HOW FAR DID BRITISH SOCIETY CHANGE, 1939–1975?Revision for the British Depth Study

THE PAPER

Main focus of the exam will be analysis and evaluation of sources

But you need to also use your knowledge and understanding of the time 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

THE SOURCES

Written – memoirs, newspaper articles, extracts from history books, interviews

Pictorial – posters, cartoons, photographs, paintings

Statistical – tables, graphs

TYPES OF QUESTIONS

Content – ‘What can you find out about X from Source Y?’

Purpose or message ‘What is the message of Source Y?’

Reliability – whether you trust a source, ‘How reliable is Source Y in explaining….?

Usefulness – ‘How useful is Source Y in explaining ….?

SKILLS YOU NEED TO SHOW

Cross-referencing – comparing two or more sources to see if they agree or disagress

Evaluation skills

HANDY HINTS Read through the sources, captions and

background information before you write anything!

All the questions are about the sources – NEVER write an answer that makes no use of the sources!

Write an appropriate amount for the amount of marks the question holds – don’t write 10 pages for a 6 mark question and only a short paragraph for a 12 mark question!

Always make it clear what source you are talking about

Always support your answers with examples and explanations.

HANDY HINTS Don’t try and reach a judgement about

a source just because of the type of source it is Knowing that a source is an eyewitness

account, a photograph or a memoir does not, in itself, mean that it is reliable or useful!

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

Remember there are no right answers, - there are high marks for intelligent answers – use the sources well and support your answers = high marks!

HANDY HINTS Use the sources that the question tells

you to! You can use sources that the question

doesn’t mention if you really think it will help 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 accurate – check it

against what you know about the events Comment on authorship – you might know

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

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 sources – this will help you reach a conclusion

1. WHAT IMPACT DID THE SECOND WORLD WAR HAVE ON THE BRITISH PEOPLE?

WORLD WAR II 1939-1945 It had a far more significant impact on the

British 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.

THERE WERE FIVE MAIN AREAS IN WHICH THE IMPACT OF THE WAR WAS MOST ACUTELY FELT…

1. German Blitzkrieg the constant bombing campaign of British cities until May 1941. The aim was to demoralise the country but it had the reverse effect on the British people – they became more determined to defeat Hitler. It did cause a great deal of destruction – 40,000 civilians killed and more than a million houses were damaged or destroyed in London alone!

2. Rationing – it was introduced so that the population didn’t starve because of the restrictions on food imports. Everyone was issued with an identity card and ration book. The ration books contained coupons that were signed by the shopkeeper every time rationed goods were bought – this meant that people could only buy the amount that they were allowed.

3. Evacuations – because 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 of British children. This helped pave the way for the Beveridge report.

4. Women – women made an enormous contribution to the war effort. The Women’s Land Army and Women’s Voluntary Service both 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. Women also worked in civil defence, munitions factories, construction and manufacturing. They also looked after families in the absence of fathers.

5. Beveridge Report – a report on the effectiveness of existing scheme of social security. Identified the five evils in society

1. WANT2. DISEASE3. IGNORANCE4. 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 the ‘cradle to the grave’. The new reforms included the National Health Service - 1946

2. WHAT IMMIGRANTS WERE LIVING IN BRITAIN IN 1945?

During the war the Allies captured thousands of German and Italian troops in Europe. Consequently over 300,000 German and Italian Prisoners of War were brought to Britain. After the war many of these decided to stay in Britain.

The contribution of GI’s 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

3. WHY DID DIFFERENT GROUPS MIGRATE TO BRITAIN BETWEEN 1948 AND 1972?

Causes of immigration

1. The 1948 British Nationality Act Confirmed the right of Commonwealth

citizens to come and settle in Britain. All citizens of the Commonwealth could

freely come to Britain regardless of their race, religion or colour.

2. Likelihood of finding workSevere labour shortages in Britain after

WW2 so jobs were readily available.Recruiting campaigns were run in the West

Indies to attract workers to take up employment with expanding organisations such as London Transport and the NHS.

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

3. Romantic vision of BritainMany potential immigrant groups had a

romantic and glamourized image of Britain.

They had been taught at school to regard Britain as the ‘Mother Country.’

In schools they learned about English literature and history, which sparked a natural curiosity to come here.

4. Economic problems at home Most immigrants came from poor countriesThere were often significant economic

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

Though economic factors were a big cause of immigration, typical migrants were not unemployed and had above-average skills.

5. Violence at homeFear was another reason why immigrants

came to Britain in the 1950s.Many left India because they wanted to

escape from the disruption and violence during the partition of India

Many others left because of violence at home also

6. Other factorsExpulsion from their own countries e.g.

Ugandan President Idi Amin expelled 50,000 Asian Ugandans.

4. WHAT WERE THE EXPERIENCES OF IMMIGRANTS IN BRITAIN?

Stage 1 – A gradual uneasy welcome

Immigrants usually settles in a

relatively small number of towns

and cities because they were

discriminated against in housing.

Stage 2 – Increased tension (riots in

1958)Unrest between Teddy Boys and

immigrants during the Summer of

Violence. Violence occurred between 30th August and 5th

September.

Stage 3 – Conservative govt gets tougher on

immigration laws (Commonwealth Immigrants Act

1962)The era of

unrestricted entry to the UK was over

Stage 4 – Labour Govt attempts to

protect immigrants (Race Relations act

1965 & 1968 – made it illegal to

discriminate on grounds of race in

public places but the legislations did not

fully succeed in changing attitudes

Stage 5 – Enoch Powell and the

‘Rivers of Blood’ speech 1968.

Showed that anti-immigration feelings certainly existed in

Britain.

Stage 6 – the Establishment of the National Front 1967.

Extremely right wing, its purpose

was to oppose immigration and

multicultural policies in Britain.

5. WHAT CONTRIBUTION HAD IMMIGRANTS MADE TO BRITISH SOCIETY BY THE EARLY 1970S?

Establishment of permanent communitiesCertain areas of cities became associated with particular

immigrant groups e.g. Limehouse in London - Chinese

Economic impact There are many examples of where immigrants have

added huge value to the British economy, textiles was one major area.

Festivals and celebrations The 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

inspired a generation of white working-class youths, in particular, the arrival of reggae music.

6. WHAT WAS THE IMPACT OF THE NATIONAL HEALTH SERVICE ON PEOPLE’S LIVES?

WHAT WAS THE NATIONAL HEALTH SERVICE?

1946 National Health Service Act – provided medical treatment – either in hospital or from a GP.

Dental and optical treatment was also included

Hospitals were now all controlled by the government

Came into operation in July 1948 Aneurin Bevan was the health minister at

the time and was the person responsible for the Act – but much of it stemmed from the Beveridge Report.

PROBLEMS

Proved to be extremely popular! 187 million prescriptions were written and

8 million pairs of glasses were dispensed! Spending on the NHS became much

higher than predicted From its earliest days the NHS seemed to

be short of money The £2 million that was put aside for glasses

in the first 9 months was used up in 6 weeks! Some charges were introduced e.g. false

teeth and glasses.

7. WHAT WAS LIFE LIKE FOR MOST WOMEN IN THE 1950S?

CHANGES DURING WW2

Women had played a huge part in fighting the war on the home front.

There were some positive changesSchool meals were available for children –

allowing women to work all day1943 Equal Pay Commission – however this

proved in efficient1945 Butler Education Act – guaranteed all

females the right to a secondary education.

THE 1950S The cult of domesticity –encouraged the

traditional role of women as home-makers, this was encouraged by much commercial advertising.

Changes in education – 1944 Education Act- outlawed the sacking of women teachers who were married, while the provision of good-quality education widened women’s horizons. By the early 1960s a third of university undergraduates were women.

Wages – between the 1920s and 1970s women earned on average 50% of what men did!

8. HOW WERE WOMEN DISCRIMINATED AGAINST IN THE 1960S AND EARLY 1970S?

9. WHAT FACTORS LED TO CHANGES IN THE ROLES OF WOMEN?

THE FEMINIST MOVEMENT OF THE 1960S AND 1970S

The slow pace of change in women’s lives after WW2 frustrated many women

A feminist movement to campaign for women's rights and interests emerged.

DISCRIMINATION

Equal pay – women were paid on average ¾ of the salary paid to a man doing the same job.

A deeply held belief that a woman’s job was marriage, home-making and children

Action – women held strikes, set up organisations, held rallies, lobbied MPs In 1970 the Equal Pay Act was

approved and came into full effect in 1975

DISCRIMINATION

Sex Discrimination Act 1975 – this established the Equal Opportunities Commission – its main duties were to eliminate discrimination, promote equality and keep an eye on the workings of the Equal Pay Act

WOMEN’S LIBERATION MOVEMENT

By the end of 1969 there were about 70 ‘women’s lib’ groups in Britain

It really got underway in the 1970s Feb 1970 the first Women’s National

Conference was held and it was attended by over 500 women. They demanded equal pay, free contraception, abortion on demand and 24hr nurseries.

BIG CHANGES!

The Pill 1961 – gave women more control over their lives – they married and started families later. This increased women’s opportunities in education and employment.

Abortion Act 1967 – came into effect 1968. Made abortion legal in the UK.

Divorce Reform Act 1969 – allowed divorce on the grounds of adultery, cruelty, desertion for at least 2 years, or by mutual consent after 2 years – or 5 years if only one party wants a divorce

10. HOW MUCH CHANGE HAD TAKEN PLACE FOR WOMEN BY 1975?

The Moder

n Woma

n

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 family –why

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 I’m a woman!

Men should hold important

managerial jobs – I wouldn’t feel

comfortable telling a man what to do.

If you do the same work you should get the same money

The Moder

n Woma

n

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 family –why

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 I’m a woman!

Men should hold important

managerial jobs – I wouldn’t feel

comfortable telling a man what to do.

If you do the same work you should get the same money

11. WHAT WAS IT LIKE GROWING UP IN THE 1950S?

TEENAGERS IN THE 1950S

The term ‘teenagers’ was not used until 1950

Often people would get married an move out 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 their parents thought was acceptable!

12. WHY WERE THERE CHANGES IN THE LIVES OF TEENAGERS IN THE 1960S?

TEENAGERS IN THE 1960S - INFLUENCES

1. Cultural influences • Film, television, magazines, rock music. • In particular American influences on

European teenagers – Rock and Roll (Elvis), Film stars (James Dean)

• Impacted fashion, language and activities

TEENAGERS IN THE 1960S - INFLUENCES

2. Consumer goods• Provided teenagers with the tools to

cultivate their own styles in clothes, haircuts, and even travel.

• This spearheaded a generation gap between parents and their children

TEENAGERS IN THE 1960S - INFLUENCES

3. Financial powerThey had cash to spend on self-indulgent

purchases e.g. they soon had their own fashions, music, cafes and by the end of the decade their own transport – scooters!

13. HOW DID TEENAGERS AND STUDENTS BEHAVE IN THE 1960S AND EARLY 1970S?

CHANGING BEHAVIOUR

1. They worshipped their idols• Bands like The Beatles and The Rolling

Stones came to be leaders of youth culture and were worshipped almost as gods by teenagers

CHANGING BEHAVIOUR

2. They became more daring when it came to expressing themselves

• Teenagers adopted trend setting behaviour whereas before trends had been set for them

• The mini skirt – a controversial fashion trend of the 1960s

CHANGING BEHAVIOUR

3. Emergence of youth subculture• Youth based subcultures became more

visible e.g. Mods and Rockers• Mods – viewed as sophisticated with their

scooters• Rockers – a more macho image on their

motorcycles

• 1964 – several well publicised battles between the two groups at seaside resorts

• Later subcultures included hippies, skinheads and punk rockers

CHANGING BEHAVIOUR

4. More violent and criminal behaviour• Teddy boys – played a role in attacking

black people during Notting Hill riots.• Teenage drug use – cannabis in particular

CHANGING BEHAVIOUR

5. Public Protest• 1858 the Campaign for Nuclear

Disarmament was formed and organised well publicised protest marches

• 1960s political demonstrations which sometimes led to violence – the Vietnam War

14. HOW FAR DID THE LIVES OF ALL TEENAGERS CHANGE IN THE 1960S AND EARLY 1970S?

EDUCATION

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

Grammar schools – entry exam, academic focus

Secondary technical schools – very few of these were built, focused on mechanical, scientific and engineering skills to serve industry and science

Secondary Moderns - designed for the majority of pupils - those who did not achieve the grade needed for grammar schools

SECONDARY MODERNS

Criticised from the late 1940s for their perceived low standards

Replaced with comprehensive schools in the 1960s

Comprehensives provided free education from 11 to 16 years

Prevented children who failed the 11-plus exam feeling like second class citizens

EXPANSION OF UNIVERSITY EDUCATION

Post WW2 many new universities were founded (Warwick, Norwich, Kent, York)

30 new Polytechnics also set up 1960s and early 1970s witnessed an

enormous expansion in the number of full-time university students.

Grants and fees were also paid by Local Education Authorities – gave those from poorer backgrounds the opportunity to go to university.