a level history 2020fluencycontent2-schoolwebsite.netdna-ssl.com/.../history.pdf · 2020-07-04 ·...

LOB: To examine the History A Level topics and

opportunities available for careers.

Putting Humanities at the heart of Drapers’ Academy.

A Level History 2020

Why study History? Apart from being very interesting, history is useful for a host of different careers, and life too! In fact, history is very practical and teaches you vital skills that employers want, because it involves:• Learning about people – how they interact, differing perspectives and

interpretations, the motives and emotions that can tear people apart into rival factions or help them to work together for a common cause (useful knowledge for team-building at work!)

• Learning to locate and sift facts – In today’s internet-based, information overloaded world, employers really appreciate someone whocan sift through the evidence to find the vital information – a skill that history is better placed than any other subject to help you develop.

• Handling evidence to make informed decisions – to identify truth and recognise myth, propaganda and downright lies (useful in every aspect of life!)

• Communicating your ideas and thoughts in a way that makes sense to others –whether that be verbally or in essays, graphs or illustrated reports – and having the confidence to defend your findings. These skills are vital for arguments and presentations in a range of careers.

• Learning about countries, societies and cultures – so many of today’s conflicts and alliances have their roots in the past; how can you understand, trade successfully with, or report on a country if you know nothing of its culture or history?

A Level History Taster

LOB: To examine the History A Level topics and opportunities available for careers.

In the recent past there have been some controversial news reports on the nature of A level subjects. It was reported by the press that other ‘softer A level subjects’ were ‘less ideal’ for entry to top universities than traditional academic subjects such as History.


“By not studying at least two of the following subjects –Maths, English, Geography, History, any of the three pure sciences or a classical or modern foreign language – "many degrees at competitive universities will not be open to you," Stated by the guide, produced in collaboration with the Institute of Career Guidance.

The Guardian, “Teachers suspect the Russell Group of universities – which includes Oxford and Cambridge – of rejecting outright pupils who take A-level subjects that appear on the unpublished lists.

The lists are said to contain subjects such as law, art and design, business studies, drama and theatre studies – non-traditional A-level subjects predominantly offered by comprehensives, rather than private schools.”



It may surprise you to learn that historians do, in fact, provide more directors of Britain's leading companies in proportion to the number of graduates than any other subject, outperforming law, science and engineering.Source: http://www.he.coursesareers.com/historygrad.htm

More leaders in the‘real world’ ofbusiness and industrystudied Historythan any other subject.



History is a very popular A-Level choice, with over 70,000 students taking it at AS. As well as being highly respected by all universities for a variety of courses the qualification itself can prove extremely interesting, hence explaining its popularity.

History is a great A-Level for progression into social science and humanities courses at university, such as History, English, Law and Economics. However it is by no means restricted to being useful for these courses alone.

Indeed many leading universities also respect science students taking History as the analytical and writing skills gained from it are invaluable in any field. History is therefore also great as a 4th AS for students thinking of studying medicine or single sciences at university.

Its depth, variety and challenging nature means that the skills you learn from History A-Level will remain with you no matter what you choose to study at a higher level.http://www.prospects.ac.uk/options_history.htm



What careers are open to me from studying History? With a subject like history, it may be harder for you to identify a clear career path. However, history is a useful and often necessary subject for a wide range careers –not just the obvious ones. We already know that history is a highly desirable qualification for:• Teaching in Schools• Museums and Galleries• Heritage Sites and Organisations• Archives, Record Offices, Libraries and Universities• Archaeology and Architecture, Conservation and Horticulture• National and Local Government, Civil Service and Diplomatic Service• Media and Journalism• Charity Work• Law• The Police and Armed ForcesHowever, there are a wide range of other careers that history can support. The images on the following slides are hyperlinked to videos on careers linked to his





https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9797/careers-with-history-business

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9797/careers-with-history-business



https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9792/careers-with-history-head-of-learning

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9792/careers-with-history-head-of-learning



https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9798/careers-with-history-community-assistant-producer

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9798/careers-with-history-community-assistant-producer



https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9794/careers-with-history-school-organiser-for-a-child

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9794/careers-with-history-school-organiser-for-a-child



https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9795/careers-with-history-law

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9795/careers-with-history-law



https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9799/careers-with-history-brand-marketing-manager

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9799/careers-with-history-brand-marketing-manager



https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9796/careers-with-history-racing-manager

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9796/careers-with-history-racing-manager



https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9800/careers-with-history-stock-market-analyst

https://www.history.org.uk/student/categories/493/module/8739/films-careers-with-history/9800/careers-with-history-stock-market-analyst



Solicitor Practices - Many are very small-less than 5 staff (yell)Bexley – 41 Greenwich – 39Bromley – 85 Havering – 39 Brent – 74 Barnet – 113Westminster – 301 Large Corporate Lawyers often based in the City of London or Central London

Management Consulting; of the 57 members of the Management Consultancies Association, 39 have their head offices in Central London. Though your clients will be across the UK and the world.

Well known people who have studied History.

How many can you name?



What will I study? Yr12 Yr13

Britain 1785-1870: Democracy, protest and reform

The European Witch Craze

The Unification of Italy Coursework: 18th-19th Century British History



Edexcel Route D: Britain 1785-1870 democracy, protest and reform

• The growth of parliamentary democracy 1785-1870

• Industrialisation and protest 1785-1870

• Unionism and cooperation 1785-1879

• Poverty and pauperism 1785-1870

• What explains the abolition of the slave trade at the end of the period 1785-1807?



The unification of Italy 1830-70

• Challenges to the restored order and the failure of revolution 1830-49

• The rise of Piedmont 1849-56

• The creation of the kingdom of Italy 1856-61

• Consolidating the kingdom of Italy 1861-70



The witch craze in Britain, Europe and North America 1580-1750

• Challenges to the witch craze 1580-1750

• Changing attitudes to witchcraft in Britain

• The wider intellectual context: the coming of the age of science and reason

• Persecuting witches

• The North Berwick witches in Scotland 1590-7

• The Lancashire witches 1604-13

• The Great Witch Hunt in Bamberg, Germany 1623-32

• Matthew Hopkins and the East Anglican witch craze 1645-47

• Cotton Mather and the Salem witch hunt 1692-93



Exam board books



Your progress in History is measured by how far you can fulfil the assessment objectives

Assessment objectives

AO1 Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period within its historical context.

AO3 Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.





Assessment objectives linked to the exam papers

How am I assessed? Paper Question 1 Question 2 Question 3 Marks

1 Britain Answer 1 question from a choice of 2

Answer 1 question from a choice of 2

Answer 1 compulsory question

60 marks

2 Italy Answer 1 compulsory source question

Answer 1 question from a choice of 2

N/A 40 marks

3 Witchcraft Answer 1 compulsory question, assessing source analysis and evaluation skills

Answer 1 question from a choice of two on an aspect in depth for the option studied.

Answer 1 question from a choice of 2 on an aspect in breadth for the option studied.

60 marks

4 Course work The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment.

40 marks



Summer Project/Work Task



The following slides contain the activities that you should be undertaking over the summer to help prepare you for the A Level History course. Contents: • Building Block 1: Chronology - During your A Level studies you will be exploring

new time periods, topics and themes in both breadth and depth. Understanding the key chronology of your units will be central to your ability to both analyse sources in their context and engage critically and meaningfully with essay questions.

• Building Block 2: Causation and Consequence - A majority of the essays you write throughout Year 12 and Year 13 will address the conceptual focuses of causation and consequences – why do events happen, and what are the implications of them?

• Building Block 3: Significance - One of the central recurring themes in A Level History is the role and significance of individuals in shaping events. Why is it that some individuals are more significant than others? In what ways, if at all, can the contributions of some individuals to the past be unprecedented? In what ways are some events in the past inevitable, unaffected by human agency?

• Building Block 4: Interpretation - A Level History will not only require you to study the past, but also to engage critically with the interpretations of different historians about the past: historiography.

History - A Transition Unit of WorkThe beginning of your journey to becoming an A Level Historian…….Building Block 1: ChronologyStep 1: Identify which three examination units you will be completing as part of your A Level studies. Step 2: Create a timeline on A3 paper which spans the entire time period you will be studying for each of your three units. Step 3: On your timeline, plot on the key events with full dates and titles. Step 4: For each event, can you write a brief description of what happened and the consequences of it?



• Step 5: In a separate colour, draw and annotate arrows explaining the connections between the events in your timeline – how are key events/changes connected?

• Step 6: Counterfactual analysis is a key component of A Level study. For 5 of the events on your timeline, can you explain how history would have been different if this event had not occurred? Can you predict how your timeline might have looked different? What does this tell you about the importance of this event within this unit of work?

Challenge: Can you now begin to explain the strengths and limitations of timelines? How far, and in what ways, will they be useful to you in studying the past?



Building Block 2: Causation and Consequence

• Step 1: From your timeline for each of your examination units, identify 5 key events (if in doubt, double check with History staff)

• Step 2: Create a mind map, with the event in the middle, divided into two sections – causes and consequences.

• Step 3: On the left hand-side, identify between 5-10 causes as to why this event happened. For each event use the “shades of likelihood” scale to explain how far, and in what ways, this cause led to the event occurring:



Shades of likelihood1 2 3 4

Partially Noticeably Dramatically Certainly

Step 4: For your causes, now categorise your factors into the following themes: political; social; economic; long-term cause; and short-term cause. Step 5: From your causation map, can you now identify what you think is the most important cause behind this event, and justify your decision? Step 6: On the right hand-side, identify between 5-10 consequences that occurred as a result of this event. Step 7: For your consequences, now categorise them into the following themes: political; social; economic; long-term consequence; and short-term consequence. Can you explain the links between your consequences? Step 8: Can you identify what you think is the most important consequence of this event, and justify your decision?



Building Block 3: Significance

Step 1: From your timeline, identify 5 key individuals from each of your examination units (if in doubt, double check with History staff)

Step 2: For each of your individuals, complete the grid on the following slide explaining the ways that they are significant:

Step 3: Based upon your grids, which of your individuals do you think was most significant and why? If you had to rank them into an order of significance, what would your criteria be for what makes an individual significant in the past?



In what ways was this individual's actions or ideas

remarkable, both at the time and since?

Why are the actions of this person remembered today

and in the past?

What do the actions and ideas of this individual

reveal to us about the values and concerns of the time

period in which they lived?

In what ways did the actions or ideas of this individual

result in short or long term consequences?



Building Block 4: Interpretation

Task:

Read the two interpretations and then answer the following question:

'In light of the differing interpretations, how convincing do you find the view that it was largely due to the work of individuals such as Thomas Clarkson, that the slave trade was abolished in 1807?'



Interpretation 1: From Adam Hochschild's Bury the Chains: The Struggle to Abolish Slavery, published, published in 2010.



From James Walvin's A Short History of Slavery, published in 2007



Marking criteria

To write a successful answer you must address the three areas below.

• Interpretation and analysis

• Deployment of knowledge

• Evaluation

The following slides have the A level mark scheme for this style of question on, have a go at self assessing your work.



L5 Interprets the extracts with confidence and discrimination, analysing

the issues raised and demonstrating understanding of the basis of

arguments offered by both authors. Integrates issues raised by

extracts with those from own knowledge when discussing the

presented evidence and differing arguments. Presents sustained

evaluative argument, reaching fully substantiated judgements on the

views given in both extracts and demonstrating understanding of the

nature of historical debate.

17-

20

L4 Demonstrates understanding of the extracts, analysing the issues of

interpretation raised within them and by comparison of them.

Integrates issues raised by extracts with those from own knowledge

to discuss the views. Most of the relevant aspects of the debate will

be discussed, although treatment of some aspects may lack depth.

Discusses evidence provided in the extracts in order to reach a

supported overall judgement. Discussion of points of view in the

extracts demonstrates understanding that the issues are matters of

interpretation.

13-

16



AO3: Analyse and evaluate, in relation to the historical context,

different ways in which aspects of the past have been interpreted.

L3 Demonstrates understanding of the extracts and shows some

analysis by selecting and explaining some key points of

interpretation they contain and indicating differences.

Knowledge of some issues related to the debate is included to link

to, or expand, some views given in the extracts. A judgement is

given and related to some key points of view in the extracts and

discussion is attempted, albeit with limited substantiation.

8-12

L2 Demonstrates some understanding and attempts analysis of the

extracts by describing some points within them that are relevant to

the debate. Contextual knowledge is added to information from the

extracts, but only to expand on matters of detail or to note some

aspects which are not included. A judgement is given, but with

limited support and related to the extracts overall, rather than

specific issues.

4-7

L1 Demonstrates only limited comprehension of the extracts, selecting

some material relevant to the debate. Some relevant contextual

knowledge is included, with limited linkage to the extracts.

Judgement on the view is assertive, with little or no supporting

evidence.

1-3

AO3: Analyse and evaluate, in relation to the historical context, different ways in

which aspects of the past have been interpreted.



Here is an example answer to a different question

In the light of differing interpretations, how convincing do you find the view that the slave trade ended for economic reasons?



Extract 1: From Patrick Richardson, Empire and Slavery, published 1968

There were particular factors assisting the abolitionist cause. Many of the better-established West Indian planters were in favour of the abolition of the slave trade itself. They realised that the trade could supply slaves to the new British territories of Trinidad and Guiana to make them effective rivals of the older British colonies. They also felt that the British colonies were better stocked with slaves than the foreign West Indies, and that it would be in the planters’ interests if there was no further supply of slaves at all. Lastly, even the port of Liverpool was becoming less concerned about the trade, which had fallen into fewer hands, and some of these big firms had felt the pinch in the last years of the trade. Other forms of trade and the very profitable practice of wartime privateering meant that commercial interests no longer rallied against abolition so loudly.

The historical arguments about abolition have returned time and again to the confused issue of profit and loss – though it is not an easy matter to draw up an accurate balance sheet of the British slave trade. Did the British end the slave trade on economic grounds? Had it ceased to be a profitable form of trade and investment? It is now clear that those most intimately involved in the slave trade – on and around the ships and their trading outlets in Africa and the Caribbean – were most fiercely opposed to ending the slave trade. The West India lobby was a powerful federation of planters and merchants, based in London. It had many prominent friends in Parliament and government and fought bitterly to defend the slave trade in the twenty years to 1807. There is little evidence in their arguments to suggest they felt they were defending a trading system which had lost its economic vitality, or its ability to yield profits. Those with the most to lose from abolition clung to the belief that slave trading remained profitable. The current evidence simply does not sustain an argument that the British ended the slave trade for economic reasons.



Extract 2: From James Walvin, The Trader, the Owner, the Slave: Parallel Lives in the Age of Slavery, published 2008.

Example answer: When looking at both of these historians’ viewpoints it is clear that they both have very different ideas about the reasons that the slave trade ended. Patrick Richardson implies strongly that he believes that the slave trade ended due to economic reasons whereas James Walvin voices that it was because of other reasons and that the economic side to it was less important. Richardson touches on the West Indies motives behind wanting the abolition of slave trade being strongly based on economic strength against their rivals. He states that ‘British colonies were better stocked with slaves than the foreign West Indies’ showing that they were trying to cut off other plantations so that they could run them out of slaves and ultimately business.

Whilst most of his argument is based around this economic factor it does also lightly mention about Liverpool and how ‘other forms of trade and the very profitable practice of wartime privateering’ were becoming more popular and so was another economic reason to why the slave trade wasn’t necessary anymore. Walvin’s extract shows an economic element that backs up what extract 1 has shown as it states ‘there was little evidence in their argument to suggest that they felt they were defending a trading system which had lost its economic vitality’.



Extract 2 is trying to use this factor to show that economic reasons were not the main reason for the abolition of the slave trade however it supports the view that the West Indies Society did not think that it was a failing trade however wanted to cut off their rivals that Richardson voices. Extract 1 fails to show the reasons that imply that the slave trade simply was not profitable anymore. For instance slavers were losing money on the slaves as plantations were gaining new slaves via natural birth from their slaves’ families and so the slave trade was losing profit. Richardson would have convinced me more had I not had my own knowledge to put into his argument as he showed specific factors that made sense. Walvin on the other hand argues that the slave trade came to an end because of reasons that weren’t economic.

The main argument at that time that was used to back up economic reasons was that it wasn’t bringing in a profit anymore however Walvin, whilst not actually showing up specific other reasons, shows why the economic factors are not the main reason. He states ‘those most intimately involved in the slave trade … were fiercely opposed to the ending of the slave trade’ this shows that people who are still putting their investment on the line within the heart of the slave trade still wanted to risk it. As an argument this is trying to convince people that the merchants and planters were still fighting to keep the trade going and so in turn they must be making a profit and not losing as much money as the economic reasons were promoting.



Walvin hasn’t shown many specific reasons such as campaigning groups like the Clapham sect which put William Wilberforce in parliament. Having a campaigner in parliament was a huge impact as it allowed room for bills and acts to be suggested to speed up the process and get the trade abolished. He also failed to mention the evangelical movement that rallied up many campaigners to fight for the cause. Walvin’s argument was quite vague and he didn’t convince me that it was other reasons just that it wasn’t the economic reasons.

Whilst Richardson makes the most convincing argument out of the two, because he used specific evidence to back up his argument, other factors are more important in the abolition of the slave trade. This is because of the power of the campaigners, both the campaigners in parliament and the religious campaigners that drove the abolition of slave trade forward. The mass support that these campaigners got put a huge amount of pressure onto parliament and arguably that makes a stronger reason than a loss of profit.

Use the mark scheme to decide how many marks you think this answer got before finding out on the next slide.



Marker’s comments: The response demonstrates understanding of the extracts, selecting and explaining key points of interpretation in both of them, and there is some analysis of the issues they raise. Despite there being an attempt at discussion, it is almost wholly based around the extracts themselves. It identifies the viewpoints of the two extracts and in the first main paragraph discusses the extracts without reference to own knowledge in order to create a discussion of a wider debate. In the second paragraph the response notes that the alternative arguments are not being present, rather than addressing the focus of the question itself. This becomes a discussion of the extracts rather than a discussion of the convincing nature of the economic arguments. Comparisons are attempted but in relation to detail (The West Indies Society views) rather than issues. There is clear evidence that the extracts and the issues they raise have been understood and there is some deployment of relevant contextual knowledge to link to them. The judgement rests on attempted discussion, albeit with limited substantiation. Overall, the response reaches ….Level 3. High Level 3 answer - 10-12 marks



Additional interpretations questions

• What are the key arguments of this historian?

• How convincing do you find these arguments, and why?

• What surprised you about this historian’s interpretation of the past, and why?

• What did this text reveal to you about the nature and the challenges of studying History?



Support – Chronology England Unification of Italy

Bill of Rights Society founded 1769

Wyvill formed ‘Yorkshire Association’ to support government reform

1779

Gilbert’s Act allowed outdoor relief 1782

Pitt’s bill for parliamentary reform defeated in the Commons

1785

The Society for the Abolition of the Slave Trade founded 1787

Dolben Act passed 1788

Start of French Revolution

Olaudah Equiano, published autobiography

1789

Burke’s Reflections on the Revolution in France published 1790

Paine’s Rights of Man published (1791–92) 1791

London Corresponding Society formed 1792

Habeas Corpus suspended 1794

‘Two Acts’ outlawed radical organisations

Speenhamland system introduced

1795

Naval mutinies 1797

Combination Acts banned trade unions (1799-1800)

Slave Trade Regulation Act

1799

Foreign Slave Trade Act 1806

Abolition of the Slave Trade Act 1807

Start of Luddite protests 1811



Formation of first Hampden Clubs 1812

Repeal of the Elizabethan Statute of Artificers 1813

Corn Law passed

Riots in the North, Midlands and East Anglia (1815–16)

1815 Vienna Settlement

Spa Fields demonstrations

Game Laws

1816

Pentridge Rising

‘Blanketeers’ March

Habeas Corpus suspended

Seditious Meetings Act

1817

Peterloo Massacre

Six Acts

Factory Act

1819

Cato Street conspiracy

Queen Caroline Affair (1820–21)

1820 Revolt in the Kingdom of Naples

Stockton to Darlington railway opens 1821 Revolution in the Kingdom of Piedmont put down by Austrian forces

Master and Servant Act 1823

Combination Acts (1799–1800) repealed 1824

Amending Act 1825

Test and Corporation Acts

Corn Laws relaxed

1828

Catholic Emancipation Act

Attwood founded the Birmingham Political Union

1829

‘Swing Riots’ across South and East Anglia

Liverpool to Manchester railway opens

1830 Revolution in France triggered sporadic revolts in Italy



Widespread riots following the defeat of the Reform Bill in the House of Lords

Cholera epidemic (1831–32)

1831 Revolutions in Modena, Parma and the papal states suppressed by Austrian troops

Mazzini founded the nationalist society Young Italy

Charles Albert became King of Piedmont

Great Reform Act

Poor Law Commission (1832–34)

1832

Factory Act 1833 Mazzinian plot suppressed in Piedmont

Poor Law Amendment Act

Robert Owen founded the GNCTU

Transportation of the ‘Tolpuddle Martyrs’

1834 Mazzinian revolt in Genoa

Garibaldi, involved in the Genoa plot, fled to South America

Municipal Corporations Act established elected local councils

1835

London Working Men’s Association founded 1836

Victorian Age began 1837

‘People’s Charter’ published

Anti-Corn Law League established

London to Birmingham railway opened

1838

First Chartist petition rejected

Newport Rising

1839 First railway opened in Italy, from Naples to Portici

National Charter Association founded 1840



Bank Charter Act

Rochdale Cooperative Society founded

Railway mania (1844–45)

Factory Act

1844 Publication of Balbo’s Delle Speranze d’Italia

Chartist Land Cooperative founded 1845 Revolts in Romagna

Corn Law abolished 1846 Election of Pope Pius IX

Poor Law Act

Factory Act

1847 Cavour and Balbo founded the nationalist newspaper Il Risorgimento (‘The Resurrection’)

Customs league established between the papal states, Tuscany and Piedmont

Third Chartist petition rejected

Collapse of Chartist movement

Cholera epidemic

Public Health Act established Central Board of Health

1848 Revolutions took place in many Italian states in 1848–49

Constitutions granted in Sicily, Tuscany, Piedmont and the papal states

Uprising in Lombardy and Venice declared a republic

Charles Albert declared war on Austria but was defeated at Custoza

Counter-revolution in Naples and Sicily

1849 Roman Republic declared

Charles Albert defeated by the Austrians at Novara. He abdicated and was succeeded by Victor Emmanuel II as King of Piedmont

Roman Republic overthrown by French troops

Republic of Venice surrendered to Austrian forces



Factory Act

Development of ‘New Model’ trade unions (1850s)

1850 Cavour became Piedmontese Minister for Trade, Agriculture and the Navy

Siccardi Laws passed

1851 Cavour made commercial treaties with neighbouring countries

1852 Cavour became Prime Minister of Piedmont

Ballot Society formed to campaign for the secret ballot

Factory Act

1853 Mazzinian insurrection in Milan suppressed

1854 Beginning of Crimean War

1855 Piedmont joined France and Britain in the Crimean War and sent troops

1856 Cavour attended peace conference in Paris

1857 Italian National Society founded

1858 Orsini attempted to assassinate Napoleon III in Paris

Cavour and Napoleon III met at Plombières and agreed on war against Austria (Pact of Plombières)

Emergence of the Liberal Party

Molestation of Workmen Act

1859 Austrian declaration of war against Piedmont

Austrian defeated at Magenta and Solferino

Armistice at Villafranca prompted Cavour to resign

Lombardy formally annexed by Piedmont



Coal Mines Regulation Act 1860 Cavour returned to power

Plebiscites in Central Duchies in favour of unity with Piedmont

Garibaldi’s conquered Sicily and the Kingdom of Naples

Piedmontese troops took over Umbria and Marches

Plebiscites ratified annexation of Sicily, Naples, Umbria and the Marches

Meeting between Garibaldi and Victor Emmanuel at Teano

1861 First elections to Italian parliament

Victor Emmanuel II proclaimed King of Italy

Death of Cavour

Limited Liability Act 1862 Garibaldi’s attempt to take Rome defeated by Italian forces at Aspromonte



Reform Union founded

‘Climbing Boys’ Act

1864 ‘September Convention’ between Italy and France on the future of Rome

Reform League founded 1865 Capital of Italy moved from Turin to Florence

‘Sheffield Outrages’ 1866 Italian declaration of war against Austria

Italian defeated at Custoza and Lissa

Union of Venetia with Italy

Second Reform Act passed

Hornby vs Close case

Factories and Workshops Act

1867 Garibaldi’s attempt to take Rome defeated by French forces at Mentana

Trades Union Congress formed

Torrens Act

1868

Municipal Franchise Act (single women ratepayers could vote in local elections)

1869

1870 Franco-Prussian war began

French troops withdrew from Rome

Rome occupied by Italian forces and incorporated into the Kingdom of Italy

1871 Rome proclaimed capital of Italy



Support - Key IndividualsBritain• William Wilberforce• Thomas Clarkson• Olaudah Equiano• Granville Sharp• Elizabeth HeyrickItaly • Victor Emmanuel II (1820-78)• Count Camillo de Cavour (1810-61)• Guiseppe Garibaldi (1807-82)• Guiseppe Mazzini (1805-72)• Louis Napoleon Bonaparte (Napoleon III) (1808-73)Witch craze • Reginald Scot (1538-99)• Samuel Harsnett (born in 1561)• Sir John Holt (born 1642)• Francis Bacon (1561-1626)



Useful links http://www.talkinghistorypodcast.com/



http://www.talkinghistorypodcast.com/

Useful links https://www.youtube.com/watch?v=MATKIhrDZSc



https://www.youtube.com/watch?v=MATKIhrDZSc

a level history 2020fluencycontent2-schoolwebsite.netdna-ssl.com/.../history.pdf · 2020-07-04 ·...

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