The text reads:- Rich Fare

The Giant Lloyd-Gorgbuster,”FEE, FI,FO,FAT I SMELL THE BLOOD OF A PLUROCRAT:BE HE ALIVE OR BE HE DEAD,

I’LL GRIND HIS BONES TO MAKE MY BREAD”

What is the message of this cartoon from 1909? [ 5 marks]

What is the message of this cartoon from 1909? [ 5 marks]

Level 1 – Simplistic answer explaining that Lloyd George was the greatest influence behind the Liberal welfare reforms. May

comment directly on the source, describing the image [1 mark]

Level 2 – Simple inference explaining the role of Lloyd George in changing government

policy following the 1906 election. The move from self-help to welfare state meant that rich

people had to pay taxes – which is the satirical message of the cartoon.

[2-3 marks]Level 3 – Developed answer. Links in Lloyd George’s role as leading Liberal alongside Churchill, Rowntree but also other factors

such as Industrial decline, rise of Socialism, Boer War

[4-5 marks]Historical knowledge:- Punch – a satirical

paper from the time. Lloyd George became Chancellor in 1908 – hence the purse strings.

LG later became PM.

Marking and HW feedback

SP

gr

T

Underline

Notable people

Lotte

Shozair

Sarah

Abdullah

Zaman

Kirsty

Wall of shame

Riaz

Jack

Stephanie

Learning outcomes:

• Evaluated some of the reactions to the reforms

• Used the National Archives Learning Curve site to research and improve our background knowledge re-the reactions

• Written a timed essay on the reactions to the reforms

Modern-day comparison

Winners / Losers: Fox Hunting

Let’s revisit the past....(well, last week’s lesson...!)

Task 1 – Use the grid to examine sources 3, 4, 5 and 6 on pages 51 and 52.

•I think the source gives us a lot of insight into poverty during the period.

•We cannot tell if the same would have been experienced by men and women alike.

•The main message of the source is that those living close to the poverty line experience real fluctuations in wealth during their life time.

•It shows us that the most vulnerable were sometimes able to climb above the poverty line but that at certain period s they dropped below it and were unable to change their predicament.

•Rowntree’s poverty line graph.

•Hunt’s interpretation from our mini-exam overestimated amount of food needed for a working class family to be healthy

Source 6

•It gives a lot of insight, telling us what someone, living on the poverty line, faces each day.•Again it doesn’t tell us if all people living on the poverty line were forced to live in such a way.

•The main message of source 5 is that people living on the poverty line are severely restricted in what they can do. •E.G. the bread winner can never have a day of work.

•An extract from Seebohm Rowntree’s study of town life in 1901.•Again no reason to be wary of it.Source 5

•This gives us a significant degree of insight into poverty in the town of York at the time.

•Rowntree based his study in York and it may not therefore be representative of the whole of England, we just don’t know.

•That 5% of those in poverty were there because of unemployment.

•10% of poverty was due to death of wage earner.•5 % of poverty was due to illness or old age.•22% of poverty was due to low wages.

•52% of poverty was due to large families.

•The source is an array of pictures that illustrate Rowntree’s findings.

•There is no reason to doubt the source although one may argue that Rowntree’s findings were not accurate.

Source 4

•The source gives a degree of insight into poverty during the period through the eyes of a key political figure.

•The source does have limitations, such as not telling us what Lloyd George intended to do about such poverty.

•The main message of the source is that Lloyd George clearly saw that poverty was not due to laziness but other social ills such as old age, bad health, and unemployment etc. The source therefore gives us insight into L.G. views.

•It also shows us that Lloyd George admired the German system in which certain groups in society had a degree of protection.

•The source is a transcript of Lloyd George speaking in 1890.

•There is no reason to be particularly wary of the transcript as it is simply a quote from a key figure of the time and not an opinion of a historian in which bias may be involved to any degree.

Source 3

Does it give a little or a lot of insight into Poverty during the period? And what limitations

does this source have?

What is the main message or information in the source?

What is the source and should we be wary of it for any reason?

If so why?

Sources

This is why the reforms were brought in, but

what did people think?

History Department

Source. Primary or Secondary

Who wrote it / produced it? Audience?

What does it say? Positive / Negative views on the reforms (and who by?)

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History Department

History Department

SWAP with thy

neighbour

Let’s review

DT3http://www.learningcurve.gov.uk/britain1906to1918/default.htm

“Everyone was delighted with the Liberal reforms in the early 1900s” How far do you agree with this statement? Use sources 12-20 and your own knowledge [15 marks]

Level 1 – Simplistic answer – Agrees and may choose to concentrate on one or two sources only drawing superficial from those sources [1-4 marks]Level 2 – Disagrees with a more developed answer – Selects information from all of sources and provides incisive analysis drawing out more developed points. [5-8 marks]Level 3 – Contests the quote, but examines both sidesFully developed answer – Uses information from all of the sources, and provides an answer that links together the sources to provide a coherent explanation as to why there was opposition to the reforms, but also why the reforms were needed.[9-12 marks]Level 4 – Contests the quote, but examines both sides As above but adds detail from own knowledge to back up links and analysis. May rank the sources in order of importance in explaining the reforms.[12 -15marks]

T Based on your GCSE target grade:A/A * Level 4B Level 3C Level 2