AQA: Nineteenth-century electoral reform

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Volume 18, Number 1, September 2015
Exam focus
AQA: Nineteenth-century electoral
reform
Elizabeth Francis
This resource presents a sample paragraph, with assessor’s commentary, for an AQA-style
essay question for 1F, Industrialisation and the people: Britain, c.1783–1885.
Question
“The riots of 1831 were the main reason for the introduction of the 1832 Reform Act.”
Explain why you agree or disagree with this view. (25 marks)
Answer with commentary
The riots in cities such as Bristol and Nottingham in 1831 played some part in the introduction of the
1832 Reform Act. However, it was the increasing popular pressure from 1812, culminating in the riots
of 1831, which was instrumental in its introduction.
The candidate opens the paragraph with a clear link to the set question as well as a clear sense of
where their judgement lies.
The formation of the 1812 Hampden Club by John Cartwright began a new level of political activism.
Cartwright toured England encouraging other parliamentary reformers to follow his example. His main
objective was to unite the middle classes’ moderates with radical members of the working classes.
Places such as Roydon and Oldham also saw the setting up of Hampden Clubs. Cartwright sought
tirelessly to bring the warring factions together, attempting to ensure universal suffrage for all males,
rather than a system dictated by wealth, in which only a tiny minority of the very wealthy would vote.
The debates and discussions which began in the Hampden Clubs continued with increased direction
from MPs such as Henry Hunt at Spa Fields in 1816 and at Peterloo in 1819.
The candidate shows their knowledge and understanding of the period, demonstrating the role played
by the increasing political pressure from 1812, as opposed to the role played by the riots of 1831.
Their knowledge and understanding shows depth.
This further shows the role played by the political activity of both individuals and unions from 1812.
This highlights the fact that the 1832 Reform Act was finally introduced as a result of the accumulation
of pressures over time.
The candidate again demonstrates the skill of analysis by linking the points made to the question set
and evaluating the role played by the factor discussed.
Similarly radical MPs such as Cobbett, Burdett and Lord Cochrane all worked to try and increase
popular concern, resulting in Cobbett producing the political register, which spread reformist ideas
Philip Allan Publishers © 2015
www.hoddereducation.co.uk/historyreview
further. All of this political activity meant that by 1831 even those most staunchly opposed to reform
were coming round to the idea that some might be necessary. By 1832 a Reform Bill had once again
been passed in the House of Commons. In May 1832 the Duke of Wellington attempted to form a Tory
government which pledged to parliamentary reform, and the London radicals discussed a rising if
Wellington was successful. In the “May Days” at least 200 meetings in favour of the Bill were held.
The Reform Bill finally passed the House of Lords on 4 June 1832 because Wellington and the Tories
failed to turn up to register their votes.
The candidate continues to demonstrate their developed knowledge of the period with further
examples of the role played by increased political activity at the time.
All of this evidence suggests that the accumulation of popular pressure and increasing political activity,
coupled with the fear of revolution brought about by the 1831 riots, was responsible for the
introduction of the 1832 Reform Act. This shows that the riots did play a part in the introduction of the
act, but as a catalyst rather than as the main reason.
The candidate ends the paragraph by again linking their points to the question and stating definitively
the role played by their chosen factor in relation to the stated factor.
This resource is part of MODERN HISTORY REVIEW , a magazine written for A-level students by
subject experts. To subscribe to the full magazine go to: http://www.hoddereducation.co.uk/historyreview
Philip Allan Publishers © 2015
www.hoddereducation.co.uk/historyreview
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