Controlled Assessment Sources Booklet

Transcription

1 GCSE History B Historical Enquiry Britain and the Aftermath of War Controlled Assessment Sources 9145 Version: 1.0 For submission in 2016 THIS TASK IS ONLY AVAILABLE TO CANDIDATES ENTERING UNIT 3 IN MAY 2016 Controlled Assessment Sources Booklet

2 Copyright 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

3 The sources provided in this booklet are intended to be used by schools/colleges to answer the tasks set. If a school/college wishes to replace one source from Task 1 and one source from Task 2 with one of their own selection, perhaps to contextualise the study by the inclusion of a local dimension, it is able to do so. However, to preserve the balance of source types across selections of sources, an AQA source should be replaced by one of a similar type: a written primary source/oral evidence should be replaced by a different written primary source a visual source by a different visual source the visual source need not replicate the source provided: a photograph could be replaced, for example, by a cartoon or film for Question 2, the secondary source must be replaced by a different secondary source the content of the source must replicate the content of the AQA source to maintain the same coverage of the subject content of the task sources from the 2015 Tasks cannot be used in Any changes considered by a school/college must be done in consultation with and with the approval of the school/college s Controlled Assessment Adviser. Please note that there are 10 sources. Sources A, B, C and D should be used in answering Question 1 and Sources E, F, G, H, J and K in answering Question 2. There is no Source I. 3 of 12

4 Source A A cartoon from Punch magazine published on 20th April It shows the industrial power of the Unions of Railwaymen, Miners and Transport Workers. 4 of 12

5 Source B A photograph showing convoys of lorries being escorted from the London docks by troops during the General Strike of It was published on the front cover of the Illustrated London News of 15th May This magazine was published weekly. 5 of 12

6 Source C An interview from a BBC radio broadcast on 1st January 1931 on the subject of unemployment. It was given by Herbert Morrison, the Minister of Transport, in the Labour Government of the time. The problems of cotton, iron and steel and shipbuilding are not easy to solve by government action. Careful enquiries have begun into the problems of these important industries, and every help and encouragement will be given to these industries to make themselves more effective in the modern world. But it must be remembered that in industries like these government interference might do more harm than good. It must also be remembered that many of our economic problems are the result of international difficulties for example, the textile trades of Lancashire and Yorkshire. 5 Source D A description of Jarrow in It was written by Ellen Wilkinson, the Labour MP for Jarrow in 1936, in her book The Town That Was Murdered, published in 1939 by the Left Book Club. The shipyard closed in The town was utterly stagnant. There was no work. No one had a job except a few railwaymen, officials, the workers in the co-operative stores, and a few workmen who went out of the town. The plain fact is that if people have to live and bring up their children on too little food, their resistance to disease is lowered and they die before they should. 5 Source E A secondary interpretation of the welfare reforms of the 1940s. It is from The Labour Party and the Struggle for Socialism by David Coates, published in Coates is a Marxist historian. Labour s Welfare State reforms did significantly improve social conditions for the poorer sections of society but their success must not be overestimated. For example: the distribution of wealth and income was still unequal class differences in educational achievement show that inequalities in educational opportunity remain inequalities in health and housing remain. 5 6 of 12

7 Source F A Punch cartoon from October 1945 showing the promises of the Beveridge Report. The two men in the cartoon are Lord Woolton (Conservative) and Ernest Bevin (Labour). 7 of 12

8 Source G An extract from a BBC radio broadcast of 6th October It was given by Aneurin Bevan, the Minister of Health. The NHS started in opposition, controversy and great hope. In its first year there has been a vast amount of silent good work, and a great deal of relief to people. There have been problems shortages, overworked GPs and it will take years for the scheme to bed in. An overwhelming volume of need has been recorded; a vast amount of silent suffering and pain. These are not the results of defects in the NHS but of what went before. The NHS has brought these problems to the front and so has begun to address them by a free health service available to all at the point of delivery. Great Britain, in its NHS, has made a great start to achieving its goals of a national, free and equal health service of 12

9 Source H A poster issued in 1946 by the Ministry of National Insurance introducing the new Family Allowance. The Family Allowance Act was passed in 1945 and came into effect in of 12

10 Source J From a Gallup Poll on public attitudes to the NHS, commissioned by and published in The Times newspaper in January How do you feel about the NHS? In favour 90%; Not in favour 3%; Neither 7% Is your doctor doing a good job? Yes 87%; Fair 9%; No 4%. Do you feel that your doctor is a friend in whom you can confide? Do you agree with the prescription charge of 1 shilling (5p)? Yes 79%; No 21%. 64% regarded it as fair. Source K An extract from Lorna Sage s autobiography, called Bad Blood published in In the extract she remembers her time at a girls grammar school in Shropshire in the 1950s. The grammar school had the air of still being fee paying. It was designed to produce solid, disciplined, well-groomed girls who d marry local traders and solicitors like their fathers. The 11+ had let in some outsiders but that had only made it more important to insist on public school organisation uniforms, houses, prefects. In theory, we who d passed the 11+ were supposed to despise the secondary modern kids for being common and thick. In practice we envied them for knowing how to be outsiders and, as we grew older, we copied their style: caps and berets put in pockets, greased and lacquered quiffs of hair, chains with rings on them under their shirts END OF SOURCES 10 of 12

11 There are no sources printed on this page 11 of 12

12 ACKNOWLEDGEMENT OF COPYRIGHT HOLDERS AND PUBLISHERS Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright holders have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future papers if notified. Source A: Punch Limited Source B: Illustrated London News Source C: National Archives Source D: The Town that was Murdered Ellen Wilkinson. Published by The Orion Publishing Group Source E: The Labour Party and the Struggle for Socialism David Coates, February 1975, published by Cambridge University Press Source F: Punch Limited Source H: Contains public sector information licensed under the Open Government Licence v2.0 Source J: 1956 Gallup Inc. All rights reserved. The content is used with permission; however Gallup retains all rights of republication Copyright 2014 AQA and its licensors. All rights reserved. 12 of 12