Revision Britain 1939-1975

7/28/2019 Revision Britain 1939-1975

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HOWFARDID BRITISHSOCIETY

CHANGE, 1939

1975?Revision for the British Depth Study


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THEPAPER

Main focus of the exam will be analysis

and evaluation of sources

But you need to also use your

knowledge and understanding of thetime period to help you answer the

questions

There will be a selection of sources and

no fewer than five and no more than

seven compulsory questions


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THESOURCES

Writtenmemoirs, newspaper articles,

extracts from history books, interviews

Pictorialposters, cartoons,

photographs, paintingsStatisticaltables, graphs


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TYPESOFQUESTIONS

ContentWhat can you find out about

X from Source Y?

Purposeor message What is the

message of Source Y?Reliabilitywhether you trust a source,

How reliable is Source Y in

explaining.?

UsefulnessHow useful is Source Y in

explaining .?


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SKILLSYOUNEEDTOSHOW

Cross-referencingcomparing two or

more sources to see if they agree or

disagress

Evaluation skills


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HANDY HINTS Read through the sources, captions and

background information before you writeanything!All the questions are about the sources

NEVER write an answer that makes no useof the sources!

Write an appropriate amount for theamount of marks the question holdsdontwrite 10 pages for a 6 mark question andonly a short paragraph for a 12 markquestion!

Always make it clear what source you aretalking about

Always support your answers with examplesand explanations.


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HANDY HINTS

Dont try and reach a judgement about

a source just because of the type ofsource it is

Knowing that a source is an eyewitnessaccount, a photograph or a memoir does

not, in itself, mean that it is reliable or useful!

Do not say it is unreliable because it waswritten much later than the event

Remember there are no right answers, -

there are high marks for intelligent

answersuse the sources well and

support your answers = high marks!


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HANDY HINTSUse the sources that the question tells

you to!You can use sources that the question

doesnt mention if you really think it willhelp your write a better answer

Show your knowledge by Explaining the meaning of a source or the

possible purpose of a source

Deciding if a source is accuratecheck it

against what you know about the eventsComment on authorshipyou might know

something about the author which will helpyou decide if you trust a source


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HANDY HINTS

The final question It will ask you to reach a conclusion about he

issue under investigation

Make sure you base your answer on the sources

Remember the sources will always support two

different viewpoints Make sure you explain how they support one

viewpoint and then show how other source

support the other view point.

Comment on the reliability of some of the

sourcesthis will help you reach a conclusion


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1. WHATIMPACTDIDTHE

SECOND WORLD WARHAVE

ONTHE BRITISHPEOPLE?


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WORLD WAR II 1939-1945

It had a far more significant impact on theBritish population than WWI.

This was mainly due to the threat of the

German bombers and the effect the

bombing raids had upon the British people.


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THEREWEREFIVEMAINAREASINWHICHTHE

IMPACTOFTHEWARWASMOSTACUTELYFELT

1. German Blitzkrieg the constant bombingcampaign of British cities until May 1941.

The aim was to demoralise the country but

it had the reverse effect on the British

peoplethey became more determined

to defeat Hitler. It did cause a great deal of

destruction40,000 civilians killed and

more than a million houses were damagedor destroyed in London alone!


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2. Rationingit was introduced so that the

population didnt starve because of the

restrictions on food imports. Everyone wasissued with an identity card and ration book.

The ration books contained coupons that

were signed by the shopkeeper every time

rationed goods were boughtthis meant thatpeople could only buy the amount that they

were allowed.


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3. Evacuationsbecause of the Blitz, large

numbers of people, mainly children, were

evacuated to safer areas of the country.Some children were even sent abroad (e.g.

Canada, the USA, Australia). A consequence

was that many people in the countryside

discovered the poor health and hygiene ofBritish children. This helped pave the way for

the Beveridge report.


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4. Womenwomen made an enormous

contribution to the war effort. The Womens

Land Army and Womens Voluntary Serviceboth played a big part in keeping Britain

working during the war years. Women also

joined the armed forces and even served as

secret agents in occupied France. Womenalso worked in civil defence, munitions

factories, construction and manufacturing.

They also looked after families in the absence

of fathers.


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5. Beveridge Reporta report on the

effectiveness of existing scheme of social

security. Identified the five evils in society1. WANT

2. DISEASE

3. IGNORANCE

4.

SQUALOR5. IDLENESS

In 1945 the new Labour Govt set out to solve

these problems. The set up a series of Welfare

Reforms that would care for people from thecradle to the grave. The new reforms

included the National Health Service - 1946


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2. WHATIMMIGRANTSWERE

LIVINGIN BRITAININ 1945?


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During the war the Allies captured thousands

of German and Italian troops in Europe.

Consequently over 300,000 German andItalian Prisoners of War were brought to

Britain. After the war many of these decided

to stay in Britain.

The contribution of GIs and Commonwealth

soldiers were hugely significant to the Allied

victory in Europe and many of these soldiers

continued their lives in Britain after the war. In addition, there were Italians, Poles,

Ukrainians and Austrians


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3. WHYDIDDIFFERENTGROUPSMIGRATETO BRITAINBETWEEN

1948 AND 1972?Causes of immigration


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1. The 1948 British Nationality Act

Confirmed the right of Commonwealthcitizens to come and settle in Britain.

All citizens of the Commonwealth couldfreely come to Britain regardless of theirrace, religion or colour.


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2. Likelihood of finding work

Severe labour shortages in Britain after WW2so jobs were readily available.

Recruiting campaigns were run in the WestIndies to attract workers to take upemployment with expanding organisationssuch as London Transport and the NHS.

Immigrants could earn up to 30x more thanthey could in their country of origin.


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3. Romantic vision of Britain

Many potential immigrant groups had aromantic and glamourized image of Britain.

They had been taught at school to regardBritain as the Mother Country.

In schools they learned about Englishliterature and history, which sparked anatural curiosity to come here.


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4. Economic problems at home

Most immigrants came from poor countries

There were often significant economic

problems including poverty, unemployment,and a high birth rate.

Though economic factors were a big causeof immigration, typical migrants were notunemployed and had above-average skills.


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5. Violence at home

Fear was another reason why immigrantscame to Britain in the 1950s.

Many left India because they wanted toescape from the disruption and violenceduring the partition of India

Many others left because of violence athome also


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6. Other factors

Expulsion from their own countries e.g.Ugandan President Idi Amin expelled 50,000Asian Ugandans.


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4. WHATWERETHEEXPERIENCES

OFIMMIGRANTSIN BRITAIN?


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Stage 1A gradual

uneasy welcome

Immigrants usually

settles in a relatively

small number oftowns and cities

because they were

discriminated

against in housing.

Stage 2Increased

tension (riots in 1958)

Unrest between

Teddy Boys andimmigrants during

the Summer of

Violence. Violence

occurred between

30th August and 5th

September.


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Stage 3

Conservative govt

gets tougher on

immigration laws

(CommonwealthImmigrants Act 1962)

The era of

unrestricted entry to

the UK was over

Stage 4Labour

Govt attempts to

protect immigrants

(Race Relations act

1965 & 1968made itillegal to discriminate

on grounds of race in

public places but the

legislations did not

fully succeed in

changing attitudes


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Stage 5Enoch

Powell and the Rivers

of Blood speech

1968. Showed that

anti-immigration

feelings certainly

existed in Britain.

Stage 6the

Establishment of the

National Front 1967.

Extremely right wing,

its purpose was to

oppose immigration

and multicultural

policies in Britain.


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5. WHATCONTRIBUTIONHADIMMIGRANTSMADETO BRITISH

SOCIETYBYTHEEARLY 1970S?


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Establishment of permanent communitiesCertain areas of cities became associated with particular

immigrant groups e.g. Limehouse in London - Chinese

Economic impactThere are many examples of where immigrants have added

huge value to the British economy, textiles was one majorarea.

Festivals and celebrationsThe carnival was a notable contribution of West Indian

immigration to British society. It was in effect a demonstration

by which migrants asserted their right to be in the UK.

MusicThroughout the 1960s migrants music attracted and inspireda generation of white working-class youths, in particular, the

arrival of reggae music.


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6. WHATWASTHEIMPACTOFTHE NATIONAL HEALTH SERVICE

ONPEOPLESLIVES?


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WHATWASTHE NATIONAL HEALTH SERVICE?

1946 National Health Service Actprovided medical treatmenteither inhospital or from a GP.

Dental and optical treatment was also

includedHospitals were now all controlled by the

government

Came into operation in July 1948

Aneurin Bevan was the health minister atthe time and was the person responsible forthe Actbut much of it stemmed from theBeveridge Report.


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PROBLEMS

Proved to be extremely popular!

187 million prescriptions were written and 8million pairs of glasses were dispensed!

Spending on the NHS became much higherthan predicted

From its earliest days the NHS seemed to beshort of money

The 2 million that was put aside for glasses in thefirst 9 months was used up in 6 weeks!

Some charges were introduced e.g. falseteeth and glasses.


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7. WHATWASLIFELIKEFOR

MOSTWOMENINTHE 1950S?


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CHANGESDURING WW2

Women had played a huge part in

fighting the war on the home front.

There were some positive changes

School meals were available for childrenallowing women to work all day

1943 Equal Pay Commissionhowever thisproved in efficient

1945 Butler Education Actguaranteed allfemales the right to a secondary education.


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THE 1950S

The cult of domesticityencouraged thetraditional role of women as home-makers,this was encouraged by much commercialadvertising.

Changes in education1944 EducationAct- outlawed the sacking of womenteachers who were married, while theprovision of good-quality educationwidened womens horizons. By the early

1960s a third of university undergraduateswere women.Wagesbetween the 1920s and 1970s

women earned on average 50% of whatmen did!


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8. HOWWEREWOMENDISCRIMINATEDAGAINSTINTHE

1960SANDEARLY 1970S?

9. WHATFACTORSLEDTOCHANGES

INTHEROLESOFWOMEN?


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THEFEMINISTMOVEMENTOFTHE 1960SAND1970S

The slow pace of change in womens

lives after WW2 frustrated many women

A feminist movement to campaign for

women's rights and interests emerged.


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DISCRIMINATION

Equal paywomen were paid on

average of the salary paid to a man

doing the same job.

A deeply held belief that a womans jobwas marriage, home-making and

children

Actionwomen held strikes, set up

organisations, held rallies, lobbied MPs

In 1970 the Equal Pay Act was approved andcame into full effect in 1975


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DISCRIMINATION

Sex DiscriminationAct 1975this

established the Equal Opportunities

Commissionits main duties were to

eliminate discrimination, promoteequality and keep an eye on the

workings of the Equal Pay Act


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WOMENS LIBERATION MOVEMENT

By the end of 1969 there were about 70

womens lib groups in Britain

It really got underway in the 1970s

Feb 1970 the first Womens NationalConference was held and it was attendedby over 500 women. They demanded equalpay, free contraception, abortion on

demand and 24hr nurseries.


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BIGCHANGES!

The Pill 1961gave women more controlover their livesthey married and startedfamilies later. This increased womensopportunities in education and

employment.Abortion Act 1967came into effect 1968.

Made abortion legal in the UK.

Divorce Reform Act 1969allowed divorce

on the grounds of adultery, cruelty,desertion for at least 2 years, or by mutualconsent after 2 yearsor 5 years if only oneparty wants a divorce


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10. HOWMUCHCHANGEHADTAKENPLACEFORWOMENBY

1975?


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I run the home an

look after children.

Mothers need

reliable childcare

I would never

expect to earn

the same as a

man

I want a career as

well as a marriage

and familywhy

cant we have both

men do!

I was afraid of getting

pregnant before I got

married and now I'm

worried about having

too many!

Reliable

contraception

and access to

abortion mean

that we have

more choices and

control.

My husband is the

wage earner

I am as capable of

running a company as

any man! The Law says I

cant be discriminated

because Im a woman!

Men should holdimportant

managerial jobsI

wouldnt feel

comfortable telling

a man what to do.

If you do the

same work you

should get the

same money


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I run the home an

look after children.

Mothers need

reliable childcare

I would never

expect to earn

the same as a

man

I want a career as

well as a marriage

and familywhy

cant we have both

men do!

I was afraid of getting

pregnant before I got

married and now I'm

worried about having

too many!

Reliable

contraception

and access to

abortion mean

that we have

more choices and

control.

My husband is the

wage earner

I am as capable of

running a company as

any man! The Law says I

cant be discriminated

because Im a woman!

Men should hold

important

managerial jobsI

wouldnt feel

comfortable tellinga man what to do.

If you do the

same work you

should get the

same money


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11. WHATWASITLIKEGROWING

UPINTHE 1950S?


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TEENAGERSINTHE 1950S

The term teenagers was not used until1950

Often people would get married an moveout of their parents home by the time they

were 21 Teenagers of this period changed this

they began to reject the seemingly dull,timid, old-fashioned and uninspired British

culture around them They sought new pleasures and activities

that were often totally at odds to what theirparents thought was acceptable!


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12. WHYWERETHERECHANGESINTHELIVESOFTEENAGERSIN

THE 1960S?


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TEENAGERSINTHE 1960S - INFLUENCES

1. Cultural influences

Film, television, magazines, rock music.

In particular American influences on

European teenagersRock and Roll (Elvis),Film stars (James Dean)

Impacted fashion, language and activities


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2. Consumer goods

Provided teenagers with the tools tocultivate their own styles in clothes, haircuts,and even travel.

This spearheaded a generation gapbetween parents and their children


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3. Financial power

They had cash to spend on self-indulgentpurchases e.g. they soon had their ownfashions, music, cafes and by the end of thedecade their own transportscooters!


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13. HOWDIDTEENAGERSANDSTUDENTSBEHAVEINTHE 1960S

ANDEARLY 1970S?


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CHANGINGBEHAVIOUR

1. They worshipped their idols

Bands like The Beatles and The Rolling Stonescame to be leaders of youth culture andwere worshipped almost as gods byteenagers


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CHANGINGBEHAVIOUR

2. They became more daring when it

came to expressing themselves

Teenagers adopted trend setting behaviourwhereas before trends had been set forthem

The mini skirta controversial fashion trendof the 1960s


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CHANGINGBEHAVIOUR

3. Emergence of youth subculture

Youth based subcultures became morevisible e.g. Mods and Rockers

Modsviewed as sophisticated with their scooters

Rockersa more macho image on theirmotorcycles

1964several well publicised battlesbetween the two groups at seaside resorts

Later subcultures included hippies, skinheadsand punk rockers


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CHANGINGBEHAVIOUR

4. More violent and criminal behaviour

Teddy boysplayed a role in attackingblack people during Notting Hill riots.

Teenage drug usecannabis in particular


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CHANGINGBEHAVIOUR

5. Public Protest

1858 the Campaign for NuclearDisarmament was formed and organisedwell publicised protest marches

1960s political demonstrations whichsometimes led to violencethe VietnamWar


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14. HOWFARDIDTHELIVESOFALLTEENAGERSCHANGEINTHE

1960SANDEARLY 1970S?


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EDUCATION

Free to all up to the age of 14Managed under the Tripartite System

Grammar schoolsentry exam, academicfocus

Secondary technical schoolsvery few ofthese were built, focused on mechanical,scientific and engineering skills to serveindustry and science

Secondary Moderns - designed for themajority of pupils - those who did notachieve the grade needed for grammarschools


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SECONDARY MODERNS

Criticised from the late 1940s for their

perceived low standards

Replaced with comprehensive schools

in the 1960sComprehensives provided free

education from 11 to 16 years

Prevented children who failed the 11-

plus exam feeling like second class

citizens


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EXPANSIONOFUNIVERSITYEDUCATION

Post WW2 many new universities were

founded (Warwick, Norwich, Kent, York)

30 new Polytechnics also set up

1960s and early 1970s witnessed anenormous expansion in the number of

full-time university students.

Grants and fees were also paid by Local

Education Authoritiesgave those from

poorer backgrounds the opportunity to

go to university.

Documents

Revision Britain 1939-1975