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

June 2020

Q1: How useful is Source A to an historian studying votes for women?

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 the cartoonist is a Suffragist and not a Suffragette. This is useful because it shows a peaceful way of protesting through artwork and banners for marches. This what the Suffragists did in 1908. In 1912 -13 the Suffragettes took over and became more violent. enquiry point and the broader context of the thematic. This may evaluate utility For example, it is useful because it shows how the campaigners for women’s votes used laws by passed Parliament that affected women to get support because women did not have a chance to vote and have a say in those laws. Suffragettes wanted the vote not just because men had it but for a reason, so they could improve the lives and rights of women socially and at work. For example, it is useful because it shows that women workers did not have the vote and Parliament passed laws that affected them. 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 a woman reading about the Factory Acts and saying she wasn’t asked.

Q2: Explain the significance of the Great Reform Act.

Answer:

explaining the relationship between aspects of significance, for example over For example, it was significant because it was the start of the 19th-century reform of the electoral system. Although it did not make a great change for the working class there were further increases in the electorate in 1867 and 1884, and eventually in 1918 some women were given the vote. After the Great Reform Act there was still corruption in the voting system but it was improving – a secret ballot came in 1872. For example, it was significant because there had been no changes for years and before the Great Reform Act there was a lot of unrest stirred up by Radicals. Many people in England were frightened by the French Revolution in 1789 and they were also upset by the Peterloo Massacre in 1819. A little reform like this was meant to prevent a similar revolution in England. For example, it was significant because the established aristocracy made sure that they did not lose complete power because they allowed a few extra middle-class people to vote. The number of voters went up from 435,000 to 652,000 – this was not a great increase. By increasing the number of voters a little, the aristocracy stopped further change for the time being. For example, it was significant because the middle classes gained a share of power. This was the merchant class who made a lot of money for the country. They lived in the towns mainly. For example, it was significant because more people got the vote.

Q3: Explain two ways in which Simon de Montfort and Oliver Cromwell were similar.

Answer:

For example, both men are similar because their reputation and achievement is debatable. They affected the development of Parliament. Despite de Montfort’s actions, the King’s power was still superior but Simon de Montfort actions did lead to an idea which Henry III’s son, Edward, took up in the Model Parliament of 1295. Cromwell’s reputation is also debated, he did not support the Levellers, but he could not prevent the Restoration of Charles II. However Parliament had a different relationship with Charles II than it had with his For example, both men are similar because they increased the power of Parliament and fought against the King in battle. Simon de Montfort took over power after the Battle of Lewes in 1264 and Oliver Cromwell took over government after he defeated the King at the battle of Naseby in 1645. For example, both men are similar because they tried to limit the power of the Crown by opposing the King and succeeded because Simon de Montfort achieved the Provisions of Oxford in 1258. Oliver Cromwell also tried to limit the power of the Crown and fought a civil war which gave power to Parliament and eventually led to the Glorious Revolution. for example, one of the identified similarities. For example, both men fought the King for the rights of others. Simon de Montfort opposed Henry III and Oliver Cromwell opposed Charles I. For example, both men opposed the King. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Have economic factors been the main cause of protest in Britain?

Explain your answer with reference to economic 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 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 with an economic and agricultural depression affecting 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, 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 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. The role of the individual has a big part to play in creating protests. The Peasants’ revolt in 1381 was led and inspired by the preaching of John Ball. He directed the anger of the peasants against the landowners and the bad priests who exploited them. 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 vote. 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 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, the barons fought against King John because he was taxing them Students may provide a basic explanation of a different factor, such as the role of the individual such as Emmeline Pankhurst or the idea of equality was important for the Suffragettes who wanted votes for women. • The learner’s achievement in SPaG does not reach the threshold