Power and the People: C

1. How useful is this source to a Historian studying…?

8 marks = 2 paragraphs = 10 minutes.

You will be asked how USEFUL is a source is to a historian studying a particular aspect of something - usually an event, person.

You need to ensure that your answer links to the tail of the question. Make sure you consider if the source is useful for studying the particular aspect mentioned in the question not just the event or person in the source.

Paragraph 1 = content and contextual knowledge:

Look at the source. How does it match with what you already know? Try to pick out details form the source and develop your points by adding your own knowledge of the event/person. ‘This is useful as it confirms the fact that…this is because it shows…’

Paragraph 2 = provenance and contextual knowledge:

Look at the writing above the source. This will give you valuable information. It isn’t there for no reason!

Consider:

 Who produced the source? ‘This was produced by a supporter of…which allows us to see their view’  When it was produced? ‘This was produced in…which is useful because’  Why was it produced? ‘The purpose was…this allows us to understand’

Why it was produced is the most important factor. You need to consider what the source would have been trying to achieve:

 Why was it produced at the time?  Was it to get more support for a particular group?  Use your knowledge of what was happening at the time to explain what the purpose.  Most importantly consider why this would make it USEFUL to a historian studying the particular aspect of the topic given in the question

You DO NOT need to include limitations but these will be credited if your points are valid.

7-8  Judgement of the source based on detailed analysis of content and provenance  May link to wider issues in the thematic study eg democracy, Parliament, power etc  All points linked to question and backed by detailed knowledge 5-6  Detailed analysis of the source/provenance  Clear explanation of usefulness of the source  Use of detailed knowledge 3-4  Picks out more developed aspects from the source/provenance  Basic own knowledge  Simple point(s) of how it is useful, backs up with some knowledge 1-2  Picks out basic things from the source/provenance  No own knowledge  Assert points of how it is useful, doesn’t back them up 3

Example questions:

How useful is Source A for a historian studying what happened at Runnymede in June 1215?

How useful is Source A for a historian studying the tactics used by the peasants during the revolt?

Source A: An illustration from The Chronicles of Froissart, written c.1400. Froissart was a monk who recorded the events of the revolt. This illustration shows the Archbishop of Canterbury being killed by the rebels.

How useful is Source A for a historian studying the events that took place during the Peterloo Massacre?

Source A: A painting of The Peterloo Massacre published Richard Carlile. He was scheduled to speak at the meeting with Henry Hunt. Carlile was a well-known supporter of the campaign for universal suffrage and freedom of the press.

How useful is Source A for a historian studying votes for women?

Source A: A poster produced by the suffragettes in 1912. The poster was produced by a group of artists founded in 1909 with the aim of encouraging artists to promote the women’s movement and particularly votes for women by means of images.

How useful is source A for an historian studying the New Model Army?

Source A: The Soldiers’ Catechism, a pamphlet printed by members of the New Model Army.

‘Written for the encouragement and instruction of all that have taken up arms in this cause of God and his people, especially the common soldiers.

Be of good courage, and let fight us fight bravely for our people and for the cities of our God.

When the host goes forward against your enemies, then keep them from every wicked thing. ‘

How useful is source A for an historian studying Charles I?

Source A: An extract from the speech that Charles I made from the scaffold before his execution in January 1649. Later, the speech was printed in a news-sheet and distributed all over England.

“I never did begin the war with the two Houses of Parliament... They began war upon me... if anybody will look at the dates of what happened... they will see clearly that they began these unhappy troubles, not I... therefore I tell you I am the martyr of the people.”

How to answer Question 2

8 marks = 2 paragraphs = 10 minutes.

This question will ask you to explain the significance of something – usually an event, person or campaign. The best way to do this is to look at the short and long term impact.

Paragraph 1 = short term significance

Consider the immediate impact of the person/event/movement. Was it successful? Did things change? Did it make a difference? ‘This immediately limited the power of the king/achieved….’ ‘This ended the poor treatment of…’

Paragraph 2 = long term significance

Now consider the longer term impact. Did the event/person/campaign make a difference in the long term? Were their aims achieved? Did it have an influence over a long period of time? ‘This influenced future rebels such as’ ‘The influence of this action is referred back to later during the…’

7-8  Two or more detailed explanations of significance  Link clearly into future events or wider significance  Detailed knowledge to back up each point made 5-6  Two or more explanations of significance  More detailed specific knowledge to back the ideas up 3-4  Simple explanation of one aspect of significant/importance  Simple but specific knowledge to back it up 1-2  Identify things that were significant/important about the event  Basic knowledge

Example questions:

Explain the significance of Magna Carta in developing the rights of British people.

Explain the significance of the Provisions of Oxford in developing the rights of British people.

Explain the significance of Simon de Montfort for the development of democratic government.

Explain the significance of the Peasant’s Revolt in developing the rights of British people.

Explain the significance of the Pilgrimage of Grace.

Explain the significance of the trial and execution of Charles I for royal authority.

Explain the significance of the protectorate of Oliver Cromwell for royal authority.

Explain the significance of the American Revolution in the development of democracy.

Explain the significance of the Great Reform Act 1832.

Explain the significance of the Chartist movement. 7

Explain the significance of Lord Shaftsbury in developing the rights of workers.

Explain the significance of the Tolpuddle Martyrs.

Explain the significance of social reformers in developing the rights of workers.

Explain the significance of the WSPU (suffragettes) in developing the rights of women,

Explain the significance of the women at the Ford Dagenham factory in developing the rights of women.

Explain the significance of the General Strike.

Explain the significance of the Trade Unions in the twentieth century.

Explain the significance of the British Nationality Act 1948.

Explain the significance of the Brixton Riots on minority rights in Britain. [8 marks]

How to answer Question 3

This question will ask you to compare. This may be individuals, events, campaigns etc.

8 marks = 2 paragraphs = 10 minutes.

You need to identify two areas of similarity and write a paragraph in each adding your own knowledge to explain how they are similar. Only discuss differences if the question asks you to!

You can consider causes, what happened during an event/campaign or the impact they had. To get full marks you need to compare the historical context of each rebellion (what is happening in the background eg broader demand for rights in the American War of Independence)

Paragraph 1 = similarity of causes/triggers

Identify a similarity and then add your own knowledge to explain your point. Can you explain what the context of these causes were eg why were taxes so unwelcome at that time?

‘Peasants’ Revolt Poll Tax in the context of a challenging time as population ravaged by black death whereas John’s taxes exacerbated by failure to win wars in France’

Paragraph 2 = similarity of events/outcomes

Identify a similarity and then add your own knowledge to explain your point.

7-8  Comparing the context of some aspect of the revolts  Detailed own knowledge for 2 or more similarities 5-6  Two or more explained similarities  All statements linked to question and supported by good knowledge 3-4  One basic explanation of a similarity, backed up by own knowledge 1-2  Identify basic similarities with little knowledge  Asserts points, does not back them up

Example questions:

Explain two similarities between the Peasant’s Revolt with the campaign for the People’s Charter.

Explain your answer with reference to both Magna Carta and the campaign for the People’s Charter.

Explain two similarities between the Magna Carta with the campaign to extend the franchise.

Explain your answer with reference to both Magna Carta and the campaign to extend the franchise.

Explain two similarities between the Provisions of Oxford with The Great Reform Act 1832.

Explain your answer with reference to both the Provisions of Oxford and the Great Reform Act.

Explain two similarities between the Peasant’s Revolt with the American Revolution.

Explain your answer with reference to both the Peasant’s Revolt and the American Revolution. 9

Explain two similarities between the campaign for worker’s rights in the 19th century with the protests for the rights of ethnic minorities in the 20th century.

Explain your answer with reference to both the campaign for worker’s rights in the 19th century and the protests for the rights of ethnic minorities in the 20th century,

Explain two similarities between the Chartist movement with the campaign for women’s suffrage.

Explain your answer with reference to both the Chartists and the campaign for women’s suffrage,

(You can create your own questions fairly easily for this!)

How to answer Question 4

This question will ask you to explain the impact of different factors. You need to use a range of examples which cover as much of the time period as possible.

16 marks (+4 SPaG) = 4 paragraphs = 20 minutes.

You MUST address the factor given in the question and then write about the impact of other factors. Try to link factors together showing the relationship between them.

There are seven factors you could be asked about:

 War  Religion  Government  Communication  The economy  Ideas such as equality, democracy and representation.  The role of the individual.

They will ask about how these factors link to a specific development or idea eg:

 Causing rebellion/protest  Growth of individual rights  Growth of equality  Decline in abuse of power by the monarch/government

Paragraph 1 = Factor 1

This MUST be the factor in the question. Explain the impact of this factor giving two/three examples from different time periods.

Paragraph 2 = Factor 2.

Now choose another factor to discuss. For example, if the question asks about the factor of religion you could now talk about individuals. Explain the impact of your chosen factor giving two/three examples from different time periods.

Paragraph 3 = Factor 3.

Now choose another factor to discuss. Explain the impact of your chosen factor giving two/three examples from different time periods.

Paragraph 4 = Conclusion

You now need to bring it all together. Which is the most important factor? Do some factors link together? This is also an opportunity to bring in other factors you haven’t mentioned.

13-16  Sustained judgement, sharply-focused on question. Explicit and detailed knowledge.  Judge based on the relationship between factors and how they change over time  Clear logical structure, at least 2 key rebellions per factor. Evidence covers the majority of the time period 9-12  Developed explanation (2 examples per factor) of main factor AND other factors  All statements linked back to question, essay has a logical structure  Key dates, Key figures all included and linked to the question  May suggest one factor has greater merit 5-8  Simple explanation of the factor or other factors  Start to include some key dates and relevant knowledge to deal with the question 1-4  Basic explanation of one or more factors  Simple statements, no key dates or evidence Example questions:

Has religion been the main factor in causing protest in Britain since Medieval times?

Explain your answer with reference to religion and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.

Has war and violence been the main factor in limiting the abuse of power by the monarchy/government in Britain since Medieval times?

Explain your answer with reference to war and violence and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.

Has the economy been the main factor in causing protest in Britain since Medieval times?

Explain your answer with reference to economy and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.

Has the role of individuals been the main factor in the growth of individual rights in Britain since Medieval times?

Explain your answer with reference to individuals and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.

Has communication been the main factor in causing protest in Britain since Medieval times?

Explain your answer with reference to communication and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.

Have ideas (such as democracy, equality and representation) been the main factor promoting equality in Britain since Medieval times?

Explain your answer with reference to ideas and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.

Has government been the main factor in causing protest in Britain since Medieval times?

Explain your answer with reference to government and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.

Has communication of ideas been the main factor in limiting the abuse of power by the monarchy/government Britain since Medieval times?

Explain your answer with reference to communication and other factors. Use a range of examples from across your study of Power and the People: c. 1170 to the present day.