Later Modern History – Britain 1851-1951
A study of the development of the United Kingdom into a modern
democracy and the development of the role of the state in the
welfare of its citizens, illustrating the themes of authority, ideology
and rights.
Issues
Detailed Descriptors
1. An evaluation of the reasons why
Britain became more democratic, 18511928.
The effects of industrialisation and
urbanisation; popular attempts to gain the
franchise; pressure groups; effects of other
social reforms; examples of developments
abroad; party advantage.
2. An assessment of how democratic Britain
became, 1867-1928.
3. An evaluation of the reasons why women won
greater political equality by 1928.
4. An evaluation of the reasons why the Liberals
introduced social welfare reforms, 1906-1914.
The widening of the franchise, 1867-1928;
other measures relating to the distribution
of seats, corruption and intimidation;
widening membership of the House of
Commons; the role of the House of Lords.
The women’s suffrage campaigns; the
militant Suffragette campaign up to 1914;
the part played by women in the war effort,
1914-18; the example of other countries.
The social surveys of Booth and Rowntree;
the failure of laissez-faire; municipal
socialism; foreign examples; national
efficiency; the rise of the New Liberalism;
party advantage and the rise of Labour.
5. An assessment of the effectiveness of the
Liberal social welfare reforms.
The aims of the Liberal Reforms; the extent
to which the Liberal Reforms met these and
the needs of the British people.
6. An assessment of the effectiveness of the
Labour social welfare reforms, 1945-1951.
The aims of the Welfare State; the extent
to which the Labour Reforms met these and
the needs of the British people.
Course Skills
Each topic we study will follow a similar pattern
We will read and discuss the section with this your teacher.
Take detailed notes individually on the key points from the chapter.
As a class you will take turns to run a detailed tutorial and then
provide a revision/ recall sheet to the rest of the class at the end of
the tutorial.
Each tutorial should be prepared with discussion points and a
video clip if possible by the two students in charge.
Product Criteria
 At least 4 knowledge points
 Structural tips: introduction, conclusion and overall structure
 Outline the main arguments and how you would put them
together
 A video clip on your topic
Unit One Part 1: An evaluation of the reasons
why the Liberals introduced social welfare
reforms, 1906-1914.
Key Content Areas
The social surveys of Booth and Rowntree; the failure of
laissez-faire; municipal socialism; foreign examples;
national efficiency; the rise of the New Liberalism; party
advantage and the rise of Labour.
Essay Questions
 To what extent did (insert one of the key content areas)
influence the introduction of the Liberal Welfare Reforms
1906-1914.
 “More a product of political necessity than of social concern.”
Is this a fair judgement on the social reforms of the Liberal
Government 1906 - 1914?”
 To what extent were the Liberal Social Reforms (1906 1914) prompted by feelings of genuine concern for the
masses?
 “They were prompted by a ground-swell of social pity.” Is
this an adequate explanation for the introduction of social
reforms in the period 1906 - 1914?
 How far were the reports on poverty produced by Booth and
Rowntree responsible for the Liberal social reforms of 19061914?(2005)
 To what extent were the Liberal social reforms of 1906-1914
a response to the challenge from the Labour Party? (2007)
 How important were concerns about the extent of poverty in
Britain in the Liberal Government’s decision to introduce social
reforms between 1906 and 1914? (2008)
Note Taking Use Chapter Four of your textbook to take notes
on the LEARNING INTENTIONS below
 To be able to explain the difference between ‘Old’ and ‘New’
Liberalism
 To describe, understand and explain the origins of the
Liberal Social Welfare Reforms
Essay Plan & Note Taking

You must evaluate the reasons for introduction of the Liberal
Welfare Reforms 1906-1918.

You must mention the following points, their individual
significance and then argue that their impact was no so important. :
 The social surveys of Booth and Rowntree
 The failure of laissez-faire
 municipal socialism
 foreign examples
 national efficiency
 the rise of the New Liberalism
 party advantage and the rise of Labour.
Unit One Part 2: An assessment of the
effectiveness of the Liberal social welfare reforms.
Key Content Areas
The aims of the Liberal Reforms; the extent to which the Liberal
Reforms met these and the needs of the British people.
.
Essay Questions
 “Between 1906 and 1914 the real causes of poverty were tackled
successfully by government action.” To what extent would you agree
with this statement?
 Would you agree that there was a marked change in attitude and
policies towards poverty and social problems in Britain in the first
decade of the 20th century?
 To what extent did the Liberal Reforms (1906-1914) improve the lives
of the British people? (2003)
 To what extent did the social reforms of the Liberal Government (19061914) improve the lives of the British people? (2006)
 How successfully did the Liberal Reforms of 1906-1914 deal with the
problem of poverty in Britain in the early 1900s? (2010)
Use Chapter Five your textbook to take notes on the LEARNING
INTENTIONS below
 To be able to recognise the purpose of the reforms in
relation to the YOUNG, OLD, SICK, UNEMPLOYED or
LOW PAID.
 To understand why the Liberals faced opposition
when they tried to introduce the reforms.
 To assess whether the reforms solved problems or
whether there were limitations.
Essay Plan & Note Taking

You must evaluate the success of the Liberal Welfare
Reforms 1906-1918.

You must mention the following points and their individual
significance in successfully helping or not helping :
 poor
 old
 young
 sick
 working
 unemployed
 You must have a KU section
 You must have an argument and evaluation section.
 You must have a historiography section.
 Video clip.
Group Challenge
Your teacher will split you up into 4 groups
1.
Each group should choose to focus on either
the:
THE
THE
THE
THE
YOUNG (p.55-58)
OLD (p.58-62)
SICK (p. 62-64)
UNEMPLOYED AND THE EMPLOYED (p. 64-66)
2.
Each group should research their topic using
the textbook to produce a handout of
information. Use the following questions as
your subheadings
 Why the liberals felt that reform was
required?
 What legislation (reform) was introduced?
 Was there any opposition to the reform?
 How successful were the reforms – were
there limitations?
3. Your teacher will take in each group’s work
and collate it. The whole class summary of the
Liberal Reforms will be redistributed shortly!
ESSAY 5 :
To what extent were the Liberal Reforms (1906 1914) prompted by feelings of genuine concern for
the masses?
This essay considers WHY the reforms were required.
~
ESSAY 6: How successfully did the social reforms of
the Liberal Government (1906-1914) improve the
lives of the British people?
- This essay considers HOW effective reforms were, or
if they had LIMITATIONS
The essays ask 2 DIFFERENT questions. Make sure you
know WHAT the question is asking you before you write
it!
You will write BOTH essays, at the same time in class
TIMED.
Scottish and British: The Growth of Democracy
Learning Intentions:
 Why there was a growth in democracy in Britain
between 1850 and 1950?
 What were the effects of the different Acts
which were passed throughout this period?
Today, we live in a democracy and take for
granted the right to participate in the political
process and to be properly represented at the
different levels of government – national and
local. However, 200 years ago these rights
hardly existed and had to be won. To gain a
better understanding of the journey made by
Britain to become more democratic, we must
fully understand the meaning of democracy itself
and how it is applied in Britain.
Work with your group and write down your ideas
about the meaning of DEMOCRACY and what
living in a REPRESENTATIVE DEMOCRACY
means.
Share your ideas with the rest of the class.
Individual Challenge
1.
2.
3.
4.
5.
Copy the introduction as outlined in 1.1
of your Open Learning Pack.
Work through 1.2.
Work through 1.3. REMEMBER TO
MAKE YOUR ANSWERS
COMPREHENSIVE - THIS SECTION
IS VERY IMPORTANT.
Work through 1.4.
Work through 1.5.
Now you should have a better understanding of
why there was a Growth of Democracy in Britain
and the effects of that growth.
Complete the following table to help you create
an ‘at a glance’ guide for the 2 essays that you
will be answering on the growth of democracy.
RECOMMENDATION: Give yourself a ½ page per
act – there’s lots to write down!
ACT
1832
1867
1872
1883
1884
1885
1911
1911
1918
1928
DETAILS
EFFECT
WHY WAS IT
PASSED?
COMPLETED TABLE:
ACT
DETAILS
EFFECT
1832
First Reform
Act or Great
Reform Act.
Extends
franchise to
middle classes
and
redistributes
parliamentary
seats.
Increases electorate
from 435,000 voters
to 652,000 voters.
Vote still attached to
land as every man
who owned property
of £10 or more
gained the vote.
Second Reform
Act
Extended
Franchise to
male
householders
and lodgers 12
months
occupation
Redistribution
of Seats 79
towns with
population
under 15,000
lost seats.
Increased the number
of men entitled to
vote from 1/7 – 1/3
(England and Wales)
1867
5 out of 6 males still
had no vote.
No women had vote.
Still no secret ballot
The passing of this
act led to the
expectation that
further reform would
come.
Scotland gains MPs –
better representation
Forced Parties to
create national
organisations
Realisation that the
lower classes need
more help. A
beginning of a move
away from Laissezfaire
WHY WAS IT PASSED?
The Industrial Revolution
created a new group of
wealthy middle class who
demanded political power.
Whigs were sympathetic to the
middle class demands and
pass the First Reform Act
thereby extending the vote.
However the act did little to
alter the balance of power in
Britain.
Large demand from the public
themselves. Protesting up and
down the country. Reform
Unions and the National
Reform League. The Chartists
had paved the way in
demonstrations/protests.
Riots in Hyde Park
Changing attitudes.
French Revolution. Public
overthrew the monarchy and
became a republic. British
government were afraid the
same might happen in Britain,
therefore, some changes in
democracy or increases in the
franchise meant that they
staved off the possibility of
revolution
Disraeli passed the Act,
Conservative. To beat the
1872
1883
1884
Secret Ballot
Act
Votes are cast
in secret
Intimidation gone.
But corruption still
existed. People can
vote for who they
actually want,
therefore
representation in
Parliament is what
the people actually
want.
Corrupt and
Spending money for
Illegal Practices campaigns is limited.
Act
Candidate election
Stricter limits
expenses limited and
on campaign
determined by govt.
spending at
constituency
Fairer representation
level
in parliament due
restricted spending.
No money to spend
on bribing people so
fairer.
Third Reform
Householders and
Act
lodgers: middle
Franchise
classes, and many
Extended: 2/3
working classes for
men have the
the first time
vote.
Boroughs/
Electorate extended
counties have
from 2.5 to 5million
equal voting
qualifications.
Franchise no longer
considered a class
privilege: it now
transcends classes
Liberals who had passed up
previous chances of increasing
franchise (split between the
Old Liberals and the Radical).
Conservatives pass the Act in
the hope of getting votes in
return.
Attempt to end corruption and
bribery.
Many had protested on the
fact that the open hustings was
undemocratic.
Fill in the gaps of 1872.
Disturbances in Autumn 1884,
protest marches in Scotland
Gladstone was aware that a
reform bill extending the
franchise would turn the
popular tide in favour of his
government
PARTY POLITICAL
RIVALRY
General population boom
means that the government
respond with fairer and better
representation and an increase
in the franchise.
1885
Redistribution
of Seats:
Scotland gains
7 seats, Rotten
Boroughs
disappear
Bigger towns
(industrial) are
represented more
fairly.
Constituency size
made uniform
therefore
guaranteeing EQUAL
representation
Overcrowding, pollution,
diseases (cholera was no
respector of class, a realisation
that Health and Housing issues
needed addressed)
GDH COLE:
“Parliament would
have to govern the
country with an eye
to the interests and
wishes of the
majority of the
people.”
David Thomson: A
huge change in
Parliament meant that
people could express
their opinions fairly
and freely.
“Public opinion came
to be more of a
reality in politics.”
TC Smout: The
growth of democracy
is limited – 40% of
adult males in GB
were unenfranchised
in 1911.
Parliament Act
1911
Powers of
House of Lords
Limited
Took away powers of
taxation and
government
spending. A bill
could only be
repealed for 2
sessions.
Legislative power
transferred to the
House of Lords blocked The
‘People’s Budget’ 1909 –
which was designed to tax the
rich to put Welfare Reforms in
place and build up the navy.
King threatened Lords with
reducing their power
indefinitely unless they let the
bill through
HoC – more
democratic as MPs
are directly elected
by the people.
1911
1918
Payment for
Members of
Parliament
Representation
of the People
Act
Votes given to
all men over 21
and women
over 30
Middle and Lower
and WORKING
CLASSES could now
become MPs
Parliament becomes
more representative
of the people and
their needs.
More democratic:
more people
represented. Women
represented for the
FIRST TIME
Difficult for w/c to be an MP
beforehand as they could not
afford the time off.
Response to the rise of the
Labour Party
A response to the participation
of men and women in WW1.
Men had been ready to give
their lives to protect Britain
and democracy, therefore all
men should have the vote.
Women had helped with war
work on Home Front. BUT
women under 30 were ignored
and they had made up the
majority of the workforce.
Protest campaigns: suffragists
and the suffragettes raised
awareness for years prior to
WW1.
1928
Equal Franchise Universal Suffrage,
Act: all women equal franchise
over 21 vote
achieved
Changing attitudes in general
towards women and their role
in society.
Further campaigns by
Women’s suffrage groups.
Fills in the gaps of 1918.
Essay 1
You have now gathered enough information to
write your first essay.
Essay Question:
To what extent had democracy been achieved
in Britain by 1928?
We will now spend some time planning our essay
and your teacher will talk through essay writing
skills at Higher with you.
Take notes from the Power Point on Essay
Writing Skills and KEEP THEM FOR THE
FUTURE!
To what extent was Britain a
democracy by 1928?
The Right to Vote/
Franchise


Second Reform Act 1867
Third Reform Act
1884
 Representation of the peoples act
1918
-
Explain how EACH made Britain
more democratic.
Then counter with what was still
undemocratic about the acts in terms
of the franchise.
Accountability
The Parliament Act
1911
Fairness
 The ballot Act 1872
 Redistribution of seats Act 1885
(and also in the 1867 and 1918 acts)
 Corrupt and Illegal Practices
Act1883
-
Explain how EACH made Britain
democratic.
- Then counter with what was still
undemocratic about the acts in terms
Becoming
of fairness.an MP
The Parliament Act
1911
Loss of the House of
Lords veto
Loss of the House of
Lords veto
To what extent was Britain
considered democratic by
by 1900, 1914, and 1918?
You will now write your essay under TIMED
CONDITIONS.
You have 40 minutes. Good luck!
Essay 2
“Industrialisation was the key factor in the
growth of democracy between 1850 and
1950.” How accurate is this statement?
Summer Holiday Homework
1.
2.
Ensure you have completed all of Chapter 1
Plan your next essay – bring a written plan to class
on first day back. Be prepared to write your essay
when you return to class!
Essay: “Industrialisation was the key factor in the
growth of democracy between 1850 and 1950.” How
accurate is this statement?
3.
Ensure quotes pages, historiography, key terms for
Chapter 1 are all up to date.
The Movement for Women’s Suffrage 1850-1928
LEARNING INTENTIONS
 To understand opinions and attitudes towards
women in Victorian Britain
 To learn how and why these attitudes changed
between 1850 and 1928
 To assess the importance of the campaigns for
Women’s Suffrage and the impact they made.
WOMEN – THE VICTORIAN ATTITUDES
“In every excellent characteristic, whether mental or
physical, the average women is insuperior to the average
man…even in physical beauty the man is superior.”
(Thomas Huxley – Scientist 1850)
“The qualities Victorian men most admired in women were
innocence, purity, meekness and helplessness…Women were
treated like ornaments, pretty but useless. Men adored them
and protected them, but regarded them as children, not as
equals.”
(DC Brooks: The Emancipation of Women)
“He talked to them [women] without putting out all his
powers, and listened to them without any idea that what he
should hear from them could either actuate his conduct or
influence his opinion.”
(Anthony Trollope: Borchester Towers
Individual Challenge
1. Complete 3.2 in the OLP.
2. Complete 3.3 in the OLP. End of next Tuesday
3. Discuss your answers with the teacher/class.
4. What do you think was the main CATALYST for
CHANGE?
Social Change
Change in attitudes
Economic Change
Rise of the Labour Party
Education for Women
World War one
PAIRED CHALLENGE
Using Classroom in a Box, go to the following website. (The
instructions and the link for this challenge is in the pupils
folder)
http://www.learningcurve.gov.uk/britain1906to1918/g4/gall
ery4.htm
There are primary sources to look at in the following
categories:
MILITANTS
MODERATES
SUFFRAGIST/SUFFRAGETTE
WOMEN, WORK AND WAR
For each of the categories, choose 2 sources to look at and
follow the bullet points in the Blue Box on the page, entitled
THE BIG QUESTION.
Individual Challenge
1. Complete 3.4 in the OLP. Make sure you take
comprehensive notes – this section is important!
2. Complete 3.5 in the OLP
Essay 3
How important a part did events during the
First World War play in the decision to grant
women the vote?
To plan this essay, here are some
themes/arguments for you to consider:
- Did the coming of war DELAY the franchise
for women?
- Was the contribution of women to the war
effort really such a significant factor in
gaining the vote?
- Why did women get the vote in 1918 rather
than 1914?
- Why did women fail to get equality with men
in 1918?
- Why did it take so long for women to get the
vote?
Historiography:
Did war get women the vote? The following
sources outline some ideas arguing for/against
the question. You can access these sources in
the pupil folder on the server.
Individual/Paired Challenge
Work together using Classroom in a Box to access the
sources online. Take notes/quotes from each of the
sources which you may be able to refer to in your essay.
You may use the table below to help you.
SOURCE A
CONSTANCE ROVER
It is frequently said that women were given the vote ‘because of the war’…
The war changed the situation in more ways than are obvious at first sight.
The obvious effect was that women’s contribution to the war effort was seen
and appreciated and that women, instead of being subjected to frequent
criticism in the press and by public figures, were very generally praised.
Public opinion became overwhelmingly favourable towards women.
Public opinion also became more democratic generally, as the shared
hardships created a more equal society and lessened the emphasis on class
divisions. There was a general desire that sacrifices should not be in vain
and that a better world should come out of the war. Surely a land fit for
heroes to live in might include a place for a few heroines as well?
The war emphasised the participation of women in the everyday life of the
nation. It was obvious to all that women were driving vehicles, acting as bus
conductors and filling many posts customarily held by men. As we might say
today, women’s ‘public image’ changed and improved.
Besides these obvious changes, the war transformed the political situation…
It was obvious that the campaign would recommence once the war was over
if nothing was done to enfranchise women. It would have been extremely
embarrassing and probably unpopular as well to imprison women who had
played such an important part in the war effort.
Constance Rover, Women’s Suffrage and Party Politics in Britain 1866-1914
SOURCE B
PAULA BARTLEY
It would be naive to believe that women received the vote solely for services
rendered in the First World War. It must be remembered that only women
over 30 were given the vote and the very women who had helped in the war
effort – the young women of munitions factories – were actually denied the
vote. The significance of women’s war work in the achievement of the vote
is therefore not as great as first assumed. In reality, women were greatly
resented in both agriculture and industry… Men ‘froze out’ women workers,
gave them no help and even sabotaged their work… The reasons for the shift
which took place in government thinking therefore need consideration.
First and perhaps most importantly, there was a need for franchise reformin
general. Large numbers of soldiers were illeligible to vote. This of course
would not do.
Secondly, there were a number of changes in Parliament which altered the
balance between those who opposed and those who were in favour of votes
for women. Several suffragist MPs were promoted to the cabinet. More
importantly, Lloyd George, who was sympathetic to women’s suffrage,
replaced Asquith as Prime Minister in December 1916.
Thirdly, the war allowed a number of hostile MPs – Asquith in particular – the
excuse to climb down. These MPs, though not convereted to women’s
suffrage, realised that reform was inevitable and used women’s war work as
a pretext to change. Asquith’s remarks about the female electors of Paisley
in 1920 suggest he still resented women’s involvement in Parliament – ‘a dim
lot, for the most part hopelessly ignorant of politics.’
Fourthly, in May 1915, the Liberal government became a coalition
government. The old fears that one party might benefit from women’s
suffrage were laid to rest.
Finally, Britain was merely reflecting an international trend towards
democracy. Women in New Zealand, Australia, Finland, Denmark and Norway
had already been enfranchised… It would have been a peculiar
embarrassment if the mother of democracy, Britain, lagged behind other
countries.
Paula Bartley, Votes for Women 1860-1928
SOURCE C
ARTHUR MARWICK
The process by which women’s participation in the war effort brought
considerable social, economic and political gains can be traced in a very
straightforward manner.
The first issues to stress this time are again strengthened market position and
the desire of governments to offer rewards for services rendered.
But two further changes are also critical: the increased sense of their own
capacity and increased self confidence on the part of women themselves; and,
on the other side, the total destruction of all the old arguments about women’s
proper place in the community, which both men and women had previously
raised against any moves towards political and social equality for women.
In the political story what is most striking in the way in which one after
another all the old leading opponents of the idea of votes for women recant,
and declare that since women have played such a vital part in the national
effort, of course they must be allowed to share in the politics of their country.
However, political rights are only one side of the story. Women also gained a
measure of economic independence. And, whatever the intentions of the lawmakers, they had gained a new self reliance and new social freedoms.
Arthur Marwick War and Social Change in the Twentieth Century
SOURCE D
SANDRA HOLTON
It seems reasonable to argue that British suffragists might fairly have
expected to have gained the vote by 1918 if a Liberal government had been
returned in the expected general election. It is even possible that there might
have been a limited measure of women’s suffrage under a Conservative
government. All this must significantly modify those interpretations which
stress the advent of war as the decisive factor in the eventual winning of the
women’s vote. It might even be that the war postponed such a victory.
What can be confidently asserted is the importance of women’s suffragists’
own efforts, especially the efforts of the democratic suffragists, in securing
the strong position enjoyed by their cause at the outbreak of war.
Women’s war work may have been important in converting some former
opponenents, or providing others with a face-saving excuse to alter their
positions. But even before this, the political alliances the democratic
suffragists had formed in support of their demand had ensured that women
would have to be included in any future reform bill.
Sandra Stanley Holton, Feminism and Democracy
AUTHOR
Did the war
help?
CONSTANCE War did help
ROVER
Quote to Prove Point
“war transformed the
political situation.”
“war emphasised the
participation of women
in everyday life.”
“women’s contribution
to war was seen and
appreciated.”
PAULA
BARTLEY
No – not as
important as
initially though
“Britain mainly
reflecting an
international trend
towards democracy.”
1912 New Zealand
“old fears that one
party might benefit
from womens’ suffrage
were laid to rest.”
It would be naive to
believe that women
received the vote
solely for services
rendered in the First
World War
Reform was inevitable
– women’s war work as
Arthur Marwick: DID
Desire for government to offer reward for
services – women’s SOLDIERS ONLY WOMEN
ABOVE 30.
Women also gained new self-reliance and social
freedom
Sandra Holton: NO – MOVEMENTS HAD TAKEN
PLACE BEFORE THE WAR
“Might even be that the war postponed such a
victory.”
Work completed before the war ensured women
would be included in any reform bill.
Women’s war work helped convert former
opponents (FAVOUR)
P. It was the war
Example
P. It wasn’t the war
Womens war work(give details)
e.g Land army, ambulances in
France, munitions workers.
Explain
How did all these points above
lead to women gaining the vote
Analysis
However, qualifications existed
In the 1918 act. Explain these.
Example.
Explain.
How important a part did events during the First World
War play in the decision to grant women the vote?
Changing Attitudes
Example
Political Change
Role of NUWSS
Example
Example
Explain
Explain
Explain
Analyse/counter
Analyse/Counter
Role of WSPU
Analyse/Counter
Example
Explain
Analyse/counter
Other Factors
Essay 4
This essay can be completed timed in class or as
a homework essay.
How accurate is it to credit the campaigns of
the Suffragettes as the main reason why
women got the vote?
GOOD LUCK!
Britain in 1900 – Laissez-faire in Decline
LEARNING INTENTIONS
 To understand the term laissez-faire
 To discuss the problem of poverty in 1900 and
understand the limitations of the Victorian
Welfare system
 To describe, understand and explain the findings
of Booth and Rowntree
 To outline, understand and explain the response of
each of the major political parties towards
collectivism
Group Challenge
In your groups, come up with definitions of the
following:
Laissez-faire
Poverty Line
‘Old’ Liberalism
‘New’ Liberalism
Social Reform
Collectivism.
Discuss your answers together as a class.
Individual Challenge
1.
2.
3.
Complete Chapter 4 in your OLP – 4.2,4.3,4.4
Discuss your answers.
What do you think was the main reason the
Liberal government decided to introduce social
reform?
Give a COMPREHENSIVE answer – support your
argument.
Homework Challenge:
Who’s Who of Britain?
In the last few months you have come across many
names when studying the British topic at Higher.
Compile a COMPENDIUM of the names you have come
across with details of who each person is. Then, each
time you come across someone new, add them to the
list. The following are names of those we have studied
so far. Add in any more you can think of!
Benjamin Disraeli,
William Gladstone,
John Stuart Mill,
Joseph Chamberlain,
Emmeline Pankhurst (and Christabel and Sylvia!),
Millicent Fawcett,
Herbert Asquith,
David Lloyd George,
Emily Wilding Davison,
Charles Booth,
The Liberal Welfare Reforms 1906-1914
LEARNING INTENTIONS
 To be able to explain the difference between ‘Old’
and ‘New’ Liberalism
 To describe, understand and explain the origins of
the Liberal Social Welfare Reforms
 To be able to recognise the purpose of the reforms
in relation to the YOUNG, OLD, SICK,
UNEMPLOYED or LOW PAID.
 To understand why the Liberals faced opposition
when they tried to introduce the reforms.
 To assess whether the reforms solved problems or
whether there were limitations.
Individual Challenge
1. Complete 5.2 in the OLP.
Discuss your answers with the rest of the class.
Group Challenge
Your teacher will split you up into 4 groups
1.
Each group should choose to focus on either the:
THE YOUNG (5.3, p.55-58)
THE OLD (5.4, p.58-62)
THE SICK (5.5, p. 62-64)
THE UNEMPLOYED AND THE EMPLOYED (5.6 p. 64-66)
2.
Each group should research their topic using the
OLP and textbook to produce a handout of
information. Use the following questions as your
subheadings




Why the liberals felt that reform was required?
What legislation (reform) was introduced?
Was there any opposition to the reform?
How successful were the reforms – were there
limitations?
3. Your teacher will take in each group’s work and
collate it. The whole class summary of the Liberal
Reforms will be redistributed shortly!
Homework Challenge
1.
Complete the questions 5.3, 5.4, 5.5, 5.6 in OLP to
ensure you have comprehensive notes on the
Liberal Reforms. THIS HOMEWORK WILL NOT
NECESSARILY BE REQUIRED IF THE GROUPS
HAVE PULLED THEIR WEIGHT IN THE
PREVOUS CHALLENGE!
2.
Complete 5.7 in OLP.
ESSAY 5 :
To what extent were the Liberal Reforms (1906 1914) prompted by feelings of genuine concern for
the masses?
- This essay considers WHY the reforms were required.
ESSAY 6: How successfully did the social reforms of
the Liberal Government (1906-1914) improve the lives
of the British people?
- This essay considers HOW effective reforms were,
or if they had LIMITATIONS
The essays ask 2 DIFFERENT questions. Make sure you
know WHAT the question is asking you before you write
it!
Paired Challenge
1.
2.
3.
With a partner, one write a plan for essay 6, one
for essay 7.
Swap plans, and add in any extra info/analysis
your partner has missed out.
Each make a copy of the new improved plans in
your notes.
Both Essay 5 and 6 will be completed timed in class.
Good luck!
The Arrival of the Welfare State
 To understand the impact of WWII in paving the
way for a Welfare State.
 To understand the significance of the Beveridge
Report
 To be able to describe and evaluate the measures
taken by the government in response to the ‘Five
Giants’ of WANT, DISEASE, IDLENESS,
IGNORANCE, SQUALOR
 To be aware of different historian’s opinions on
the significance of the Labour reforms 1945-51.
Class Challenge
1. What does WELFARE STATE mean?
What does a WELFARE STATE comprise of?
Think of your ideas and discuss with you teacher.
2. Complete 7.2 in OLP.
How does your idea of a Welfare State contrast with
the level of state intervention by the end of WWII?
(Think of how much impact the Liberal Reforms had)
Individual Challenge
1. Complete 7.3 in OLP
2. Read p. 89-93
Either: take notes on how the labour government
introduced reforms such as SOCIAL SECURITY,
HEALTH, EDUCATION, HOUSING, EMPLOYMENT.
Or: Complete 7.4 in OLP
3. Complete 7.5 in OLP
Class Challenge
1.
Your teacher will divide you into two sets.
One side will argue the merits of the Labour
government in solving post-war problems in Britain.
One side will argue the limitations of the Labour
government in solving post-war problems in Britain.
Which side had the stronger argument?
What is your own personal thought: give a balanced
answer – this can then be used as the main argument
for the next essay.
Essay : TIMED ESSAY
“The creator of the welfare state.” How accurate
is this description of the Labour government of
1945-1951?
ESSAY : TIMED
How successfully were the reforms put in place by
the Labour Government to tackle the problems
faced by post-war Britain ?
You have now completed the British topic at Higher
level!
Your teacher will now talk you through and help you
prepare for your NAB – WELL DONE!!!