Britain in peace and war, 1900-1918

    OCR
    GCSE

    This study requires a critical examination of British society and politics during the transition from the Edwardian era through the crucible of the First World War. Candidates must analyze the shift from Victorian 'laissez-faire' attitudes to the interventionist 'New Liberalism', the escalating challenges to the status quo (Suffrage, Industrial Unrest, Ireland), and the unprecedented state control necessitated by Total War. Assessment focuses on the extent of social and political change, evaluating whether the war was a catalyst for transformation or merely accelerated existing trends.

    11
    Objectives
    8
    Exam Tips
    7
    Pitfalls
    7
    Key Terms
    8
    Mark Points

    Subtopics in this area

    Britain in peace and war, 1900-1918
    Britain in peace and war, 1900-1918

    Learning Objectives

    What you need to know and understand

    • Old Age Pensions Act 1908: 5 shillings/week for over-70s.
    • National Insurance Act 1911: Health and unemployment benefits.
    • Emily Davison: Death at the Epsom Derby, 1913.
    • DORA (Defence of the Realm Act) 1914: Government powers to requisition land and censor press.
    • Munitions of War Act 1915: Addressed the 'Shell Crisis' and regulated workforce.
    • 1906 Liberal Landslide Election
    • Old Age Pensions Act 1908
    • National Insurance Act 1911
    • Emily Davison's death at the Epsom Derby (1913)
    • Representation of the People Act 1918
    • Munitions of War Act 1915

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the event; now explain *why* it was a turning point for the Liberal government."
    • "The source analysis identifies the content well, but fails to consider how the author's purpose affects its reliability."
    • "Specific evidence is needed here—replace 'many people were poor' with reference to Booth or Rowntree's findings."
    • "Your conclusion repeats the points made; ensure it provides a final judgment on the 'most important' factor."
    • "You have described the event; now explain *why* it was a turning point for the Liberal government."
    • "Avoid generic statements about 'bias'; explain how the author's purpose limits the source's utility for this specific enquiry."
    • "Your judgment relies on one factor; acknowledge the counter-argument regarding the limitations of the Liberal Reforms."
    • "Specific evidence is needed here—cite the specific Act (e.g., 1911 Parliament Act) rather than 'new laws'."

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise inference from sources, explicitly quoting detail to support the inference (e.g., 'The poster implies desperation through the use of...').
    • Credit responses that distinguish between the methods of the NUWSS (Suffragists) and WSPU (Suffragettes) when explaining the suffrage movement.
    • Candidates must explain the *impact* of the Liberal Reforms (e.g., Old Age Pensions Act 1908) rather than simply listing provisions.
    • High-level responses must evaluate source utility by integrating provenance (Nature, Origin, Purpose) with contextual knowledge of the Home Front.
    • Award marks for explicit links between the 1909 People's Budget and the subsequent constitutional crisis.
    • Credit analysis of the 'Cat and Mouse Act' (1913) as a failed government response to WSPU militancy.
    • Responses must distinguish between the specific provisions of National Insurance Part I (Health) and Part II (Unemployment).
    • Evaluate the impact of DORA (1914) on civil liberties, specifically censorship and industry control, rather than just listing restrictions.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡In 'How useful' questions, ensure the judgment addresses the specific enquiry (e.g., 'useful for understanding attitudes towards conscription') rather than general utility.
    • 💡Allocate 5 minutes to planning the essay question to ensure a balanced argument before writing.
    • 💡Use specific legislative dates (e.g., 1911 National Insurance Act) to anchor explanations of the Liberal Reforms.
    • 💡When analysing propaganda posters, explicitly link visual symbolism to the government's aim (e.g., recruitment, morale, rationing).
    • 💡In 'How useful' questions, evaluate provenance (NOP) specifically in relation to the enquiry focus, not generically.
    • 💡For 'How far' essays, ensure the conclusion provides a relative weighting of factors (e.g., Militancy vs. War Work).
    • 💡Use the 'PEEL' structure (Point, Evidence, Explanation, Link) to move from Level 2 description to Level 3/4 explanation.
    • 💡Allocate 1.5 minutes per mark; do not spend excessive time on descriptive 4-mark questions.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the specific terms of the 1906 Education Act with the 1908 Children's Charter.
    • Asserting that women gained the vote solely due to war work, ignoring the pre-war political pressure and the 1918 Representation of the People Act limitations.
    • Dismissing sources as 'useless' due to bias without explaining how the bias itself reveals public sentiment or government propaganda aims.
    • Conflating the NUWSS (Suffragists) tactics with the WSPU (Suffragettes) militancy.
    • Asserting that women received the vote in 1918 solely due to war work, ignoring pre-war political pressure.
    • Describing the Liberal Reforms as a 'Welfare State' (anachronistic) rather than a targeted safety net.
    • Confusing the roles of Lloyd George (Chancellor vs. Minister of Munitions vs. PM) across the period.

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    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Describe
    Explain
    Why
    How useful
    What can you infer
    How far do you agree
    How far
    Study
    To what extent

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