THE HISTORY OF MAKING OF THE
MODERN WORLD 1903-1928
THE SOURCE PAPER
Things you need to know
Topic 1 – The Liberal reforms and votes for women
A)
B)
C)
D)
E)
F)
Womens lives in early 1900’s
Suffragists and Suffragettes and how they protested
Re-actions to the Suffragettes
State of the British economy
Helping young people
Helping the elderly. Unemployed and the sick.
Topic 2 – The part played by Britain on the Weston front
A)
B)
C)
D)
E)
F)
The British expeditionary force
The failure of the Schlieffen Plan
Trench warfare
New weapons
The Somme
The end of the war
Topic 3 – The home front and social change
A)
B)
C)
D)
E)
The Defence of the realm act (D.O.R.A.)
Recruitment
Conscientious objectors
Rationing
The role of Women in the war
Topic 4 – Economic and social change
A)
B)
C)
D)
Equality for women
Industrial unrest
Industrial unrest in the mines
The General strike
REMEMBER THIS IS A SOURCE TEST – NOT A KNOWLEDGE TEST
The real skills
Are:
Understanding what a source tells you
Understanding the purpose of a source
Judging how useful a source is
Judging how reliable the source is
THE EXAM – HOW TO ANSWER THE QUESTIONS
The exam will ask FIVE questions
1) What can you learn from one of the sources (6 marks) you should spend 10
minutes on question 1
Level 1 = just repeats information from the source
Level 2 = make inferences from the source but does not have quotes
Level 3 = Makes THREE inferences from the source and use evidence / quote for
each one
2) Study one of the sources and give the PURPOSE of the source (8 marks)
(why was it made or shown) (10 marks – you should spend 10 minutes on this
question)
Level 1 = Make a very general statement
Level 2 = Gives the Meaning of the Poster with a quote but does not give the actual
PURPOSE of why the source was made or displayed
Level 3 = Gives the actual PURPOSE of why it was made with quotes from the Source
(Own knowledge is good here to help explain why it was published at that particular
time)
3) How useful are sources X and Y for…….. (10 marks) spend 10 mins on this
question
Level 1 = Talks about the amount of detail or who it is by. (I.E. source B is better because
it’s a picture and you can see things better)
Level 2 = Consider the nature/purpose/origin of ONE of the sources and use quotes to
justify your answers
Level 3 = Consider the nature/purpose/origin of both sources with quotes from each
4) Using THREE sources do they say the same things (10 marks) This question
is really asking what are the similarities and differences of the three sources
spend 10 mins on this
Level 1 = Only gives surface details of the source (i.e. I can see…….)
Level 2 = Looks at similarities OR differences in the sources (i.e. source A says X but
sources B and C say Y)
Level 3 = level 2 + considers how useful/reliable the sources are (i.e. a photograph only
shows one event from one point of view at one moment so cant tell us about the
whole war)
5) Study ALL the sources and use own knowledge ……SOME STRONG
STATEMENT……. How far do sources A – G support this view? Explain your
answer (16 marks) take 15 mins
Level 1 = talks about how the sources agree OR disagree with the statement
Level 2 = Level 1 but also includes some quotes and evidence
Level 3 = discuss agreements and disagreements and uses evidence such as quotes
Level 4 = Level 3 + discuss the usefulness and reliability of the sources
LIBERAL REFORMS AND WOMEN’S PLACE
What can we learn about the role
of women before WWI from this
source?
Women should be mothers
Stay at home
Housework such as cooking,
cleaning, sewing and domestic jobs
Women couldn’t vote in national elections
1) They thought the PUBLIC world was for MEN and the DOMESTIC
(house) world was for WOMEN
2) Many people believed women could not make rational or complex
decisions
3) Many politicians thought only wealthy house owners should have the
vote and very very few women owned their own property
4) The Liberal party feared that if RICH women got the vote they would
vote for the CONSERVATIVE party.
Campaign for the VOTE
In 1894 MARRIED women were allowed to vote in local county elections but NOT
general elections and they could not stand as Members of Parliament (MPS)
1) Women’s rights were improving slowly
2) Women actually could make rational decisions
3) Women had gained the vote in other countries such as New Zealand (1893)
JOBS
Women could work in the textile industry as teachers and as nurses. These were
usually low paid jobs.
The SUFFAGISTS
Were moderates and not violent, they were founded in
1897 by Millicent Fawcett they tried to persuade in
argument. Had public meetings and gave petitions
to Parliament
The SUFFRAGETTES
Believed in DIRECT action, they began in 1903 by
Emmeline Pankhurst and her daughters
They wanted the VOTE and they wanted it straight
away
They deliberately got arrested to get attention and
sympathy
They believed the Liberal government would give
them the vote but in 1907 the New Liberal Prime Minister Asquith voted
AGAINST giving women the vote
DON’T CONFUSE THE TWO GROUPS
They both wanted to get women the vote BUT their methods and effect of what they
did was very different.
In 1912 – The Liberal government proposed to give Women the vote but it was
blocked, out of frustration the protests got more extreme
Suffragettes chained themselves to railings
They PHYSICALLY attacked politicians – the PM was attacked on a golf course and
they tried to rip his clothes of
Smashed shop windows
Suffragettes burnt out post boxes, in 1913 they bombed Lloyd Georges house
1913 Emily Davision may have killed herself by throwing herself under the Kings
race horse.
Task – What is the meaning of this source (6
REACTIONS TO THE MOVEMENT
TASK - What do you think is the
purpose of this Source? (8 marks)
Thinks about what the message is and
why people might want to send out
that message
THE GOVERNMENTS RESPONSE
Many Suffragettes were sent to
PRISON
Many went on hunger strike to
protest the government tried to force
feed them but it made the
Government look bad
The CAT AND MOUSE ACT
They would let the women on hunger
strike go from Prison wait they were
healthy again and re-arrest them
Some women were continually in and
out of prison
TASK – What is the PURPOSE of this cartoon
published by suffragettes?
TASK – Which is the more useful source for
learning about the suffragette movement (10) ?
You should consider
What you can learn
Reliability
Purpose
LIBERAL REFORMS
In 1906 local authorities were allowed to provide free school meals.
The 1908 Children and Young Persons Act introduced a set of regulations that
became known as the Children's Charter. This imposed severe punishments for
neglecting or treating children cruelly
In 1908 pensions were introduced for the over 70s, which gave them 5s a
week, or 7s 6d to a married couple. Old people cried as they collected their
pensions, and said: 'God bless Lord George'.
In 1909 labour exchanges were set up to help unemployed people find work
The 1911 National Insurance Act was passed. Part 1 of the act gave people
the right to free medical treatment, and sick pay
1908 - eight-hour maximum working day for miners
From 1911, MPs were paid. This gave working men the opportunity to stand for
election
1910 - half-day a week off for shop workers
1906 - the Workers Compensation Act granted compensation for injury at
work
TASK – for each Liberal reform you should:
Say how many people the reform would actually affect
Say how much it would actually help them
Say why it was a good idea
Many opposed the Liberal reforms –
The Conservative party said
1) The Government should not interfere
in people’s family lives
2) It was wrong to raise taxes – people
should choose for themselves how to
spend their money
3) Giving poor people money was wrong
as it made them not want to work, as
they could just live off others
TASK – What is the purpose of this
source? (8)
WORLD WAR ONE
Source A – Men blinded by gas in the trenches Source B – A photograph of the
A tank in WWI
Source C - A Government poster to encourage
women to go to work during the war and make
weapons for the army.
TASKS
1) What can you learn from source A? (6)
2) What can you learn from source B? (6)
3) What can you learn from source C? (6)
4) Study sources A, B and C, which is the
more useful source for learning about
WWI? (10)
5) Study sources A, B and C, Which is the
more reliable source for learning about
WWI? (10)
START OF THE WAR
Britian was allied to France and Russia in an agreement called the Triple Entente
Germany was allied to Austria-Hungary and Italy this was the Triple Alliance
The Austro-Hungarian Archduke Ferdinand was assassinated in Bosnia
Austria-Hungary declared war on Serbia, Russia declared war on AustriaHungary, Germany declared war on Russia and then on France
The Germans had a plan to defeat France in Six weeks and the attack Russia – it was
called the Schlieffen plan which involved invading Belgium
Britain declared war on Germany to Protect Belgium
4th of August 1914 and WORLD WAR ONE HAS BEGUN
TRENCH WARFARE AND STALEMATE
Everyone expected the war to be over in months – a common phrase was all over
by Christmas.
The Schlieffen Plan
1) Attack France through Belgium avoiding
the French Forts at Verdun
2) Capture Paris and force the French to
surrender
3) Then attack Russia whilst they are still
mobilising their army
4) Britain remains neutral throughout
The Schlieffen plan failed because
1) Belgium fought back and sabotaged German troops moving into
France
2) Russia mobilised its army quicker then expected and attacked
Germany in the East
3) Britain got involved and sent the British Expeditionary Force (BEF) to
help fight with the French
So instead of a few months of fighting with a clear victor, we had 4 years of
TRENCH warfare
NEW WEAPONS TO BREAK THE TRENCHES
1) Aircraft
Both sides used planes and balloons to look
for weak points
Germans used Zepplins to bomb Britian
New planes could fire machine guns withgout
shooting the propeller
Bigger planes could now act as bombers
2) Tanks
Tank tracks could cross the muddy rough
grand of no mans land
They were bullet proof
Britian first used tanks in 1916 at the
Battle of the Somme 49 tanks capture 2
km of enemy land
Tanks often broke down
3) Poison Gas
Germans used Chlorine gas in the second battle of Ypres
in 1915
Both sides started to use gas
Counter measures were invented like gas masks so it
was never a war winning weapon.
4) Creeping Barrage
First used by Britian in 1916. The artillery cannons
would fire just ahead of the advancing Infantry or
tanks. As the Troops moved closer to the enemy
trench so did the cannon fire.
TASK – Why was it so hard to break through the Trenches?
Which of the above four weapons would be most useful in your opinion
to break through the trenches
TASK – which of the four sources on this page is most useful for learning about
what WWI was actually like
THE HOMEFRONT
DEFENCE OF THE REALM ACT – D.O.R.A
Passes in August 1914 its purpose was
1) To ensure the country had the resources to FIGHT
2) Make sure British people were in a fit state to fight
The law allowed
The government to take control of key industries like coal mining and weapon
manufacturing
2.5 million acres of farm land
Gave us British summer time so we could all work an extra hour
Gave us pub closing times – se we did not get to drunk and could not work
Recruitment
TASK – What is PURPOSE of this source? (8)
Men were encouraged to go to war appealing to there:
Sense of adventure
Sense of nationalism
To protect the weak and innocent
To punish the “evil” Germans
However by 1916 Conscription was introduced and
men were forced to join the army or key industries
such as coal mining
Role of Women
Suffragettes gave stopped there campaign for the vote to concentrate on winning the
war.
Many men let their jobs to fight so women did men’s jobs especially in the making of
weapons and military equipment. Women also worked in the coal mines and other
jobs.
Many women enjoyed going out to work and wanted to keep doing so.
Women also proved they were as capable as men and showed that women could be
useful and do well in the public sphere.
WOMEN AND THE VOTE
In 1918 – Women aged over 30 who owned a house or was married to a man who
owned a house got the vote. They were also allowed to stand as MP’s
In 1921 all women over the age of 21 got the vote.
Why did women get the vote?
1) They helped Britian win the war
2) They had shown they could do men’s jobs
3) The law had to be changed anyway – the law said a man could only vote once
he had lived somewhere for a year. As all the men had been away for years in
the war the law had to be changed to let them vote.
4) Nobody wanted the violence of the Suffragette movement to restart
Why do you think this cartoon was
published in 1918? (8)
However after WWI
Women were forced to leave their jobs
and return to the homes.
However women could now smoke in
public.
Women’s clothes became more
revealing and new fashions began.
Women could go out socialising even
dating without a chaperone.
TASK - How useful is this source for learning
about how women’s lives had had changed by
the early 1920’s
TASK – why do you think women got the
vote?
Consider
1) Their role in the war
2) The suffragettes and Suffragists
3) Changing attitudes towards women
BUILD UP TO THE GENERAL STRIKE 1918 – 1926
Trade Unions – are when people who work at a job join together to make themselves
have a louder voice. They will often ask for better pay, shorter working hours and
better safety arrangements.
The Trade Unions became more powerful after the war
During the war everyone had a job, wages were good and many people joined the
Trade Unions. The Trade Unions worked with the Government to win the war and
strikes were rare. After the war this changed
The Police and Railway workers striked in 1918 and 1919
By 1920 8.3 million people were members of a Trade Union.
The Coal industry
During WWI the Government took
control of the coal mines, after the
war they were made private
companies again in 1921.
German coal was cheaper and more
people had switched to Gas heating
and so the coal mines became
unprofitable.
TASK – What is the meaning of this source? (6)
The coal Mines cut wages and increased working hours.
The miners went on Strike - The strike failed and the miners had to accept the bad
conditions.
In 1925 coal sales dropped further and the coal mines cut pay again.
The Miners asked other Trade Unions to help
The Government gave the coal miners money to keep their wages the same – after
nine months the money ran out.
The Samuel commission was set up to look into the problem.
The Samuel Commission said – the coal mines should be re-organised and new
modern machinery should be bought. With modern machines the coal mines would be
more efficient.
The miners liked it, but mine owners did not want to pay for new machines.
The miners had to take a temporary pay cut to pay for the new machines. The Miners
did not like that.
THE GENERAL STRIKE 1926