
A Question
• Should people have to have qualifications in order to be
able to vote?
• What would you suggest ?
Go back to your circle maps from our first lesson
Is there anything you can now add about politics?
Problems within the Unreformed Electorate
Read chapter 2 from Heinemann ‘Extension of the Franchise’ and
identify the abuses of the system. Be ready to feedback next session.
Each table needs to divide up and research the following:
Who was allowed to Vote (The electorate) (Shirley and Charlotte)
• In the Counties
• In the Boroughs
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The distribution of Parliamentary Seats (Bethany)
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Patronage (Hannah)
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Who could be MP`s (Katie)
Elections (Jacob)
• Bribery
• Expense
• Uncontested
• Pocket Boroughs
• Rotten Boroughs
 Which problems were the biggest ?
 Which ones would be the easiest to solve ?
 What advice would you give to the government about what needs and what
could be solved ?
You have 3 minutes to discuss and be
ready to tell me what you think and why
Homework: What have you learned ?
1. Read Chapter 4 ‘The
Great Reform Act of
1832’ and add to table of
abuses.
2. Add the following terms
to your glossary:
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Hierarchical society
Labour aristocracy
Established church
Deference
Monarch
Franchise
Elite
Patronage
Luddites
Dissenters
Laissez-faire approach
Civil Service
Coercion
Cabinet
How was Britain governed before 1832?
Learning Objectives:
• To consolidate
understanding of the
abuses of the system
• To practice source skills
Complete the
true or false quiz
on your desks.
Answer the following questions using your knowledge from Chapter
2 Heinemann
1.
2.
3.
4.
What would a “radical” want in the C19th?
How could it be argued that Britain had a “balanced constitution”?
What were the checks and balances in Britain`s political system?
What did most politicians believe that the role of government was,
in the C19th?
5. Who could vote before 1832?
6. What was meant by “virtual representation”?
What have you understood ?
• What were the “checks and
balances” in Britain`s system?
• What did a “radical” want?
• What is meant by virtual
representation?
• Discuss these and decide on an
answer
Read the first page Chapter 2 The Unreformed Political
System from ‘Government and Reform 1815-1918’
• What key point is he making?
• Remember our key question: How was Britain Governed before
1832? (the unfairness of the system)
Complete reading the Chapter
Source Skills – What do we already know?
• What should you do first when you get a source?
• NOP?
• How do you write about sources?
Sources! An essential skill!
• Read Source 1 and highlight any words you do not understand.
• Look at the Nature, Purpose, Origin of Source A; what extra details does that give you
?
• Nature – what it is (memo, speech, newspaper article)
• Purpose – why it was written, said; who it was intended for.
• Origin – who wrote it / said it ? Do you know anything about them ?
Repeat for the other
sources
Nature
Origin
Purpose
What can you infer about reasons
for supporting Parliamentary
Reform from this source?
Nature
Origin
Purpose
What can you infer about reasons
for supporting Parliamentary
Reform from this source?
Nature
Origin
Purpose
What can you infer about reasons
for supporting Parliamentary
Reform from this source?
Study Sources 1, 2 and 3.
How far do Sources 2 and 3 support the reasons given in Source 1 for supporting
Parliamentary Reform ? (20 marks)
Task: Compare the sources you have been analysing. In one colour note any similarities
between the sources. In another colour note any differences between the sources.
Source 1
Source
1
Source
2
Source
3
Source 2
Source 3
Both source 1 and 3 are referring to a
“measure of conservation” (1) and
“resistance to further innovation” (3). Both
sources are supporting Parliamentary
reform as a means of controlling the level
of change and ensuring power is
maintained by the ruling classes.
Explain why the aristocracy might not want reform and feel justified in
resisting it?
What were the motives for reform before 1832?
Learning Objectives:
• To learn about the beliefs of Whigs
and Tories
• To begin to understand why some
people might want to reform and
to link this to political affiliations
Sit in the following groups:
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Group 1: Jacob Arkell, Catherine, Bethany, Warren
Group 2: Thomas, Shirley, Jas, Daniel
Group 3: Jacob Atwell, Hannah, Elizabeth
Group 4: Millie, Rosie, Kieran, Charlotte
Group 5: Fabian, Sophie, Katie, Matthew
In groups use Chapter 2 to complete the task
Card Sort
• Stay in your groups and work on the cards to sort the arguments
into a table; those for reform and those against
Stay in your groups and use the cards to sort the arguments
into a table; those for reform and those against.
For Reform
Against Reform
Stay in your groups and use the cards to sort the arguments into a table; those for reform and those against.
For Reform
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Government should represent all the nation not just a few of
the privileged.
Laws and government are not valid to today.
A little reform will prevent revolution.
Rotten boroughs are wrong.
Counties and boroughs are unrepresentative of those who live
there.
Government is corrupt and needs to be reformed.
Reform of the electoral system will bring benefits to all of
British life.
Working men are not represented.
Men of property and social standing have their own agenda.
It should be the governments job to provide happiness to the
people – utilitarianism.
Industrial towns are not represented but small villages are over
represented.
Against Reform
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MPs represent the whole nation Parliament is more representative than it
has ever been.
There is nothing wrong with the constitution – it has worked so far and
the rest of the world envies it.
A little bit of reform makes people want more.
There are already riots.
France!
Rotten boroughs allow vital MPs to be elected – MPs that represent
property, church and universities.
All people are entitled to a vote.
Change should be natural and growth should be gradual.
The constitution is a whole not simply changing certain parts.
It is a trick – people will not be better represented. The men elected will
not have our interests at heart.
Propertied and landed classes will help the lower classes – they are natural
rulers.
If towns don’t have an MP it saves them the expense of an election.
Arguments
• Can you explain each argument?
• Choose the strongest argument in
favour of reform and the
strongest against reform.
Mini Debates!
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Group 1: Jacob Arkell, Catherine, Bethany
Group 2: Thomas, Jas, Daniel
Group 3: Jacob Atwell, Hannah, Elizabeth
Group 4: Millie, Rosie, Kieran, Charlotte
Group 5: Fabian, Sophie, Katie,
Group 6: Warren, Shirley, Matthew
Task: you will have 3 minutes to
prepare a mini debate.
The roles are as follows:
• Purple = debate judge
• Green = FOR reform
• Red = AGAINST reform
After your 3 minutes the Greens will
get 1 ½ minutes to put forward their
argument FOR reform.
After the time the judges must stop the
greens and the reds will get 1 ½
minutes to put forward their argument
AGAINST reform.
The judges must then make a decision
and reward a prize to the best
argument!
Mini-debate guide sheet
Follow the following advice for planning your debate (the judges will use this checklist
when making their decisions):
o Did they give their strongest argument first?
o Were they able to back up arguments with evidence/explanations?
o Did they reference the political system before 1832 to support/challenge reform?
o Did they give at least 3 strong arguments in all?
o Were they able to ‘fill’ the allocated time or did they stop early?
o Did they find it difficult to explain their points?
o Were you convinced of their argument?
Judges must complete this check list when the debate is taking place
and may add comments afterwards.
FOR reform:
oDid they give their strongest argument first?
oWere they able to back up arguments with evidence/explanations?
oDid they reference the political system before 1832 to
support/challenge reform?
oDid they give at least 3 strong arguments in all?
oWere they able to ‘fill’ the allocated time or did they stop early?
oDid they find it difficult to explain their points?
oWere you convinced of their argument?
Other comments:
Judges must complete this check list when the debate is taking
place and may add comments afterwards.
AGAINST reform:
oDid they give their strongest argument first?
oWere they able to back up arguments with evidence/explanations?
oDid they reference the political system before 1832 to
support/challenge reform?
oDid they give at least 3 strong arguments in all?
oWere they able to ‘fill’ the allocated time or did they stop early?
oDid they find it difficult to explain their points?
oWere you convinced of their argument?
Other comments:
Judges must complete this check list when the debate is taking place
and may add comments afterwards.
FOR reform:
oDid they give their strongest argument first?
oWere they able to back up arguments with evidence/explanations?
oDid they reference the political system before 1832 to
support/challenge reform?
oDid they give at least 3 strong arguments in all?
oWere they able to ‘fill’ the allocated time or did they stop early?
oDid they find it difficult to explain their points?
oWere you convinced of their argument?
Other comments:
Judges must complete this check list when the debate is taking
place and may add comments afterwards.
AGAINST reform:
oDid they give their strongest argument first?
oWere they able to back up arguments with evidence/explanations?
oDid they reference the political system before 1832 to
support/challenge reform?
oDid they give at least 3 strong arguments in all?
oWere they able to ‘fill’ the allocated time or did they stop early?
oDid they find it difficult to explain their points?
oWere you convinced of their argument?
Other comments:
Judges must complete this check list when the debate is taking place
and may add comments afterwards.
FOR reform:
oDid they give their strongest argument first?
oWere they able to back up arguments with evidence/explanations?
oDid they reference the political system before 1832 to
support/challenge reform?
oDid they give at least 3 strong arguments in all?
oWere they able to ‘fill’ the allocated time or did they stop early?
oDid they find it difficult to explain their points?
oWere you convinced of their argument?
Other comments:
Judges must complete this check list when the debate is taking
place and may add comments afterwards.
AGAINST reform:
oDid they give their strongest argument first?
oWere they able to back up arguments with evidence/explanations?
oDid they reference the political system before 1832 to
support/challenge reform?
oDid they give at least 3 strong arguments in all?
oWere they able to ‘fill’ the allocated time or did they stop early?
oDid they find it difficult to explain their points?
oWere you convinced of their argument?
Other comments:
Whigs and Tories
• How different are these 2 parties?
• What impact will their views have on the possibility of reform?
A Question
• What is the difference between Direct Democracy and Indirect
Democracy?
• Is Indirect Democracy effective?
• Are there any problems with Direct Democracy?
Terminology
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Veto
Hustings
Constituency
Treating
Cooping
Homework
• Complete 20 mark question on reasons for reform.
What were the motives for reform before 1832?
Assessment Week
Learning Objectives:
• To practice our source skills
• To look further into the
motives behind reform
• To apply our knowledge from
last lesson
Question A (20 marks) Structure
• Start with source 1 – identify viewpoint, link to the question, use direct quotations from the source to support
point, use NOP to identify weight (strength) that should be given to argument of the source, end paragraph
with an interim conclusion/link to question – therefore is suggests…
• The next paragraph should focus on the source which SUPPORTS the view of source 1. This is supported by
… What similarities can you find. Focus on answering the question and making direct comparisons.
• The third paragraph should deal with the final source and look for any areas of challenge (differences),
making sure you make direct comparisons to the other sources. Always link back to answering the question.
• Write a conclusion to the question – what judgement have you reached? How have you reached that? They
are looking for the view of the sources overall.
• Time allowance: 20 minutes to write. 5 minutes to work with the sources.
• Aim for 1 and a half pages.
Study Sources 1, 2 and 3.
How far do Sources 2 and 3 support the arguments given against reform in Source 1.
Explain your answer using the evidence of Sources 1, 2 and 3.
(20 marks)
Advice:
1. Read the question; highlight the key words and check you understand what the question
is about. What claim or view is being put forward?
2. Often the question asks whether 2 sources agree or disagree with 1 source. You should
expect to find agreement / disagreement.
3. Start with the first source; read it and highlight the key points so you know what it is
saying and what it is implying. Does this source agree or not with the claim in the
question? Does it have more than 1 point of view? (Perhaps make a list of points for
/against the claim.)
4. Think about the context of the source; what do you know about the period in question?
What was happening at the time? Does the source refer to anything you recognise?
5. What about the provenance of the source? Remember, Nature, Purpose, Origin. How
does this affect the strength of the evidence?
6. Now look at the next source and repeat the process. However, look for examples of
where these 2 sources agree or where they conflict; does this 2nd source help to explain
anything in the first?
7. Now repeat this process with the next source and so on.
8. Take a moment to look at all the evidence you have collected; how convincing is it? How
does it back-up the claim in the question?
SOURCE 1
(From Sir Robert Inglis on the un-reformed House of Commons, 1March 1832)
Our Constitution is not the work of a code-maker; it is the growth of time and events beyond the design
or the calculation of man. … there is … no evidence that our House was ever selected upon any
principle of a Representation of population, or upon any fixed principle of Representation whatever ….
Such … as the House of Commons is now, it has been for a long succession of years: it is the most
complete representation of the interests of the people, which was ever assembled in any age or
country. It is the only constituent body … which comprehends within itself, those who can urge the
wants and defend the claims of the landed, the commercial, the professional classes of the country;
those who are bound to uphold the prerogatives of the Crown, the privileges of the nobility, the
interests of the lower classes, the rights and liberties of the whole people.
Nature:
Origin:
Purpose:
Argument given against reform?
SOURCE 2 - (From a cartoon by Cruikshank, 1831, called “The System that Works so well”
St Stephens refers to the House
of Commons. “The System
works well!! Why should it be
altered ?!! We want no Reform
– nothing can be better than
the present System – why not
let well alone ?!! We are
indebted to this System for all
the blessings we enjoy ! We
must defend our Glorious
Constitution !!”
SOURCE 3
(Lord Palmerston`s view, 3 March 1831; joined the Whigs in the 1830`s)
Any man who looked at the workings of the present system must see, that there were five great and
peculiar blemishes, which it was necessary to remove, in order to fit it for the intelligence and feelings
of the times in which we lived. The first … was the system of nomination by the patrons of boroughs;
the second, the gross and barefaced corruption which prevailed among the lower classes, when their
votes became necessary to the higher; the third, the absence of all adequate balances of representation
with respect to the great manufacturing and commercial towns; the fourth, the great expense of
elections: and the fifth, the very unequal and unjust distribution of the power of voting among the
middle and lower classes.
Nature:
Origin:
Purpose:
Argument given against reform?
Nature:
Origin:
Purpose:
Argument given against reform?
SOURCE 1
(From Sir Robert Inglis on the un-reformed House of Commons, 1March 1832)
Our Constitution is not the work of a code-maker; it is the growth of time and events beyond the design
or the calculation of man. … there is … no evidence that our House was ever selected upon any
principle of a Representation of population, or upon any fixed principle of Representation whatever ….
Such … as the House of Commons is now, it has been for a long succession of years: it is the most
complete representation of the interests of the people, which was ever assembled in any age or
country. It is the only constituent body … which comprehends within itself, those who can urge the
wants and defend the claims of the landed, the commercial, the professional classes of the country;
those who are bound to uphold the prerogatives of the Crown, the privileges of the nobility, the
interests of the lower classes, the rights and liberties of the whole people.
Study Sources 1, 2 and 3.
How far do Sources 2 and 3 support the
arguments given against reform in Source 1.
Explain your answer using the evidence of
Sources 1, 2 and 3.
(20 marks)
SOURCE 2 - (From a cartoon by Cruikshank, 1831, called “The System that Works so well”
What similarities can you find between
the sources?
SOURCE 3
(Lord Palmerston`s view, 3 March 1831; joined the Whigs in the 1830`s)
Any man who looked at the workings of the present system must see, that there were five great and
peculiar blemishes, which it was necessary to remove, in order to fit it for the intelligence and feelings
of the times in which we lived. The first … was the system of nomination by the patrons of boroughs;
the second, the gross and barefaced corruption which prevailed among the lower classes, when their
votes became necessary to the higher; the third, the absence of all adequate balances of representation
with respect to the great manufacturing and commercial towns; the fourth, the great expense of
elections: and the fifth, the very unequal and unjust distribution of the power of voting among the
middle and lower classes.
What differences are there between
the sources?
You now have 20 minutes to
complete your assessment.
You must:
• Refer directly to sources
• Follow the structure advice given
• Write 1 ½ sides
• Discuss each source
• Compare and contrast sources in detail
• Reach a judgement about the overall (all 3 sources)
judgement of the sources
When you have finished:
• Complete a hand in sheet.
• Highlight each comparison.
• Use your mark scheme and say which level you think your essay
should be and why.
What was the sequence of events that led to
reform in 1832?
Learning Objectives:
• To understand the complex
nature of politics leading up to
1832
• To develop research skills and
understanding of chronology
What was the sequence of events that led to reform in 1832?
In order to understand the sequence of events that led to the passing of the Reform Act, it
is necessary to construct a timeline, showing key events and key people. For each item
below there needs to be an explanation of what it is/means; you are seeking to identify
how and why it was passed.
Resources you will need:
Britain text book, Chapter 6, pages 112-116
Chapter 4, Why did Parliament Reform itself?
Dates you need to include:
Feb 1827
April 1827
Aug 1827
Jan 1828
Jan 1830
Nov 1830
March 1831
April 1831
Sept 1831
Oct 1831
Dec 1831
March 1832
May 1832
June 1832
Key people/events to include
Thomas Attwood
Lord Grey
Charles X
Catholic Emancipation
Death of George IV
Lovett & Hetherington
Lord John Russell
General Election
Bristol Riots
“Go for Gold”
Duke of Wellington
Lord Liverpool
Pick out the top 3 events/people that you think had the most impact
on the passing of the Reform Bill and explain why.
Sit in the following groups
Group 1
Elizabeth, Hannah,
Matthew
Group 2
Thomas, Jas, Rosie
Group 3
Catherine, Kieran, Fabian
Group 4
Jacob Arkell, Shirley, Katie
Group 5
Warren, Daniel, Charlotte,
Bethany
Group 6
Jacob Atwell, Sophie,
Millie
How near was Britain to revolution?
Learning Objectives:
• To learn about the High / Low
politics model of change
• To explore the theory that reform
was passed because of fear of
revolution
This is a cartoon by John Doyle; it shows the British Public helping Earl Grey at the top; William IV is in the middle
and the Duke of Wellington at the lower end.
John Doyle`s pictures were in the Times from 1829-1851; he produced commentaries on political events. Is it arguing
for High or Low Politics?
How does change happen?
Low Politics – pressure from outside Parliament to force change on the government
High Politics - competition between parties / politicians; change happens because of actions
within Parliament
Add these
terms to your
glossary
Using your timeline what evidence can you find for either
of these 2 models?
Which one is the most convincing?
Question B
Do you agree with the view that the Reform Act was passed because Britain came very close to revolution between
1830 and 1832? (40 marks)
Work in pairs and complete the following task:
• Read the materials provided (Chapter 4 ‘The Whigs and the Reform Bill, ‘The
Campaign in the country, ‘Was Britain on the brink of revolution 1830-32?’)
• Research arguments for both sides
• Complete table of notes as below
Yes Britain was near to Revolution
It is essential to use Historians views to
back up your argument so ensure you
make a note of these.
No Britain was not near to Revolution
The class will be divided into 2 groups:
1. The first group will prepare an argument for the case against revolution
2. The second group will prepare an argument in favour of revolution
3. I will choose 2 students who will observe the rest of the class and will be
the ones to come to a final decision about which case is the strongest and
who proved their case best.
How near was Britain to revolution?
The case in favour of revolution
The case against revolution
You have the rest of this lesson and
then homework to prepare for this
debate.
You will need to produce:
• an introductory statement
• ¾ strong arguments
• Counter arguments
• A closing statement
Britain was not close to Revolution
Britain was close to Revolution
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1830 – there were disturbances in South-East (Swing Riots)
Oct 1831 the defeat of 2nd Reform Bill caused widespread unrest; E.P.
Thompson (Marxist) argues Britain WAS near to revolution.
Pressure from BPU (Birmingham Political Union)
Pressure from Francis Place (English Social Reformer) against the
Lords.
Violent Protests in the country – members of the Lords attacked.
Anglican Bishops attacked
Large scale incidents in London, Derby, Nottingham and Bristol.
May 1832 – May Days crisis – demos in London and Birmingham
Widespread economic distress
Deep divisions within ruling classes
Well-organised radical movement
Members of political unions were armed
Call for a run on the banks and non-payments of taxes
Influence of a successful revolution in Paris July 1830
Middle class were “riding the tiger”
•
•
•
•
•
•
•
•
Swing Riots were dealt with swiftly and effectively and were
NOT an attempt at revolution
The Whigs showed their commitment to reform
The government kept its resolve: they did not use repression to
quell the movement for reform
Middle and working classes were united ion the BPU; Attwood
and Place were alarmed by the violence and did not want to
lead a revolution , but they played up the agitation to get
reform (bluff)
The violence split the middle and working classes
The decision to let the 3rd Bill through the Lords diffused the
situation
The radical movement was deeply divided with class
antagonisms between middle and working classes – especially
in the North!
The PERCEPTION was that there was a danger of revolution.
What led to reform in 1832?
Homework
The objective of this exercise is to learn about and
evaluate early attempts at reform. You will need
pages 40-57 of ‘The Extension of the Franchise’.
1. Assess Wilkes` contribution to the reform
movement.
2. What did Cartwright develop?
3. What exactly did Thomas Paine advocate?
4. What did Burdett and Cochrane do that was so
different?
5. What did Francis Place believe?
Then, explain, in your own words, why the
movement for reform started up again after 1815; in
your view what was achieved?
How near was Britain to revolution?
Learning Objectives:
• To learn how to plan a (b)
question
• To review content for the key
question
Watch the following clip
• Which model of change does this show?
• Can you link this to our time period?
• Can you link this to our Key Question?
http://www.youtube.com/watch?v=vfINMJBwcU
Fishbone Diagram
• In order to review what we have learned about the Reform Act
of 1832 we will focus on causes.
• On post-it`s write down as many causes for the Reform Act
being passed as you can think of.
• Now group them together into categories.
• Complete the Fishbone Diagram
Fish bone - In order to review what we have learned about the Reform Act of 1832 we will focus on causes.
- Write down as many causes for the Reform Act being passed as you can think of on paper
- Now group them together into categories.
- Complete the Fishbone Diagram
Reform Act
Key skill: classification of causes
Fish bone - In order to review what we have learned about the Reform Act of 1832 we will focus on causes.
- Write down as many causes for the Reform Act being passed as you can think of on paper
- Now group them together into categories.
- Complete the Fishbone Diagram
Whigs wanted reform to preserve
Fear of riots
Cause 1
Cause 1
Cause 2
Cause 2
Reform Act 1832
Cause 2
Cause 2
Cause 1
Cause 1
To correct abuses
The precedent had already been set
Key skill: classification of causes
Fish bone - In order to review what we have learned about the Reform Act of 1832 we will focus on causes.
- Write down as many causes for the Reform Act being passed as you can think of on paper
- Now group them together into categories.
- Complete the Fishbone Diagram
Whigs wanted reform to preserve
Fear of riots
Pressure from the BPU especially after
October 1831; they intended to put
themselves on a military footing in
November 1831
The Whigs showed their
commitment to reform
Revolutions often occur when there is economic distress.
1830 There had already been disturbances in the southeast (Swing Riots)
Cause 2
Violent protests in the country – members
of the Lords attacked and Anglican Bishops
attacked.
Reform Act 1832
Cause 2
Cause 2
Cause 1
Cause 1
To correct abuses
The precedent had already been set
Key skill: classification of causes
Causes of 1832 Reform Act
• Now you have reasons why the Reform Act was passed and the
question asks you to make up your mind about which ones are
most important.
• There are 2 views (High / Low Politics) so you know that the
sources will represent these.
• Look at Sources 4 and 5 and decide what view they each hold.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Yes – near to Revolution
Revolutions often occur when there is economic distress
1830 There had already been disturbances in the south-east
(Swing Riots)
Oct 1831 The defeat of the 2nd Reform Bill caused
widespread unrest; E.P. Thompson (Marxist) argues Britain
was near to revolution.
Pressure from the BPU especially after October 1831; they
intended to put themselves on a military footing in November
1831
Pressure from Francis Place against the Lords; he drew up a
plan of resistance in 1832
Middle classes and working classes were united
Violent protests in the country – members of the Lords
attacked.
Anglican Bishops attacked
Large scale incidents in London, Derby, Nottingham and
Bristol; Nottingham Castle burnt down !Bristol riots lasted for
3 days and Bishop`s palace burnt down. Troops had to be
used
May 1832 May Days crisis; demos in London and
Birmingham; the regiments were ordered to “rough-sharpen
their swords”
Widespread economic distress
Deep division within the ruling classes
Well-organised radical movement
Members of the political unions were armed
Call for a run on the banks and non-payment of taxes.
Influence of a successful revolution in July 1830 in Paris.
Attwood said he “would rather die than see the Great Bill of
Reform rejected”
Middle class were “riding the tiger”
The Times warned the aristocracy in 1831 not to resist the
people.
Earl Grey warned the House of Lords about the people who
No – not close to Revolution
•
•
•
•
•
•
•
•
•
Swing Riots were dealt with swiftly and
effectively (9 hung) and were not an
attempt at revolution
The Whigs showed their commitment to
reform
The government kept its resolve; they
did not use repression to quell the
movement for reform
Middle and working classes were united
in the BPU; Attwood and Place were
alarmed by the violence and did not
want to lead a revolution, but they
played up the agitation to get reform
(bluff)
The violence split the middle and
working classes
The riots in Bristol were put down swiftly
with 12 deaths and hangings
The decision to let the Third Bill through
the Lords diffused the situation
The radical movement was deeply
divided with class antagonisms between
the middle and working classes,
especially in the north
The perception was that there was a
danger of revolution
Read the advice sheet for a (b) question
What is
important to
remember?
Question (b)
• Do you agree with the view that the Reform Act was passed
because Britain came very close to revolution between 1830 and
1832 ? (40)
• This question is really asking you about causes.
Read and carefully annotate the sources from
question (b)
It is important to lead
from the sources and
to reinforce the
argument with your
own knowledge.
Question (b)
• Your introduction should reflect this
knowledge.
• Take a few moments to write one.
Question (b)
• The focus of this question is to show awareness of the context of the 1832 Act and
that there are different views about it.
• To score high marks you need to give both sides and then reach a judgement. Look
back at your mark schemes and advice sheet.
• Each point in the sources must be developed using your own knowledge. Put in as
much as you can!
• You must lead with the sources and support them with your own knowledge – not
the other way round.
• Use points of view from historians if you can to back-up your answer.
Yes – near to revolution
• Revolutions often occur when there is economic distress
• 1830 There had already been disturbances in the south-east (Swing Riots)
• Oct 1831 The defeat of the 2nd Reform Bill caused widespread unrest; E.P.
Thompson (Marxist) argues Britain was near to revolution.
• Pressure from the BPU especially after October 1831; they intended to put
themselves on a military footing in November 1831
• Pressure from Francis Place against the Lords; he drew up a plan of
resistance in 1832
• Middle classes and working classes were united
• Violent protests in the country – members of the Lords attacked.
• Anglican Bishops attacked
Yes
• Large scale incidents in London, Derby, Nottingham and
Bristol; Nottingham Castle burnt down !Bristol riots lasted for
3 days and Bishop`s palace burnt down. Troops had to be used
• May 1832 May Days crisis; demos in London and Birmingham;
the regiments were ordered to “rough-sharpen their swords”
• Widespread economic distress
• Deep division within the ruling classes
• Well-organised radical movement
• Members of the political unions were armed
Yes
• Call for a run on the banks and non-payment of taxes.
• Influence of a successful revolution in July 1830 in Paris.
• Attwood said he “would rather die than see the Great Bill of
Reform rejected”
• Middle class were “riding the tiger”
• The Times warned the aristocracy in 1831 not to resist the
people.
• Earl Grey warned the House of Lords about the people who
were “roused and agitated”
• Eric Evans argues that Britain was close to revolution
No
• Swing Riots were dealt with swiftly and effectively (9 hung)
and were not an attempt at revolution
• The Whigs showed their commitment to reform
• The government kept its resolve; they did not use repression
to quell the movement for reform
• Middle and working classes were united in the BPU; Attwood
and Place were alarmed by the violence and did not want to
lead a revolution, but they played up the agitation to get
reform (bluff)
No
• The violence split the middle and working classes
• The riots in Bristol were put down swiftly with 12 deaths and
hangings
• The decision to let the Third Bill through the Lords diffused
the situation
• The radical movement was deeply divided with class
antagonisms between the middle and working classes,
especially in the north
• The perception was that there was a danger of revolution
How great was the Reform Act?
Learning Objectives:
• To evaluate the Reform Act
of 1832
• To begin to plan for a
debate
THIS COLUMN WAS ERECTED IN 1838
TO COMMEMORATE
THE SERVICES RENDERED TO HIS COUNTRY BY
CHARLES EARL GREY K.G.
WHO, DURING AN ACTIVE POLITICAL CAREER OF
NEARLY HALF A CENTURY
WAS THE CONSTANT ADVOCATE OF PEACE
AND THE FEARLESS AND CONSISTENT CHAMPION OF
CIVIL AND RELIGIOUS LIBERTY.
HE FIRST DIRECTED HIS EFFORTS TO THE AMENDMENT
OF THE REPRESENTATION OF THE PEOPLE IN 1792,
AND WAS THE MINISTER
BY WHOSE ADVICE, AND UNDER WHOSE GUIDANCE,
THE GREAT MEASURE OF PARLIAMENTARY REFORM
WAS AFTER AN ARDUOUS AND PROTRACTED STRUGGLE
SAFELY AND TRIUMPHANTLY ACHIEVED
IN THE YEAR 1832.
How great was the Reform Act?
In groups of 3 use your table to assess how far the abuses of the
unreformed system had been addressed by the 1832 Reform Act.
Use the following resources to help you:
• The Extension of the Franchise 1832-1931, Chapter 5 ‘What
was the Impact of the Reform Act?’
• Reforming Britain 1815-50, Chapter 5, ‘What was the
importance of the Great Reform Act?’
• The Extension of the Franchise 1832-1931, Chapter 4, ‘Why
did Parliament vote to reform itself?’ (you should already have
this in your files)
•
•
•
More than doubled
68% increase
Middle classes benefitted
esp. shopkeepers
•
•
Only 2 sets of qualification –
county and borough
Increase in urban
qualification
•
•
•
•
•
•
•
•
56 rotten/pocket boroughs
lost both their MPs
30 small boroughs lost 1 MP
•
•
•
•
74% seats contested
•
•
•
•
Counties – 40 shilling
freeholders
Majority of working class
couldn’t vote
Less than before 1832
•
•
•
•
Some industrial towns e.g.
Doncaster still had no
representation
University seats remained
London still under
represented
•
Patronage remained (tenant
farmers) – intimidation
No secret ballot
Bribery and corruption got
worse
No limit on election
expenses
•
•
•
•
•
Only men could vote
1/5 of men in counties
could vote
478,000 – 800,000
8% population could vote
Boroughs £10 franchise meant an
increase in middle class voters
Little change for working classes
Conservative change!
North under represented
and South over
19 new boroughs created
with 1 MP (20 with 2 MPs)
More county seats
70 pocket boroughs
remained
Average % of contested
election increased from
38% to 59%
New voters in tenant
farmers
How great was the Reform Act?
In groups of 3 use your table to find evidence to back up
the statement you have been given.
Discuss in your groups and be ready to feedback to the
class.
Use the following resources to help you:
• The Reform Act solved all abuses
• The Reform Act solved none of the abuses
• The Act addressed some abuses that existed
Was the Reform
Act great?
Homework
What was the impact of the Reform Act on politics?
Learning Objectives:
• To build on our understanding
of political parties
• To investigate further the
impact of the 1832 Reform Act
Quick Quiz
1. What does patronage mean?
The support given by a patron. The power to control appointments to office or the right to
privileges.
2. Who are the Whigs?
Believed in reducing the powers of monarchy and primacy of H of C, supported demands of nonconformists.
3. Who are the Tories?
Traditional defenders of the rights of the monarchy and the Church of England. (Irish word for bandit).
4. What does enfranchised mean?
To be given the right to vote.
5. What is a constitution?
A body of fundamental principles or established precedents according to which a state or other
organization is acknowledged to be governed.
What was the impact of the Reform Act on politics?
Make notes as a team and be ready to feedback
The Liberals
The Conservatives
The Monarchy
Decline of Patronage and part reorganisation
Impact of Reform Act
The Liberals
• Divisions in Whigs – Irish Catholics/Radicals – Grey found it difficult to control – King dismissed Whig
ministers 1834 and invited Peel to form gov. (Conservative)
• Lichfield House Compact – alliance between Whigs (Lord Melbourne), Irish and Radicals to get rid of
Conservatives
• Gash “within 10 years of Reform Act politics was dominated by two major parties to an extent previously
unknown”
• 1841 – common for newspapers to report election results in terms of Liberal and Conservative gains or
losses.
The Conservatives
• First party to declare attempts to broaden appeal
• Peel recognised the need to appeal to the newly enfranchised Middle Classes
• Tamworth Manifesto of 1834 – declared his acceptance of Reform Act as “a final and irrevocable
settlement of Great Constitutional question”
• Restated Tory conviction “the respect for ancient rights and the deference to prescriptive authority”
• Peel setting out the guiding principles for a new Conservative Party
• Prepared to consider cautious and limited changes where necessary.
Patronage
• Royal Patronage had been steadily reduced by a programme of Economic Reform
• Aristocratic Patronage suffered a severe blow from the abolition of many rotten boroughs
• Party Organisation was therefore more important now than patronage
Impact of Reform Act
The Monarchy
• 18th century monarchs had power to appoint and dismiss ministers e.g. George III 1783 dismissed FoxNorth coalition and placed Pitt as PM. However in 1834 when William IV dismissed Whig ministry in
favour of Peel things had changed and Peel was unable to form a secure government. After 100 days he
had to admit defeat .
• Monarch could no longer sustain ministers through patronage
• Public opinion and party politics were what mattered.
Part Organisation
• Voters now had to be registered
• Parties therefore had to ensure voters were registered
• Establishment of local political associations and registration committees and local party agents
• Party Organisation at Westminster also became important – Tories established Carlton Club in 1832, and
Whigs established Reform Club in 1836
• Links between central organisations and local committees were loosed as was party discipline
How much was the political system altered by the 1832 Reform Act?
What had CHANGED?
What was left UNCHANGED?
How much was the political system altered by the 1832 Reform Act?
What had CHANGED?
• 145 borough seats abolished
• New seats awarded to towns/cities in industrial
towns
• Uniform franchise
• Increased electorate 490,000 – 800,000
• Increased middle class electorate
• Number of seats controlled by House of Lords
reduced
• Power of House of Lords no longer seemed so
formidable
• Increase in contested elections
• Registration of voters
What was left UNCHANGED?
• 70 pocket borough remained
• Still huge difference in size of electorates – 31 boroughs less
than 300 and others had thousands
• Rural south over represented relative to industrial north
• Ownership of property was still basis of franchise – vast
majority of working class excluded
• Less than 20% adult males could vote
• Landlords (many aristocratic) continued to exert influence
• Most ministers still aristocratic and all PM apart from Sir
Robert Peel
• Few industrialists entered Parliament – too busy and no
payment
• No secret ballot – corruption continued
Is it Great?
http://www.youtube.com/watch?v=YGtO60EzC6
Q
Watch this clip to see what the point of view of the working classes
was after the Reform Act was passed.
The working classes
• The Whigs made no attempt to deny that the £10 franchise
qualification was designed to exclude the lower classes from the
vote.
• The National Union of the Working Classes said, “ … the Bill is
a mere trick to strengthen the towering exclusiveness of our
blessed constitution”.
The middle classes
•
•
•
•
How did they fare ?
The job of an MP carried no salary.
There was no middle class party created.
The middle classes seemed to prefer to get involved in local
politics.
How great was the Reform Act?
• Structure of the Debate
• The 2 lead speakers present their key opening arguments. No
more than 5 minutes each. They can read from notes.
• No-one is allowed to interrupt them
How great was the Reform Act?
• Then anyone can make a point – either to raise a new point or
to reinforce a previous point with new evidence.
• Or – they can refute a point made by the opposing team using
evidence to support.
• No personal insults are allowed.
• Notes can be used.
• Higher points are gained by using historians` views.
How great was the Reform Act?
• For each person who does not make a contribution to the debate
– 1 mark will be deducted.
• Members of the team can make as many contributions as they
wish.
• Team members can give evidence to the team leader
• At the end of the debate, each leader will have a chance to
summarise their key arguments.
Debate Teams
The Reform Act WAS great
The Reform Act WAS NOT great
Thomas
Jacob Arkell
Daniel
Jas
Elizabeth
Charlotte
Fabian
Katie
Rosie
Millie
Catherine
Hannah
Kieran
Shirley
Jacob Atwell
Sophie
Bethany
Warren
Matthew
Was the Reform Act great?
Learning Objectives:
• To evaluate the importance of the
Reform Act and to re-focus your
thinking on the impact
• To look at the impact of the Act in
terms of the growth of political
parties
The Impact of the Reform Act of 1832
• Classify the following statements as Positive results
/ Negative Results / Other
Read ‘The Extension of the Franchise’, Chapter 6 page 82-85
• Highlight and annotate any key points about the impact of the Reform
Acton the nature and development of Political Parties.
Development of political parties
•
•
•
•
The Whigs
The Tories
The role of the monarchy
The Conservatives winning the election in 1841
Impact on Parties
Whigs
Tories
Whigs set up the Reform Club in 1836
1832 The Carlton Club acted as Conservative Central
Office
Whigs made an alliance with Irish and Radicals in 1834
(Lichfield House Compact); by 1841 known as Liberals.
A manifesto was published (Tamworth) setting out policies
Whigs had seen 1832 as a vote winner and did win the
first election after 1832 with a majority of 308
Recognised that the Party needed to widen its support
Registration of voters meant local political organisations
were important
Registration of voters meant local political organisations
were important
Other effects
• In your group compile a list of other effects
• Be prepared to feedback to the class
Other Effects
•
•
•
•
•
•
•
Less corruption?
More representation?
Stability?
Dominance of House of Commons?
Decline of influence of the Monarchy?
Reduction in patronage?
Effect on the working classes?
Complete debate preparations
You should:
• Focus on a range of impacts of the Reform Act (positive/negative)
• Assess the impact on different groups (political parties/monarchy/aristocracy/
middle classes/working classes)
• Support your point with specific evidence
• Support your argument with historical interpretations.
• Ensure your opening and closing speeches are relevant and persuasive
Do you agree with the view that the
Reform Act of 1832 was ‘great’?
• WAS ‘great’ – argument
and evidence in
support
• NOT ‘great’ – argument
and evidence in
support
• Come to a conclusion
Do you agree with the view that the 1832 Reform Act
was a conservative measure with limited effects?
Learning Objectives:
• To identify the key
areas of a question b
mark scheme
• To be aware of success
criteria and structure
for a 40 mark question
• To analyse sources and
apply contextual
knowledge to them
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a
conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
Part (b)
Target: AO1a & AO1b (10% - 24 marks)
Recall, select and deploy historical knowledge appropriately, and communicate knowledge
and
understanding of history in a clear and effective manner.
What are you being asked to do?
AO2b (7% - 16 marks)
Analyse and evaluate, in relation to the historical context, how aspects of the past have been
interpreted and represented in different ways.
What are you being asked to do?
(40 marks)
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a
conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
Target: AO1a & AO1b (10% - 24 marks)
Recall, select and deploy historical knowledge appropriately, and communicate knowledge and
understanding of history in a clear and effective manner.
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a
conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
AO2b (7% - 16 marks)
Analyse and evaluate, in relation to the historical context, how
aspects of the past have been interpreted and represented in
different ways.
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
Nature:
Origin:
Purpose:
Useful? Limited?
Does it agree with the view that the 1832 Reform Act
was a conservative measure with limited effects?
Nature:
Origin:
Purpose:
Useful? Limited?
Does it agree with the view that the 1832 Reform Act
was a conservative measure with limited effects?
Nature:
Origin:
Purpose:
Useful? Limited?
Does it agree with the view that the 1832 Reform Act
was a conservative measure with limited effects?
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
What own knowledge can you apply to
this source?
What own knowledge can you apply to
this source?
What own knowledge can you apply to
this source?
Structure of Part B
1. Introduction!
2. First source – what argument does it put forward? Make
sure you are linking to question, and add contextual
evidence to the source
3. Next source – what argument does it put forward? Make
sure you are linking to question, and add contextual
evidence to the source
4. What other arguments do you know? Show off your
contextual knowledge!
5. Reach a conclusion!
Writing Structure
Introduction
• This should show that you are aware there are different view points.
• It should point to the fact that you have contextual knowledge to support your analysis.
• Aim to make some points of argument rather than repeating the question
Main Essay
• You must always lead with the sources and support their argument with your own knowledge, you are
required to put in accurate facts to develop / validate the views shown in the sources. Use what you
know to support or challenge the views and weigh up how convincing the arguments are.
• There needs to be close analysis of the sources and the viewpoint they represent (do they agree/disagree
with the sources? Evidence to support this? Context? Development of issue with own knowledge?)
• Your writing must be factual and the information gathered from source must be fully integrated with
your own knowledge.
• You should show off! Any other arguments/views that you know (that are not identified in the sources)
can also be included.
• Your argument needs to show direction and purpose.
• You should assess the validity of the claims in order to assess the weight given to each argument.
Conclusion
• Reach a judgement which clearly takes into consideration the reasoning and weighing of the evidence.
Do you agree with the view that the 1832 Reform Act was a
conservative measure with limited effects?
Learning Objectives:
• To identify the key areas of
a question b mark scheme
• To be aware of success
criteria and structure for a
40 mark question
• To analyse sources and
apply contextual knowledge
to them
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
Part (b)
Target: AO1a & AO1b (10% - 24 marks)
Recall, select and deploy historical knowledge appropriately, and communicate knowledge and
understanding of history in a clear and effective manner.
What are you being asked to do?
AO2b (7% - 16 marks)
Analyse and evaluate, in relation to the historical context, how aspects of the past have been
interpreted and represented in different ways.
What are you being asked to do?
(40 marks)
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
Target: AO1a & AO1b (10% - 24 marks)
Recall, select and deploy historical knowledge appropriately, and
communicate knowledge and understanding of history in a clear
and effective manner.
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
AO2b (7% - 16 marks)
Analyse and evaluate, in relation to the historical context, how aspects of the
past have been interpreted and represented in different ways.
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
Nature:
Origin:
Purpose:
Useful? Limited?
Does it agree with the view that the
1832 Reform Act was a conservative
measure with limited effects?
Nature:
Origin:
Purpose:
Useful? Limited?
Does it agree with the view that the
1832 Reform Act was a conservative
measure with limited effects?
Nature:
Origin:
Purpose:
Useful? Limited?
Does it agree with the view that the
1832 Reform Act was a conservative
measure with limited effects?
(b) (i) Use Sources 4, 5 and 6 and your own knowledge.
Do you agree with the view that the 1832 Reform Act was a conservative measure with limited effects?
Explain your answer, using Sources 4, 5 and 6 and your own knowledge. (40)
What own knowledge can you apply
to this source?
What own knowledge can you apply
to this source?
What own knowledge can you apply
to this source?
Writing Structure
Introduction
• This should show that you are aware there are different view points.
• It should point to the fact that you have contextual knowledge to support your analysis.
• Aim to make some points of argument rather than repeating the question
Main Essay
• You must always lead with the sources and support their argument with your own knowledge, you are required to put in
accurate facts to develop / validate the views shown in the sources. Use what you know to support or challenge the views
and weigh up how convincing the arguments are.
• There needs to be close analysis of the sources and the viewpoint they represent (do they agree/disagree with the sources?
Evidence to support this? Context? Development of issue with own knowledge?)
• Your writing must be factual and the information gathered from source must be fully integrated with your own knowledge.
• You should show off! Any other arguments/views that you know (that are not identified in the sources) can also be
included.
• Your argument needs to show direction and purpose.
• You should assess the validity of the claims in order to assess the weight given to each argument.
Conclusion
• Reach a judgement which clearly takes into consideration the reasoning and weighing of the evidence.
End of Unit assessment
Learning Objectives:
• To prepare for end of
topic assessment
• To learn how to
structure a 40 mark
answer
• To review our learning
Before we start the assessment
you have 10 minutes to
complete the following!
Read each source and highlight
key phrases you may want to use
as quotations.
Beside each source decide if it
agrees (was a threat of rebellion)
or disagrees (was not a threat)
with the question … or is there a
bit of both???
Look at the NOP of each source
– what do you know about it?
Do you recognise names? How
will this affect your answer?
Question A (20 marks) Structure
• Start with source 1 – identify viewpoint, link to the question, use direct
quotations from the source to support point, use NOP to identify weight
(strength) that should be given to argument of the source, end paragraph with an
interim conclusion/link to question – therefore is suggests…
• The next paragraph should focus on the source which SUPPORTS the view of
source 1. This is supported by … What similarities can you find. Focus on
answering the question and making direct comparisons.
• The third paragraph should deal with the final source and look for any areas of
challenge (differences), making sure you make direct comparisons to the other
sources. Always link back to answering the question.
• Write a conclusion to the question – what judgement have you reached? How
have you reached that? They are looking for the view of the sources overall.
• Time allowance: 20 minutes to write. 5 minutes to work with the sources.
• Aim for 1 and a half pages.
Assessment Question: Part B
Use Sources 4 and 5 and your own knowledge.
Do you agree with the view that the Reform Act
was passed because Britain came very close to
revolution between 1830 and 1832?
(40 marks)
• Highlight the key words in the question?
• What is the question expecting you to do?
Exam Question
• Remind yourself of the question; what does it
mean regarding “nature” of political parties?
• What will you expect to see in the sources?
Source Analysis
• Highlight the words in the sources that you are
unsure about.
• For each source identify what point of view it is
taking.
Sources Analysis
• Can you relate Source 4
to any of the statements
you have?
• Which view does Source
5 take?
• What is Source 6
arguing about the
biggest change?
Remember
• Sources need to be supported by factual
knowledge.
• Use your chapters to help you so you can find
accurate details
• Cross-reference sources
• Do an intro and a conclusion
Structure of Part B
1. Introduction!
2. First source – what argument does it put forward? Make
sure you are linking to question, and add contextual
evidence to the source
3. Next source – what argument does it put forward? Make
sure you are linking to question, and add contextual
evidence to the source
4. What other arguments do you know? Show off your
contextual knowledge!
5. Reach a conclusion!
Assessment
Complete question (b)
Use Sources 4 and 5 and your own knowledge.
Do you agree with the view that the Reform Act
was passed because Britain came very close to
revolution between 1830 and 1832?
(40 marks)