Why did Britain go to war with itself?

August 1642: King Charles and Parliament can no longer

work together—the King declares war on Parliament.

October 1642: The first major battle—the Battle of Edgehill near Birmingham. It ends in a draw, with about 1,000 men dead in total.

April1643: The Royalists capture the city of

Birmingham from the Parliamentarians.

July 1644: The 2nd major battle of the war—the Battle of Marston Moor near York. The Royalists suffer a heavy defeat, losing around 5,000

soldiers.

January 1645: Parliament forms a better and more

professional army—the New Model Army.

June 1645: The Royalists are routed at the Battle of

Nasebv near Northampton. They lose 6,000 soldiers and the roundheads lose only 400.

1646: The Royalists lose every important battle and

siege with the Parliamentarians. Charles is

captured and jailed.

November 1647: Charles escapes from prison and tries to raise another army. He is

soon re-captured.

1649: Charles is out on trial on the charge of treason. He is executed on 30th January.

Roundhead (fought for Parliament) Cavalier (fought for King Charles)

Key Terms:Civil War: War between two sides from the same country.Divine Right of Kings: The belief that a monarch’s power came directly from God. This meant that the decisions of a king could not be challenged..Puritans– People of the Protestant faith who held very strong beliefs. They supported parliament against the King. They hated Catholics and the Pope.Ship Tax– Tax introduced by Charles to pay for the Navy. Charles made changes to the tax which caused resentment and it was a cause of the civil war.New Model Army– Army led by Oliver Cromwell which fought for parliament. They were properly trained and their leaders were chose by merit rather than status.Cannons, Pike, Cavalry, Musket – Weapons of the Civil War.Execution – Charles was beheaded (killed) at the end of the war.Restoration – The monarchy was restored under Charles II in 1660.

Economics / Money

Political / Power

Religion

The King needed an extra £60,000 a year to

run the country.

In the 1630s Charles and Laud began to

make changes to the Church of England.

In 1630, Charles sold knighthoods and other

titles for cash.

The biggest problem in running the country

without Parliament was how to raise enough

money.

In 1634, Charles asked for ship money even

though there was no war

Charles borrowed a lot of money from rich

people. When they refused, he took it anyway as

a forced loan.

In 1641, Charles I was forced to call

Parliament to raise enough taxes to pay the

Scots to leave England.

Laud punished anyone who criticised the

changes that he had made to the church.

In 1637, Charles and Laud tried

unsuccessfully to force Scottish Protestants to

use the English Prayer book and order of

service.

In 1637, three men called Prynne, Bastwick &

Burton were punished for publishing pamphlets

attacking Laud’s changes to the Church of

England.

In 1629, Parliament refused to give Charles

any more money unless he agreed to the

‘Petition of Right.’

Both Charles & Laud believe that people would

feel closer to God if they decorated their

churches with stained glass windows, statues,

candlesticks and tapestries.

Only Parliament had the right to collect taxes

“The King should take nothing from his

subjects except with the agreement of

Parliament.” John Hampden, 1637

Parliament expected to be consulted to and

share in the government of the country.

In 1641, Parliament refused to allow Charles to

control the army to put down the Irish Rebellion.

They were afraid that he would use it against

them and passed the Grand Remonstrance.

Both James & Charles I believed in the Divine

Rights of Kings

In 1638: The Scots form an army to defend

their church from Charles and successfully

defeat two English Armies

In September 1641, the arguments between

Charles and Parliament were interrupted by a

Catholic rebellion in Ireland.

Charles was angered by the Grand

Remonstrance and felt that Pym was going

too far. He decided to arrest Pym and four of

his key supporters.

Instructions

1) Sort the cards under their correct headings using the red cards.2) Copy or stick them onto a piece of A3 paper.3) Use the yellow linking cards to match up 12 factors, copy them into your book and then explain how they are linked.

…..made possible…….

…..made possible…….

…..made possible…….

…..which meant that…….

…..which meant that…….

…..which meant that…….

What can Source A tell us about the execution of Charles I. Use the

source and your own knowledge to answer the question. (7m)

Level 3 (6–7 marks) The response shows knowledge and understanding of relevant key features and characteristics (AO1). Shows strong awareness of how

sources can be used critically and constructively by e.g. considering the limitations and/or benefits of the source, using wider contextual knowledge to

confirm, challenge or raise questions about what the source says or shows to analyse the source to identify a wide range of features that relate to the

focus of the question; some of which may be inferred rather than directly stated in the source (AO3).

Level 2 (3–5 marks) The response shows knowledge and understanding of relevant key features and characteristics (AO1). Shows some awareness of how

sources can be used critically and constructively by e.g. considering the limitations and/or benefits of the source, using wider contextual knowledge to

confirm, challenge or raise questions about what the source says or shows to analyse the source to identify some features that relate to the focus of the

question; some of which may be inferred rather than directly stated in the source (AO3).

Level 1 (1–2 marks) The response shows knowledge of features and characteristics (AO1). Analyses the source to identify at least one feature that relates

to the focus of the question; this may be inferred rather than directly stated in the source (AO3).

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How was America ‘made’?

Key Words

Amendment A change or alteration.

Dawes Act A law which allowed Plains Indians to become citizens in return for giving up

tribal claims to land.

Speculation Investing in a product with the hope of selling it later for more money.

The Plains Land between the Mississippi River and the Rocky Mountains.

Manifest Destiny A belief in a God-given right to take over the whole of America.

Senate Part of the USA’s Congress where laws are made.

Constitution The rules by which a nation is governed.

Prospectors People who went searching for gold.

Congress The name of the body that passes laws in the USA.

Ghost Dancers Reservation Indians who believed that white Americans could be removed

from the Earth through a spiritual dance.

1775-83 War of Independence

1776 Declaration of Independence

1789 First President of the USA

1803 Louisiana Purchase

1804 Expedition to the Pacific

1820 The Missouri Compromise

1830 The Indian Removal Act

1848-9 Gold Rush

1851 Fort Laramie Treaty

1861-2 Little Crow’s War

1861-5 US Civil War

1862 Homestead Act

1864 The Sand Creek Massacre

1865-8 Red Cloud’s War

1875-77 The Great Sioux War

1876 25 June – Battle of the Little Bighorn

Why did people move west?Eastern farmland became

too expensive.

The Homestead Act of 1862

offered free land to settlers

willing to travel west.

Religious persecution caused

people to seek the freedom of

the west.

The Pacific Railways Acts of

1862 and 1864 granted land

to those aiding construction.

Failed entrepreneurs sought a

second chance in a new

location.

Gold was discovered in

California in 1849.

Outlaws (criminals) sought

refuge in the wilderness of

the west.

There were few good jobs in

the east and many jobs paid

very low wages.

Racial persecution caused

people to seek the freedom of

the west.

There were many

opportunities to purchase

cheap land in the west.

Many Europeans were flooding

into the eastern cities and so

overcrowding was sometimes a

problem.

Many newspapers and

magazines encouraged people

to travel west. The term

Manifest destiny was first

used in a newspaper.

Some people living in the

east received letter from

friends and family which

informed them of the

benefits of life in the west.

Some people simply wanted to

make a fresh start.

Some settlers wanted to join

relatives who had already

moved west.

An economic depression hit

the USA in 1837 causing

banks to crash. Thousands

lost their wages, savings and

jobs.

Farmers were facing ruin

because the price of the corn

they were growing in the east

collapsed.

Farmers in some areas were

experiencing overcrowding.

The population in Missouri

grew from 14,000 in 1830 to

353,000 in 1840.

8. ‘The destruction of the buffalo was the main source of tension between Native Americans and white settlers’.

How far do you agree with this view? [18]

STEP 1Provide evidence to support the view expressed in the question. There should be several specific examples given as supporting evidence.

STEP 2Provide evidence to challenge the viewpoint expressed in the question. Again, you should give specific evidence to support the points you are making

STEP 3Make a final judgement on the view given in in the question.

1918 Representation of the People Act gives women aged over 30 the vote

1920 Oxford University opens its degrees to women.

1921 Unemployment benefit was extended to include allowances for wives.

1923 The Matrimonial Causes Bill is passed. For the first time a wife is eligible to petition for divorce on account of her husband's adultery.

1928 The Representations of the People Act gave women the same voting rights as men.

1932 In line with the teaching profession and the civil service, the BBC introduces a marriage bar, and no longer employs married women, except under exceptional circumstances.

1941 The National Service Act is passed introducing conscription for women. All unmarried women aged between the ages of 20 and 30 were called up for war work. This was later extended to include women aged up to 43 and to married women, though pregnant women and those with young children could be exempt.

1941 The Trades Union Congress pledges itself to the principle of equal pay.1944 The Butler Education Act raises the school leaving age to 15 and lifts the ban on women teachers marrying.1945 Family Allowance is introduced after a prolonged campaign.1946 The Royal Commission on Equal Pay recommends teachers, local government officers and civil servants should all receive

equal pay.1961 The contraceptive pill goes on sale for the first time in the UK.1964 The Married Women's Property Act entitles a woman to keep half of any savings she had made from the allowance she

was given by her husband.1967 Under the new Abortion Law, abortion in Britain under medical supervision is made legal within certain criteria.1968 850 women machinists at Fords of Dagenham go on strike for equal pay. This paves the way for the Equal Pay act two

years later.1970 The Equal Pay Act enshrines in law the principal of equal pay for women.1971 On 6 March over 4000 women take part in the first women's liberation march in London.1975 Several key pieces of legislation are passed: The Sex Discrimination Act, which came into force on 29 December 1975.

This makes it illegal to discriminate against women in education, recruitment and advertising; the Employment Protection Act introduces statutory maternity provision and makes it illegal to sack a woman because she is pregnant; the Equal Pay Act takes effect.

1976 The Equal Opportunities Commission comes into effect to oversee the Sex Discrimination and Equal Pay Acts.

How did Britain become a democracy?

Have Women Achieved Equality

in the 21st

Century?

Overview:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Economic Equality:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Political Equality:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Social Equality:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Votes for Women Magazine, 12th June, 1913

Waiting there in the sun, in that gay scene, among the heedless crowd, she had in her soul the thought, the vision of wronged women. That thought she held to her; that vision she kept before her. Thus inspired, she threw herself into the fierce current of the race. So greatly did she care for freedom that she died for it.

Clare Balding – The Truth about Emily Davison (TV Documentary)

Historians have suggested that Davison was trying to attach a flag to King George V's horse and police reports suggested two flags were found on her body. Some witnesses believed she was trying to cross the track, thinking the horses had passed by, others believed she had tried to pull down Anmer. The fact that she was carrying a return train ticket from Epsom and had holiday plans with her sister in the near future have also caused some historians to claim that she had no intention of killing herself.

Interpretations A and B both focus on the death of Emily Wilding Davison. How far do they differ and what might explain the differences?

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How did the Industrial Revolution Change Britain?

Key Terms:Industrial Revolution: In the years 1750-1900 a revolution took place in the way goods were produced. Mass production in factories replaced cottage industries.Urbanisation: Process that ran alongside the Industrial Revolution. Many people moved from the countryside to the cities to work in factories.Slums– Low quality housing in which people started to live in the 19th Century. Disease spread quickly in dirty, crowded conditions.Child Labour – There were no laws about how old someone had to be to work in a factory. Many children worked long hours in terrible conditions.The Railways – Steam power led to huge technological advances in transport. Goods and people could now be moved much faster than was possible before.

Britain in 1750 Britain in 1900

Industrial Revolution Revision Cards

Use the cards to increase your knowledge of the industrial revolution.

Once you have learnt what is on the cards, try the GCSE question on the next page.

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AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 6 marks AO2 Explain and analyse historical events and periods studied using second-order historical concepts. Maximum 3 marks

Write a clear and organised summary that analyses how Britain

changed during the Industrial Revolution. (9m)

What was life like for slaves?

The Triangle Slave Trade

The middle passage was the journey made by slaves from the west coast of Africa to a

life of slavery in the new world.Conditions on the slave ships

were awful.The slaves were cramped,

starved of light, mistreated and malnourished.

Key Terms:Slavery: Ownership of one person by another person usually for the purposes of forced labour.Middle Passage: Journey from Africa to the New WorldAuction – Slaves would be sold to the highest bidderPlantation– Huge farms on which slaves would workOverseer – Employed by the plantation owner to make the slaves work harder.Raw Materials – Farmed by the slaves (mostly cotton or tobacco)Abolition – Movement to free the slaves.

• The First Gang – Strongest slaves would cut the crop

• The Second Gang – Would sort the cane/tobacco

• Third Gang – Weakest slaves (Children, older people or pregnant women) would perform lighter duties.

• House Slaves – Would serve drinks and work in the kitchen of the plantation owner

What was life like for slaves?

Overview:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Life in Africa:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Middle Passage:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Living on a plantation:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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15

Ottobah Cugoano, Narrative of the Enslavement of a Native of Africa (1787)I was early snatched away from my native country, with about eighteen or twenty more boys and girls. We lived but afew days' journey from the coast where we were kidnapped. Some of us attempted, in vain, to run away, but pistolsand cutlasses were soon introduced, threatening, that if we resisted we should all lie dead on the spot.We were soon led to a town where I was soon taken to a prison.

For three days and nights I heard the groans and cries of many, and saw some of my fellow-captives. But when asmall boat arrived to take us to the ship, it was a most horrible scene; there was nothing to be heard but the rattlingof chains, smacking of whips, and the groans and cries of our fellow-men. Some would not stir from the ground, whenthey were lashed and beat in the most horrible manner

What can we learn from Source A about slavery?

[7 Marks]

What happened to the slaves after emancipation?

• Speech by Abraham Lincoln in 1858 (This government cannot always be half-slave and half-free).

• The American Civil War 1861 – 1865 (Southern states for slavery vs Northern states against).

• 13th Amendment ended slavery (1865)

• The Klu Klux Klan (KKK) set up in (1865) The KKK used violence and intimidation to keep blacks segregated (separate) and to prevent them from voting and holding office.

• 14th Amendment protected the rights of newly freed slaves(1866)

• Freedmen’s Bureau 1867 set up to start schools and help black people find work. By 1870 21% of freed slaves could read and write.

• 15th Amendment gave black citizens the right to vote (1870)

• Many southern schools closed because whites would not sell them supplies. Some schools were burned down and students beaten up. Teachers were killed (1867).

• 1877 the Northern army pulled out of the south and life became hard for black people.

• 1877 the southern states passed the ‘Jim Crow ‘ laws (named after a black minstrel in a popular song) forced blacks to use separate facilities in: Restaurant, toilets, water fountains, waiting rooms, swimming pools, libraries and bus/train seats.

Key Terms:US Civil War: War fought in the United States between slave holding South and Free NorthContrabands– Escaped slaves who were confiscated by the North during the Civil WarEmancipation: Freeing of slaves who worked on the plantations or payment of wages for their labour.1861-1865: Years in which the Civil War was foughtSegregation – Legal separation of white and black people in the USAJim Crow Laws: Set of laws introduced in the USA which kept black people as second class citizens. The legally enforced segregation.Klu Klux Klan – White supremacist group established after the US Civil WarCivil Rights Movement–Campaign for equal rights for Black people in the USA

Revision Cards

8. ‘The Lives of Black people in the USA dramatically improved after the emancipation of the slaves’. How far do you agree with this view? [18]

STEP 1Provide evidence to support the view expressed in the question. There should be several specific examples given as supporting evidence.

STEP 2Provide evidence to challenge the viewpoint expressed in the question. Again, you should give specific evidence to support the points you are making

STEP 3Make a final judgement on the view given in in the question.