Transcript Slide 1

A large proportion of Britain lived in
extreme poverty.
 Things were getting better – i.e. Wages
slightly higher, government regulations
began to improve working conditions,
safety and pay.
 However still extreme poverty – 1/3 of
country living in misery.

 Unemployment!
 Dock/building workers employed on a casual basis – not
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always guaranteed work.
Gas workers – terrible conditions
Coal workers – such hard labour had to retire early
Sweated Trades (sweat shops) - long hours, poor conditions,
tiny wage. British workers had to compete with Jewish
immigrants. A Parliamentary Report investigated this trade
in 1890.
1890’s – people gripped with fascination and terror at
depictions of the poor. – but things still did not change fast.
People believed the poor could and should get themselves out
of poverty.
Not until 1890’s that attitudes changed due to social
reformers.
Charles Booth – businessman from Liverpool.
Read about poverty in London and became
interested in social issues. Collected info
over 19 years, very unhappy with results.
Found appalling conditions and grinding
poverty.
 Taken very seriously as was a successful
businessman.
 30% of Londoners lived in extreme poverty.
 Poor mainly due to low wages, casual work, old
age, illness.
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Head of confectionary company in York,
and a social reformer.
 Book Poverty: A Study of Town Life,
based on 2 years research of poverty in
York.
 Found poverty caused by old age, illness,
the ups and downs of the trade cycle, 27%
of people of York lived below poverty line.

not the fault of the poor that they were
poor.
2. the role of the Government to support
the poor.
1.
Rowntree’s book ‘Poverty: A Study of Town
Life’ was based on 2 years research in
York.
He found 27% of people of York lived below
the poverty live and there were genuine
reasons for poverty i.e. Low wages.
He was a friend of D.L.G and had influence
on the government.
The Conservative Party were introducing
their own reforms...’1905 unemployed
Workmen’s Act’.
This could have won them votes among the
working class.
D.L.G. Wanted to make a difference, he
became Chancellor of the Exchequer in
1908.
Churchill became President of the Board of
Trade in 1908.
These two and others were influenced by
social reformers and felt poverty needed
to be tackled.
1899-1902 Britain was fighting in South
Africa.
½ of volunteers to fight were found unfit
for serious due to ill health.
They were so poor they were badly fed and
had not grown properly.
The findings of the ‘Committee on Physical
Deterioration’ influenced the reforms.
By 1900 USA and Germany had overtaken
Britain as the top industrial powers.
D.L.G. was impressed by the welfare programme
introduced by Bismarck, the German
Chancellor. This programme helped the poor
and resulted in a healthier, better educated
and more efficient workforce.
The Liberals believed if they helped the
poor they could combat the rise of
socialism.
Also the reforms would undermine support
for the new Labour Party. This new Party
wanted to help by introducing Pensions,
education and unemployment benefits.
Group
How helped before
Liberal reforms
Children
Charities ; workhouses.
The Old
Charities; family; the
workhouse
The Sick
Charities; family; the
workhouse
The unemployed
Outdoor relief;
voluntary labour
exchanges.
Measures taken by
Liberals to tackle
problem
Limitations of the
reforms.
Group
How helped
before Liberal
Reforms
Measures taken
by Liberals to
tackle problems
Limitations of
the reforms
Children
Charities;
workhouses.
1906 – Free
School Meals
The Meals were
not compulsory
1907 – Free
Medical Checks
No treatment
given.
1908 – Children’s
Act
1912 – Free
Medical
Treatment
Standard of
treatment
varied.
Group
How helped
before Liberal
Reforms
Measures taken
by Liberals to
tackle problems
The Old
Charities; family; 1908 – Pensions
the workhouse
Act.
Made an
ENORMOUS
impact on the
elderly.
Limitations of
the reforms
Only available to
British citizens
living in Britain
for the last 20
years.
Refused to those
who couldn’t
prove they had
tried to find
work.
Group
How helped
before Liberal
Reforms
Measures taken
by Liberals to
tackle problems
The Sick
Charities; family; 1911 – National
the workhouse
Insurance Act
Part 1 – dealt
with Health
Insurance
1912 – National
Insurance Act
Part 2 – dealt
with
unemployment
benefits.
Limitations of
the reforms
Families of
workers were not
entitled to
benefits.
Was not enough
to support the
average family.
The worker had
to supplement
the benefits .
Group
How helped
before Liberal
Reforms
Measures taken
by Liberals to
tackle problems
Limitations of
the reforms
The Unemployed
Outdoor relief;
voluntary labour
exchanges.
1909 – Labour
Exchange Act.
None
In his first budget as Chancellor D.L.G.
Introduced the Government funded
Pension.
 The rich/landowners were against this as
they had to pay taxes to fund the budget.
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Met with enormous opposition.
 Conservatives opposed the idea of a ‘nanny
state’.
 Workers resented deductions from their
wages.
 Rich people resented paying taxes towards
the budget.
 Labour opposed idea of poor funding their
own benefits.
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Complete the next page of your revision
booklet.
You have 2 minutes to put the headings in
the correct categories.
Women second class citizens, less legal
rights, earned less, lost rights when
married, longer hours at work.
 Some campaigners did want to change
this.
 Growth of shop work brought
opportunities for women.
 Growth of nursing and teaching jobs.
 Working class women not as lucky and
majority still worked in Sweated Trades.
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Middle class women got more rights within
marriage
1882 Women’s Property Act gave married
women the right to own property of her own.
1884 women recognised as individuals not
possession of husband.
Changes in work, education and legal rights
made improvements for middle-class women.
BUT women still inferior, barred from
professions, COULD NOT VOTE!!!
Other
countries
have allowed
women to gain
the vote –
Britain should
be next
Women have
rights in local
elections so
the vote is
the next
step
Britain is
not a true
democracy
until
women are
given the
vote.
Arguments
FOR votes
for women
Women have
been given
more rights in
employment /
education –
this is the
next step.
Why cant an
educated
upper-class
women have the
vote when uneducated lower
class men can.
Women will be
affected by
laws so should
be able to
decide which
laws to pass.
Women
are too
emotional
and
irrational
for the
vote.
A woman’s
place is in the
private sphere
(at home) not
in the public
sphere
(politics)
Most
women do
not even
want the
vote.
Arguments
AGAINST
votes for
women
Why
change a
system
that
works
A women would
vote the same
as her
husband/father
anyway.
Women do not
fight in wars and
should not be
able to decide if
the country goes
to war.
Suffragists
Suffragettes
NUWSS (National Union of Women’s WSPU (Women’s Social and Political
Suffrage Societies)
Union)
Leader was Mrs Millicent Fawcett
Leader was Mrs Emmeline Pankhurst
Non-Violent; leaflets, petitions,
organised meetings.
Violent; Window Smashing, arson,
acid burning, painting slashing, wire
cutting, harassing MP’s, hunger
strikes.
Men allowed to join
No men allowed
Believed violence was unnecessary as Believed violence was needed to
it showed women as irrational.
show the government they meant
business.
Some people were sympathetic
 Others believed it was immature
 Many thought violence made suffragettes
brave women
 The relationship between suffragettes
and suffragists became strained.
 Suffragists believed how could you claim a
democratic right (vote) by undemocratic
methods (violence)
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Promised by the Government
 Suffragettes suspended violence
 Got a majority of 167 MP’s in favour
 Asquith (the Prime Minister) dropped it.
 Suffragettes and Suffragists were
furious.
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Suffragettes responded to the dropping
of the Bill by intensifying their campaign
of violence.
Suffragettes responded to being sent to
prison by going on hunger strike.
 The Government responded by force
feeding women
 Force feeding was brutal and degrading
and the suffragettes made the most of
publicising this for sympathy.
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The Government passed an act allowing
hunger strikers to leave prison, recover a
little and their return to finish their
sentence.
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June 1913, Famous horse race, the Derby at Epsom
race course.
Ideal day for gaining publicity for votes for
women.
Miss Davison ran in front of a horse and was
thrown to the ground; her head was fatally
fractured.
Many believe she committed suicide and was a
martyr.
Others believe it was a publicity stunt gone wrong.
Her funeral was attended by thousands of
suffragettes.
Violence got the attention of the
Government.
 Non-violence achieved nothing anyway
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It alienated support for the women’s
cause.
 By 1913 many suffragettes were in prison
and their leader in exile in France
 It damaged the cause as it gave opponents
a reason for rejecting women’s suffrage.
 MP’s couldn’t give in to violence.
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For your exam you must learn the Who?
What? Why? Where? When? Of Emily
Davison – DO NOT GET HER CONFUSED
WITH EMMELINE PANKHURST (LEADER
OF SUFFRAGETTES)
COMPLETE THE NEXT 5 SHEETS OF
REVISION ACTIVITIES – you have ten
minutes.
WWI was Britain's first total war. –
affects all of society not just armed
forces.
 Touched everyone, soldiers, civilians,
women, men, children, young, old.
 Government put a lot of effort into
controlling life in Britain.
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Britain had a small army at the beginning.
Government needed a massive recruitment
drive; posters, leaflets, speeches.
Anti-German feel across Britain.
½ a million signed up in the first month
By 1916 over 2.5 million enlisted.
1916 Conscription introduced to 18-41
(COMPULSORY TO JOIN).
Conscientious objectors opposed joining the
war for religious/political reasons.
Government could control many aspects of
peoples lives.
 Could seize any land or buildings.
 Controlled what the public knew about the
war through censorship.
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1915
 Shortage of shells, bullets and armaments.
 Exposed by Daily Mail.
 D.L.G. Made Minister of Munitions
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1917 – women’s Land Army set up to
recruit women as farm workers.
 1917 food supply in Britain was desperate;
price of food had risen, rich people bought
and hoarded, Germans sinking 1 in 4
merchant ships.
 1918 – government introduced compulsory
rationing.
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Good News Only – all news especially bad
news was controlled.
1916 Nov – Journalists allowed at the
Front. Reports focused on good news.
Soldiers even censored themselves.
 Forced censorship – Anti-war newspapers
were closed down.
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Books – leading authors signed an agreement
in support of the war. Most produced
patriotic publications.
 Propaganda for Children – Toys aimed to
encourage support for the war. Patriotic
books and cartoons.
 Films – 240 war films produced between
1915-1918. Battle of the Somme most famous
film – considered a propaganda triumph –
showed real scenes and was very popular.
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Helped support for the war stay firm.
 Number of Newspapers sold increased.
 But many argue propaganda was not
needed as many supported the war anyway
as were patriotic.
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Early years – government faced little opposition.
Anti-war supporters were condemned.
Conchies received little sympathy and were
treated as cowards.
After Battle of Somme 1916 when many soldiers
died, people started to change their opinions
against the war.
Siegfried Sassoon, a war critic published many
famous anti-war poems.
The end of the war was greeted with relief as
well as triumph.
People were angry and wanted Germany punished.
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1914 suffragists and suffragettes suspended
campaigns for vote.
Worked to persuade men to join the army.
Employers reluctant at first to employ women.
1916 shortage of workers.
A revolution was taking place as more women
took up more jobs...bus drivers, postal workers,
farm labourers, grave diggers, steel workers.
Also helped in France as aid to soldiers, nurses,
cooks.
1 hour 30 mins
 5 questions-answer all
 Questions 1-4 12-14 mins
 Question 5 25 mins.


USE THE TRIANGLE FOR ALL
QUESTIONS

Answer the question
Refer to
Source

own
knowledge


If a question asks you about 2 sourcestalk about both sources (quote from both)
If a question asks you why a source was
published in a certain year say what was
important about that year.
What had
been
introduced
in 1911?

If a question asks you about usefulness,
reliability, trust, attitudes etc talk about
PLOK -purpose, language, own knowledge.
u r p o s e – why was it written?
a n g u a g e – quote certain words/phrases which might make it one-sided
wn
n o w l e d g e – does what you know support it (make it reliable)or go
against it (make it less useful)?
Examiner wants you to recognise that
some sources are more reliable, and some
are more useful.
 Usually ‘what is the value of the source’
‘how useful is source B’
 You must use PLOK to evaluate the
source/sources.

First thing to do after you have understood
what the source is saying and described
using A QUOTE/description, is think … IS
IT RELIABLE??
e.g. Written by a
Suffragette so in favour
of giving women the vote.
 Think – WHO… WHEN… WHY
e.g. Created
- who created it
to gain
e.g. Produced in the year
sympathy
of the Pension Act so
when
was
it
created
for the
trying to promote the Act.
suffragettes
- why it was created.
 You must use PLOK to argue why it is/is not
reliable.

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



What lies at the heart of a usefulness and value
of a source question is what the historian wants
to use the source for.
i.e. ‘How useful is this poster to historians
studying the need to help the poor in Britain at
that time.’
Think about the pro’s and con’s.
Use a table; on one side what are the values of
the source for the historian, on the other side
what are the problems with using this source.
You must se PLOK to argue why it is/is not
useful.
Finally make a final judgment. Sum up how Learn the
table in
useful/valuable you think the source is.
your
revision
booklet
This source may not
be useful as it was
written so long
afterwards.
This source may not
be useful as it was
written by one woman
who may be giving a
one-sided account
This source is useful
as it shows us what
my own knowledge
supports that women
did lots of jobs in the
war which they had
not done before.

I was in domestic service and hated
every minute of it when the war broke
out, earning £2 a month working from
6.00 am to 9.00 pm. So when the need
came for women ‘war-workers’ my
chance came to ‘get out’. I started on
hand-cutting and shell fuses. We worked
twelve hours a day, apart from the
journey morning and night. As for wages,
I thought I was very well off earning £5
a week.
This question is asking you to compare the
usefulness/value of more than one source,
so you must go through the value for each.
 You must use PLOK to decide which you
think is the most useful/valuable.

This question is asking you to study what the
sources agree on/how they differ.
 HOWEVER THIS QUESTION IS WORDED
YOU MUST ALWAYS LOOK FOR
SIMILARITIES AND DIFFERENCES.
 May help to create a table of similarities and
differences.
 You must use PLOK to argue why there are
differences/similarities


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
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

Use sources which agree and disagree with the
overall statement.
For each source state
1) whether it agrees or disagrees with the statement
2) quote/describe the source to back this up
3) refer back to the question to say why you think
this.
Conclude by saying which side of the argument most
sources support.
If you are running out of time pick 1 source that
agree and one that disagrees and do this really well!!!!
Evaluation of a source will get you more marks – i.e.
Why is one less reliable/useful?


Complete the source questions in your
booklet.
Go and read over this fully make sure you
know EVERYTHING!!