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The extension of the franchise

Practise 34 exam-style questions on The extension of the franchise for AQA GCSE History (Power and the people). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 34 questions
  • 1–20 marks each
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20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Figure 1 is a timeline of the Chartist movement.

Name the events labelled A (1842) and B (1848).

Horizontal timeline titled "The Chartist movement", running from 1835 on the left to 1850 on the right, with the years marked every year (1835 to 1850). Events marked by dots on the line, in date order: 1836: London Working Men's Association; 1838: People's Charter published; 1839: First petition rejected; 1840: National Charter Association; 1842: label A; 1845: Chartist Land Company set up; 1848: label B.

Model answer

A is the second Chartist petition, which had about 3.3 million signatures and was rejected by Parliament in 1842. B is the Kennington Common meeting of April 1848, when the third petition was taken to Parliament and rejected.

Explanation

Each Chartist petition was rejected by large majorities in the Commons (1839, 1842 and 1848). In 1842 the rejection was followed by the Plug Plot strikes; in 1848 O'Connor claimed 5.7 million signatures for the third petition, but Parliament counted about 2 million and found many false names. One mark for each event.

Mark scheme
  1. 1 mark

    A: the second Chartist petition (about 3.3 million signatures) was presented to Parliament and rejected (May 1842).

    Also accept the Plug Plot riots / the general strike of August 1842.

  2. 1 mark

    B: the Kennington Common meeting (10 April 1848), when the third petition was presented to Parliament and rejected.

    Accept the third (or 'monster') petition; the meeting on Kennington Common.

Question 2

8 marks

Source A: a summary of a speech made in the House of Lords on 2 November 1830 by the Duke of Wellington, the Tory Prime Minister.

Wellington said that the existing system of representation had the full and entire confidence of the country. He could not think of any better system, and as long as he held office in the government he would feel it his duty to resist any proposals for reform.

How useful is Source A to an historian studying opposition to parliamentary reform in the years 1830-1832?

Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is useful because it shows how firmly the Tory leadership opposed parliamentary reform in 1830. Wellington claimed that the existing system had the full confidence of the country, that he could not imagine a better one, and that he would resist reform as long as he was in office. This reflects the view of many Tories and landowners that the unreformed system worked: it represented property rather than numbers of people, kept power in the hands of the landed aristocracy and gave stability. They feared that reform would be the first step towards democracy and revolution.

The provenance makes the source especially useful. It is the Prime Minister's own statement in the House of Lords, so it shows the official position of the government. However, the speech was a serious misjudgement, which an historian can see from what happened next. It was made shortly after the July Revolution in France and at a time when demands for reform were growing, and it caused an uproar. Wellington had already lost the support of the Ultra-Tories by passing Catholic Emancipation in 1829, and within two weeks his government was defeated and Earl Grey's Whigs, who were committed to reform, took office. So the source shows not only Tory opposition but also how out of touch it was.

The source has limitations. It shows the opposition at the very start of the crisis and cannot show how it continued, for example when the House of Lords rejected the second Reform Bill in October 1831, or when Wellington failed to form a government during the Days of May in 1832. Overall, it is very useful for the attitude of the Tory leadership in 1830, and for understanding why opposition helped to bring a reforming government to power, but it needs other evidence to understand opposition across the whole period.

Explanation

Wellington's speech is the clearest statement of Tory opposition, and its provenance - a Prime Minister's public pledge that backfired within two weeks - is itself evidence of how the crisis developed. A Level 4 answer uses this, and knowledge of the Lords' resistance in 1831-32, to judge how far one speech from November 1830 represents opposition across the whole period.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Source A with sustained judgement based on content and provenance: explains what the speech shows about the reasons for and strength of opposition (the Tory and landed belief that the old system worked and protected property and stability) AND evaluates the provenance (a public statement by the Prime Minister which was a political misjudgement: it united his opponents and his government fell within two weeks), using knowledge of later opposition such as the Lords' rejection of the second bill and the Days of May; reaches a sustained judgement.
    Level 3 (5-6 marks): Developed evaluation of Source A based on content and/or provenance, supported by relevant contextual knowledge, e.g. explains that the Tories opposed reform because they believed the system worked and feared change, or explains how the speech helped bring down Wellington's government, with relevant knowledge.
    Level 2 (3-4 marks): Simple evaluation of Source A based on content and/or provenance, e.g. 'it shows that Wellington was against reform', or 'it is useful because it is from the Prime Minister'.
    Level 1 (1-2 marks): Basic analysis of Source A: describes or paraphrases its content, or makes general comments about its provenance (e.g. 'it is from the time so it is useful'), with little or no contextual knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: Wellington claimed the existing system had the country's full confidence; he could not imagine a better one; he would resist any reform while in office - showing complete opposition at the top of government. Context: Tories and many landowners believed the unreformed system worked, represented property and 'interests' rather than numbers, and gave stability; they feared reform would weaken the aristocracy and the Church and open the way to democracy and revolution; Wellington had already angered the Ultra-Tories by passing Catholic Emancipation (1829), and some of them now favoured reform; the speech was made after the death of George IV, the 1830 election and the July Revolution in France, when reform was a growing demand; it caused uproar and Wellington's government was defeated within two weeks (he resigned in mid-November 1830) and Earl Grey's Whigs took office. Later opposition: the Lords rejected the second Reform Bill in October 1831, and most of the bishops voted against it, leading to riots (the Bishop of Bristol's palace was burned); in the Days of May (1832) Wellington tried and failed to form a government; Tory peers finally abstained when William IV agreed to create Whig peers. Provenance: the Prime Minister's own public statement, so strong evidence of the official Tory position in 1830; but it was made to rally his supporters and was a misjudgement - it shows how out of touch some of the elite were; it is a summary of one speech at the start of the crisis, so it cannot show how opposition changed later or the views of other opponents. Possible judgement: very useful for the attitude of the Tory leadership in 1830 and as a turning point that opened the way to reform; less useful for the whole period 1830-1832.

Question 3

8 marks

Explain two ways in which the Peasants' Revolt (1381) and the Peterloo Massacre (1819) were similar.

Model answer

One way in which the Peasants' Revolt and the Peterloo Massacre were similar is that both were caused by a mixture of economic hardship and political grievances. In 1381 the labour shortage after the Black Death should have raised wages, but the Statute of Labourers tried to hold them down, and the third poll tax of 1380, a shilling a head, was the final straw. The rebels also wanted an end to serfdom, inspired by John Ball's preaching about equality. In 1819 there was severe distress after the Napoleonic Wars: unemployment was high, the Corn Law of 1815 kept bread prices high and handloom weavers' wages had collapsed. The crowd at St Peter's Field had come to demand parliamentary reform, because Manchester had no MP and most people had no vote. In both cases, therefore, ordinary people blamed their economic problems on an unfair political system run by a small elite.

A second similarity is that both were large gatherings of ordinary people which the authorities ended by force and followed with punishment. In 1381 the rebels entered London, but at Smithfield Wat Tyler was killed by the Lord Mayor, William Walworth, and Richard II then revoked the charters of freedom he had promised. John Ball was executed and many rebels were hanged. In 1819 the magistrates sent the yeomanry and hussars into the crowd of about 60,000; about 15 people were killed and hundreds injured. Afterwards Henry Hunt was imprisoned and the Six Acts restricted meetings and the press. In both cases the authorities were determined to show that challenges to their power would not be tolerated, and both protests failed in the short term but were remembered as symbols of resistance.

Explanation

Both events combined economic distress with demands for political change, and both were ended by force and followed by repression. Level 4 needs two similarities, each explained with precise detail of both events (e.g. the poll tax and Statute of Labourers; the Corn Laws and the Six Acts).

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex explanation of similarities: explains two similarities, each supported by specific, accurate knowledge of both developments, e.g. both were caused by a combination of economic hardship and political grievances (wages, the poll tax and serfdom in 1381; post-war distress, the Corn Laws and lack of representation in 1819), and both were large gatherings of ordinary people that the authorities ended by force and followed with punishment.
    Level 3 (5-6 marks): Developed explanation of similarities: explains one or two similarities with relevant knowledge of both developments, e.g. explains that both were protests by ordinary people about economic problems, with some detail for each.
    Level 2 (3-4 marks): Simple explanation of one similarity, e.g. 'both were put down by the authorities'.
    Level 1 (1-2 marks): Basic explanation: identifies a similarity or describes one or both developments with general knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Causes - economic and political grievances: 1381 - the Black Death (1348-49) created a labour shortage; the Statute of Labourers (1351) tried to hold wages down; three poll taxes (1377, 1379, 1380), the third a shilling a head; resentment of serfdom and labour services; John Ball preached equality ('When Adam delved and Eve span, who was then the gentleman?'). 1819 - depression after the Napoleonic Wars, unemployment and demobilised soldiers; the 1815 Corn Law kept bread prices high; handloom weavers' wages collapsed; Manchester had no MP and most people could not vote, so the meeting demanded parliamentary reform. Leaders and crowds: Wat Tyler, Jack Straw and John Ball; Henry 'Orator' Hunt as the main speaker; both drew huge numbers of ordinary people (tens of thousands in London in 1381; about 60,000 at St Peter's Field). Force and repression: in 1381 Wat Tyler was killed at Smithfield by the Lord Mayor, William Walworth; Richard II's promises (charters of freedom) were revoked; John Ball was executed and many rebels were hanged; in 1819 the yeomanry and hussars broke up the meeting, about 15 people were killed and hundreds injured; Hunt was imprisoned and the Six Acts restricted meetings and the press. Long-term significance: both failed in the short term but later became symbols; after 1381 no new poll tax was tried for centuries and serfdom declined; Peterloo became a symbol for reformers. Difference to avoid crediting as similarity: the rebels of 1381 used violence (burning the Savoy Palace, killing Archbishop Sudbury), whereas the Peterloo crowd was peaceful.

Question 4

20 marks

Has government been the main factor in the development of parliamentary democracy in Britain?

Explain your answer with reference to government and other factors. Use a range of examples from across your study of Power and the people: c1170 to the present day.
[16 marks] [SPaG 4 marks]

Model answer

Government has been essential to the development of parliamentary democracy, because every major change had to be passed by Parliament and accepted by the monarch. However, governments rarely acted on their own initiative. They usually changed the system because they needed money, wanted party advantage or feared what would happen if they did not, so pressure from outside was usually the main factor.

Government played a direct role in many key developments. Medieval kings called parliaments because they needed taxes, and Edward I's parliaments, such as the Model Parliament of 1295, regularly included knights and burgesses, helping to establish the Commons. Henry VIII used Parliament to pass the laws of the Reformation in the 1530s, which increased its importance. In the 19th century governments passed all the major reforms: Earl Grey's Great Reform Act of 1832, Disraeli's Second Reform Act of 1867, and Gladstone's Ballot Act of 1872 and Third Reform Act of 1884. In the 20th century Asquith's government passed the Parliament Act of 1911, limiting the power of the unelected Lords and introducing pay for MPs, Lloyd George's coalition passed the 1918 Representation of the People Act, and Baldwin's government gave women the vote on equal terms in 1928.

However, governments often acted only because of protest and pressure. Magna Carta in 1215 was forced on King John by rebel barons, and Simon de Montfort called his Parliament of 1265 after defeating Henry III in war. In 1830 Wellington's government refused any reform, and Grey's Act was passed only after the riots of 1831 and the Days of May in 1832, when the political unions threatened a run on the banks. Chartism failed at the time, but five of its six points later became law, showing that its pressure set the agenda. The Reform League's Hyde Park demonstrations in 1866-67 and the long campaign of the suffragists and suffragettes after 1897 also pushed governments to act.

War has been another major factor. The Civil War led to the execution of Charles I in 1649 and the abolition of the monarchy and the Lords, and although the monarchy returned in 1660, the conflict established that kings could not rule without Parliament. The First World War made the 1918 Act possible, because soldiers needed to be given the vote and women's war work had changed attitudes.

The economy and ideas also drove change. Industrialisation created a middle class and an industrial working class who demanded representation, while ideas of democracy and equality, from the Levellers to Paine's Rights of Man and the Charter, gave campaigners clear aims. Governments often responded to these changes for their own reasons: the Whigs wanted to win the loyalty of the middle class to prevent revolution, and Disraeli wanted to 'dish the Whigs'.

Overall, government was the means by which parliamentary democracy developed, because only governments could change the law. But it was not the main factor, because governments usually acted when protest, war, economic change and new ideas made reform necessary or advantageous. Even government's own reasons - the need for money or for votes - were responses to wider pressures. The main driving force was the pressure on government, not government itself.

Explanation

Every reform needed government action, so a strong answer distinguishes between government as the means of change and the pressures - protest, war, economic change and ideas - that caused governments to act. Level 4 requires a sustained judgement with examples from medieval parliaments to 1918 and beyond.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of government (the actions of monarchs, ministers and Parliament itself) and other factors (e.g. protest, war, ideas, the economy, individuals), leading to a sustained judgement about whether government has been the main factor in the development of parliamentary democracy; precisely selected examples from across the whole period, distinguishing between government as the means of change and the pressures that caused it.
    Level 3 (9-12 marks): Developed explanation of government and at least one other factor, with relevant, accurate examples from more than one period; a judgement is reached but is not fully sustained or supported.
    Level 2 (5-8 marks): Simple explanation of government and/or other factors, with some relevant knowledge; the answer is mainly descriptive or narrative, or its examples come from a narrow part of the period.
    Level 1 (1-4 marks): Basic explanation of one or more factors, with limited and general knowledge and little sense of change over time.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Government: monarchs' need for taxation made Parliament necessary - Edward I's parliaments, including burgesses and knights (the 'Model Parliament', 1295); Henry VIII used Parliament to pass the Reformation laws in the 1530s, increasing its importance; Charles I's Personal Rule (1629-40) collapsed when he needed money for the Scottish war; Grey's government passed the Great Reform Act (1832); Derby and Disraeli's government passed the Second Reform Act (1867); Gladstone's governments passed the Ballot Act (1872) and the Third Reform Act (1884), with the Redistribution Act (1885); the property qualification for MPs was abolished (1858); Asquith's government passed the Parliament Act (1911) and introduced payment of MPs (1911); Lloyd George's coalition passed the Representation of the People Act (1918); Baldwin's government passed the Equal Franchise Act (1928); Wilson's government lowered the voting age to 18 (1969). Governments often acted for party advantage (Whigs in 1832, Conservatives in 1867) or to prevent revolution. Other factors - protest: the barons and Magna Carta (1215); de Montfort and the Parliament of 1265; the riots and political unions of 1831-32; Chartism (five of six points later law); the Reform League and Hyde Park (1866); the suffragists and suffragettes. War: the Barons' Wars; the Civil War and the execution of Charles I (1649); the First World War and the 1918 Act. Ideas: the Levellers, the American Revolution and Paine; democracy and equality. The economy: industrialisation and the growth of the middle and working classes; kings' financial needs. Individuals: de Montfort, Grey, Disraeli, Gladstone, Pankhurst. Possible judgements: government was the means by which democracy developed (every reform needed an Act), but it rarely acted without outside pressure, so protest, war and economic change were the driving forces; or government's own interests (money, party advantage, avoiding revolution) were decisive.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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