Paper Two Revision
Source
Technique
Message of Source
How do I answer this question?
• i.e. What it the message of this source?
1) Always begin with the message of the
source NOT a description of it – what
points are being made by the person who
produced it?
2) Details of the source used to support this
3) Bring in your own knowledge to support
this
Comparison of sources
How do I answer these questions?
• i.e. How far do they agree/disagree
• Comparisons MUST be direct i.e. ‘Source A
suggests.... In direct comparison Source b
suggests....’
• You must ALWAYS quote from written
sources/describe pictures.
Comparison of sources
How do I answer these questions?
• i.e. To what extent do they agree/disagree
• Both similarities and differences MUST be
considered.
• Do the sources agree on some things but not on
others?
• A final judgement needs to be made ‘How far’
• You must ALWAYS quote from written
sources/describe pictures.
Comparison of sources
How do I answer these questions?
• i.e. Why do they agree/disagree
• Comments on perspective
• Gender, social class, political views, attitudes and experiences
of the person responsible for the source will always influence
their point of view. This will also be true of Historians!
• Comments on the date a source was produced
• This can be IMPORTANT.
• Primary sources (written at the time) may be involved in
the event/have a purpose
• Secondary sources (written afterwards) may lack passion/new
facts may have come to light since it happened which may
change opinion.
• You must ALWAYS quote from written sources/describe
pictrues.
Purpose / motive for production
How do I answer these questions?
• i.e. Why was this source produced in ....?
• Comments on who was responsible for the source
• What might the person achieve? Are they trying to
persuade someone of their strength/play on existing
prejudices/gain sympathy/influence opinions/provide
justification for their actions?
• Comments on the intended audience
• Is the source directed at a particular group in
society?
Purpose / motive for production
How do I answer these questions?
• Use of contextual knowledge
• The context in which it was produced is often a
give away.
• Was it produced at the time of an
election/when a certain group wanted sympathy
or support/ when the government wanted
people to behave a certain way/support a
cause/react to a particular event?
• You must ALWAYS quote from written
sources/describe pictures.
Reliability
How do I answer these questions?
• i.e. How reliable is this source ....?
• Balance
• Most sources chosen are reliable in some ways but
not others.
• Comments on origin
• Who produced it? It what circumstance? For what
purpose? Did they have a motive to mislead? How
might this affect reliability?
• Comments on balance
• Does the source give a balanced/one-sided view?
Have certain things been deliberately missed out to
provide a false picture?
Reliability
How do I answer these questions?
• Comments on tone
• Is the source designed to shock or provoke a reaction? Is the
language emotive or dispassionate?
• Use of contextual knowledge
• Does the source support or contradict what is accepted to
be true of this period? You must support with your own
knowledge. This is perhaps the best way of analysing the
reliability of a source.
• Use of other sources
• Do other sources support/contradict the point being made.
Are the other sources themselves reliable
**You can use other sources to support/contradict even if
not mentioned in the question you are answering**
• You must ALWAYS quote from written sources/describe
pictures.
Useful
How do I answer these questions?
• i.e. How useful is this source ....?
• A source may be useful if it:
• Provides accurate information
• Gives particular insight into a period/sheds light
on an issue
• Is a reliable account (primary Or secondary)
• Is typical – it reflects the views of the public
• Is an example of something (i.e. Of attempts
by the gov to gain support for the war)
Useful
How do I answer these questions?
• The utility may be compromised if it:
• Provides inaccurate/misleading information
• Deliberate omission of information – provides an
incomplete picture
• Is not typical - Only reflects the views of one
section of society
• Giving only one example of something (i.e.
Other methods were also used by the gov to
gain support for the war)
Useful
How do I answer these questions?
• Comments can be made on the type of source –
i.e. Articles from a newspaper can often reflect
popular opinion at the time.
• You must ALWAYS quote from written
sources/describe pictures.
Question 5 – To what extent
How do I answer these questions?
• i.e. ‘Statement given’ To what extent do the
sources agree with this statement?
• Adopt a three stage approach
1) Explain that certain sources support the
statement. (specific reference to the source
MUST be made – describe/quote) Weave in
your own knowledge throughout.
• Comments should also be made on the reliability
of sources. A source may well support the
statement but may be unreliable.
Question 5 – To what extent
How do I answer these questions?
2) Explain that certain sources contradict the
statement. (specific reference to the source MUST
be made – describe/quote) Weave in your own
knowledge throughout.
• Comments should also be made on the reliability of
sources. A source may well contradict the
statement but may be unreliable.
3) A final judgement should be made – this can be
based on contextual knowledge.
• You must ALWAYS quote from written
sources/describe pictures.
What is the message of this source? (6)
• Level 1: simple comprehension
only/general assertion. Description
of surface detail, but no valid
inference made. [1-2]
• Level 2: Valid inference/s from the
poster about its message,
unsupported by detail from the
cartoon. [2-3]
• Level 3. Valid inference/s from the
poster about its message,
supported by detail from the
cartoon. OR from contextual
knowledge. [4-5]
• Level 4: Valid inference/s from the
cartoon about its message,
supported by detail from the
poster AND put into context. [6]
What is the message of this source? (6)
The ‘Philanthropic Highway Man’
The message of this source is that David Lloyd
George is going to rob from the rich and
give to the poor to fund his Old Age
Pension Act.
I can see this because it shows David Lloyd
George as a ‘Philanthropic Highway Man’,
stood with a gun in one hand and a
collection box labelled ‘Old Age Pension
Act’ in the other, with a car of rich
people approaching in the back. This
suggests he is waiting to rob them.
I know this because in 1908 Lloyd George
introduced the Pensions Act. This was to
be paid for by the rich through the
method of taxation through the budget,
introduced in 1909. The rich were totally
against this and argued Old Age they were
being robbed to fund the Pension Act.
Why was this source produced in 1911? (7)
• Level 1: Comprehension only/general
assertion. [1-2]
• Level 2: Valid inference/s from the
poster unsupported by detail from
the poster. [2-3]
OR
Level 2: Makes contextual
reference without inference
unsupported by detail from the
poster. [2-3]
• Level 3: Valid explanation why the
government issued the poster,
supported by detail from the
poster. OR from contextual
knowledge. [4-6]
• Level 4: valid explanation why the
government issued the poster,
supported by detail from the
poster AND put into context.[6-7]
Why was this source produced in 1911? (7)
•
•
•
This source was produced in 1911 to gain
support for the National Insurance Act
Part One 1911.
I can see this because David Lloyd George
is shown representing a doctor who is
healing a sick man in bed, representing
the sick of Britain. Above is written
‘The Dawn of Hope’ suggesting a new
optimism has arrived and below that
writes ‘National Insurance against
sickness and disablement’.
I know this because in 1911 Lloyd George
introduced his National Insurance Act
which helped to protect workers against
poverty through sickness. However it was
not initially popular among the working
class who had to pay towards the act
therefore propaganda posters were
needed to persuade them to support the
act.
What is the message of this source? (6)
•
•
•
•
Level 1: simple comprehension only/general assertion. Description of
surface detail, but no valid inference made. [1-2]
Level 2: Valid inference/s from the poster about its message,
unsupported by detail from the cartoon. [2-3]
Level 3. Valid inference/s from the poster about its message, supported
by detail from the cartoon. OR from contextual knowledge. [4-5]
Level 4: Valid inference/s from the cartoon about its message,
supported by detail from the poster AND put into context. [6]
What is the message of this source? (6)
•
•
•
The message of this source is that Lloyd George is trying to force Britain
towards Socialism where people are more equal and work with each other,
however Britain does not want to accept this.
I can see this because Lloyd George is being shown trying to pull ‘John Bull’
representing Britain, across a ‘Socialism’ path however the bull is being strong
and resisting.
I know this because many people, especially the rich, argued that Lloyd
George, with the introduction of the reforms, were moving towards socialism
and they were against this in favour of capitalism. The threat from the
Labour Party and their socialist views were a big worry of Lloyd George.
Why was this source produced in 1913? (7)
• Level 1: Comprehension only/general
assertion. [1-2]
• Level 2: Valid inference/s from the
poster unsupported by detail from
the poster. [2-3]
OR
Level 2: Makes contextual
reference without inference
unsupported by detail from the
poster. [2-3]
• Level 3: Valid explanation why the
government issued the poster,
supported by detail from the
poster. OR from contextual
knowledge. [4-6]
• Level 4: valid explanation why the
government issued the poster,
supported by detail from the
poster AND put into context.[6-7]
Why was this source produced in 1913? (7)
•
•
•
This source was produced in 1913 to
gain sympathy for the suffragettes and
to try to persuade people to vote
against the Liberal Government.
I can see this because there is a
member of the WSPU (the
suffragettes) being hung from the
mouth of a cat. The cat represents
the Government, the suffragettes their
prey. Underneath is says ‘Electors Vote
against Him! Keep the Liberal Out!’
I know this because as a response to
the hunger strikes, and after
opposition to force feeding, the
Government introduced the Prisoners,
Temporary Discharge for Health, Act in
1913. This was widely criticised as it
punished women more than once for
the same crime, allowing them out of
prison to recover from hunger striking,
then returning them when their health
recovered.
What is the message of this source? (6)
• Level 1: simple comprehension
only/general assertion. Description
of surface detail, but no valid
inference made. [1-2]
• Level 2: Valid inference/s from the
poster about its message,
unsupported by detail from the
cartoon. [2-3]
• Level 3. Valid inference/s from the
poster about its message,
supported by detail from the
cartoon. OR from contextual
knowledge. [4-5]
• Level 4: Valid inference/s from the
cartoon about its message,
supported by detail from the
poster AND put into context. [6]
What is the message of this source? (6)
• The message of this source is that
force feeding, adopted by the
government to women hunger strikers,
was a torturous and barbaric act.
• I can see this because it shows a
suffragette in prison, being held down
against her will by two people, whilst
a doctor pours liquid food down a
tube into her nose. Around the
picture it says ‘Torturing Women in
Prison, Vote against the government.
• I know this because in 1909, as a
response to the hunger strikes, the
government began force feeding
women. However it was widely
criticised as a horrific experience and
method of ensuring women did not
starve.
Why was this source produced in 1915? (7)
• Level 1: Comprehension only/general
assertion. [1-2]
• Level 2: Valid inference/s from the
poster unsupported by detail from
the poster. [2-3]
OR
Level 2: Makes contextual
reference without inference
unsupported by detail from the
poster. [2-3]
• Level 3: Valid explanation why the
government issued the poster,
supported by detail from the
poster. OR from contextual
knowledge. [4-6]
• Level 4: valid explanation why the
government issued the poster,
supported by detail from the
poster AND put into context.[6-7]
Why was this source produced in 1915? (7)
• This source was produced in 1915
to encourage men to join the
army.
• I can see this because ‘John Bull’ is
seen with his Union Jack waistcoat
(which is enhancing the idea of
patriotism). Behind him are soldiers
and he is pointing at the observer
asking ‘Who’s absent, Is it You?’
this evokes a sense of guilt if not
part of the war.
• I know this because in 1914 WWI
started with the British Army
being considerably undermanned.
The Government therefore
produced propaganda posters such
as this to encourage men to
volunteer for the war. This was
until 1916 when conscription was
introduced.
What is the message of this source? (6)
• Level 1: simple comprehension
only/general assertion. Description
of surface detail, but no valid
inference made. [1-2]
• Level 2: Valid inference/s from the
poster about its message,
unsupported by detail from the
cartoon. [2-3]
• Level 3. Valid inference/s from the
poster about its message,
supported by detail from the
cartoon. OR from contextual
knowledge. [4-5]
• Level 4: Valid inference/s from the
cartoon about its message,
supported by detail from the
poster AND put into context. [6]
What is the message of this source? (6)
• The message of this source is that
men should join the army and fill the
vacant gaps.
• I can see this because the source
shows a row of soldiers with a sign inbetween saying ‘this space is reserved
for a fit man’. Above reads ‘There is
still a place in the line for you’
suggesting men who had not already
done so should join the army.
• I know this because in 1914 WWI
started with the British Army being
considerably undermanned. The
Government therefore produced
propaganda posters such as this to
encourage men to volunteer for the
war. This was until 1916 when
conscription was introduced.
Why was this source produced in 1915? (7)
• Level 1: Comprehension only/general
assertion. [1-2]
• Level 2: Valid inference/s from the
poster unsupported by detail from
the poster. [2-3]
OR
Level 2: Makes contextual
reference without inference
unsupported by detail from the
poster. [2-3]
• Level 3: Valid explanation why the
government issued the poster,
supported by detail from the
poster. OR from contextual
knowledge. [4-6]
• Level 4: valid explanation why the
government issued the poster,
supported by detail from the
poster AND put into context.[6-7]
Why was this source produced in 1915? (7)
• This poster was produced in
1915 to encourage men to join
the army.
• I can see this because the
poster shows a scene in London
with a German Zeppelin flying
over. Underneath it says ‘Join
the army at once & help to
stop an air raid’.
• I know this because in 1914
WWI started with the British
Army being considerably
undermanned. The Government
therefore produced propaganda
posters such as this to
encourage men to volunteer for
the war. This was until 1916
when conscription was
introduced.
What is the message of this source? (6)
• Level 1: simple comprehension
only/general assertion. Description
of surface detail, but no valid
inference made. [1-2]
• Level 2: Valid inference/s from the
poster about its message,
unsupported by detail from the
cartoon. [2-3]
• Level 3. Valid inference/s from the
poster about its message,
supported by detail from the
cartoon. OR from contextual
knowledge. [4-5]
• Level 4: Valid inference/s from the
cartoon about its message,
supported by detail from the
poster AND put into context. [6]
What is the message of this source? (6)
• The message of this source is
that men should remember the
bombings undertaken by Germany
upon Britain and join the army.
• I can see this because there is
the Britannia figure leading a
troop of British men with a scene
of a bombed Britain behind them.
Around it says ‘Remember
Scarborough, Enlist Now’
• I know this because in December
1914, German battleships shelled
Scarborough killing many men,
women and children. This poster
is therefore telling men they
must stop this happening again by
joining the British army.
How true is this source in showing the actions
taken to gain female suffrage? (7)
•
•
•
•
Level 1: Comprehension only/general assertion.
[1-2]
Level 2: Valid inference/s from the poster
unsupported by detail from the picture.[2-3]
OR
Level 2: Makes contextual reference without
inference unsupported by detail from the
picture. [2-3]
Level 3: Valid explanation of how true the
picture is in explaining methods used to gain
female suffrage, supported by detail from the
picture. OR from contextual knowledge [4-6]
Level 4: valid explanation of how true the
picture is in explaining methods used to gain
female suffrage, supported by detail from the
poster AND put into context. [6-7]
How true is this source in showing the actions
taken to gain female suffrage? (7)
•
•
•
•
This source is true in showing me one action
taken to gain female suffrage.
I can see this because many suffragette
women have arrived at the House of
Commons, armed with axes and are violently
attacking the police officers and the House of
Commons.
I know this because when the campaign for
women suffrage became an issue the
Suffragettes were created with the mission
of gaining votes for women using violent
methods, such as attacking people and
attacking property, particularly people and
property involved in the law and politics.
However this source is not true in showing all
methods used, as the Suffragists believed in
campaigning for women's votes using only
non-violent methods of protest such as
petitions.
How far do these two sources show similar attitudes
towards England? (9)
Source B My journey in England among the working class showed me that they are moody and unpredictable, emptyheaded and stupid. It is foolish to think that they can compete with the efficient workers of America. They are no use
to England as workers or soldiers as she struggles to keep her industrial leadership and protect her Empire. When
England’s situation becomes critical they will become as desperate as wild animals and rise up in revolt.
From ‘People of the Abyss’ by Jack London, an American writer, 1903. it was based on his experiences of travelling in
England. Abyss = deep pit.
Source C. Germany is not as rich as us, yet German social reforms mean they are better organised for peace and also for
war. we are organised for nothing! We cannot rely on existing charities and this winter is causing misery. Consequently,
there is an urgent need to help the working class and make England a safer and better country for the,. When the
people begin to feel the benefit of our social reforms they will give solid support to our liberal Government.
From a letter Winston Churchill write to H.H. Asquith in December, 1908. Asquith became Prime Minister in 1908.
Level 1: Describes the sources rather than identifies similarities [1-2]
If refers to only one source only do NOT reward at top of level.
Level 2: Identifies similarities unsupported by detail from a source. OR
Level 2: Details of the sources are matched, but no/invalid similarities are identified. OR
Level 2: Stock evaluation [2-3]
If refers to only one source only do NOT reward at top of level.
Level 3. Explains similarities supported by detail from the sources OR from contextual knowledge. [4-6]
If refers to only one source only do NOT reward at top of level.
Level 4: Explains and evaluates the similarities of ONE source, using relevant contextual knowledge, or
cross-reference, or tone/language/purpose/supported by detail from the source. [6-8]
Level 5: Explains and evaluates the similarities of BOTH sources, using relevant contextual knowledge, or
cross-reference, or tone/language/purpose supported by detail from both sources. [8-9]
How far do these two sources show similar attitudes towards England? (9)
Source B
My journey in England among the working class showed me that they are moody and unpredictable, empty-headed and stupid. It is foolish
to think that they can compete with the efficient workers of America. They are no use to England as workers or soldiers as she struggles
to keep her industrial leadership and protect her Empire. When England’s situation becomes critical they will become as desperate as wild
animals and rise up in revolt.
From ‘People of the Abyss’ by Jack London, an American writer, 1903. it was based on his experiences of travelling in England. Abyss =
deep pit.
Source C.
Germany is not as rich as us, yet German social reforms mean they are better organised for peace and also for war. we are organised for
nothing! We cannot rely on existing charities and this winter is causing misery. Consequently, there is an urgent need to help the working
class and make England a safer and better country for the,. When the people begin to feel the benefit of our social reforms they will give
solid support to our liberal Government.
From a letter Winston Churchill write to H.H. Asquith in December, 1908. Asquith became Prime Minister in 1908.
Source B suggests that Britain and its workers are not as advanced or as efficient as America and that
they are failing to be a big power in the world. I can see this because it says ‘she struggles to keep her
industrial leadership and protect her Empire.’ This was written by Jack London, an American writer in
1903 who visited and explained his experienced of Britain.
In agreement Source C suggests that Britain is failing and it is not as organised or efficient as other
countries, although this source suggests Germany. I can see this because it says ‘German social reforms
mean that are better organised for peace and also for war – we are organised for nothing!’ This was
written by Winston Churchill to Asquith in 1908.
Both are similar in their attitudes towards Britain, but both have very different purposes. The purpose
of Source B is to degrade Britain, as shown in its language, for example saying ‘the working class....are
moody...empty-headed and stupid.’ This may be because the author is American and therefore will have
their own patriotic beliefs about their country in comparison to Britain's, both countries were competing
for strength and power at the turn of the century. Source C on the other hand was written by
Churchill, a humanitarian MP who wanted to change the way Britain was run for the workers, believing
if the Liberal did this, the workers would keep them in power. This is evident in his statement that
‘when the people begin to feel the benefit of our social reforms they will give solid support to our
Liberal Government’.
How far do these two sources show similar attitudes
towards England? (9)
Source B My journey in England among the working class showed me that they are moody and unpredictable, emptyheaded and stupid. It is foolish to think that they can compete with the efficient workers of America. They are no use
to England as workers or soldiers as she struggles to keep her industrial leadership and protect her Empire. When
England’s situation becomes critical they will become as desperate as wild animals and rise up in revolt.
From ‘People of the Abyss’ by Jack London, an American writer, 1903. it was based on his experiences of travelling in
England. Abyss = deep pit.
Source C. Germany is not as rich as us, yet German social reforms mean they are better organised for peace and also for
war. we are organised for nothing! We cannot rely on existing charities and this winter is causing misery. Consequently,
there is an urgent need to help the working class and make England a safer and better country for the,. When the
people begin to feel the benefit of our social reforms they will give solid support to our liberal Government.
From a letter Winston Churchill write to H.H. Asquith in December, 1908. Asquith became Prime Minister in 1908.
Level 1: Describes the sources rather than identifies similarities [1-2]
If refers to only one source only do NOT reward at top of level.
Level 2: Identifies similarities unsupported by detail from a source. OR
Level 2: Details of the sources are matched, but no/invalid similarities are identified. OR
Level 2: Stock evaluation [2-3]
If refers to only one source only do NOT reward at top of level.
Level 3. Explains similarities supported by detail from the sources OR from contextual knowledge. [4-6]
If refers to only one source only do NOT reward at top of level.
Level 4: Explains and evaluates the similarities of ONE source, using relevant contextual knowledge, or
cross-reference, or tone/language/purpose/supported by detail from the source. [6-8]
Level 5: Explains and evaluates the similarities of BOTH sources, using relevant contextual knowledge, or
cross-reference, or tone/language/purpose supported by detail from both sources. [8-9]
How far do these sources prove that the Liberal were concerned only with the threat from the Labour
Party? (9)
I warn you about the Labour Party. I warn you It will become a terrifying force that will sweep away Liberalism. We have a liberal
Parliament, but we must act to help the poor. We must get rid of the national disgrace of slums. We must eliminate the
widespread poverty which scars this land glittering with wealth, otherwise the working men of Britain will vote Labour instead of
Liberal.
From a speech by David Lloyd George to a Liberal Party meeting in Cardiff, October 1906
Old Liberalism was determined to give greater freedom to the working man. New Liberalism is determined to do the same and also
improve their living conditions. That is why we passed the Old Age Pensions Act, but that it only the start. We still have the
gigantic task of dealing with the rest – the sick, the unemployed, the widows, the orphans. It is an unjust society which robs the
workman and his family of their share of the wealth he has helped create when employed. We are determined to protect them.
From a speech by David Lloyd George to a Liberal Party meeting in Swansea, October 1909.
Level 1: Describes the sources rather than identifies similarities [1-2]
If refers to only one source only do NOT reward at top of level.
Level 2: Identifies similarities unsupported by detail from a source. OR
Level 2: Details of the sources are matched, but no/invalid similarities are identified. OR
Level 2: Stock evaluation [2-3]
If refers to only one source only do NOT reward at top of level.
Level 3. Explains similarities supported by detail from the sources OR from contextual
knowledge. [4-6]
If refers to only one source only do NOT reward at top of level.
Level 4: Explains and evaluates the similarities of ONE source, using relevant contextual
knowledge, or cross-reference, or tone/language/purpose/supported by detail from the source.
[6-8]
Level 5: Explains and evaluates the similarities of BOTH sources, using relevant contextual
knowledge, or cross-reference, or tone/language/purpose supported by detail from both
sources. [8-9]
How far do these sources prove that the Liberals were concerned only with the threat
from the Labour Party? (9)
Source C. I warn you about the Labour Party. I warn you It will become a terrifying force that will sweep away Liberalism. We have
a liberal Parliament, but we must act to help the poor. We must get rid of the national disgrace of slums. We must eliminate the
widespread poverty which scars this land glittering with wealth, otherwise the working men of Britain will vote Labour instead of
Liberal.
From a speech by David Lloyd George to a Liberal Party meeting in Cardiff, October 1906
Source D. Old Liberalism was determined to give greater freedom to the working man. New Liberalism is determined to do the same
and also improve their living conditions. That is why we passed the Old Age Pensions Act, but that it only the start. We still have
the gigantic task of dealing with the rest – the sick, the unemployed, the widows, the orphans. It is an unjust society which robs
the workman and his family of their share of the wealth he has helped create when employed. We are determined to protect them.
From a speech by David Lloyd George to a Liberal Party meeting in Swansea, October 1909.
Source B suggests that the Liberals were concerned only with the threat from the Labour Party. I can
see this because it says ‘I warn you about the Labour Party. I warn you it will become a terrifying
force that will sweep away Liberalism.’ This was written by David Lloyd George to a Liberal Party
meeting in October 1906.
In direct comparison Source C suggests that the Liberals were concerned mainly with helping to improve
the working and living conditions of the poor in Britain and does not speak about the threat from the
Labour Party. I can see this because it says ‘We still have the gigantic task of dealing with...the sick,
the unemployed, the widows, the orphans.’ This was written by Lloyd George to a Liberal Party
meeting in 1909.
Both are similar in their attitudes towards helping Britain but both have very different attitudes on
the threat from the Labour Party. This may be because they have different purposes. The purpose of
Source C is persuade Liberal Party members of the threat of the Labour, as shown in its language, for
example saying ‘we must eliminate widespread poverty...otherwise the working men ...will vote Labour
instead of Liberal.’ This may be because there was a National Election in 1906 and Lloyd George was
worried about the threat of Labour. Source C on the other hand does not mention the threat from
Labour, instead speaking of the need to help the poor. This is evident in his statement that ‘New
Liberalism is determined to....improve their living conditions’. This may be because in 1906 the Liberals
won a landslide victory and were secure enough in power by 1909 to introduce their reforms.
How far do these sources prove that the Liberal were concerned only with the threat from the Labour
Party? (9)
I warn you about the Labour Party. I warn you It will become a terrifying force that will sweep away Liberalism. We have a liberal
Parliament, but we must act to help the poor. We must get rid of the national disgrace of slums. We must eliminate the
widespread poverty which scars this land glittering with wealth, otherwise the working men of Britain will vote Labour instead of
Liberal.
From a speech by David Lloyd George to a Liberal Party meeting in Cardiff, October 1906
Old Liberalism was determined to give greater freedom to the working man. New Liberalism is determined to do the same and also
improve their living conditions. That is why we passed the Old Age Pensions Act, but that it only the start. We still have the
gigantic task of dealing with the rest – the sick, the unemployed, the widows, the orphans. It is an unjust society which robs the
workman and his family of their share of the wealth he has helped create when employed. We are determined to protect them.
From a speech by David Lloyd George to a Liberal Party meeting in Swansea, October 1909.
Level 1: Describes the sources rather than identifies similarities [1-2]
If refers to only one source only do NOT reward at top of level.
Level 2: Identifies similarities unsupported by detail from a source. OR
Level 2: Details of the sources are matched, but no/invalid similarities are identified. OR
Level 2: Stock evaluation [2-3]
If refers to only one source only do NOT reward at top of level.
Level 3. Explains similarities supported by detail from the sources OR from contextual
knowledge. [4-6]
If refers to only one source only do NOT reward at top of level.
Level 4: Explains and evaluates the similarities of ONE source, using relevant contextual
knowledge, or cross-reference, or tone/language/purpose/supported by detail from the source.
[6-8]
Level 5: Explains and evaluates the similarities of BOTH sources, using relevant contextual
knowledge, or cross-reference, or tone/language/purpose supported by detail from both
sources. [8-9]
How useful is this to a historian studying attitudes towards women’s suffrage? (8)
•
•
•
•
•
•
•
Level 1: Comprehension only/general assertion [1-2]
Level 2: Valid inference/s from the source unsupported by detail from the
source. [2-3]
OR
Level 2: Stock evaluation [2-3]
Level 3: Valid inference/s from the source supported by detail from the
source. [3-4]
Level 4: Evaluates the study by cross-reference or by commenting on its
tone/language/purpose, supported by detail from the source. [4-5]
OR
Level 4: Evaluates the study through contextual knowledge unsupported by
detail from the study. [4-5]
Level 5: Evaluates the study through contextual knowledge supported by
detail from the study. [6-8]
How useful is this to a historian studying attitudes towards women’s suffrage? (8)
I believe this source is useful to a historian studying attitudes towards women’s
suffrage as it shows a historian how unjust many people believed it to be that some
respectable women did not have the right to vote, yet some undesirable men could
vote.
I can see this because it shows me jobs which a woman can hold yet not have the
vote for example ‘mayor’ and ‘doctor’, both respected educated professions. In
comparison is shows positions a man can be in and still have the vote, for example a
‘convict’ and a ‘drunkard’ both undesirable people in society.
I know this because from around 1900 until women won the vote in 1918, many
people argued that it was unfair for some women to be able to gain an education, to
own property, to hold successful positions within employment yet still were not able
to vote, however men who maybe did not have the same qualities or qualifications
could. A historian would find this useful as it expresses these attitudes towards
women’s suffrage.
However, the historian would have to take into account that these views were in the
minority at the time, and many people did not believe women should be given the
vote, and therefore it is not totally useful as it only reflects the views of one
section of society.
How useful is this to a historian studying attitudes towards women’s suffrage? (8)
•
•
•
•
•
•
•
Level 1: Comprehension only/general assertion [1-2]
Level 2: Valid inference/s from the source unsupported by detail from the
source. [2-3]
OR
Level 2: Stock evaluation [2-3]
Level 3: Valid inference/s from the source supported by detail from the
source. [3-4]
Level 4: Evaluates the study by cross-reference or by commenting on its
tone/language/purpose, supported by detail from the source. [4-5]
OR
Level 4: Evaluates the study through contextual knowledge unsupported by
detail from the study. [4-5]
Level 5: Evaluates the study through contextual knowledge supported by
detail from the study. [6-8]
How similar are these two sources in showing the methods used by the suffragettes? (9)
Peaceful –
handing out
leaflets
Violent –
being
restrained by
Police Officers
Level 1: Describes the sources rather than identifies similarities [1-2]
If refers to only one source only do NOT reward at top of level.
Level 2: Identifies similarities unsupported by detail from a source. OR
Level 2: Details of the sources are matched, but no/invalid similarities
are identified. OR
Level 2: Stock evaluation [2-3]
If refers to only one source only do NOT reward at top of level.
Level 3. Explains similarities supported by detail from the sources OR from
contextual knowledge. [4-6]
If refers to only one source only do NOT reward at top of level.
Level 4: Explains and evaluates the similarities of ONE source, using relevant
contextual knowledge, or cross-reference, or tone/language/purpose/supported
by detail from the source. [6-8]
Level 5: Explains and evaluates the similarities of BOTH sources, using relevant
contextual knowledge, or cross-reference, or tone/language/purpose supported
by detail from both sources. [8-9]
How similar are these two sources in showing the methods used by the suffragettes? (9)
Peaceful –
handing out
leaflets
Violent –
being
restrained by
Police Officers
Source A suggests that methods used by the suffragettes included peaceful ways of protesting. I can
see this because it shows me two women distributing leaflets to men passing by. I know this
because many women, including suffragettes, believed that non-violent methods such as leaflets,
protests and marches were useful ways of gaining publicity for the issue of votes for women. As
a primary photograph this shows me what methods were used.
Source B suggests that methods used by the suffragettes included violent ways of protesting. I can
see this because it shows me one woman outside a gate, she is being restrained by a police
officer and another police officer is guarding the gate in case she escapes. I know this because
many suffragettes argued that the campaign for votes for women needed to develop from a nonviolent to a violent campaign if people were to take seriously how far they were prepared to go
to win the vote. As a primary photograph this shows me what methods were used.
I can see that these two sources are in complete contradiction of each other. B shows violent
methods used whilst A shows non-violent methods. This may be because many people tried
different tactics in an attempt to win female suffrage. The suffragettes were the only group
(from the NUWSS and the WSPU) to use violence in an attempt to win the vote. This is
because they felt non-violent methods did not go far enough to help the cause.
In a slight way the two sources would agree that the suffragettes did use very public ways to gain
publicity for votes for women, and their methods included getting the attention from passersby, however that is the only way these two sources agree in showing the methods used by the
suffragettes.
How similar are these two sources in showing the methods used by the suffragettes? (9)
Peaceful –
handing out
leaflets
Violent –
being
restrained by
Police Officers
Level 1: Describes the sources rather than identifies similarities [1-2]
If refers to only one source only do NOT reward at top of level.
Level 2: Identifies similarities unsupported by detail from a source. OR
Level 2: Details of the sources are matched, but no/invalid similarities
are identified. OR
Level 2: Stock evaluation [2-3]
If refers to only one source only do NOT reward at top of level.
Level 3. Explains similarities supported by detail from the sources OR from
contextual knowledge. [4-6]
If refers to only one source only do NOT reward at top of level.
Level 4: Explains and evaluates the similarities of ONE source, using relevant
contextual knowledge, or cross-reference, or tone/language/purpose/supported
by detail from the source. [6-8]
Level 5: Explains and evaluates the similarities of BOTH sources, using relevant
contextual knowledge, or cross-reference, or tone/language/purpose supported
by detail from both sources. [8-9]