The Experience of Warfare
1854-1929
Lesson Objectives
To establish the requirements of the
Experience of Warfare Module
Unit 2: British History Depth
Studies
Unit 2 assesses skills of:
• the analysis and evaluation of source material, (Assessment Objective 2a)
• the analysis and evaluation of interpretations and representations of history (Assessment
Objective 2b)
• the recall, selection and deployment of knowledge, and the ability to develop explanations and
make substantiated judgements (Assessment Objective 1a and b).
In the examination, students will complete two tasks:
• one compulsory sub-question (a) worth 20 marks which will assess AO2a only;
• a second task which will provide a choice of one out of two questions (bi or bii) assessing AO1
and AO2b in combination.
In the (b) sub-question, AO2 carries 16 of the 40 available marks and AO1 carries 24. The basis
of Unit 2 questions will be two or three pieces of source material for question (a) and two or
three pieces for each of the question (b) alternatives. The source material will be predominantly
written, but non-written sources may also be used. At least three pieces of source material will be
contemporary to the period being studied and there will always be a secondary source in the (b)
question.
The secondary source will form the focus of the (b) question. The total word length of the sources
students will use in the examination will be approximately 550 words. The source material will be
more complex in terms of language and density of argument than that encountered at GCSE, but
less so than that encountered at A2 level. Sources will be adapted where necessary to make them
appropriately accessible for students entering for AS examinations.
Requirements question A
Question (a)
The compulsory sub-question (a) will test students’ ability to reach a judgement by analysis, cross referencing
and evaluation of source material. It targets AO2 only. ‘Cross-referencing’ is taken
to mean the process of comparing two or more sources and reaching a conclusion based on the
comparison. The (a) task will encompass more than a comparison of source content: questions will
require students to consider factors such as the authorship and purpose of the source as well as its
content. It is not expected that students will have prior knowledge of all the individuals or events to
which the source material relates.
Students should make use of the material in the captions to aid their thinking here. For example:
• How involved and authoritative was the author?
• Might the origin or purpose of the source indicate that aspects of its content should be treated
with caution?
Considerations of these aspects of the context of the sources will enable students to give weight
to the evidence in the process of assessing, for example, the degree to which a statement in one
source is challenged by the evidence of another. Typically, students will be asked to analyse the ways
in which the set of sources can be said to support a statement. They may also be asked to consider
whether one or more contemporary sources offers support for, or challenges, ideas or claims made in
another source and to offer a judgement based on their analysis.
Question stems for the cross-referencing question include:
• How far do these sources support the view that …?
• How far do these sources suggest that …?
• How far do sources 2 and 3 challenge the portrayal of source 1 of …?
• How far do sources 1 and 2 support the arguments of the author of source 3…?
• How far do sources 1 and 3 challenge the conclusions of source 2 about...?
• Does a study of... offer support for the view that...?
The cross-referencing question will be worth a maximum of 20 marks out of 60. No additional
recalled knowledge is required for this question.
What question (a) involves
• accurate comprehension and analysis of the sources
• responses should go beyond simple matching of surface features; they should consider,
as appropriate, inferences that can be made from the sources when comparisons are
made
• comparisons should be supported by reference to brief, specific phrases, words or
ideas in a source; excessive quotation from sources is not encouraged
• students should never be tempted to write about the focus of the question from
knowledge that comes from beyond the source; the stem of the question will always
focus on what can be claimed on the basis of the provided material, not what the
student knows about that specific issue
• responses should go beyond the content of the sources to consider, from the
information given in the captions, the nature of the sources, their origins and likely
purpose
• the task involves giving weight to evidence by taking into account the implications of the
nature and purpose of a source in order to consider how much support it can provide
for a given statement
• attention should be paid quite explicitly to ‘how far’ there is support or challenge.
Paragraph structure for A
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Identify (What is your point/argument? ie how far do sources a and b
agree?)
Explain (What are the reasons for this argument and how do the sources
help us to understand people’s motives etc.)
Source (Where does the evidence come from in the source for this?
Consider the sources values and limitations.NOP. Put the source into
context)
Link (Make sure you relate your answer back to the question being asked,
or link to the next paragraph)
Or
1: Always begin positively by putting the source into context. Refer to any
possible evidence of one-sided versions of events
2: Then explain the Nature, Origin and Purpose and point out any limitations.
3: Explain ‘how useful’ the sources are, in other words, how they help us to
understand people’s motives etc.
4: Finally, ensure that you finish on a positive note. If possible, pick out the
most important way in which the sources add to our understanding.
Requirements Question B
The (b) sub-question will require students to use two or three pieces of source material and their own
knowledge to consider a historical view or claim. A piece of secondary source material will always be
included among those which students will be expected to make use of in their answer. Questions will
be set that require students to test a hypothesis or challenge a particular view. A typical question
stem is, Do you agree with the view that…? The source material provided will relate to the view or
claim in the question. Sometimes, the actual statement will be contained in the secondary source, in
which case a likely question stem is, Do you agree with the view expressed in source 5 (lines 32-33)
that…?’, ‘Explain your answer, using sources 4 and 5 and your own knowledge.
In making their (b) choice, students are advised to select the question about which they feel more
confident, but in the process of planning their response, to focus first on the issues raised by the
provided sources. Since both AO1 and AO2b are targeted in the (b) question, students who make no
use of the sources, or students who use the sources alone, will be penalising themselves severely.
The advice given above on question analysis for Unit 1 is also relevant here. Students should be
clear about whether the claim in the question requires them to consider, for example, the causes,
consequences or key features of a situation.
What question (b) involves
Use of two or three sources and own knowledge to agree or disagree with a presented view or
interpretation. It requires:
• focus on the question
• accurate comprehension and analysis of the sources
• clarity about what is being claimed
• awareness of the relationship between the sources and the statement in the question
• use of own knowledge to add depth and range to the points which can be drawn from the
provided sources
• presentation of an argument in relation to the stated claim
• use of the provided sources and own knowledge to support the argument
• the reaching of a reasoned, supported and balanced conclusion; this judgement should be based
on both precise knowledge and appropriately selected evidence from the sources.
Length
Students are advised to use the mark tariffs as a guide to the length and complexity of the answer,
and to try to reserve two-thirds of the 80-minute examination for question (b). The expectation is
that the responses to the (b) question will be a significant piece of extended writing.
Paragraph structure for B
• Identify (What is your point/argument?)
• Explain (What are the reasons for this argument)
• Source (Where does the evidence come from in
the source for this? Consider the sources values
and limitations. Put the source into context)
• Knowledge (Use your own knowledge to
supplement the source and compare with your
own knowledge)
Link (How is this significant/cause a change/ act as
a consequence to? Make sure you answer the
question)
Module Outline
The Experience of Warfare in Britain: Crimea, Boer and The First
World War 1854-1929
• The main focus of this option is on the impact of war on social,
economic and political developments during this period and students
will explore these through the study of the impact of the three most
important wars in which Britain was involved in these years.
• While mastering and understanding this content, it is important to
remember that a major requirement of this unit is working with
selected sources to demonstrate skills which enable students to
make reasoned and supported judgements and to address a
historical view or claim. The content, therefore, laid out here should
be accompanied by the study of appropriate source material and
time should be allowed for the development of the skills of crossreferencing and evaluation of source material and the discussion of
conflicting evidence and differing views.
The Crimean War and Mid Victorian Britain
• Britain in the 1850s: social hierarchy and social change.
• Politics and institutions and the Army of 1854: purchase of commission - why
had it become an issue?
• Fighting the Crimean War.
• Reporting the Crimean War: the fi rst war correspondents.
• Exploring source material: seeing below the surface - the making of
inferences. The use of photographs
and their impact.
Feeding and Nursing the Army
• The commissariat and its short-comings.
• Medical care: the horrors of Scutari.
• The work of Florence Nightingale, Mary Stanley and Mary Seacole and the
attempts to improve nursing
care during the war.
• Exploring source material: comparing similarities and differences.
The consequences of war
• The reform of the commissariat and medical care for the army after 1855.
• Developments in nursing in Britain post 1855.
• Cardwell’s Army Reforms 1868-74.
• The drive for greater governmental effi ciency: reform of the civil service.
• Considering historical claims eg: how far did the Crimean war stimulate reform
- how do we decide?
The Boer War and Late Victorian Britain
• Attitudes to empire at the end of the 19th century.
• Fighting the war 1899-1902: the nature of the campaigns.
• Reporting the war: the new press (Daily Mail 1896) and its style.
• The use of propaganda.
• Exploring source material: giving weight to the evidence and the concept of
‘provenance’.
The political impact of the Boer War
• The encouragement of jingoism - the Khaki election.
• Critics of the war: Lloyd George and the pro-Boers; Campbell Bannerman and
‘methods of barbarism’.
• Views of Empire: Joseph Chamberlain and the dream of imperial unity; the
anti-imperialist reaction J A Hobson.
• The 1906 election: the legacy of the war.
• Considering contrasting historical views eg the impact on attitudes to empire.
The stimulus to reform
• Recruitment and the medical condition of volunteers.
• National efficiency: the constructive role of the state.
• Improving the next generation: free school meals, medical inspection etc.
• National Insurance and improving the nation’s health
• Defending the Empire: CID and Army reform.
• Exploring source material eg: resolving conf icts in evidence.
The First World War: Organising an army
• The BEF and the territorials in 1914.
• Building a mass army - Kitchener and volunteers.
• Conscription and its impact 1916-18: conscientious objectors.
• The structure and organisation of a large army: dealing with desertion.
• Exploring source material eg giving weight to evidence - changing
perspectives and the interpretation of the past.
Fighting the war
• From a war of movement to trench war 1914; the nature of trench
warfare 1915.
• The Somme 1916 and Third Ypres 1917.
• The year of victory 1918.
• Changing and varying public and personal attitudes to the war.
• Considering historical views eg Haig the butcher of the Somme or the
victor of 1918?
Battered bodies
• The organisation of medical care in France.
• Surgery and surgical developments.
• Developments in medicine and diagnostic techniques.
• Mental health.
• Exploring the sources eg comparing the value of differing accounts the private, the official, the literary.
The growth of the state
• DORA: the state and the individual.
• Taxation: paying for the war.
• The organisation of war production: nationalisation and the direction
of labour.
• Propaganda and control of the media.
• Exploring source material: eg reaching a reasoned judgement
Social and political change
• The extension of the franchise.
• New job opportunities for women.
• Impact on the home.
• Impact on class and class structure.
• Considering historical claims eg the short and longer term
impact on opportunities for women.
The Balance sheet of war
• Weighing up the economic impact: cost (loss of life and
markets v gains (new technology) and the social impact disruption and misery v new opportunities.
• The balance sheet: weighing the evidence; reaching
reasoned judgement based on source
Past Exam Papers
Source Toolkit
1: Context: you need to identify the background in which the sources were produced and fit them into
your own knowledge.
2: Content: Does the version of events given in the source match what you know from your own
knowledge?
You should make use of any information in the provenance and consider references in the source to
any dates, events and people that you recognise.
For example, is the writer actually presenting an accurate account of events?
3: Provenance: you need to consider the nature, origin and purpose of the sources. The nature and
origin of the source will be given in the provenance.
The purpose of the sources can be worked out by reading or studying the sources.
But beware, on some occasions there will not be an obvious purpose
4: Limitations: having taken account of the nature, origin and purpose, you need to take account of
any limitations.
For example, do the sources present one-sided or limited views of the past?
In what ways could these considerations make the sources more or less useful
5: Value: you must consider what light the source provides and the ways that it helps you to
understand the past.
For example, sources that present one-sided views can help us to understand people’s attitudes and
ideas in the past.
Different points of view can help us to understand how and why people disagreed.
Above all you need to present a balanced assessment of the sources. Try to avoid simplistic
responses. Do not use words like biased or primary and secondary.
1: Always begin positively by putting the source into context. Refer to any possible evidence of onesided versions of events
2: Then explain the Nature, Origin and Purpose and point out any limitations.
3: Explain ‘how useful’ the sources are, in other words, how they help us to understand people’s
motives etc.
4: Finally, ensure that you finish on a positive note. If possible, pick out the most important way in
Integrating Own Knowledge and
Sources in an answer
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The highest levels and grades at AS and A2 will only be achieved by candidates who
are able to integrate sources and own knowledge. This is Level 5 in the Generic
Markscheme and is the basic requirement for a judgemental essay.
The exercises on the previous pages set out the stages that students should
progress through in order to increase their competence and confidence in analysing
sources. Writing an examination answer is the final stage in the process.
As students progress up the levels of the two markschemes, certain developments
take place.
They progress from a piecemeal approach in which factors and sources are treated in
isolation, to a ‘gestalt’ approach, in which they see the issue as an integrated whole.
Students become more involved in the ‘process of history’. At Level 2 they are
observing the process and commenting on it from the outside. At Level 5 they are
taking part in the debate on as near equal terms as possible.
Progressively, the two markschemes become closer and closer together. By Level 4
they are in effect indistinguishable. At Level 4, answers to questions targeted at the
two Assessment Objectives will not be substantially different. will not be substantially
different whether or not students are required to use sources.
These developments are often reflected in the demands of the successive units that
students are required to take. In Unit 1 students may well face questions that ask
them to consider sources in isolation, but in later units questions will focus on sources
in context and in relationship to own knowledge.
Source
Context:
Content:
One-sided?
Nature:
Origin:
Purpose:
Limitations:
Provenance:
Content:
Value:
Tackling Sources at AS and A2
What are the differences between questions that make use of sources at GCSE and at AS and
A2?
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Sources will often be longer.
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There will fewer, and possibly no, visual sources.
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The language will be more complex.
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There will be more use of contemporary sources.
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Students will be expected to use their own knowledge to complement and evaluate sources at all
times.
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Contemporary sources will contain interpretations which students will have to identify and then
comment on.
What are the implications of these differences?
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Students need to spend more time reading sources.
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Students will need to be able to understand more complex language.
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Students must set sources in context.
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Students must be prepared to compare and contrast sources.
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Students will need to view contemporary sources as historical interpretations rather than as
‘secondary’ sources.
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Students will need to be able to identify interpretations.
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Increasingly sources will be used as part of the process of reaching a balanced conclusion rather
than in isolation.
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Students will need to develop an overview of the focus of the questions based on the sources and
their own knowledge.
Developing the use of sources at
AS and A2
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The ideal A2 answer will be one in which sources and own knowledge are subsumed into an essay answer which focuses
precisely on the demands of the question.
How can students be encouraged to produce this type of answer?
Students must be required to study sources in detail and explain how they can back them up with their own knowledge.
Own knowledge should first derive from the sources.
Students tend to use sources and own knowledge separately. Usually they will use sources first and then own knowledge.
However, it is much more effective to use the two integrally. This can be achieved by using exercises such that on the next
two pages.
Here students are given a source with certain words or terms highlighted. They are required to explain the terms using their
own knowledge. There is a simple table for this purpose. They are then required to use the source and their own knowledge
to answer the question etc.
Students should then use their comments as a way of developing a context to explain what was happening.
This exercise can be made less or more complex by highlighting simpler terms or by not highlighting terms at all. It can be
taken back into GCSE or even into KS3.
In order to prevent them using the source and their own knowledge separately, they are required to write in two different
colours.
For example, blue when they are using the source and red when they are using their own knowledge. There should be both
blue and red in every paragraph.
Not only does this force students to write more effectively, it also makes them stop and think and, in addition, puts the
responsibility for checking their work on themselves.
The more that you can make students take responsibility for their own work, the better.
Note that in this exercise, students are being asked to comment on different, and successively more difficult, words.
Truman requires a simple factual answer.
South Korea requires more explanation.
Sixteen non-communist nations requires genuine explanation and suggests that a simple judgment is being made.
It was a US etc. is a simple interpretation and requires substantiation.
Students are therefore, being led through sequence that requires increasing sophistication.
Developing the use of own
knowledge
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Extracting information from sources by means of prior reading and
annotation is not sufficient for students who are aiming at high grades. But it
is an important means of getting lower achieving students ‘started’ if they
have difficulty in accessing own knowledge in examinations. It provides a
mechanism that students can make use of.
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For higher levels and grades, students will need to develop a more
fundamental approach to own knowledge.
Level 1: Using the sources as stimuli as a means of extracting information
from own knowledge.
Level 2: Using the information extracted to create a historical background
for the topic or issue.
Level 3: Adding to the background from other own knowledge in order to
create the context from which the sources derive and in which they and any
interpretations should be assessed.
Students should be prepared for whatever level they are capable of
reaching.
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As commented on earlier candidates do not spend sufficient time on this question. The key
problem is to get the balance right between using the sources, their evaluation and deploying own
knowledge as part of this process. The main fault is either to rely too much on source content or
on own knowledge. The other key fault, referred to above, is a failure to evaluate the sources,
which prevents candidates from moving beyond Band III, where they merely address the sources
or refer to them. We expect candidates to argue a case based around the use and evaluation of
the sources deploying knowledge to confirm or question the status of source comment and
assertions and to identify the limitations of the sources by advancing alternative arguments not
covered by them. What follows are the customary weaknesses which, if addressed by Centres
and candidates, will result in better answers and better History.
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Evaluation of the sources is crucial for Band I and Band II. By this we do not mean
mechanical and separate comments on provenance but an assessment of what the sources can
contribute to the argument, their relative value, typicality and approach. Candidates should build
their answer around the sources, using own knowledge to extend and qualify the information and
insight provided. The sort of thing the candidates need to spot are purpose, date, (change over
time), group, and judgement as a set.
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Grouping is intended to assist evaluation, a ‘sort’ method for candidates in terms of view, type,
and possibly date of source. It is not intended as another straightjacket. Candidates must
understand why they are doing this and must not simply start an answer with a stated grouping
only to revert to traditional sequencing in the bulk of their answer. However it must also be flexible
as all too frequently sources can bear different interpretations. Here a structure that focuses on
two or three views can be helpful. Then sources can be considered in different lights. Occasionally
grouping is not appropriate and a different ‘organizer’ is necessary. Q7(b) on 2582, Nazi Germany,
was a case in point. Here the dating of the sources, pre-war and during the war was a more useful
‘organizer’. An evaluation according to opposition group was another way of approaching this.
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Referencing of sources, where candidates simply use the sources as illustrative examples,
(‘source A says or shows…’ etc) is, instinctively, what most candidates do. It confines candidates
to Band III and below. Candidates who know they should evaluate, reference as far as they can,
keeping the former for a separate section at the end (as they tend to in question(a)). They
invariably resort to ‘stock’ points, completely unrelated to the question. It has become the new
‘bolt on’.
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Testing a claim. Some really struggle with this because their concept of what to do is simplistic
and their approach therefore mechanical, with many unhistorical or otherwise dubious statements
e.g. ‘Source A proves….; the writer was not there so this is unreliable; the writer is biased’. All this
is without any supporting evidence or analysis of the sources themselves. Centres need to
practise this by using past papers in the classroom, rather than leave their candidates to struggle
in the foothills of the Himalayas unaided. When it comes to reaching a judgement, let alone a
reasoned one, candidates find it difficult to identify criteria for arriving at this and rarely take a
sufficiently analytical approach. This is less of a problem where the question asks about relative
success. It is apparently more difficult where the claim is causal. Again, Centres need to think
about providing some simple pointers. The Civil War Q4(b) on 2581 was a causal question
requiring criteria for assessing the main factor whilst Q7(b) on 2582, Nazi Germany, asked
candidates to assess relative danger, the criteria being what constituted danger. Such skills are,
and should be, transferable from the Period Studies, 2583-86.
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Clear structure, argument and judgement are vital but there are signs of improvement here.
Although many lose their way, most return to some sort of focus at the end.
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Careless reading of the sources. As in question (a) this can create huge problems and
examples are mentioned in the comments on individual questions. All too often candidates content
themselves with just one point per source and thus miss much of importance, not least the
differing interpretations that arise. The sources are central to the question. It is a careful reading of
their view that candidates are asked to assess.
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Sequencing (ticking off one source after another) is to be discouraged as it prevents evaluation,
linking and cross referencing. All are crucial to the higher Bands. It also impedes the examination
of these and the grouping involved in assessment.
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Evaluating the view of an historian continues to create difficulties for candidates who resort to
stock evaluation of the worst type. The key is to evaluate the view itself (is it economic, political,
religious; are there any noticeable gaps; does it appear reasonable in relation to own knowledge
etc?).
Essay Plan Framework Sources and Own Knowledge
Aiming for an A
Title: Practice re-writing the title of the question
Introduction: This is the introduction to the essay. The question is asking you to make a judgment. You must clear what you
have decided and then refer to the reasons why you have come to that conclusion. Do not ‘sit on the fence’ unless there are
valid reasons for doing so which you can justify. Remember there are no ‘right and wrong answers’.
Argument: This is the main body of your answer. You need to develop an argument to support the judgment you made in the
statement.
The argument must be logical and must refer to the factors that you outlined in the statement. Each paragraph must refer to a
factor and form part of sequence. It is important to show the inter-relationship of factors and assess their significance. You must
be constantly aware of the comments that you have made in the statement and support them at all times.
You should include sources and own knowledge in every paragraph and should be using your own knowledge to explain and
back up the sources wherever it is relevant. You must explain the full historical context of the sources and any views put forward
by the writers and be able to assess their relative significance
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Conclusion: In this section you conclude answer. Refer back to the judgment and factors that you included in the statement
and explained in the support. Make absolutely clear what you believe to be the main reason(s) and ensure that you explain how
they support the judgment etc.
The Experience of Warfare
1854-1929
‘Now what I want is facts. Teach these
boys and girls nothing but Facts. Facts
alone are wanted in life’.
Dickens 1854
Lesson Objectives
To be introduced to Britain in the 1950s
To begin to tackle sources around the
Crimean War
How was life in the 1850s
• Most liberal state in Europe
• Richest and most powerful state on Earth
• Most advanced economy, most powerful
Navy
• In what ways might Britain have appeared
alien to us in the 1850s? (p.v)
• Who still dominated the ruling classes in
the 1850s?
The Crimean War
Key facts
Only war fought by GB between 1815 and 1914
Remembered for brave soldiers and stupid commanders
The charge of the light brigade
Made name of Florence Nightingale
Destroyed reputation of its commanders particularly Lords
Lucan, Raglan and Cardigan
First major war with a wide range of primary source
material
Had long lasting social effects on GB and made middle
class challenge competence of aristocratic rulers
The outbreak of war
• What were the main triggers for the
Crimean war, divide these into short and
long term factors?
• Do you think that Turkey was to blame for
the Crimean War?
5th April 1854- Embarkation
• British troops begin to arrive and dispatch to Scurati
• Use source C and approach it using the source analysis
toolkit (CC,NOP,V,L)
• Early success after the advance of the Allied forces in
May Russia on the retreat
• Public demand advance and continued war into Crimea
• Look at the photos on page 6- What are you first
impressions of these men? Are you surprised that they
were to become revolutionaries?
• How useful is Source E to a Historian studying the
Crimean war?
• Read the biographies of Russell and Fenton to what
extent do you think we can rely on their war reporting?
22ND September 1854
• Russian commander Menshikov decided not to attack
• The French Commander St Arnaud outlined and a plan
of attack with Lord Raglan
• Raglan agreed with the plan but did not tell any of his
commanders
• The attack begins the British do nothing and the French
quickly get pinned down
• The British, unplanned, decided to launch a full frontal
attack on the Russians
• The attack worked, GB cleared the way to Sebastopol
• 363 kia and 1,600 cia for GB. Russia kia 1,755, 6,000
cia.
• What damage was done by this attack to future British
chances?
The Battle of Balaclava
25th October 1854
• Russian attack 25,000 men on the British
held port of Balaclava
• What was the thin red line and why was it
successful and brave?
• Write a short account of the charge of the
light brigade.
William Russell’s account
• How accurate do you think the account would
have been, it was published in The Times?
• What was Russell’s attitude towards the charge?
• Why do you think The Times published the
report?
• How far does source M support Russell’s
account?
• Which account do you believe to be more
reliable?
The Russian Winter, Jan 1855
• It was clear by this point the British Army
was no longer functioning as a military
force
• How far do you think sources P and Q
support the effects of the Russian winter
as discussed in source O?
The Impact of the press
• Write 4 sentences that summarise the
backgrounds of Fenton and Russell
• Looking back over the sources we have
studied, do you think Russell and Fenton
were bias? Use quotes from the sources
to support your answer.
Summary of unit
Knowledge
Skills
You should be able to
Cross referencing
recall the various events Background of sources
of the Crimean war and Analysis of sources
their significance.
Task- Create a timeline
detailing the main
events of the war
Exam Practise
• Use pages 20 and 21.
• Study sources W,X and Y. How far do
sources X and Y challenge W about the
effective supplying of the army?
The Crimean War 1854-56
‘Someone had blundered’
‘Now what I want is facts. Teach these
boys and girls nothing but Facts. Facts
alone are wanted in life’.
Dickens 1854
Lesson Objectives
To be introduced to Britain in the 1950s
To begin to tackle sources around the
Crimean War
The troops
• Were the British troops well supplied? Use
the sources to support your answer.
• Historian Denis Judd believed the lack of
coordination was the main reason for the
lack of supplies.
Reaction in Britain
• In November 1854 The Times began a
campaign to bring events of the Crimean
War to the attention of the public
• Do you think the war Victoria writes shows
she has been influenced by The Times?
• How did the situation begin to improve in
the Spring according to Blake?
Medical services in the Crimea
• Make a bullet point list that shows how the
medical services were organised
• What did L.COL Sterling believe the
government should have done?
Hospitals established
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Major hospital base in Scurati, 6,000 capacity
In the Crimea four hospitals set up
Treatments reflected those in GB.
Amputation of limbs the most common
treatment, 25% chance of death or infection
• Supplies insufficient and anaesthetics avoided
• Why were water and sanitation the main
problems?
Florence Nightingale
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Specially appointed to head Scurati Barrack Hospital
Accompanied by 38 nurses who came from various (Christian) religious
orders
She was to be under the instructions of Dr. Menzies at all times
Complete a brief key points bio of Florence
Look at the letters on page 32 both by Nightingale what are the similarities
and what are the differences. How can you explain these difference?
Is source 2C supported by 2A and 2B?
A differnet view form Historians? Which account of source 2C and 2D would
you trust and why?
Look over all of the sources from p32-35 do you agree with historian Hugh
Smalls assertion that Florence Nightingale had been running a death camp?
Looking at the sources on page 36 do you think Miss Jones effectively
defends her nurses against Florence’s complaints?
How far do sources 2M,2N and 2O portraying Florence in a similar fashion?
Do you think these sources come close to reality?
Mary Seacole
• Write a short bio of Mary; include background and why
Mary went to the Crimea
• What happened when Mary met Florence, do you think
Mary was rejected form joining Florence’s mission on
grounds of prejudice?
• How did Seacole and Day make it to the Crimea?
• Use the sources on page 41 and 42 and your own
knowledge to assess how effective was Seacole?
• How reliable do you think the sources are as evidence of
Mary’s life in the Crimea?
What have you learned in this unit?
Knowledge
Skills
Exam b style question
Use sources U and V
(pages 44 and 45) and
your own knowledge
Do you agree with the view
that Mary Seacole, and
not Florence Nightingale
was real angel of mercy
during the Crimean War?
• Identify (What is your
point/argument?)
• Explain (What are the reasons
for this argument)
• Source (Where does the
evidence come from in the
source for this? Consider the
sources values and limitations.
Put the source into context)
• Knowledge (Use your own
knowledge to supplement the
source and compare with your
own knowledge)
• Link (How is this
significant/cause a change/ act
as a consequence to? Make
sure you answer the question)
Reminder: A questions none of your own knowledge required. B questions own
knowledge is required
"The Queen visiting the Imbeciles of the Crimea"
Increasing criticisms of conditions suffered by British troops in the
Crimea and of those responsible for them are reflected in this
contemporary cartoon. Note the state of the medical department
under review.
Punch, April 1855
The Crimean War 1854-56
What were the outcomes?
Is there more future or past?
Lesson Objectives
To understand the significance
of the outcomes of the
Crimean War
What does this poster tell us about
attitude to peace?
Did the Peace of Paris end the
disputes which started the war?
• Russia retained Sebastopol, Balaclava and all areas occupied by the
Allies.
• The Black Sea was to be neutralised: no naval bases or arsenals
were to
be maintained on its shores, and no ship of war could enter the Black
Sea through the Bosphorus.
• The River Danube was to be a waterway open to all shipping.
• Turkish sovereignty over the Danubian principalities was guaranteed,
and the principalities were to be grouped into a new state called
Romania.
• The Sultan declared he was prepared to improve the conditions of all
Christians within the Ottoman Empire.
Look back to page x and the causes of the
Crimean War. In your judgement, had the
Peace of Paris solved the disputes that
caused the Crimean war?
1 What is the
difference between
these two letters?
2 Why do you think
Sidney Herbert
asked Frances
Nightingale to
write a public and
a private letter?
3 In your judgement,
and using the
evidence of these
two letters, do you
think Florence
Nightingale really
wanted to set up a
nursing school?
1 How far does Hugh Small in Source E
challenge what is said about Florence
Nightingale’s involvement in nurse training
in Source D?
2 How best can the differences between
Sources D and E be explained?
Effect of the Crimean War on the
Army
Entry into the civil service
Effect on Army
The McNeill-Tulloch Report
Cardwell Reform
Use Sources F–J to write a narrative
summary in 200 words of what happened
to Mary Seacole between her arrival back
in England and the publication of her
autobiography in 1857.
Source K
Where, indeed, do I not find friends? In
river steamboats, in places of public
amusement, in quiet streets and courts,
where taking short cuts I lose my way
oft-times, spring up old familiar faces to
remind me of the months spent on
Spring Hill. The sentries at Whitehall relax
from the discharge of their important
duty of guarding nothing to give me a smile
of recognition. Now, would all this
have happened if I had returned to
England a rich woman? Surely not.
From Mary Seacole Wonderful Adventures
of Mary Seacole in Many Lands
published in 1857
How useful are
Mary’s memoirs to
the historian
attempting to
research her impact?
• What is the Victory cross and why is it
significant?
What have you learned in this unit?
Knowledge
Skills
Study Sources L and M and use your own knowledge.
Do you agree with the view, expressed in Source M, that Mary Seacole
was
treated differently from Florence Nightingale because she was black?
You tackled a (b) style question at the end of Unit 2. Look back to the
exam tips you were given there because you will need to use them in
order to answer this question. At the end of that Unit you created a
spider
diagram as a plan. This time, use whichever sort of plan you like best
and
which works for you. But be sure to plan!
Exam tips
• Be very sure you know what ‘view’ is being expressed in Source M.
• Analyse and interpret Source L so as to establish points that support
and
challenge the view given in Source M.
• Cross-reference between the sources by focusing on support and
challenge.
• Use your wider knowledge both to reinforce and to challenge the
points derived from the sources.
• Combine the points into arguments for and against the view given in
Source M.
• Evaluate the conflicting arguments by considering the quality of the
evidence used, involving a consideration of provenance (where
appropriate) and the weight of evidence and range of supporting
knowledge you can find in
support.
• Present a supported judgement as to the validity of the stated view
and/or any
alternatives.
The Boer War 1899-1902:how and
why was it fought?
What can this picture tell us about
the Boer war?
Lesson Objectives
Why did the Second Boer War
break out
Overview of the war
• Create a brief timeline of the Boer War
• Watch the following documentary and add
detailed to this documentary (there are 5
parts)
How did the war come about?
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•
•
What was Britain’s chief aim in the war?
Write your own ‘music hall’ poem to explain the beginning of the war
Explain the sentiments of source a and b
Do you think these sources are useful for historians exploring the
Boer War?
The Dutch captured the land from the Portuguese to be used as a
strategic trading point
South Africa was a key strategic point during the Napoleonic Wars
for Britain
The British in 1833 abolished slavery, they agrees to recognise the
Boer states north of the British territory if the Dutch states would
abolish slavery.
Dutch farmers known as Boers.
What happened during the Zulu Wars?
Why was Britain unsuccessful in the first Boer War?
South Africa
• The Dutch captured the land from the Portuguese to be
used as a strategic trading point
• South Africa was a key strategic point during the
Napoleonic Wars for Britain
• The British in 1833 abolished slavery, they agrees to
recognise the Boer states north of the British territory if
the Dutch states would abolish slavery.
• Dutch farmers known as Boers.
• What happened during the Zulu Wars?
• Why was Britain unsuccessful in the first Boer War?
Gold in them there hills…
• Why did Gold lead to new tensions?
• Why did these tensions build?
• What do sources D and E tell us about the
attitudes of leading British politicians to southern
Africa and the Boers?
• Do you think the discovery of gold made
tensions inevitable?
• In what ways do sources F and G support the
suggestion that the war was a Marxist War?
The British Army in 1899
British Army 1899
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•
•
•
Design a small mind map that summaries the state of the British Army in 1899.
Include the condition and background of the typical British Tommy and the Officer
Corps
Include a few lines explaining the importance of Rudyard Kipling
How reliable do you think Viljoen’s summary of the strengths and weaknesses of the
British ‘Tommy’. Remember, when answering this question you should look at –
Context, Content, NOP (Nature Origin Purpose) Values and Limitations.
The course of the war
Boer Army
Strengths
British Army
Weaknesses
Strengths
Weaknesses
How the war was fought?
• How did Britain cope with early attacks?
• What was Black Week and how did Britain respond?
• Does the fact that source N is anonymous reduce its
usefulness to the historian trying to find out about the
battle for Spion Kop?
• Write 5 bullet points the summarise the British success
in November 1900
• Write two sentences that explain the events of 1901
• How do sources L,M and O agree on the causes of
British defeat?
• Did the war constitute a British victory in your opinion?
Exam style Question
• Study sources P,Q and R.
• How far do these three sources support
the proposition that the British dealt
brutally with the Boer population in trying
to defeat Boer guerilla fighters?
What was the impact of the Boer
war on Britain?
Lesson Objectives
What was the impact of the
second Boer War on Britain?
Role of the Press
What was the impact of
the concentration camps?
What was the impact of
Winston Churchill?
_
_
_
What was the outcome of the Khaki election?
Impact of war
on Britain
How extensive was
support for the war in
Britain?
What was the impact of
the war on party politics?
_
Who opposed the war?
_
Timeline of aftermath
What was the aftermath of the
war?
What were the key reforms to the
army?
•Why was it an expensive
mistake
•Sum up each reform in less than
10 words
•Who was appointed and to do
what?
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The Wider significance
of the war
How has the war been judged?
What were the strategic results of
the war?
Summarise the views of the key
historians that have commented
on the war.
•Which people were affected by
the war?
Study sources K and J. In what
ways do the two opinions of
Buller differ and what might
explain these differences?
•Why was South Africa important
in the future?
•Study sources H and I. How far
do these sources suggest that the
Boer people were now loyal to
Britain?
How did the war lead to criticism
of the Empire?
•
Why was Hobson a
significant character in
history?
•
Summarise the main points
of Source G
Skills builder activities
• Look at the exam tips section on page 98,
which key tips do you think you could take
from this advice?
The First World War 1914-18: how
and why was it fought?
Lesson Objectives
What was the impact of the
second Boer War on Britain?
Long term causes Short term
of the war
causes of the war
Why did Britain go to war?
Trench warfare
• How did trench warfare develop in 1914?
• What happened at Mons?
• What were the key steps in the race to the
sea?
• What are the strengths and weaknesses to
an Historian in using sources B and C in
their investigation of the Battle of Mons?
Key events Second Battle of
Mons
Details of the Battle of Aras
Details of the Battle of Passchendeale
What were the key issues facing
the British Army in 1916?
What happened at the Battle of
The Somme?
Details of the Battle of Cambrai
Skills builder
• Complete the skills builder question page
110 and 114