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

June 2024

Q1: How useful is Source A to an historian studying factory reform 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 the source was created, place, purpose and audience). For example, the source is useful because it shows that Trollope did research and was making the case for factory reform in a novel. This would appeal emotionally to the reader just as in the picture the children are upset and need comforting but none of the adults are paying much attention. The supervisors in the background do not care about the children. This source shows that as well as political reformers, like Sadler and Owen, there were novelists like Trollope putting the case for reform. enquiry point and the broader context of the thematic study. This may evaluate For example, the source is useful because it draws attention to the working conditions in the textile mills in 1840, years after the 1833 Factory Act. Showing the conditions in which children worked. They do not look happy and it is obvious that this needs to change because it is dangerous and unhealthy. Some of the people do not seem bothered about the children as they are working just as hard, others are paying no attention. For example, the source is useful because it shows the children are upset about having to work in such a noisy and dangerous environment, crawling under dirty machines and they have ragged clothes. Answers may show understanding/support for the source, but the case is made by assertion/basic inference For example, the source is useful because it shows that the children were used in the factory and it was dangerous.

Q2: Explain the significance of Magna Carta.

Answer:

explaining the relationship between aspects of significance, for example over For example, it was significant at the time because the barons were pleased to have obtained agreement from the King of their rights. They renewed their oaths of allegiance to him. In the long term, the idea that everyone was entitled to a fair trial and justice was significant because its principles inspired many documents, such as the Universal Declaration of Human Rights (1948) and the European Convention on Human Rights (1950). For example, it was also significant because Magna Carta gave all freemen in the country the right to a fair trial. This meant they could not be treated unfairly in court and could expect justice. For example, it was also significant because it meant the King had to seek advice and consent from the barons if he wanted to raise taxes, so this changed the relationship between the barons and the King, giving the barons power over the King. For example, the signing of Magna Carta was significant for the nobles because it was a peace treaty between the nobles and the King and it meant that the King had to obey the law. For example, it was a treaty signed by the nobles and the King that brought peace between them.

Q3: Explain two ways in which the Chartist movement and the campaign for women’s

suffrage were similar.

Answer:

For example, both were similar as they were landmarks in the development of the British electoral system and democracy. Apart from annual parliaments we now have everything the Chartists wanted and the Suffragettes. Both groups used a variety of methods to bring their cause to the attention of the nation: petitions, newspapers, protests etc. Both wanted to change the voting system for a higher purpose, such as to improve the lives of the working class and the lives of women in the factories and society. For example, they are similar because they both had a militant and a peaceful side to their campaigns. The Chartists had a moral force group led by Lovett and a physical force group led by O’Connor. Votes for women were wanted by both the Suffragettes and the Suffragists. For example, both the Suffragettes and the Chartists used violent methods to protest their case for electoral change. The Chartists rioted in 1839 in Newport and the Suffragettes went on window smashing campaigns and attacked for example, one of the identified similarities. For example, they are similar because both the Suffragettes and the Chartists tried to put pressure on Parliament to change the voting system. Suffragettes wanted women to have the vote and the Chartists wanted working people to have the vote. For example, they are similar because the Suffragettes and the Chartists both wanted the vote. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Has government been the main cause of protest in Britain?

Explain your answer with reference to government 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 Copyright Team.

Answer:

For example, it could be argued that protests often occur as a reaction to government action. The American Revolution was a reaction to the government’s taxation policy. The Provisions of Oxford were a reaction to the misrule of Henry III. Often it is not government action but a belief that government action has not gone far enough that causes protest; and the belief that improvements and fairness for all citizens are a right. So, the Chartists became violent because they thought the Great Reform Act in 1832 did not go far enough. The Suffragettes became more violent because they did not obtain the vote in 1912. However, behind so many protests are a belief in the power of ideas such as fairness, equality, and representation. The Chartists and the Suffragettes fought for the idea of democracy. The Trade Unionists and General strikers in 1926 fought for the rights of the workers. Answers may suggest that one factor has greater merit. related, for example, to the identified consequences. For example, the role of the individual has a big part to play in the protests for people’s rights. Cromwell was a key figure in helping Parliament to fight for the rights of the people of England to have their grievances heard in Parliament and not to be taxed without being consulted. The determination and vision of men like Simon de Montfort changed the relationship between the King and his barons. Both men led their supporters to a violent confrontation with the King. For example, war and violence can make things happen. The Brixton riots were a response to the policing of Brixton in 1981 which was often violent and unfair to the mainly black community who live there. The violence of the British authorities in America, such as the Boston Massacre of 1770, provoked a Revolution. But an economic reason lay behind both these events, the unfairness of British taxation in America, and in Brixton the recession of the late 1970s which hit black communities hardest with high unemployment. For example, ideas are important, such as representation and democracy which can cause protest for example, which inspired the Chartists to campaign for the six points of the Charter. Warfare and violence can be an important cause as King Charles I threatened Parliament with an army and they protested and fought against him in the English Civil War. But there are always individuals like Richard Cobden and John Bright who campaigned against the For example, students may offer a basic explanation stating that passing unfair taxes can cause protest as with King John, and Charles I. Students may provide a basic explanation of a different factor, such as religion can cause protests, such as in the Reformation, and the Dissolution of the Monasteries by Henry VIII which caused the Pilgrimage of Grace. • The learner’s achievement in SPaG does not reach the threshold