A study of the development of the United Kingdom into a modern democracy and the development of the role of the state in the welfare of its citizens, illustrating the themes of authority, ideology and rights.
Issues
1. An evaluation of the reasons why Britain became more democratic, 1851-1928.
2. An assessment of how democratic Britain became, 1867-1928.
3. An evaluation of the reasons why women won greater political equality by 1928.
4. An evaluation of the reasons why the Liberals introduced social welfare reforms, 1906-1914.
5. An assessment of the effectiveness of the Liberal social welfare reforms.
6. An assessment of the effectiveness of the Labour social welfare reforms, 1945-1951. / Detailed Descriptors
The effects of industrialisation and urbanisation; popular attempts to gain the franchise; pressure groups; effects of other social reforms; examples of developments abroad; party advantage.
The widening of the franchise, 1867-1928; other measures relating to the distribution of seats, corruption and intimidation; widening membership of the House of Commons; the role of the House of Lords.
The women’s suffrage campaigns; the militant Suffragette campaign up to 1914; the part played by women in the war effort, 1914-18; the example of other countries.
The social surveys of Booth and Rowntree; the failure of laissez-faire; municipal socialism; foreign examples; national efficiency; the rise of the New Liberalism; party advantage and the rise of Labour.
The aims of the Liberal Reforms; the extent to which the Liberal Reforms met these and the needs of the British people.
The aims of the Welfare State; the extent to which the Labour Reforms met these and the needs of the British people.
Course Skills
Each topic we study will follow a similar pattern
We will readand discuss the section with this your teacher.
Take detailed notes individually on the key points from the chapter.
As a class you will take turns to run a detailed tutorial and then provide a revision/ recall sheet to the rest of the class at the end of the tutorial.
Each tutorial should be prepared with discussion points and a video clipif possible by the two students in charge.
Product Criteria
- At least 4 knowledge points
- Structural tips: introduction, conclusion and overall structure
- Outline the main arguments and how you would put them together
- A video clip on your topic
Unit One Part 1:An evaluation of the reasons why the Liberals introduced social welfare reforms, 1906-1914.
Key Content Areas
The social surveys of Booth and Rowntree; the failure of laissez-faire; municipal socialism; foreign examples; national efficiency; the rise of the New Liberalism; party advantage and the rise of Labour.
Essay Questions
To what extent did (insert one of the key content areas) influence the introduction of the Liberal Welfare Reforms 1906-1914.
“More a product of political necessity than of social concern.”
Is this a fair judgement on the social reforms of the Liberal
Government 1906 - 1914?”
To what extent were the Liberal Social Reforms (1906 - 1914)prompted by feelings of genuine concern for the masses?
“They were prompted by a ground-swell of social pity.” Is this an adequate explanation for the introduction of social reforms in the period 1906 - 1914?
How far were the reports on poverty produced by Booth and
Rowntree responsible for the Liberal social reforms of 1906-1914?(2005)
To what extent were the Liberal social reforms of 1906-1914 a response to the challenge from the Labour Party? (2007)
How important were concerns about the extent of poverty in
Britain in the Liberal Government’s decision to introduce social
reforms between 1906 and 1914? (2008)
Note Taking Use Chapter Four of your textbook to take notes on the LEARNING INTENTIONS below
- To be able to explain the difference between ‘Old’ and ‘New’ Liberalism
- To describe, understand and explain the origins of the Liberal Social Welfare Reforms
Essay Plan & Note Taking
You must evaluate the reasons for introduction of the Liberal Welfare Reforms 1906-1918.
You must mention the following points, their individual significance and then argue that their impact was no so important. :
- The social surveys of Booth and Rowntree
- The failure of laissez-faire
- municipal socialism
- foreign examples
- national efficiency
- the rise of the New Liberalism
- party advantage and the rise of Labour.
Unit One Part 2: An assessment of the effectiveness of the Liberal social welfare reforms.
Key Content Areas
The aims of the Liberal Reforms; the extent to which the Liberal Reforms met these and the needs of the British people.
.
Essay Questions
“Between 1906 and 1914 the real causes of poverty were tackled successfully by government action.” To what extent would you agree with this statement?
Would you agree that there was a marked change in attitude and policies towards poverty and social problems in Britain in the first decade of the 20th century?
To what extent did the Liberal Reforms (1906-1914) improve the lives of the British people? (2003)
To what extent did the social reforms of the Liberal Government (1906-1914) improve the lives of the British people? (2006)
How successfully did the Liberal Reforms of 1906-1914 deal with the problem of poverty in Britain in the early 1900s? (2010)
Use Chapter Five your textbook to take notes on the LEARNING INTENTIONS below
To be able to recognise the purpose of the reforms in relation to the YOUNG, OLD, SICK, UNEMPLOYED or LOW PAID.
To understand why the Liberals faced opposition when they tried to introduce the reforms.
To assess whether the reforms solved problems or whether there were limitations.
Essay Plan & Note Taking
You must evaluate the success of the Liberal Welfare Reforms 1906-1918.
You must mention the following points and their individual significance in successfully helping or not helping :
- poor
- old
- young
- sick
- working
- unemployed
You must have a KU section
You must have an argument and evaluation section.
You must have a historiography section.
Video clip.
Group Challenge
Your teacher will split you up into 4 groups
- Each group should choose to focus on either the:
THE YOUNG (p.55-58)
THE OLD (p.58-62)
THE SICK (p. 62-64)
THE UNEMPLOYED AND THE EMPLOYED (p. 64-66)
- Each group should research their topic using the textbook to produce a handout of information. Use the following questions as your subheadings
- Why the liberals felt that reform was required?
- What legislation (reform) was introduced?
- Was there any opposition to the reform?
- How successful were the reforms – were there limitations?
3. Your teacher will take in each group’s work and collate it. The whole class summary of the Liberal Reforms will be redistributed shortly!
ESSAY 5 :
To what extent were the Liberal Reforms (1906 -1914) prompted by feelings of genuine concern for the masses?
This essay considers WHY the reforms were required.
~
ESSAY 6: How successfully did the social reforms of the Liberal Government (1906-1914) improve the lives of the British people?
-This essay considers HOW effective reforms were, or if they had LIMITATIONS
The essays ask 2 DIFFERENT questions. Make sure you know WHAT the question is asking you before you write it!
You will write BOTH essays, at the same time in class TIMED.
Scottish and British: The Growth of Democracy
Today, we live in a democracy and take for granted the right to participate in the political process and to be properly represented at the different levels of government – national and local. However, 200 years ago these rights hardly existed and had to be won. To gain a better understanding of the journey made by Britain to become more democratic, we must fully understand the meaning of democracy itself and how it is applied in Britain.
Work with your group and write down your ideas about the meaning of DEMOCRACY and what living in a REPRESENTATIVE DEMOCRACY means.Share your ideas with the rest of the class.
Now you should have a better understanding of why there was a Growth of Democracy in Britain and the effects of that growth.
Complete the following table to help you create an ‘at a glance’ guide for the 2 essays that you will be answering on the growth of democracy.
RECOMMENDATION: Give yourself a ½ page per act – there’s lots to write down!
ACT / DETAILS / EFFECT / WHY WAS IT PASSED?1832
1867
1872
1883
1884
1885
1911
1911
1918
1928
COMPLETED TABLE:
ACT / DETAILS / EFFECT / WHY WAS IT PASSED?1832
1867 / First Reform Act or Great Reform Act. Extends franchise to middle classes and redistributes parliamentary seats.
Second Reform Act
Extended Franchise to male householders and lodgers 12 months occupation
Redistribution of Seats 79 towns with population under 15,000 lost seats. / Increases electorate from 435,000 voters to 652,000 voters.
Vote still attached to land as every man who owned property of £10 or more gained the vote.
5 out of 6 males still had no vote.
No women had vote.
Still no secret ballot
The passing of this act led to the expectation that further reform would come.
Increased the number of men entitled to vote from 1/7 – 1/3 (England and Wales)
Scotland gains MPs – better representation
Forced Parties to create national organisations
Realisation that the lower classes need more help. A beginning of a move away from Laissez-faire / The Industrial Revolution created a new group of wealthy middle class who demanded political power. Whigs were sympathetic to the middle class demands and pass the First Reform Act thereby extending the vote. However the act did little to alter the balance of power in Britain.
Large demand from the public themselves. Protesting up and down the country. Reform Unions and the National Reform League. The Chartists had paved the way in demonstrations/protests.
Riots in Hyde Park
Changing attitudes.
French Revolution. Public overthrew the monarchy and became a republic. British government were afraid the same might happen in Britain, therefore, some changes in democracy or increases in the franchise meant that they staved off the possibility of revolution
Disraeli passed the Act, Conservative. To beat the Liberals who had passed up previous chances of increasing franchise (split between the Old Liberals and the Radical). Conservatives pass the Act in the hope of getting votes in return.
1872 / Secret Ballot Act
Votes are cast in secret / Intimidation gone. But corruption still existed. People can vote for who they actually want, therefore representation in Parliament is what the people actually want. / Attempt to end corruption and bribery.
Many had protested on the fact that the open hustings was undemocratic.
1883 / Corrupt and Illegal Practices Act
Stricter limits on campaign spending at constituency level / Spending money for campaigns is limited. Candidate election expenses limited and determined by govt.
Fairer representation in parliament due restricted spending. No money to spend on bribing people so fairer. / Fill in the gaps of 1872.
1884 / Third Reform Act
Franchise Extended: 2/3 men have the vote. Boroughs/ counties have equal voting qualifications. / Householders and lodgers: middle classes, and many working classes for the first time
Electorate extended from 2.5 to 5million
Franchise no longer considered a class privilege: it now transcends classes / Disturbances in Autumn 1884, protest marches in Scotland
Gladstone was aware that a reform bill extending the franchise would turn the popular tide in favour of his government
PARTY POLITICAL RIVALRY
General population boom means that the government respond with fairer and better representation and an increase in the franchise.
1885 / Redistribution of Seats: Scotland gains 7 seats, Rotten Boroughs disappear / Bigger towns (industrial) are represented more fairly.
Constituency size made uniform therefore guaranteeing EQUAL representation
GDH COLE: “Parliament would have to govern the country with an eye to the interests and wishes of the majority of the people.”
David Thomson: A huge change in Parliament meant that people could express their opinions fairly and freely.
“Public opinion came to be more of a reality in politics.”
TC Smout: The growth of democracy is limited – 40% of adult males in GB were unenfranchised in 1911. / Overcrowding, pollution, diseases (cholera was no respector of class, a realisation that Health and Housing issues needed addressed)
1911 / Parliament Act
Powers of House of Lords Limited / Took away powers of taxation and government spending. A bill could only be repealed for 2 sessions.
Legislative power transferred to the HoC – more democratic as MPs are directly elected by the people. / House of Lords blocked The ‘People’s Budget’ 1909 – which was designed to tax the rich to put Welfare Reforms in place and build up the navy.
King threatened Lords with reducing their power indefinitely unless they let the bill through
1911 / Payment for Members of Parliament / Middle and Lower and WORKING CLASSES could now become MPs
Parliament becomes more representative of the people and their needs. / Difficult for w/c to be an MP beforehand as they could not afford the time off.
Response to the rise of the Labour Party
1918 / Representation of the People Act
Votes given to all men over 21 and women over 30 / More democratic: more people represented. Women represented for the FIRST TIME / A response to the participation of men and women in WW1. Men had been ready to give their lives to protect Britain and democracy, therefore all men should have the vote.
Women had helped with war work on Home Front. BUT women under 30 were ignored and they had made up the majority of the workforce.
Protest campaigns: suffragists and the suffragettes raised awareness for years prior to WW1.
Changing attitudes in general towards women and their role in society.
1928 / Equal Franchise Act: all women over 21 vote / Universal Suffrage, equal franchise achieved / Further campaigns by Women’s suffrage groups.
Fills in the gaps of 1918.
Essay 1
You have now gathered enough information to write your first essay.
Essay Question:
To what extent had democracy been achieved in Britain by 1928?
We will now spend some time planning our essay and your teacher will talk through essay writing skills at Higher with you.
Take notes from the Power Point on Essay Writing Skills and KEEP THEM FOR THE FUTURE!
Essay 2
“Industrialisation was the key factor in the growth of democracy between 1850 and 1950.” How accurate is this statement?
The Movement for Women’s Suffrage 1850-1928
Essay 3
How important a part did events during the First World War play in the decision to grant women the vote?
To plan this essay, here are some themes/arguments for you to consider:
-Did the coming of war DELAY the franchise for women?
-Was the contribution of women to the war effort really such a significant factor in gaining the vote?
-Why did women get the vote in 1918 rather than 1914?
-Why did women fail to get equality with men in 1918?
-Why did it take so long for women to get the vote?
Historiography:
Did war get women the vote? The following sources outline some ideas arguing for/against the question. You can access these sources in the pupil folder on the server.
AUTHOR / Did the war help? / Quote to Prove PointCONSTANCE ROVER
PAULA BARTLEY / War did help
No – not as important as initially though / “war transformed the political situation.”
“war emphasised the participation of women in everyday life.”
“women’s contribution to war was seen and appreciated.”
“Britain mainly reflecting an international trend towards democracy.” 1912 New Zealand
“old fears that one party might benefit from womens’ suffrage were laid to rest.”
It would be naive to believe that women received the vote solely for services rendered in the First World War
Reform was inevitable
– women’s war work as protest
Arthur Marwick: DID
Desire for government to offer reward for services – women’s SOLDIERS ONLY WOMEN ABOVE 30.
Women also gained new self-reliance and social freedom
Sandra Holton: NO – MOVEMENTS HAD TAKEN PLACE BEFORE THE WAR
“Might even be that the war postponed such a victory.”
Work completed before the war ensured women would be included in any reform bill.
Women’s war work helped convert former opponents (FAVOUR)
How important a part did events during the First World War play in the decision to grant women the vote?
Essay 4
This essay can be completed timed in class or as a homework essay.
How accurate is it to credit the campaigns of the Suffragettes as the main reason why women got the vote?
GOOD LUCK!
Britain in 1900 – Laissez-faire in Decline