GCSE HISTORY
SESSION 5
Live session
Sessions
Session 1 - Unit 2: The USA: A Nation of Contrasts, 1910–1929 and Q4 exam technique (A Doughton)
Session 2 - Unit 1: DWR: The coming of War and Question 4 (A Morel)
Session 3 - Unit 1: DWR: Rebuilding the Country after 1945 and Question 5 (A Doughton)
Session 4 – Unit 2: Unit 2: GiT: Wiemar Germany and Q5 exam technique (A Morel)
Live session with A Doughton and A Morel
Unit 2: The USA: A Nation of Contrasts, 1910–1929 and Q4 exam technique (A Doughton)
Race and religion – key details for recap
Key question: Were the 1920s a decade of religious and racial intolerance?
Religion – Religious fundamentalists. Bible belt. Tennessee. Alabama. Kentucky. Evolution v Creationism. Butler Act. Monkey Trial. 1925. John Scopes.
Race – Treatment of Native Americans. Reservations. Reject culture. Boarding schools. Meriam Report 1928.
Race – Treatment of African Americans. Jim Crow Laws. Schools. Hospitals. Lynchings. Literacy Test.
Race – KKK – Birth of a Nation. Hiram Wesley Evans (Imperial wizard). 1925- 5 m members. Reluctant to take action. White robes. Crosses. WASPs.
Reaction to treatment – great migration 1916-20. Almost 1 million. Life expectancy increase. Race riots. NAACP. WEB Du Bois. Courts. Peaceful. UNIA. Marcus Garvey. Militant.
What to consider when analysing a source:
Names, dates, key events, figures, historical terms that are relevant to the topic.
For each source, consider how the following impacts usefulness to an historian studying Prohibition:
the KKK?
Content – What does the source tell us that is useful to an historian studying Prohibition?
How does the authorship of the source impact usefulness?
Who? When? Why? Audience? Nature?
Remember to work in detailed historical knowledge. It is worth 6 marks!!
Content – What does the source tell us that is useful to an historian studying Prohibition?
How does the authorship of the source impact usefulness?
Who? When? Why? Audience? Nature?
Remember to work in detailed historical knowledge. It is worth 6 marks!!
Session 3 - Unit 1: DWR: Rebuilding the Country after 1945 and Question 5
7. Rebuilding the country after 1945
Key question - How did the Labour government deal with the problems of the time?
The Beveridge Report – 5 giants. Want. Squalor. Disease. Idleness. Ignorance.
NHS. Disease. Free health care. Aneurin Bevan. Opposition from doctors. Life expectancy. Massive cost (500 billion in first year).
The 1944 Education Act. Free secondary education. Split into three stages – primary, secondary and further. ‘11-plus’ IQ test that grammar school, secondary modern school or technical school.
Homes for All. Squalor. New towns. Cwmbran. 800,000.
Nationalisation. Idleness. Key industries would be owned by the state, rather than be owned by private industries. Compensation was paid to owners of these industries. Coal, electricity. Railways. 1 in 10 British people worked in these nationalised industries. Output increased in several industries, for example coal. Extremely expensive.
QUESTION 5
Common issues
What to consider when analysing a source:
The interpretation suggests that the impact of the post-war Labour government was negative. The source states that the policies such as the NHS were a failure.
The welfare state was extremely expensive. The NHS saw enormous costs. In its first year the NHS cost more than £500 million. The £2 million allocated for free NHS spectacles in the first year was spent within weeks, as more than five million pairs were issued in the first year. By 1951, there was still a shortage of new houses built for sale. Also, the 11-plus exams were seen as unfair by many.
This source was written by Winston Churchill. He would have reached his interpretation because he was an opponent of the labour party. He has reached his interpretation by only considering the negative aspects of the policies. This was written in 1956. This is after his second term as PM so he would want to make his time as PM as more successful than the labour governments. He would have also been disgruntled because he lost the 1945 election to labour. The audience of the source was conservative supporters because it is from a conservative newspaper. This would influence his interpretation as the readers would be against labour policies.
However, some historians believe that the impact of the labour government was positive. This is because unemployment decreased. Life expectancy also increased by 10 years. Also, over 800,000 new homes were built. The labour government also introduced free education for all children up to 15 years of age. They would reach this interpretation by focusing on the positive effects on people rather than the economic demand of the welfare state.
I agree with the interpretation to a certain extent as the policies were very expensive. However, due to Winston Churchill being a conservative politician he fails to consider the positive aspects of the reforms which clearly outweigh the negative aspects.