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ASSESSMENT CRITERIA and LEARNING OUTCOMES Unit Title SAMPLE 1 – ASSESSMENT CRITERIA AND LEARNING OUTCOMES Unit Title – History – Social and Cultural Development 4. Understand the value of literature as a 4.1 Analyse how a given literary text reflects means of understanding society society at a given time 5. Understand the importance of the pre 5.1 Evaluate the means of mass dominant means of mass communication communication in a given period 6. Understand the political/philosophical 6.1 Analyse 2 of the political/philosophical ideologies of periods of time ideologies which prevailed in a given period of time SAMPLE 1 – GRADING DESCRIPTORS AND COMPONENTS GD1 – Understanding of the subject Merit Distinction The student, student’s work or The student, student’s work or performance: performance: a) demonstrates a very good grasp a) demonstrates an excellent grasp of the relevant knowledge base of the relevant knowledge base GD7 – Quality Merit Distinction The student, student’s work or The student, student’s work or performance: performance: c) taken as a whole, demonstrates a c) taken as a whole, demonstrates an very good response to the excellent response to the demands of the brief/assignment demands of the brief/assignment SAMPLE 1 – STUDENT WORK Essay Title: Report on the Social and Cultural Development of Society in Britain between 1800 and 1860 Introduction The following is a report to summarise society in Britain from 1800 to 1860. It includes a brief overview of the Industrial Revolution, the poor law, mass communication and it looks at the political stance on poverty at the time and how they all affected social and cultural development of society in Britain. The report will also look at the novel Oliver Twist by Charles Dickens and make comparisons to the social climate at that time. Section 1 1.1. Social and Cultural developments in British Society during the period 1800-1860 There were a lot of developments in the early 19th century. The effects of the Industrial revolution were beginning to take shape with urbanisation and the new technology being used. This led to new Acts, such as the new poor law (1834) and the education act being put in place by the government, these were to help the working class. It was the new technology that also changed the face of mass communication during this time. 1.1.1 The Industrial Revolution “The population of the British Isles, excluding Ireland, had been five million in, barley double its medieval level, but by 1800the population had risen to 9 million, and in the next quarter century to 20 million.” (Jenkins, 2012, p.190) This brought on the economic and industrial changes in Britain which we recognise as the Industrial Revolution. Mills and factories were built, which led to thousends of miles of railway tracks and canals being built for easier transportation (BBC, 2013. Online) 1 | P a g e SAMPLE 1 – STUDENT WORK The invention of the steam engine enabled factories and mills to be built anywhere. The steam engine created a higher demand for coal, which then created an entire new deep shaft mining industry. This stimulated demand for quality iron, which in turn stimulated the iron industry (Lang, 2011) The rapidly expanding commerce reacted on the Industrial Revolution in two ways. It encouraged England’s industry to produce an increasing array of goods and it provided a residue of wealth which could be used to promote industrial advance (Green, 1948). The demography of Britain was being transferred with the industrial progress (Jenkins, 2012). As the use of machinery in manufacturing increased this left workers unemployed as their jobs became obsolete. This provoked angry workers, the Luddites, to rebel and smash industrial machinery (Sparknotes, 2013. Online. As factories and mills were built in cities and towns this took the away jobs from rural areas. People were then prompted to leave their homes and relocate. The sudden influx in people resulted in cities becoming over populated. This urbanisation meant become overcrowded and the poor sanitation enabled disease to be widespread (Sparknotes, 2012. Online) Disease often resulted in death, which was reflected in the burial grounds, these became overloaded. Graves were being recycled with bodies being put on top of each other. Bones then often became visible from the ground which was again another health risk. 1.2 The value of literature during this period Literature was of great importance in the 19th century. It was a way of communication and entertainment. Novels were creative pieces of writing with very accurate details of society at that time. 2 | P a g e SAMPLE 1 – STUDENT WORK “Nineteenth century novels can give us imaginative insights about the debilitating effect of hunger, the human suffering behind life in rack-rented tenement buildings, and horrific workplace deaths beyond any scatter plot of life expectancy.” (Howden et al, 2006. Online) 1.3 The Novel Oliver Twist by Charles Dickens Charles Dickens (Google, 2013. Online) Charles John Huffman Dickens was a teenager when he started work as The Reporter on the Mirror of Parliament, which he did for 5 years. He later progressed on to creative writing when he worked at the Morning Chronicle. Some parliamentary historians and Dickensian scholars have said that this work was hugely important to his future novels (McDonald, 2012, online). His work experience coupled with his poor upbringing gave him a good insight to write Oliver Twist. In the novel, “He presents the everyday existence of the lowest member of the English society” (Sparknote, 2013. online) in that time. He himself had lived through the abuse for being poor and realised as a poor man he had no voice, be it political or economic. It was 1837 when the first instalment of Oliver Twist appeared in the Bentley’s Miscellany. As a champion for the poor, Dickens highlighted poverty and squalor and found a way to link politics with literature. The novel, Oliver Twist, highlights some of the problems that were current at the time. 3 | P a g e SAMPLE 1 – STUDENT WORK Typical slum in 1968 (British library, 2013. online) The squalid housing – Conditions in the workhouses were deliberately made harsh and unappealing as a deterrent to the poor. The slum like conditions were portrayed by Dickens in several scenarios. Firstly by the orphanage Oliver was in. Secondly when he went to work for Mr and Mrs Sowerberry at the undertakers, here his bed was under one of the benches in the workshop. Thirdly when he went to live with Fagin (Dickens, C. 1950) 1834 – Poor Law - Throughout the novel there is an underlying critical attack towards the poor law, which Dickens completely opposed (Sparknotes, 2013. Online). The hazardous working conditions - As mentioned at the beginning of the novel, Oliver who was only 10 years old and living in the orphanage was told “ you will pick oakum tomorrow morning at 6 o’clock” (Dickens, 1950, p.19) Dickens also highlighted the bad working conditions for Oliver in the work he did for Sowerberry’s and also Fagin. The poor pay – In the orphanage and working for the Sowerberry’s the only pay Oliver received was a roof over his head and a bowl of gruel or the scraps from Mr Sowerberry’s plate. The crime – When Oliver finds himself working for Fagin, who is depicted as a capitalist, he starts down a pathway of crime. It is very clear in the book that Oliver is not happy about his new trade. But he was left with no option but to carry on as this was the only means to provide a roof over his head and have a guaranteed meal. This is still very true of a majority of the poor in society at this time. People would find themselves, in a very similar situation due to no fault of their own, it could be ill health or old age. Sometimes the only way to avoid the workhouses was to turn to crime. 4 | P a g e SAMPLE 1 – STUDENT WORK Section 2. 2.1 The Political Landscape The original poor law was called the Poor Relief Act and was put into place in 1601 (Higginbotham, 2013. Online). By 1815 it was called the poor law and stated that it was up to each parish to look after their own. If you were unable to work then you were given some money to look after yourself. The money was collected through taxes from the middle and upper class. This caused resentment as they considered themselves to paying for the lazy poor (BBC, 2013. Online). By 1830 the cost of this had grown to around £7 million and many were starting to criticize the law. It was in 1834 the poor law amendment act, the new poor law was passed by parliament (BBC, 2013. Online) Parishes were grouped into unions, it was then the responsibility of each union to build a workhouse if they did not already have one. This enabled the government to say that there was still help available for the poor without it costing them as much. The only way to get any help was to leave their homes and move into the workhouses. This often meant families were split up to live in different parts of the houses (National archive, 2013. Online) For many this was a last reort and only to be considered when desperation hit. There were strict rules and regulations to adhere to, all members of the family were made to work in factories or mines (BBC, 2013 online). As well as the new poor law, the government passed other acts in an attempt to improve working conditions for the poor, but as the table below reflects none were enforced to full effectiveness.
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