Scheme of Work: Liberals and Conservatives 1846–1895

AS Level History for OCR A 3 Liberals and Conservatives 1846–1895

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 1: HOW WERE THE WHIGS TRANSFORMED INTO LIBERALS (1896–1868)? Topic outline Suggested teaching Suggested resources Points to note and homework activities Please note: resources are included as suggestions and not as a comprehensive guide to works available. Much will depend on the books in a department, but Heinemann AS OCR History A: Liberals and Conservatives 1846–1895 is assumed to be the main text (referred to as the Student Book in this Scheme of Work). Introduction to • OCR Specification. Stress the importance of course: • GCSE file and returned a skills-based approach coursework. and of student self- Understand the Worksheet 3.2: exercises • www.number10.gov.uk/o assessment. language of to help students understand utput/Page146.asp (web assessment the assessment objectives. page about Disraeli). Distinguish acquiring objectives A01 and information from using A01b. Worksheet 3.4 and 3.5: Skills audit and SWOT it. Linking skills to analysis. GCSE.

The importance of Worksheet 3.6: Identifying Key Issues as facts relating to different concept. Key Issues in a downloaded passage about Disraeli. Changes in the Independent research on • Student Book pages XX– Establish key points Whigs, Peelites background – report XX. about background and radicals. commissioned by foreign • Revolution, Radicalism issues and encourage ambassador and Reform: England independent research. Establishing (see Teacher Notes page 1780–1846 by Richard background 121). Browne, CUP, 2000. knowledge of the pre-1846 period. The significance of The different elements that • Student Book pages 32– Focus on key themes 1846. met in 1846 when Peel fell 4. and build skills of note (see Teacher Notes pages • Britain 1783-1918 by D. taking, explanation and The impact of the 121–122). Murphy et al, Collins making links between 1846 crisis and the Educational, 2003 (Ch 8). factors. development of The key themes are the • www.historyhome.co.uk/p the Peelites. The influence of Gladstone and eel/peelhome.htm (Peel). Palmerston essay to early history of Palmerston; the emergence • www.spartacus.schoolnet focus on prioritising the Gladstone. An of the alliance of Palmerston: .co.uk/PRrussell.htm factors which might (Russell). outline of party the Peelites, the Whigs and explain his dominance. • www.spartacus.schoolnet politics – the the Radicals. .co.uk/PRbright.htm Russell ministry Bring out rivalry (Bright). 1846-52. The Worksheet 3.7: the • www.spartacus.schoolnet between Gladstone and Derby-Disraeli importance of 1846; .co.uk/PRgladstone Disraeli – especially ministry 1852. The Worksheet 3.9: on the (Gladstone). over the budget 1852.

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 1: HOW WERE THE WHIGS TRANSFORMED INTO LIBERALS (1896–1868)? Topic outline Suggested teaching Suggested resources Points to note and homework activities Whig Peelite transformation of Whig to • www.spartacus.schoolnet coalition. The Liberal opposition (with .co.uk/PRdisraeli.htm domination of Worksheet 3.8 as a (Disraeli). Palmerston. The preparatory activity). • http://dspace.dial.pipex.c Liberal grouping of om/town/terrace/adw03/p 1859 and Essay on the dominance of eel/cornlaws/acll.htm (the Gladstone’s Palmerston: Anti-Corn-Law League). significance. • Account for the • Student Book Ch 3. Conservatism and importance of • Murphy et al (as above), the Reform Bill of Palmerston in British especially page 190 ff. 1867. The election politics 1852–1866. of 1868. Extra reading for Stretch and Students take notes from Challenge: Student Book Ch 3. • Gladstone and the Liberal Party (Lancaster Pamphlets) by Michael Winstanley, Routledge, 1990. • The Formation of the Liberal Party, 1857–68 by John Vincent, Constable, 1966.

128 © Pearson Education Ltd 2008 AS Level History for OCR A 3 Liberals and Conservatives 1846–1895

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 2: WHAT WAS GLADSTONIAN LIBERALISM AND HOW SUCCESSFUL WAS GLADSTONE’S FIRST MINISTRY (1868–1874)?

Topic outline Suggested teaching and Suggested resources Points to note homework activities Main ideas: free In groups students take a key • Student Book pages Ensure key terms are trade, laissez idea of liberals in the election of 69–71 and 164–5. understood. faire, 1868 and have to construct an • The Birth of Modern administrative argument that it was the most Britain: 1780–1914 by Bring out the links competence, important idea. Eric Evans, Longman, between Gladstone’s peace, 1997 (pages 209–216). moral vision and free retrenchment Students prepare notes for an • Britain 1783-1918 by D. trade, low taxation. and reform. essay: Murphy et al, Collins Why did the Liberals win the Educational, 2003 Stress the point that election of 1868? (pages 255–9). Liberalism was a • The Crisis of collection of views and Follow-up discussion to Imperialism, 1865– elements. establish the different elements 1915 by Richard who supported Liberalism. Shannon, Paladin, 1976 (pages 69 ff) – more challenging. Domestic Key skill area – development of • Student book pages reforms 1868– balanced judgement. 71–74 and 199–204. 74. • Teachers’ cards giving Give a series of opinions about different views. Ireland – the Gladstone’s success in Ireland • Murphy (as above) problems by and ask groups to research (pages 261–2). 1868 (a review them and to assess how far • Evans (as above). of the problems they agree. • Democracy & Empire: and why Britain 1865–1914 by Gladstone E.J. Feuchtwanger, needed to Hodder Arnold, 1985 ‘pacify’ Ireland). (pages 59–62).

Major legislation: Land, Disestablishment, Education, Secret Ballot. Other domestic Develop the skill of setting Notes on reforms – see The aims should be to reforms of the judgements against aims and below. establish some sort of Ministry. The also by extent of achievements. Texts: priority of the 1870 Education This establishes the idea that • Student Book pages importance/significance Act and its success of policies depends on 74–83 and 165–9. of reforms – e.g. was importance. what the policies set out to do. • Murphy (as above) Ireland most important? (pages 261–5). Acts affecting Try to group reforms in terms of • Shannon (as above): Then to form an overall government and political/ideological ideas, e.g. Ch.4 offers a judgement judgement of success public affairs – equality of Opportunity/reform. but is demanding. and, for more stretch, to Civil Service and consider what criteria Army Reform Consider whether the reforms • Explanation of criteria can be used and and the Secret met the needs of a developing to assess students’ whether this affects Ballot. society. contributions to the judgement. A more

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 2: WHAT WAS GLADSTONIAN LIBERALISM AND HOW SUCCESSFUL WAS GLADSTONE’S FIRST MINISTRY (1868–1874)?

Topic outline Suggested teaching and Suggested resources Points to note homework activities Public Health An assessment of the aims and debate on the reforms. advanced debate would and Licensing. achievements of overseas Was the contribution be on how to judge the policy. relevant? did the reforms – by the limited Civil service, students listen to expectations of public health, List the successes and arguments and develop Gladstone’s day or by local limitations of domestic reforms. the debate, offering the greater expectations government and Discuss judgements from others opportunity to of our own. This would judicature. Worksheets 3.10 and 3.11. speak? involve considering how • Writing frame and list of radical Gladstone’s Gladstone’s Compare Gladstone’s foreign criteria for essay contemporaries might popular appeal. policy with that of Disraeli and (Worksheet 3.12). have found, say, the Palmerston. • Copy of OCR marking Abolition of the Gladstone’s scheme. Purchase of foreign policy: Possible balloon debate on who Commissions; whereas • The had approach to foreign policy • Student Book pages to us it seemed merely significance which best met British needs? 176 ff. ending an anachronism. of the • Murphy (as above) Alabama Consider why Gladstone lost (pages 312–16). This establishment of Award. the 1874 election. • Cards with information criteria can be applied • Neutrality. Follow-up essay : for balloon debate. later to Disraeli’s • The Black How successful were the reforms. Sea domestic and Irish reforms of Clauses. Gladstone’s First Ministry The contribution to the • Attitudes to 1868–74? balloon debate (done in Empire. threes) will be assessed Review writing skills and and feedback given. organisation.

Writing frame available (Worksheet 3.12). Review of Worksheet 3.15: Mid-course Marked essays. At this point progress. audit. differentiated tasks may be necessary as The skills being The review of progress should students identify developed at this be based on: problems or show that stage are: • test on content linked to they can use and profit • Knowledge arguments about how from more advanced • Supported effective the reforms were. reading. judgement (not necessarily a test • Organization essay) The review or progress • Clear • contribution to class will be linked to interim expression discussions school reports. • Contribution • plan of essay to discussion • completed essay

Students to set targets

130 © Pearson Education Ltd 2008 AS Level History for OCR A 3 Liberals and Conservatives 1846–1895

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 3: WHY DID DISRAELI BECOME CONSERVATIVE LEADER? KEY ISSUE 4: WHAT WAS DISRAELIAN CONSERVATISM?

Topic Suggested teaching and Suggested resources Points to note outline homework activities The impact of Revision of the importance of the • Murphy (as above) Ch 16 This material revisits Peel’s fall on 1846 crisis and Disraeli’s early • Student Book page 150 ff. some of the earlier Disraeli’s career. introductory material, career. Additional reading: so provides a chance to develop views and Students make a judgement about • Disraeli by Mary Dicken, whether Disraeli’s rise to a position Collins Educational, 2004. knowledge. of political importance depended • The Lion and the Unicorn more on his own abilities or the by Richard Aldous, favourable circumstances of the Pimlico, 2007. time (revise the skills of supported judgement). Disraeli’s Cover the Budget of 1852 and • Student Book page 39 ff Skills should be experience of rivalry with Gladstone. (budget of 1852). reviewed – especially government • Student Book page 55 ff basing judgements Provide a background to 1852 and (Reform Bill of 1866). firmly on evidence parliamentary reform. 1866–7. • The Age of Disraeli 1868– and offering balance. Lead a discussion of Disraeli’s 1881: The Rise of Tory The 1867 motives for introducing Democracy by Richard Reform Act. parliamentary reform – did he Shannon, Longman, 1992 trust the people or was it merely (for teachers and able to ‘dish the Whigs’? students).

Students prepare for and carry out a mini-debate about whether 1867 reform came about through a desire for long-term change or sheer political opportunism. (The skills of linking factors and supported judgement are developed.) The evolution The debate is whether these Evans (as above) (Ch 23). Disraeli’s principles of Disraeli’s policies were consistent principles Dicken (as above). really need to be political or merely political ploys. Disraeli by Robert Blake, seen in the light of his thought: One Prion, 1998. actions in power, so this section may need Nation The aims of teaching/learning in Student Book pages 162–3. to be revisited later. Conservatism; this section are:

Tory 1. To establish the ideas and Stretch and challenge – read An alternative is to democracy; ensure they are understood. some of Disraeli’s own merely outline the support for Students work in pairs/groups to writings: ideas at this point, Church, devise a wall chart: around a • Sybil (an 1845 novel by then cover the monarchy and picture of Disraeli include different Disraeli). Second Ministry and aristocracy; ideas with explanations and show • the Manchester and return to the ideas in empire and links between them. Crystal Palace speeches more detail. social reform 2. To evaluate the significance of (there is a summary of

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 3: WHY DID DISRAELI BECOME CONSERVATIVE LEADER? KEY ISSUE 4: WHAT WAS DISRAELIAN CONSERVATISM?

Topic Suggested teaching and Suggested resources Points to note outline homework activities these ideas (more demanding). these speeches on pages One group gathers evidence for 311–323 of the paperback Disraeli being sincere; one group edition of The Penguin gathers evidence for the Book of Historic principles being opportunistic. Speeches, by Brian MacArthur (ed), Penguin, Essay to be done later as 1996). consideration of the Second Ministry needed: To what extent For a list of Disraeli sites: was Disraeli genuinely committed • http://www.lang.nagoya- to domestic reform? u.ac.jp/~matsuoka/Disrael i.html The depth of discussion will vary – opportunity for stretch and challenge here.

132 © Pearson Education Ltd 2008 AS Level History for OCR A 3 Liberals and Conservatives 1846–1895

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 5: HOW SUCCESSFUL WAS DISRAELI’S SECOND MINISTRY?

Topic Suggested teaching and Suggested resources Points to note outline homework activities Domestic The key discussion points for this • Student Book page 96 ff has Lists of Victorian laws reforms topic are: a very useful summary. can be very tedious, 1874– • How far did the reforms so the emphasis succeed in meeting the needs 1880. The discussion on page 169 of should be on the skill of British society? the Student Book refers to wider • How far did they put Disraeli’s of developing reading: ideas into practice? supported judgements (See Exam Café on pages 165– • Disraeli by John Vincent, – possibly linking this 176 for an example of an essay OUP, 1990. to supported with commentary.) • Disraelian Conservatism and judgements about Social Reform by Paul Smith, modern political A solid knowledge of the reforms Routledge, 1967. reforms. is needed here, and making a chart showing reforms and their • Dicken (as above) offers a effects is helpful for students. summary of arguments. You could also give a test • Murphy (as above) Ch 14 focusing on recall. puts the reforms in context.

However, the crucial point here is for students to use balanced and supported judgement. One group could select and support the achievements of the reforms, while another group selects the limitations. Findings could be presented using a PowerPoint presentation.

Then students should be encouraged to form judgements. These could be stuck round the classroom and comments posted on them using sticky notes. This allows for differentiated work – offers chance for developed judgement.

For the essay, you could adapt the writing frame given on Worksheet 3.12 to help those having problems structuring answers.

Possible titles are: How successful were Disraeli’s domestic reforms in meeting the needs of the British people 1874- 1880?

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 5: HOW SUCCESSFUL WAS DISRAELI’S SECOND MINISTRY?

Topic Suggested teaching and Suggested resources Points to note outline homework activities To what extent did Disraeli’s domestic reforms implement his previous ideas of One England and Tory Democracy?

Foreign Distinguish between foreign and • Blake’s Disraeli (as above) This topic gives and imperial policy: gives a very good account of opportunity for imperial • policy regarding the Eastern the Eastern Question. adversarial Question dominates foreign policy. • Student Book page 175 ff. discussion, but the policy. • Murphy (as above) (Ch 18). • India, South Africa, Eastern Question is • Dicken’s Disraeli (as above) annexation of Fiji are the demanding for some main elements of colonial gives follow-up indications for and too much policy. stretch and challenge. background material • Shannon’s The Crisis of can be confusing. Key issues are: Imperialism (as above) Ch 6 There is a brief guide • Did Disraeli have a coherent is useful for very able to Foreign Policy in policy or was he driven by students and teachers. History Review 2005. circumstances? It is important to keep • Did he defend British interests or was ‘Beaconsfieldism’ the focus on the Key wasteful and immoral? Issue of arguments about Disraeli’s As this latter issue is the biggest success. area of controversy between Gladstone and Disraeli, Worksheet 3.16 is suggested here.

If the kung fu match is unsuitable for your students, then a debate would serve the same purpose. Indications of differentiation are given in the Teacher Notes on page 125.

A follow up essay would be useful here, building on feedback from earlier essays and confirming skills of balanced judgement: • How successful was Disraeli’s foreign and Imperial policy? The writing frame (Worksheet 3.12) could be adapted for this question if some students still have problems.

134 © Pearson Education Ltd 2008 AS Level History for OCR A 3 Liberals and Conservatives 1846–1895

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 6: HOW SUCCESSFUL WERE GLADSTONE’S LATER MINISTRIES?

Topic outline Suggested teaching Suggested resources Points to note and homework activities Gladstone’s position in A SWOT analysis • Murphy (as above) page It is important to show 1880. would be helpful here. 325. that the context was changing – the His views on foreign (see the model on Student Book: emphasis should not and imperial policy. • pages 204–205 (Ireland). Worksheet 3.5) just be on a • pages 194 ff (Great Problems inherited biographical from Disraeli in Depression). approach to Ireland. • pages 184–6 (foreign Gladstone. situation). Growing radicalism within the Liberal movement.

Gladstone’s age and temperament.

The economic situation.

Gladstone and Ireland A good way to • Murphy (as above) Ch 17 Ireland tends to 1880–93: approach this topic is to gives an overview. dominate this period • the rise of Parnell establish the situation • Irish Home Rule 1867–1921 but should be seen in • the Land League in Ireland and consider by Alan O’Day, Manchester a wider context of • coercion and alternative solutions – University Press, 1998. Liberal discontent conciliation – these could come from • Student Book page 199 ff with Gladstone and Gladstone’s class discussion or for an overall review of changing social and conversion to from a list/cards issued Ireland. economic Home Rule by teacher. The focus circumstances in • split in the Liberals is again on supported Britain as a whole. judgement – did Gladstone follow the right policies?

Gladstone’s other Though the stress may • Student Book page 233 ff. These other aspects domestic policies and well be on Gladstone’s • Murphy (as above) Ch 19 of Gladstone’s later further electoral reform failure, students should puts Gladstone’s later ministries tend to be and the rise of more try to reach a balanced ministries into context. rather neglected in radical Liberal realism judgement on the texts and by – the Newcastle Gladstone’s later Teachers may need to consult students. It may be programme. career as a whole. a more detailed study for necessary to provide Gladstone’s domestic policies, additional material, e.g.: but the aim is to • Gladstone: Heroic Minister encourage a 1865–1898 by Richard judgement involving Shannon, Allen Lane, 1999. all aspects – foreign, • Gladstone: A Biography by Ireland and domestic

SCHEME OF WORK: LIBERALS AND CONSERVATIVES 1846–1895

KEY ISSUE 6: HOW SUCCESSFUL WERE GLADSTONE’S LATER MINISTRIES?

Topic outline Suggested teaching Suggested resources Points to note and homework activities Sir Philip Magnus, Penguin policies. Books, new edition 2001. • Gladstone by Roy Jenkins, Pan, 2002. • Gladstone 1809–1898 by H.C.G. Matthew, Clarendon Press, 1997. • Gladstone by G. Goodlad, Collins Educational, 2004 – identifies debates.

Websites: • www.encyclopedia.com/doc /1E1-GladstonW.html • www.cartoonstock.com/vint age/directory/g/gladstone_s _2nd_ministry.asp (has some pictorial sources).

Foreign and imperial Cartoons could be used • Murphy (as above) pages There should be policy 1880–1885. or devised by students 325–7 is useful. some ‘push’ by this which attack Gladstone • Student Book pages 184–6. stage into using skills for a range of • R Shannon’s The Crisis of gained over the unpopular policies – Imperialism (as above) Ch course in a well- Gordon’s death, giving 7, for teachers/more able developed manner. in to terrorism in students . Use of assessment Ireland, etc. – and then diagnostically is evaluated. important for the revision period when Essay: individual problems • How successful with skills should be were Gladstone’s addressed. later ministries?

Review skills and aim to develop a finer balance of judgement and more effective use of support to ensure progress.

Revision Suggested teaching time: 4 weeks

Theme Content Review of skills The Worksheet 3.18 is provided to help with • Clear introductions to essays which development revision and reflection. show understanding of question of Liberalism. • Selection of relevant material • Reviewing previous judgements Key Issues 1, An overview of the development of critically 2, 6. Liberalism from the change from Whigs, 1859, Gladstonian principles, adaptation to new social and economic conditions, Newcastle Programme and origins of new Liberalism.

Gladstone. Overview of changes in career, • Links between factors Key Issues 1, identifications of key turning points, • Apagesropriate vocabulary and 2, 6. estimation of success/failure in career as a specialised terms whole. • Reflecting on period as a whole

Conservatism. Development from Peelite party of • Balanced and supported judgements Key Issues 1, Tamworth manifesto to years in opposition, • Effective conclusions 3, 4, 5. new organisation and principles, link with • Preparing for synoptic skills at A2 Unionists 1886.

Disraeli. Overview of career – key turning points, • Use of time in examination Key Issues 1, successes/failures; estimation of career as • Reading questions carefully 3, 4, 5. a whole. • Writing economically