Essays Flashcards
Liberal essay structure
Intro
Reword Question
Background info – Booth and Rowntree findings on poverty, 30% of people in poverty, Boer war, 1899-1901 concerns over national security, new liberals, Winston Churchill-Lloyd George-Herbert Asquith
LOA – State wether or not the needs of the British people, which factors demonstrated this the most.
Young
Free School Meals Act 1906 – By 1914 14 million kids received these meals. Funded by local councils, raising the taxes, it was voluntary. By 1914 Gov made it compulsory.
POS – Met needs – helped children to grow and learn effectively. For many this was the only meal they got.
NEG – Voluntary – 2/3 of councils did not take part until it was made compulsory. Weight of children dropped during holidays.
EVAL – POS, NEG, New info, Judgement – met needs effectively/least effectively
1907-medical inspections-3 during school career. Head lice, health problems, height, weight.
POS – Information on medical needs for parents and gov
NEG – made gov aware of ill health in children. Didn’t pay for the treatment – parents couldn’t afford it until 1912
1908 – Childrens charter – Law that made it illegal to neglect children – Safety & Protection. No one under 16 allowed to buy Cigarettes. Not allowed in pubs under 14. Legal system – courts – probation service & Borstals
POS – Major step in Gov intervention – attempt to protect children from neglect. Legal changes went some way to protecting children – meeting needs.
NEG – Parents unhappy – saw it as unnecessary intervention – didn’t meet needs. Children could be left alone – parents went out. Many parents ignored the regulations.
The Old
Old Age Pension Act – 1908
5 shillings per week – single
7 shillings 6 pennies per week – Married couple
Over 70 to collect. Non contributory. Collected from Post office.
Lloyd George. Based on Germany
POS – Hugely welcomed – went some way to alleviate poverty in old age, took away stigma of poor laws as collected from post office, didn’t meet all of their needs but did make life easier.
NEG – Not a lot of money – below poverty line – still have to supplement. 70 too old – not many survived – labour thought 65
EVAL – In evaluation, although few peoples needs were met because of the age limit those that did benefit from the 1908 Pension Act welcomed the help it provided. It met the needs of the elderly to a considerable extent and Lloyd George was congratulated for his German inspired system. However, reforms that were in place for the young met the needs of the British people more substantially as all young people were helped eventually in some capacity eg School meals after 1914.
The Sick
National insurance act 1911 part 1 – sickness and disability. Everyone who earned more than £160 per annum had to contribute.
9 pence for 4 pence scheme – Employee paid 4, employer paid 2 and the state paid 3.
Received if sick – 10 shillings per week for the first 13 weeks then it was 5 shillings per week for the next 13 weeks after that for a total of 6 months.
POS – Met the needs of the people – got money if couldn’t work due to illness – stopped falling into poverty. Compulsory.
NEG – If ill longer than 26 weeks – no money – didn’t meet needs – still had to rely on families. Still small amount. Pay cut to fulfil contributions.
The Unemployed
The national insurance act 1911 part 2
7 cyclical trades eg ship building – deserving couldn’t help unemployment part of the year.
Contributory – Employee 2.5 pence, Employer 2.5 pence and state 3 pence
Benefit – 7 shillings for 15 weeks unemployment
Labour exchange – allowed employers to advertise jobs and employees find jobs.
POS – met needs of those in cyclical trades. Gave something – helped keep them out of poverty until employed again. Labour exchanges popular – 3000 people per day were finding jobs by 1914.
NEG – not enough money to keep out of poverty. Restricted to 7 trades – helped limited number – 2.3 million people involved. Labour exchange mostly skilled jobs – little for unskilled.
EVALUATION
Employed
1909 Trade Boards Act – minimum wage – sweated trades eg sewing.
POS – helped reduce exploitation – employees prosecuted – make money.
NEG – difficult to enforce – few jobs. Met few needs.
Coal Mines Act 1988 – 8hr working day
POS – reduced exploitation – met needs of miners.
NEG – lots of families needed more hours – difficult to enforce.
Shops Act 1911 – allowed workers ½ day off and meal breaks.
POS – gave workers a structured day with official breaks – stopped exploitation – protected workers
NEG – still very long hours – difficult to enforce.
Workers Compensation Act 1906 – compensation for work place injury and industrial disease
POS – gave money when injured and unable to work.
NEG – very difficult to prove
Conclusion
Mention all factors
refer to LOA
make judgement
How much nationalism essay
Intro
Reword Question
Background
Factors: Supporters of Nationalism, Opponents of Nationalism, Political turmoil in the 1840s, the Frankfurt parliament and finally the collapse of the revolution in Germany
Supporters of Nationalism
Background - Students and university professors form Burschenschaften, Carlsbad decrees banned any form of preaching nationalism or organised groups, Educated middle class didnt like how the country was being run
Pos analysis
Neg analysis
Opponents of nationalism
Background - Religious differences Protestant North and Catholic South, Each individual ruler refused to cooperate with one another and were fiercely protective of their own respective land, surrounding countries like russia and france wanted to keep the states seperate
Pos analysis
Neg analysis
Political turmoil
Background - Liberals, workers and middle class all wanted the same thing, workers unhappy about living conditions, street demonstrations led to the metternich fleeing
POS analy
NEG analy
Divisions in franfurt parliament
Background - New rulers overthrew previous govt and created the parliament to decide their next moves, old rulers crept back into power and shut down all progress of nationalism
POS analy
NEG analy
The collapse of the revolution
Background - spent too long discussing what to do instead of acting, old rulers reasserted themselves and then lost interest in ruling a united Germany
POS analy
NEG analy
Conclusion
Mention all factors in relevance to the Question
Summarise
State final decision
Why did women get the vote?
Introduction
Reword question
Bckgrnd - women wanted vote to improve their status, rights and education standard, two main campaign groups were set up, suffragists and suffragettes
Mention all factors - Changing attitudes, suffragists, suffragettes, Impact of WW1 and Examples from other countries
Changing attitudes
Bckgrnd - Before 1900 it was believed that women were inferior to men, By 1900 many women that met specific criteria could vote on certain matters or own property of some form etc, women were generally allowed to do more things
Pos analy
Neg analy
Suffragists
Bckgrnd - Worked with parliament, Peaceful campaigns, law abiding, slow progress
Pos analy
Neg analy
Suffragettes
Bckgrnd - Militant, Violent, bricks through shop windows, bombs, arson, major public disturbance
Pos analy
Neg analy
Impact of WW1
bckgrnd - many women took up jobs left by men to keep country running, factory work, munitions, police, farming, Campaign groups called off their protests to focus on the war effort.
Pos analy - showed that the women could be helpful and do the same jobs as men
Neg analy men wanted their jobs back after the war was over
Examples from other countries
Bckgrnd - By 1917, several other countries in the world had given women the vote. Some of the states in the USA, along with New Zealand, Australia, Finland, Denmark and most of Canada extended the vote to women.
Pos analy
Neg analy
Conclusion
Mention all factors
summary
Refer to Question
