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

June 2023

Q1: How useful is Source A to an historian studying protest about the vote in the

19th century? 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, it is useful because it shows radicals using the event to condemn the government. Seeing this image more people would support calls for the reform of a system that could produce a government that would do this. Carlile as a publisher would also react against the Six Acts which the government passed after Peterloo. This is useful as it shows the radical press was prepared to use images like this to publicise their case. Cartoons and images like this would convey a message dramatically when so many people could not read. enquiry point and the broader context of the thematic. This may evaluate utility For example, it is useful because it shows how strongly the government wanted to resist protests by the radicals about the vote. It shows the government was afraid of changes and are prepared to use force to stop it. Carlile makes sure the painting shows the crowd as sensible, calm, unarmed, peaceful people who have come to listen to Henry Hunt. As thousands turned up, changing the voting system was a popular idea. But the magistrates were alarmed at the numbers who had turned up and ordered Hunt’s arrest. This is how far the government will go – to kill people. The Yeomanry are shown as violent and out-of-control and that is why it was called the Peterloo massacre, like Waterloo – a battle. For example, it is useful because it shows the government reaction to protest about the vote. They were unhappy about the radicals who stirred up people to ask for the vote and frightened by how popular the idea of everyone having a vote was. They thought they would lose power and attacked the people at the meeting with soldiers. 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 people wanted change. They held big meetings and lots of people attended.

Q2: Explain the significance of the Anti-Slavery movement.

Answer:

explaining the relationship between aspects of significance, for example over For example, it was significant because the actions of the antislavery movement contributed to the abolition by drawing attention to the issue but it wasn’t the only reason why slavery was abolished. The slaves themselves escaped and rebelled and there were other economic reasons why slavery was less productive. The British could ‘afford’ to abolish slavery because they could get sugar from Brazil and Cuba more cheaply. However, Britain’s decision to abolish slavery, and the anti-Slavery movement which helped bring it about, increased the pressure on other nations to follow suit. For example, it was significant because women were very important in bringing about the abolition of slavery, they played a prominent part in the movement. One of these was Hannah More, who wrote poems for the movement and she met Wilberforce in 1787. They shared a faith and commitment to social reform. There were over 73 antislavery Societies, many ran by women who were concerned about the issue of slavery. For example, it was significant because of the way that the antislavery movement got their message across. They used clever propaganda and cartoons to get their message across. They published circulars, letters and paid for newspaper articles and advertisements. Josiah Wedgwood, the famous potter, produced medals and crockery so that people could show their support by buying them. The life story of slaves, for example Equiano, was widely bought and read. For example, it was significant because the Antislavery movement took a long time to abolish slavery. Although the trade in slaves was abolished in 1807, it was still possible to keep slaves that were already owned. It was not until 1833 that Parliament banned slave ownership throughout the Empire. For example, it was significant because it helped stop slavery. The abolition of slavery act was passed in 1833.

Q3: Explain two ways in which the dispute between the barons and King John, and the

Pilgrimage of Grace were similar.

Answer:

For example, both events show the King going back on his word when there were challenges to the authority of the government. Henry VIII certainly saw the Pilgrims simply as rebels. Henry arrested Aske who was executed in 1537. Henry got what he wanted and had dissolved the monasteries by 1539. King John signed Magna Carta which was meant to be a contract between the king and the nobles which defined their rights and obligations. But King John had no intention of sticking to it as he wanted the chance and time to rebuild his army. King John’s son, Henry III, would go against Magna Carta when he wished. For example, both events were partly caused by economic reasons. The pilgrims objected to increased taxes, especially as poor harvests in 1535 and 1536 had raised food prices. The barons objected to scutage which was a tax used to pay for armies to fight in wars in France that were unsuccessful and in which King John was defeated. For example, both events had religion as a cause. The Pilgrimage of Grace was about Henry VIII’s dissolution of the monasteries and the changes the king made to the church which defied the Pope. Similarly, the barons were alarmed that King John would not accept Simon Langton as Archbishop of Canterbury and went against the Pope. The Pope excommunicated the king. for example, one of the identified similarities. For example, both on the Pilgrimage of Grace and in the dispute with King John there was violence. King John besieged Rochester castle in 1215. The barons opposed the king and asked the French king, Louis, for help. For example, both were disputes with the king. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Has the role of the individual been the main factor in the development of Parliament?

Explain your answer with reference to the role of the individual and other factors. Use a range of examples from across your study of Power and the people: c1170 to the present day. [SPaG 4 marks] and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the CopyrightTeam.

Answer:

For example, it could be argued that war or the threat of violence has influenced the development of Parliament because it was radical and Suffragette violence that scared government in the 19th and 20th centuries. Fear of violence such as happened in France in 1789 lay behind the democratic concessions of the Great Reform Act, 1832. It took war in 1776 to begin to set America on a path to democracy. The English fought a civil war from 1642 to defend Parliamentary democracy. Simon de Montfort had to take up arms to bring in the Provisions of Oxford, 1258. However, these actions were all inspired by ideas such as equality, democracy, and representation. Suffragettes wanted equal rights for women, and Cromwell wanted the king to respect the rights of the people and Parliament. So, Parliament only developed through extreme ways like war when the ideas inspiring people were resisted. Answers may suggest that one factor has greater merit. related, for example, to the identified consequences. For example, warfare and violence has often led to the development of Parliament, for example, Simon de Montfort fought against Henry III at the battle of Lewes, 1264, in the Second Barons War, and forced him to share power with the Great Council. Cromwell led the New Model Army for Parliament against King Charles in the English Civil War. He defeated the King at the battle of Naseby in 1645. Eventually Charles was executed and power was surrendered to Parliament and Cromwell. The Suffragettes were prepared to fight to draw attention to their cause and to encourage support for it. They set fire to buildings, attacked prominent politicians, even placed a bomb in Westminster Abbey. Their militancy gained attention but also put many people off supporting votes for women. The role of the individual has a big part to play in creating protests. Simon de Montfort was important in the history of Parliament because in 1258 he restricted the power of the king by the Provisions of Oxford. In 1265 he called a meeting of the Great Council and invited the burgesses and knights from every County. This was an early example of a representative Parliament. Oliver Cromwell was a key individual who 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 another individual whose determination and radicalism in 1912–13 shaped the way that the Suffragettes used militant methods to protest about not having the For example, the role of the individual is shown by the life of Emmeline Pankhurst who wanted votes for women. 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 Parliament which fought against King Charles I in the English Civil War. For example, Oliver Cromwell was a very important individual who fought for Parliamentary rights against Charles I. Students may provide a basic explanation of a different factor, such as the economic reasons, for example, the Great Reform Act allowed the wealthy middle classes to have a say in Parliament rather than just the landowners. The idea of equality with men was important for the Suffragettes who wanted votes for women. • The learner’s achievement in SPaG does not reach the threshold