Sources A and B both advocate for women's suffrage in the early 20th century, though their reasons differ somewhat. Source A focuses on gaining the vote to improve wages and working conditions for women workers, while Source B argues for suffrage to protect women under unfair laws and give more attention to issues important to women like housing and child welfare. Overall the sources show both continuity and some change over time in the arguments for women's suffrage.
This document is a specimen paper for a General Certificate of Secondary Education (GCSE) history exam on how British society changed between 1890-1918. The paper consists of 7 printed pages and instructions for candidates. It includes 7 sources to analyze and answer 6 multi-part questions about how civilians in Britain were impacted by World War 1. Candidates are asked to use their knowledge and contextual understanding to interpret the sources and evaluate different perspectives on how civilians suffered or benefited during the war.
British social history (liberals) june 2015mrgowneyhedges
The document contains an exam paper for GCSE History students assessing their knowledge of how British society changed between 1890-1918. The paper includes 6 sources of information from the time period and asks students to answer 5 questions analyzing and evaluating the sources and using their own knowledge. Students are asked to consider topics like poverty, government assistance programs, and public opinions towards new legislation. The exam aims to test students' understanding of the social changes Britain underwent during this era.
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. The exam consists of multiple choice and short answer questions about how British society changed during this time period, focusing on the emergence of youth culture in the 1960s. Students are asked to analyze 7 different sources, including newspaper articles, photographs, and textbooks, about whether young people in Britain in the 1960s were truly "out of control."
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. It includes a description of the exam structure and time limits, as well as sample sources to analyze related to changing attitudes towards women during this period. Students are asked a series of questions requiring them to interpret and evaluate the sources in relation to the statement about whether there was little change in attitudes towards women.
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. It includes a description of the exam structure and time limits, as well as sample sources to analyze related to changing attitudes towards women during this period. Students are asked a series of questions requiring them to interpret and evaluate the sources in relation to the statement about whether there was little change in attitudes towards women.
The document provides background information and tasks related to an essay explaining why women gained the right to vote in 1918 in Britain. It discusses key factors such as changing attitudes towards women, the work of suffragist and suffragette groups, and women's contributions during World War I. Students are instructed to consider these factors and judge which were most important. They are given background details on women's exclusion from politics historically and instructed to complete tasks building their knowledge on factors such as the suffragists and suffragettes before planning and writing a timed essay.
British social history (liberals) june 2010mrgowneyhedges
This document provides instructions and background information for a history exam on British society from 1890-1918. It includes 8 sources labeled A-H about the Liberal welfare reforms during this period. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that "People welcomed the Liberal welfare reforms."
British social history (liberals) june 2010mrgowneyhedges
This document provides instructions and background information for a history exam on British society from 1890-1918. It includes 8 sources labeled A-H about the Liberal welfare reforms during this period. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that "People welcomed the Liberal welfare reforms."
This document is a specimen paper for a General Certificate of Secondary Education (GCSE) history exam on how British society changed between 1890-1918. The paper consists of 7 printed pages and instructions for candidates. It includes 7 sources to analyze and answer 6 multi-part questions about how civilians in Britain were impacted by World War 1. Candidates are asked to use their knowledge and contextual understanding to interpret the sources and evaluate different perspectives on how civilians suffered or benefited during the war.
British social history (liberals) june 2015mrgowneyhedges
The document contains an exam paper for GCSE History students assessing their knowledge of how British society changed between 1890-1918. The paper includes 6 sources of information from the time period and asks students to answer 5 questions analyzing and evaluating the sources and using their own knowledge. Students are asked to consider topics like poverty, government assistance programs, and public opinions towards new legislation. The exam aims to test students' understanding of the social changes Britain underwent during this era.
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. The exam consists of multiple choice and short answer questions about how British society changed during this time period, focusing on the emergence of youth culture in the 1960s. Students are asked to analyze 7 different sources, including newspaper articles, photographs, and textbooks, about whether young people in Britain in the 1960s were truly "out of control."
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. It includes a description of the exam structure and time limits, as well as sample sources to analyze related to changing attitudes towards women during this period. Students are asked a series of questions requiring them to interpret and evaluate the sources in relation to the statement about whether there was little change in attitudes towards women.
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. It includes a description of the exam structure and time limits, as well as sample sources to analyze related to changing attitudes towards women during this period. Students are asked a series of questions requiring them to interpret and evaluate the sources in relation to the statement about whether there was little change in attitudes towards women.
The document provides background information and tasks related to an essay explaining why women gained the right to vote in 1918 in Britain. It discusses key factors such as changing attitudes towards women, the work of suffragist and suffragette groups, and women's contributions during World War I. Students are instructed to consider these factors and judge which were most important. They are given background details on women's exclusion from politics historically and instructed to complete tasks building their knowledge on factors such as the suffragists and suffragettes before planning and writing a timed essay.
British social history (liberals) june 2010mrgowneyhedges
This document provides instructions and background information for a history exam on British society from 1890-1918. It includes 8 sources labeled A-H about the Liberal welfare reforms during this period. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that "People welcomed the Liberal welfare reforms."
British social history (liberals) june 2010mrgowneyhedges
This document provides instructions and background information for a history exam on British society from 1890-1918. It includes 8 sources labeled A-H about the Liberal welfare reforms during this period. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that "People welcomed the Liberal welfare reforms."
British social history (women) january 2012mrgowneyhedges
This document is a GCSE history exam from January 2012 on British society from 1890-1918. It contains background information on the campaign for women's suffrage during this period and 7 labeled sources (A-G) related to the issue. Students are asked a series of questions to analyze and evaluate the sources in response to the statement "Women wanted the vote to improve their pay and working conditions."
British social history (liberals) june 2013mrgowneyhedges
This document is an exam paper for a GCSE history exam on British society from 1890-1918. It contains background information on liberal welfare reforms during this period and 7 sources to analyze. Students are instructed to answer 6 questions analyzing the sources and assessing the impact of liberal reforms on British society. The questions require students to interpret the sources and use their own knowledge to evaluate the reforms.
This document provides instructions for GCSE History exam candidates taking the exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - Part 1 covers aspects of international relations with questions on the inter-war years, Cold War, or 1948-2005. Part 2 focuses on the depth study of the USA over the given time period. Candidates must answer questions based on provided sources as well as questions testing their knowledge. The sources provided relate to cartoons about Hitler/Stalin, Kennedy/Khrushchev during the Cuban Missile Crisis, and Roosevelt.
This document provides information for students taking the A2 Sociology course at Knights Haberdashers' Aske's Federation Sixth Form. It outlines the units and exams for Mass Media (Unit 3) and Crime and Deviance (Unit 4), including exam dates and marks available. Revision materials and resources are listed, including a revision checklist and sample exam questions for each unit. Contact information is provided for two teachers, Mrs. Griffiths and Mr. Pearce, and the document specifies that it is for the new AQA Sociology GCE specification.
Application Essay For Boston University. Online assignment writing service.Angelavette Dowdy
The passage provides instructions for creating an account on the HelpWriting.net site in order to request writing assistance. It outlines a 5-step process: 1) Create an account with a password and email, 2) Complete an order form with instructions and deadline, 3) Review writer bids and qualifications and place a deposit, 4) Review the completed paper for satisfaction, and 5) Request revisions as needed, with HelpWriting.net providing original, high-quality content or a full refund.
The document is an exam paper for a GCSE history exam on British society from 1890-1918. It contains 7 sources labeled A-G related to how British society changed during World War 1. The exam paper instructs students to answer 6 questions analyzing and evaluating the sources in relation to how the British people supported the war effort. It provides background information on how Britain was engaged in a total war that demanded support from the entire population.
The document is an exam paper for a GCSE history exam on British society from 1890-1918. It contains 7 sources labeled A-G related to how British society changed during World War 1. The exam paper instructs students to answer 6 questions analyzing and evaluating the sources in relation to how the British people supported the war effort. It provides background information on how Britain was engaged in a total war that demanded support from the entire population.
The document provides a list of recent titles in the Library and Information Science Text Series, including "Library and Information Center Management, Sixth Edition" and "United States Government Information: Policies and Sources." It also lists titles on topics like library automation, acquisitions management, and distributed information access solutions. The titles focus on management and information policies within libraries and information centers.
The document discusses the role of artillery in the Battle of Gettysburg through 5 key points:
1. Artillery played a crucial role alongside infantry in all three days of the battle.
2. Different types of artillery were used, including big guns with limited range requiring visible targets.
3. Artillery worked closely with infantry during this period.
4. Extensive use of artillery by both sides ultimately led to a Union victory and failure of the Confederate invasion.
5. The battle was fought between the Army of the Potomac led by Meade and Confederates led by Gen. Robert E. Lee.
British social history (liberals) june 2012mrgowneyhedges
This document is an exam paper for a GCSE history exam on British society from 1890-1918. It contains background information on welfare reforms passed by the Liberal government and 8 sources to answer questions about how British society changed during this period and the pressures that led to reforms. Students are instructed to answer 6 questions analyzing and evaluating the sources in relation to the statement that the Liberals passed reforms due to pressure from the Labour Party.
How Do I Start My Persuasive Essay. Online assignment writing service.Brittany Smith
The document provides instructions for creating an account on HelpWriting.net in order to request that a writer complete an assignment. It outlines a 5-step process: 1) create an account; 2) submit a request with instructions and deadline; 3) choose a writer based on bids; 4) review the completed paper; 5) request revisions if needed and receive a refund if plagiarized. The purpose is to help students get assignment writing help by having writers complete papers for a fee.
David AckleyDepartment of Literary and Cultural StudiesBryant .docxtheodorelove43763
This document provides the class description, learning objectives, requirements, schedule, and policies for a British literary contexts course taught by David Ackley at Bryant University. The course examines British literary works and their critical, social, cultural, and historical contexts from the 18th century to present. Students will analyze how texts both reflect and shape political and aesthetic values using various critical methodologies. Requirements include attendance, participation, papers, exams, and poem memorizations. The schedule lists readings organized by time period. Policies address attendance, technology use, formatting, plagiarism, and grading.
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The document provides instructions for requesting writing assistance from HelpWriting.net, including creating an account, submitting a request form with instructions and sources, reviewing writer bids and choosing one to complete the assignment, and authorizing payment upon approval of the completed paper. The process allows for free revisions to ensure customer satisfaction, and HelpWriting.net promises original, high-quality content or a full refund for plagiarized work.
The document discusses the mythology of the Scandinavian culture, focusing on how myths played an important role in Scandinavian society by explaining natural phenomena and providing moral lessons that shaped cultural values. Key mythological figures that emerged from Scandinavian mythology included the gods Odin, Thor, and Loki, who battled forces of chaos like giants and sea monsters. These myths were an integral part of Scandinavian culture for centuries and helped define cultural identities across Scandinavia.
Speech Analysis Essay Friendship InterpersonalJen Wilson
The document discusses the importance of inclusivity in the digital age. It argues that as technology progresses rapidly, aspects like gender, sexuality, class, ethnicity, and culture need to be addressed with progressive awareness and inclusion. Specifically, technology companies should ensure their platforms and content are inclusive of diverse communities, rather than exclusionary. As an example, it notes YouTube's recent censorship of LGBTQ+ content, which sparked controversy over the need for a more inclusive internet society.
Spongebob Essay Clip. Online assignment writing service.Brittany Smith
The Epic of Sundiata tells the story of the ancient Mali Empire in Africa and its legendary founder Sundiata. It is told by a griot, or oral historian, who introduces himself and explains the important role of griots in preserving the histories and lineages of rulers. The griot persuades the audience of his credibility to tell a valid story. While griots knew many tales, the stories that engaged audiences and respected cultural beliefs, like the Epic of Sundiata, were passed down over generations.
This document provides instructions for a GCSE history exam on international relations from 1919 to 2005. It outlines the format of the exam, which includes two parts. Part 1 focuses on aspects of international relations between 1919-1939, 1945-1975, or 1948-2005. Students must answer one question that requires using a provided source document and one other question. Part 2 is a depth study on the USA from 1919-1941 and requires answering one source-based question and one other. The document provides sample source-based and non-source questions for students to answer on the exam.
Ap Lang Rhetorical Analysis Essay Examples SitedoctLorri Bynes
The document provides instructions for creating an account on a writing assistance website and requesting paper writing help. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Receive the paper and authorize payment if pleased. 5) Request revisions until satisfied. The purpose is to help students get high-quality original papers through this online writing service.
HIS1113 Kwantlen Polytechnic University Women of New France.docxbkbk37
This document provides an assignment for a history course on the Women of New France. Students must write a 10-page essay on one of four topics using 10 sources - 5 that are provided and 5 that students find on their own. The topics are: 1) The Cariboo Gold Rush in British Columbia from 1858-1863; 2) The War of 1812; 3) The lives of women in New France; and 4) How disease epidemics affected Aboriginal peoples in Western Canada and British Columbia. The document provides details on formatting the essay and lists required and recommended sources for each topic. It also includes a marking sheet that will be used to grade the assignments.
This document discusses different perspectives on why the United States failed in Vietnam. Source A describes General Westmoreland's view that negative media coverage helped turn US public opinion against the war. Source B explains Ho Chi Minh's view of effective guerrilla tactics like harassing the enemy. Interpretation 1 argues that superior US firepower was ineffective against guerrilla warfare. Interpretation 2 contends that initially pro-war media began questioning the lack of progress and turned against the war after reporting on the Tet Offensive.
1. The United States initially got involved in Vietnam to contain the spread of communism according to the Domino Theory and policy of containment. They supported France in fighting the Viet Minh and later the South Vietnamese government against the Viet Cong.
2. After the French defeat at Dien Bien Phu in 1954, Vietnam was divided and elections were to reunite the country but the US feared communism would spread so they increased support for South Vietnam.
3. US involvement escalated throughout the 1960s despite growing opposition until all US troops left Vietnam in 1973 after failed policy of Vietnamization showed South Vietnam could not stand on its own against the North.
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The social reformers of the 1890s, such as Booth, Rowntree and Galt, conducted studies that showed poverty in Britain was widespread and mostly caused by low wages and illness rather than laziness. Their work raised awareness of the scale of poverty and its causes. In response, the Liberal government of 1906-1914 introduced several reforms to help children, the elderly, workers and the unemployed, including free school meals, old age pensions, labour exchanges and national insurance. While these reforms provided significant help, they also faced criticism for being too limited in scope and for discouraging self-reliance. The effectiveness of the reforms was debated, but they marked an important change in attitudes toward greater state intervention to aid the poor.
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This document provides sources related to Liberal reforms in early 20th century Britain. Source A is a political cartoon about old age pensions introduced in 1908. Sources B and C give different views on the impact of old age pensions - one from a Labour MP wanting to emphasize Labour's role, and one from a post office worker seeing the real impact. Source D is a photo of Lloyd George shaking hands, which could be used to argue he was popular due to the reforms but was really propaganda. Sources E and F provide differing views on the National Insurance Act from a government report and unions, showing unions were critical despite supporting the policy. Source G explains poverty was an issue the reforms aimed to address, but they were unpopular with trade unions
This document provides questions for a study of liberal reforms in the UK during the early 20th century. The questions assess understanding of various primary sources related to old age pensions, views on the impact and popularity of Lloyd George as a reformer, and the success of the liberal reforms. Students are asked to use details from the sources provided and their own knowledge to answer questions on the purpose and message of the sources, reasons for differing views in sources, whether a source proves Lloyd George's popularity, which source provides more useful evidence on the reforms' success, and why a particular source was published in 1911.
Liberal Reforms questions Dirt mark schememrgowneyhedges
This document outlines the marking scheme for a DIRT exam, dividing responses into levels for each question. For question 1, higher levels require more depth, from surface details to main message and context. Question 2 evaluates identification and explanation of similarities/differences between sources, with higher levels providing more context. Question 3 examines explanation of a photograph's message with yes/no responses and context. Question 4 evaluates source usefulness based on content and context. The highest level for each question integrates purpose and context.
This document lists the dates of past GCSE history exam papers on the Cold War topic. It includes exam dates from January 2010 to June 2015. Many papers were administered in January and June of each year, providing students several opportunities to take the Cold War history GCSE exam over this time period.
Cold War, Cuban Missile Crisis and Vietnam test model answersmrgowneyhedges
The document provides information about key events in the Cold War including the Berlin Blockade, the introduction of the Marshall Plan, the Cuban Missile Crisis, and the growing US involvement in Vietnam. It includes cartoons commenting on these events and questions testing understanding of the context and messages conveyed. It also examines reasons for American actions and concerns during the Cold War period from the late 1940s to the 1960s.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
9. 1
SPECIMEN
…day June 2015 – Morning/Afternoon
GCSE HISTORY B
A021
MARK SCHEME
Duration: 1 hour 30 minutes
MAXIMUM MARK 53
SPECIMEN
This document consists of 12 pages
10. A021 Mark Scheme SPECIMEN
2
Assessment Objectives (AOs)
Candidates are expected to demonstrate their ability to:
AO1
Recall, select, use and communicate their knowledge and understanding of history.
AO2
Demonstrate their understanding of the past through explanation and analysis of:
• key concepts: causation, consequence, continuity, change and significance within an historical context
• key features and characteristics of the periods studied and the relationships between them.
AO3
Understand, analyse and evaluate:
• a range of source material as part of an historical enquiry
• how aspects of the past have been interpreted and represented in different ways as part of an historical enquiry.
11. A021 Mark Scheme SPECIMEN
3
How was British society changed, 1890–1918?
Q Answer Marks Guidance
1 9
Q: Study Sources A and B. How similar are these two sources? Use
the sources and your knowledge to explain your answer.
Level 5 (9 marks)
Candidates demonstrate a sophisticated understanding of the sources,
and knowledge and understanding of the development of the campaign for
the vote for women over time and the differing reasons for supporting it.
They interpret the sources in context and produce a fully developed
response to explain similarities and differences between them.
Level 4 (7–8 marks)
Candidates demonstrate sound understanding of the sources and
knowledge and understanding of the development of the campaign for the
vote for women over time and the differing reasons for supporting it.
However, one source is interpreted less satisfactorily. They produce a
sound response to explain similarities and differences between them.
Level 3 (5–6 marks)
Candidates demonstrate some understanding of the sources and
knowledge and understanding of the development of the campaign for the
vote for women over time and the differing reasons for supporting it. They
produce a basic response by comparing the two sources.
Level 2 (3–4 marks)
Candidates demonstrate limited knowledge and understanding of the
development of the campaign for the vote for women over time and the
differing reasons for supporting it. They interpret the source(s) and
produce a simple response.
Level 1 (1–2 marks)
Candidates describe the sources and produce a very limited response.
Level 0 (0 marks)
No response or no response worthy of credit.
9 This is an example of a top level response that may be used as
guidance, demonstrating evidence of AOs 1 and 2.
There are many similarities between these two sources. They
both have the aim of winning the vote for women. They both do
not want the vote simply for its own sake, but to lead to other
things like improved pay and better protection for women under
the law. This was very important for women at the time,
because most working class women would have had to have
gone out to work. They usually worked in small workshops
sewing or making match boxes or in textile factories. The
conditions were often dreadful and needed to be improved.
However, these two sources also differ. Source A wants the
vote just to improve pay and working conditions, whereas
Source B has much wider aims and includes improving the
divorce laws and creating job opportunities for women in places
like the Civil Service. It was still much easier for husbands to
divorce their wives for adultery than it was for wives to divorce
their husbands. This suggests that Source B is more interested
in middle class concerns. Source B comes from the
Suffragettes and is part of their campaign to win the vote. The
suffragettes represented all classes and ages of women and
this is why their aims in Source B are much wider than those in
Source A, where all the women come from the cotton mills.
Source A was produced before the Suffragettes were formed in
1903 and Source B is the produce of a much wider campaign.
12. A021 Mark Scheme SPECIMEN
4
How was British society changed, 1890–1918?
Q Answer Marks Guidance
2 8
Q: Study Source C. Why was this source published in 1908? Use
details of the sources and your knowledge to explain your answer.
Level 5 (8 marks)
Candidates demonstrate a sophisticated understanding of the source
and knowledge and understanding of attitudes to the Suffragette
movement at the start of the twentieth century. They explain the
purpose (in terms of intended impact) for it being published and they
use their knowledge of the Suffragettes and the reaction to them at the
time to explain why it was published then.
Level 4 (6–7 marks)
Candidates demonstrate sound understanding of the source and
knowledge and understanding of attitudes to the Suffragette movement
at the start of the twentieth century. They explain the purpose (in terms
of intended impact) for it being published.
Level 3 (4–5 marks)
Candidates demonstrate some understanding of the source and
knowledge and understanding of attitudes to the Suffragette movement
at the start of the twentieth century to explain the message of the
source.
Level 2 (2–3 marks)
Candidates demonstrate some understanding of the source and limited
knowledge and understanding of attitudes to the Suffragette movement
at the start of the twentieth century. They explain some context but fail
to explain the message or purpose of the source or they explain the
message or purpose of publication of the source without setting it in
context.
8 This is an example of a top level response that may be used as
guidance, demonstrating evidence of all three AOs.
This source was published in 1908 to turn people against the
Suffragettes. It shows them to be crazy and violent and not really
deserving of having the vote. It suggests that men created
parliament and women do not deserve to be part of it. By 1908,
Suffragettes were using more violence in their campaign. They had
smashed windows in Downing Street and chained themselves to
railings. This kind of behaviour made many people believe that this
proved that women did not deserve a vote. The Suffragists were
becoming worried that the violent activities of the Suffragettes were
making the government and the public more hostile to votes for
women. This postcard is emphasising the bad features of the
Suffragettes. It talks about the Suffragettes being ‘sly’. The postcard
was published to show people that women did not deserve the vote.
13. A021 Mark Scheme SPECIMEN
5
Q Answer Marks Guidance
2 Level 1 (1 mark)
Candidates describe the source and produce a very limited response.
Level 0 (0 marks)
No response or no response worthy of credit.
14. A021 Mark Scheme SPECIMEN
6
How was British society changed, 1890–1918?
Q Answer Marks Guidance
3 8
Q: Study Source D. What is the message of this source? Use
details of the cartoon and your knowledge to explain your answer.
Level 5 (8 marks)
Candidates demonstrate a sophisticated knowledge and
understanding of the period. They interpret the cartoon by explaining
the main message and produce a fully developed response,
supported by comprehensive contextual knowledge and
understanding.
Level 4 (6–7 marks)
Candidates demonstrate sound knowledge and understanding of the
period. They interpret the cartoon by explaining the main message
and produce a developed response, supported by sound contextual
knowledge and understanding.
Level 3 (4–5 marks)
Candidates demonstrate some knowledge and understanding of the
period. They interpret a valid sub-message of the cartoon and produce
a valid response supported by some contextual knowledge and
understanding.
Level 2 (2–3 marks)
Candidates demonstrate limited knowledge and understanding of the
period. They produce a simple response about a message of the
cartoon.
Level 1 (1 mark)
Candidates describe the source and produce a very limited response.
Level 0 (0 marks)
No response or no response worthy of credit.
8 This is an example of a top level response that may be used as
guidance, demonstrating evidence of all three AOs.
The message of this cartoon is that women are the ones who are
winning the war seriously. The woman in the cartoon is working in a
munitions factory. In 1915, there was a shortage of shells for the army
and women were encouraged to work in munitions factories to solve
the crisis as the men were away fighting in the war. The cartoon is
showing that the woman is more interested in getting the job done
than in the issue of votes for women. The date of the cartoon is also
important. 1916 is when conscription had been introduced, and the
cartoon is saying that even women who had been attacking the
government were prepared to put that aside for the good of the
country and the war effort, So when the man talks about votes, the
woman worker tells him that she is now too busy producing shells and
winning the war to worry about the issue of votes, This suggests that
everyone should be pulling together for the country regardless of
beliefs. This is supported by the fact that even Mrs Pankhurst
supported the idea of women going into the factories. The munitions
crisis was solved and this was due to women entering the workforce,
and many of them putting patriotism above politics.
15. A021 Mark Scheme SPECIMEN
7
How was British society changed, 1890–1918?
Q Answer Marks Guidance
4 9
Q: Study Sources E and F. Is Source E more typical of women’s
experience of work during the First World War than Source F? Use
details of the sources and your knowledge of the period to explain
your answer.
Level 5 (9 marks)
Candidates demonstrate sophisticated knowledge and understanding of
the period 1890–1918, including women’s contribution to war work,
changes in society and employment conditions. They use their
understanding of the past to explain whether Source E is more typical of
women’s experience of work than Source F. They fully understand how
this aspect of the past is represented in the two sources and analyse and
evaluate them to produce a well developed response.
Level 4 (7–8 marks)
Candidates demonstrate sound knowledge and understanding of the period
1890–1918, including women’s contribution to war work, changes in society
and employment conditions to explain whether Source E is more typical of
women’s experience of work than Source F. They understand how this
aspect of the past is represented in the two sources and evaluate them to
produce a developed response.
Level 3 (5–6 marks)
Candidates demonstrate some knowledge and understanding of the period
1890–1918, including women’s contribution to war work, changes in society
and employment conditions to explain whether Source E is more typical of
women’s experience of work than Source F. They understand how this
aspect of the past is represented in the two sources and use this to produce
a basic response which compares them.
Level 2 (3–4 marks)
Candidates demonstrate limited knowledge and understanding of the period
9 This is an example of a top level response that may be used as
guidance, demonstrating evidence of all three AOs.
I think that Source E is more typical of women’s experience than
Source F. Both sources suggest that women made a
fundamental contribution to the war work effort, though they
present different experiences. Up to the start of the First World
War, many women did not work. This was for social reasons as
well as lack of jobs (unemployment). However, once war broke
out and men joined up to serve in the war, a big gap opened up
in the labour market, that women were, according to both
sources F and E, willing and able to fill. However, Source F uses
exaggerated language to describe an upper class woman’s
experience of work in a munitions factory, saying that she
‘danced down the road to work’, but the reality of munitions work
for thousands of woman was quite different. For example,
cancer of the jaw and yellow skin were common side effects of
making munitions for many women. The conditions in factories
were dangerous and there were too few ‘health and safety’
controls. However, there were many thousands of roles needed
and home circumstance would mean some women delighted in
the work as Source F shows. Overall, I believe that Sylvia
Pankhurst’s account in Source E is more typical because she
was a champion of women since 1906 and knew about their
work. Despite her biased language such as ‘horrid atmosphere’
and ‘terrible fumes’ in describing the work of women painting
aeroplane wings, she describes a situation that is more typical
than Source F.
16. A021 Mark Scheme SPECIMEN
8
Q Answer Marks Guidance
4 1890–1918 and women’s contribution to war work. They have some
understanding of how this aspect of the past is represented in the two
sources to produce a simple response, without comparison.
Level 1 (1–2 marks)
Candidates describe Source F and Source E. They produce a very limited
response.
Level 0 (0 marks)
No response or no response worthy of credit.
17. A021 Mark Scheme SPECIMEN
9
How was British society changed, 1890–1918?
Q Answer Marks Guidance
5 19 This question also carries 3 additional marks for spelling,
punctuation and grammar; use the separate marking grid on
page 11 to allocate SPaG marks.
Q: Study all the sources. ‘Women were respected during the
period 1890–1918.’
How far do you agree with this interpretation? Use your
knowledge of British society 1890–1918 and the sources to
explain your answer.
Level 6 (15–16 marks)
Candidates demonstrate comprehensive knowledge and
understanding of the position of women in the period 1890–1918 to
produce a fully developed response that evaluates effectively the
interpretation. They make sophisticated use of a range of sources to
support their response and demonstrate thorough understanding of
the past through explanation and analysis of the relevant key
concepts, and features of the period to justify a valid conclusion.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
Level 5 (12–14 marks)
Candidates demonstrate good knowledge and understanding of the
position of women in the period 1890–1918 to produce a developed
response that evaluates effectively the interpretation. They make
good use of several of the sources to support their response and
demonstrate good understanding of the past through explanation
and analysis of the relevant key concepts, and features of the period
to reach a conclusion.
Written work is legible and spelling, grammar and punctuation are
accurate. Meaning is communicated very clearly.
Level 4 (9–11 marks)
Candidates demonstrate sound knowledge and understanding of the
position of women in the period 1890–1918 to produce a developed
response that either effectively supports or challenges the
16 This is an example of a top level response that may be used as
guidance, demonstrating evidence of all three AOs.
I partially agree with this interpretation, however at the beginning of the
period, women were not really respected. Very few were properly
educated and they did the most mundane and low paid jobs. This is
why the women in Source A wanted the vote to improve their pay and
conditions. Many people believed in separate spheres, where women
should not bother themselves with politics or important issues. Their job
was to look after the family. It was believed that women were more
prone to hysteria and acting childishly, and were incapable of logical
thought.
Later, when Suffragettes started their campaign, many of these views
of women were reinforced. When Suffragettes burnt down buildings or
smashed windows, this was regarded as proof that they were irrational.
Men argued that there was no point giving them the vote if they were
incapable of understanding political issues as shown in Source C.
Many of these attitudes changed during the First World War. Both the
Suffragettes and the Suffragists stopped their campaign and instead
helped the country in the war effort. Women worked in munitions
factories as shown in Source D. Source F tells us that women were
leaping out of bed at 5:15 in the morning because they were so keen to
contribute to the war effort. Some women joined the Women’s Land
Army and helped to produce food for the country, while others worked
as nurses, mechanics and drivers.
Many men were really impressed by women’s contribution to the war
effort. They had shown themselves to be sensible and hard working
and capable of doing jobs that previously had been thought of as only
jobs that men could do. This earned women a lot of respect and
explains why they gained the vote in 1918. Overall, women were far
18. A021 Mark Scheme SPECIMEN
10
Q Answer Marks Guidance
5 interpretation. They make sound use of several of the sources to
support their response and demonstrate understanding of the past
through explanation and analysis of some relevant key concepts,
and features to reach a conclusion.
Written work is legible and spelling, grammar and punctuation are
mostly accurate. Meaning is communicated clearly.
Level 3 (6–8 marks)
Candidates demonstrate some knowledge and understanding of the
position of women in the period 1890–1918 to produce a response
that demonstrates some understanding of the past. They assert which
sources support the interpretation and which sources disagree with
the interpretation.
Written work is legible and spelling, grammar and punctuation are
mostly accurate. Meaning is communicated clearly.
Level 2 (4–5 marks)
Candidates demonstrate limited knowledge of the position of women
in the period 1890–1918 and produce a basic response that makes
little valid use of sources.
Written work contains mistakes in spelling, grammar and
punctuation, which sometimes hinder communication.
Level 1 (1–3 marks)
Candidates demonstrate very limited knowledge of the position of
women in the period 1890–1918 or make little use of sources. A very
limited response is produced.
Written work contains mistakes in spelling, grammar and
punctuation, which sometimes hinder communication.
Level 0 (0 marks)
No response or no response worthy of credit.
more respected at the end of the period than at the beginning and so
the interpretation is only partially correct.
.
19. A021 Mark Scheme SPECIMEN
11
Spelling, punctuation and grammar (SPaG) assessment grid
High performance 3 marks
Candidates spell, punctuate and use rules of grammar with consistent accuracy and effective control of meaning in the context of the demands
of the question. Where required, they use a wide range of specialist terms adeptly and with precision.
Intermediate performance 2 marks
Candidates spell, punctuate and use rules of grammar with considerable accuracy and general control of meaning in the context of the
demands of the question. Where required, they use a good range of specialist terms with facility.
Threshold performance 1 mark
Candidates spell, punctuate and use rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do
not hinder meaning in the response. Where required, they use a limited range of specialist terms appropriately.