SOURCES & SOURCES & KNOWLEDGE KNOWLEDGE

in partnershipin partnership

PAPER 2PAPER 2

This paper is a test of your ability to use your knowledge of the subject content to help

interpret and evaluate the sources.

KNOWLEDGKNOWLEDGEE

SYLLABUS OUTLINESYLLABUS OUTLINE

The focus is on Britain and how it was The focus is on Britain and how it was changing during this period. changing during this period.

Three areas impacted on life – social Three areas impacted on life – social changes, votes for women and the war. changes, votes for women and the war. The degree of impact depended upon The degree of impact depended upon who you were and your role in society.who you were and your role in society.

You are expected to be able to see a ‘BIG You are expected to be able to see a ‘BIG picture’ of time you are studying.picture’ of time you are studying.

SYLLABUS OUTLINESYLLABUS OUTLINE

British Depth Study 1890 - 1918British Depth Study 1890 - 1918Why did the Liberal Government decide to fight poverty?Why did the Liberal Government decide to fight poverty?

How important were the social reforms?How important were the social reforms?

Arguments for and against women gaining the vote.Arguments for and against women gaining the vote.

Were suffragettes justified in using violence?Were suffragettes justified in using violence?

Women’s war work: What did it achieve for women?Women’s war work: What did it achieve for women?

Did the First World War help or hinder women getting the vote?Did the First World War help or hinder women getting the vote?

How were civilians affected by the war?How were civilians affected by the war?

How was Britain organised for war?How was Britain organised for war?

How effective was government propaganda during the First How effective was government propaganda during the First World War?World War?

Liberal ReformsLiberal Reforms

• Attitudes towards the poor were changing for a variety of reasons – largely due to the social reformers and the studies they had carried out which challenged the traditional views of the time.

•Britain realised that the population was not strong and healthy and there were worries it could not compete.

•The onset of the Labour Party in 1900 so a new challenge to the power of the government as they pledged to improve conditions

•The Liberal Party were in fear of losing votes

Votes for WomenVotes for Women Along with changing views towards the poor traditional Along with changing views towards the poor traditional

attitudes towards women were changing too.attitudes towards women were changing too. The indutrial revolution had brought with it a whole range The indutrial revolution had brought with it a whole range

of jobs and many that were available to women e.g. of jobs and many that were available to women e.g. telephonists and secretaries telephonists and secretaries

Other countries were ‘moving with the times’ this did not Other countries were ‘moving with the times’ this did not look good for Britain on the world stagelook good for Britain on the world stage

Suffragette vs SuffragistSuffragette vs Suffragist Violent vs Non – violent methodsViolent vs Non – violent methods Women eventually gained the vote for a number of reasons Women eventually gained the vote for a number of reasons

including the ir role in the First World Warincluding the ir role in the First World War

Britain During the First World Britain During the First World WarWar

The impact of the war on Britain was vast. Every person in the country was effected in some way.RecruitmentConscriptionConscientious ObjectorsThreats of invasion – shelling, zeppelins and GothasOrganisation for war – DORAIndustryFood ProductionWomen at WarFood problems Rent strikesSeparation allowancesPropaganda covered all of the above ares

SOURCESSOURCES

WHAT SOURCES?WHAT SOURCES?

HISTORIANSHISTORIANS

HISTORIANSHISTORIANS

personally involved - or physically personally involved - or physically detached?detached?

from an opposing - or supporting - from an opposing - or supporting - viewpoint?viewpoint?

writing from direct experience - or writing from direct experience - or later?later?

WHAT SOURCES?WHAT SOURCES?

INVOLVED INVOLVED INDIVIDUALSINDIVIDUALS

INVOLVED INDIVIDUALSINVOLVED INDIVIDUALS

negative or positive experience?negative or positive experience?writing at the time or later?writing at the time or later?different motives?different motives?position/role?position/role?value of a primary source value of a primary source

differs...differs...

INVOLVED INDIVIDUALSINVOLVED INDIVIDUALS

Since the Liberals came to power in 1906, every social evil in this wealthy country of ours has got worse. The cost of living has increased 12%, but the wages of the working class have increased only 1%. National Insurance is a confidence trick because working men and women are forced to make a contribution as well as paying tax. Socialism is the only solution to these problems – use the wealth of the nation for the benefit of the people.

Keir Hardie, a Labour MP, speaking in the House of Commons in 1912

WHAT SOURCES?WHAT SOURCES?

CONTEMPORARCONTEMPORARY ACCOUNTSY ACCOUNTS

CONTEMPORARY ACCOUNTSCONTEMPORARY ACCOUNTS

NEWSPAPERS are the most used example of a contemporary - supposedly objective - account. The key questions still apply:

• country of origin and the possibility of national bias

• motivation of the writer/publisher…. Accurate report or designed for a response

• very contemporary/eye-witness…or more secondary/commentary style accounts

• is the report subject to censorship?

WHAT SOURCES?WHAT SOURCES?

CARTOONSCARTOONS

CARTOONSCARTOONSPeople in the cartoon should be named

Items in the cartoon should be identified

Captions must be explained

Things in the background are also important

Underlying attitude of the author should be made clear

Remember what you have learnt about this topic and try to use it in order to explain the meaning of the cartoonExactly what the actors are doing is important in understanding the cartoon.

CCAARRTTOOOONN

CARTOONCARTOON

WHAT SOURCES?WHAT SOURCES?

PHOTOGRAPPHOTOGRAPHSHS

PHOTOGRAPHSPHOTOGRAPHSThe key question has to be which category does the photo fit into:

• accurate spontaneous record

• staged record of an event (after the fact)

• staged record of an event that did not happen that way

• staged record of an event that never happened

All the key origin and motivation questions are still relevant...

WHAT SOURCES?WHAT SOURCES?

STATISTICSSTATISTICS

WHAT SOURCES?WHAT SOURCES?

HISTORIANSHISTORIANS INVOLVED INDIVIDUALSINVOLVED INDIVIDUALS CONTEMPORARY ACCOUNTSCONTEMPORARY ACCOUNTS CARTOONSCARTOONS PHOTOGRAPHSPHOTOGRAPHS STATISTICSSTATISTICS

COMPREHENSION OF COMPREHENSION OF SOURCESSOURCES

TIP:TIP:– go beyond what you can actually see or go beyond what you can actually see or

read; squeeze the source for what you read; squeeze the source for what you can INFER from it. can INFER from it.

– The mark scheme level descriptions The mark scheme level descriptions suggest that the Higher marks suggest that the Higher marks necessary for A*-C grades are not necessary for A*-C grades are not available if you stay with what you can available if you stay with what you can see or read.see or read.

RELIABILITY OF SOURCESRELIABILITY OF SOURCES

TIP:TIP:– If the sources contradict each other, you If the sources contradict each other, you

should be able to make a judgment about should be able to make a judgment about their relative reliabilitytheir relative reliability

– FIRST: check the attribution: Who wrote FIRST: check the attribution: Who wrote this? Why? When? So what?this? Why? When? So what?

– SECOND: the source itself might give you SECOND: the source itself might give you clues, eg. facts you know are wrong clues, eg. facts you know are wrong presented to support a case, extreme presented to support a case, extreme language which suggests a dodgy motivelanguage which suggests a dodgy motive

USEFULNESS OF SOURCESUSEFULNESS OF SOURCES

TIP:TIP:– Treat every source individually, Treat every source individually,

remember that not every photograph is remember that not every photograph is staged, every historian subjective etc..staged, every historian subjective etc..

– ReliabilityReliability affects affects UsefulnessUsefulness. . – So make the reliability decision first. So make the reliability decision first. – If a source is biased, it isn’t necessarily If a source is biased, it isn’t necessarily

useless to the historian….it just useless to the historian….it just becomes evidence of something else…becomes evidence of something else…

INTERPRETATIONSINTERPRETATIONS

TIP:TIP:– The ‘Do you agree…’ type of question… The ‘Do you agree…’ type of question…

You have the Sources and your Knowledge...Try and You have the Sources and your Knowledge...Try and write an answer that is balanced: look for things you write an answer that is balanced: look for things you can agree & disagree with/both sides of the story …. can agree & disagree with/both sides of the story …. Deploy the evidence from the sources - on both sides Deploy the evidence from the sources - on both sides - to back up your opinion. Usually you will find that - to back up your opinion. Usually you will find that the the interpretationinterpretation you are invited to comment on is you are invited to comment on is only only partly correct… don’t be tempted into partly correct… don’t be tempted into 100% agreement or disagreement100% agreement or disagreement