Paper 2 Section A/B: Britain: Power and the people:

June 2022

Q1: How useful is Source A to an historian studying the Tolpuddle Martyrs?

Explain your answer using Source A and your contextual knowledge.

Answer:

In analysing and evaluating sources, students will draw on their contextual example, the context of the time in which source was created, place, author’s For example, the cartoon is useful because it shows that change could happen when there was middle-class support for movements to help the working class. This picture shows the power of propaganda to present a case for change. As they dedicated the picture to him there was widespread support for his views about the Tolpuddle Martyrs and other social issues that were unfair and unjust like the Corn Laws. Although the men were pardoned on 14 March 1836, many of the people involved in freeing them went on to be involved in Chartism and ways to make the lives of ordinary working people better. enquiry point and the broader context of the thematic. This may evaluate utility For example, it is useful because it shows that disapproval of what had happened to the Tolpuddle Martyrs was widespread across different classes of society. They were properly organised in protesting against the injustice. This demonstration is calm, orderly and clearly well-planned. They obviously had support across society if an MP, a respected man like Wakley was involved. For example, it is useful because it shows that many people wanted to protest about the punishment of the Tolpuddle Martyrs. These people are well-dressed and they want to send a petition like this one to Parliament. It shows that there was wide support against what had happened to George Loveless and the other Tolpuddle Martyrs. Answers may show understanding/support for the source, but the case is made by assertion/basic inference For example, it is useful because it shows that lots of people knew about the Tolpuddle Martyrs and wanted to protest.

Q2: Explain the significance of the Brixton Riots.

Answer:

explaining the relationship between aspects of significance, for example over For example, the significance of the Brixton Riots was that they represented the dissatisfaction of many immigrants to this country since the Second World War that they were being treated fairly and equally by comparison with other people. It marks the failure of successive Race Relations Acts in 1965, 1968 and 1976 to prevent discrimination. For example, the Brixton Riots were significant like other riots which took place in the late 1970s. It was a time of recession with unemployment and poor housing affecting the black community severely. Many young black men felt that they had poor prospects for the future and were treated as second class For example, the Brixton Riots were significant because they were a response to the feelings of many in the black community that the police did not treat them fairly. The Sus laws which saw many young black people arrested and mistreated by police officers increased tension in the area. And the police were criticised for allowing the National Front March to go ahead through Lewisham in August 1977. For example, the Brixton Riots occurred in 1981 because black people felt they were being picked on by police officers time and time again. For example, in the Brixton Riots young black people fought the police and set fire to vehicles and buildings.

Q3: Explain two ways in which Magna Carta and the Great Reform Act were similar.

Answer:

For example, both were similar as they were landmarks in the development of the British democracy but in each case even though they were passed or agreed to by those in power, they left many without any say in the decisions that affected the country. Magna Carta was only for the barons, the peasants and the villeins were not given a say, Magna Carta did nothing for most ordinary people. The Great Reform Act was similar because only a few wealthy middle-class people gained the vote, only one in seven men could vote and the great mass of ordinary people in Britain did not have the vote after 1832. For example, they are similar because they both came about because of money and what it was used for by the government. The barons were angry at having to pay the tax scutage for wars in France that King John lost. The industrialists and merchants of the middle class who made all the wealth for the country did not have a say in how it was spent, they were the ones given the vote by the Great Reform Act. For example, they are similar because both needed extreme circumstances to be accepted. King John was threatened with civil war, and did go to war against his barons over Magna Carta, and in 1832 the king was persuaded to create more lords if they refused to pass the Reform Act, so they were frightened they would lose power and agreed to the Act. for example, one of the identified similarities. For example, they are similar because both Magna Carta and the Great Reform Act were meant to give more people than before, a say in who made decisions about the country. In 1215 it was meant to be the barons, and in 1832 it was some of the middle class. to the question For example, in 1215 King John gave in to the Barons and signed Magna Carta, the Great Reform Act was signed in 1832 and gave more people the should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Have ideas, such as equality and democracy, been the main reason for protest in

Britain? Explain your answer with reference to ideas and other factors. Use a range of examples from across your study of Power and the people: c1170 to the present day. and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team.

Answer:

For example, it could be argued that economic reasons get people onto the streets to protest. Chartism always found more support when there was a poor harvest, and they became more violent then, as they became more desperate, for example, in 1847 when an agricultural depression affected Britain. However, they were also influenced by ideas such as equality and democracy. The ideas of equality shown in the French Revolution had inspired the Radicals who protested in the early nineteenth century. Trade Unionism in the nineteenth century was inspired by Socialist ideas and a desire to improve the economic and living conditions of the workers. This combination of economics and ideas also inspired the General Strike of 1926. Answers may suggest that one factor has greater merit. related, for example, to the identified consequences. For example, religious ideas can inspire people to protest such as in the Pilgrimage of Grace in 1536 when many people marched to protest about the changes that Henry VIII made to the church. Oliver Cromwell was inspired by ideas of democracy and religious belief to direct the New Model Army against Charles I. He pushed Parliament towards the execution of the King. Emmeline Pankhurst was motivated by the ideas of equality and democracy to pursue her campaign for votes for women in 1912/13 and made the Suffragettes use militant methods to protest about not having the vote. For example, economic reasons can be a powerful factor in creating protest. Economic reasons lay behind the American Revolution. The colonists resented having to pay taxes particularly for the British army and to comply with the Navigation Acts which restricted their trade yet they had no representatives in Parliament in London to speak for them. This caused protest such as the Boston tea party in 1773. There were protests about scutage which King John made the barons pay if they did not fight for him. John lost important land in France and fell out with the Pope, so the barons had many complaints about the way King John ruled. Economic reasons lay behind the Peasants Revolt in 1381 because they did not want to pay the Poll Tax. For example, ideas are important such as representation and democracy which inspired the Chartists to campaign for the six points of the Charter. Religion is a powerful part of the motivation for those in Parliament which fought against King Charles I in the English Civil War. But there are always economic reasons to protest, for example, the American Revolution had economic reasons as a For example, students may offer a basic explanation stating that the idea of equality was important for the Suffragettes who wanted votes for women. Students may provide a basic explanation of a different factor, such as the role of the individual such as Emmeline Pankhurst or the barons who fought against King John because he was taxing them too much.