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Workers movements

Practise 34 exam-style questions on Workers movements 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
  • Instant marking
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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

Give two demands made by the London dockers in the strike of 1889.

Model answer

The dockers demanded 6d an hour, known as 'the docker's tanner', and a minimum of four hours' work each time they were taken on.

Explanation

Most dockers were casual labourers, hired by the hour at the dock gates in the 'call-on'. Their demands for 6d an hour and a guaranteed four hours' work were won after a five-week strike led by Ben Tillett, Tom Mann and John Burns. One mark for each demand.

Mark scheme
  1. 1 mark

    Pay of 6d (sixpence) an hour - 'the docker's tanner'.

    max 2. Accept 'the docker's tanner'.

  2. 1 mark

    A minimum of four hours' work (pay) each time a man was taken on.

  3. 1 mark

    8d an hour for overtime.

  4. 1 mark

    An end to the contract and 'plus' (bonus) systems.

Question 2

8 marks

Source A: from a speech by a delegate at a meeting of the Grand National Consolidated Trades Union in London in 1834. (Written for practice.)

'Brothers, the masters stand together, and we must do the same. Let the tailor, the shoemaker, the builder and the spinner join hands in one great union, so that when one trade is attacked, all will support it. But our aim is greater than higher wages. We produce all the wealth of this country, yet we live in want. In time our union will employ its own members and own the fruits of its own labour, and the age of masters will be over. United, we cannot fail.'

How useful is Source A to an historian studying the aims of the Grand National Consolidated Trades Union (GNCTU)?

Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is useful because it shows the two main aims of the Grand National Consolidated Trades Union. First, it wanted to unite workers of every trade in one great union: the speaker calls on 'the tailor, the shoemaker, the builder and the spinner' to join together so that 'when one trade is attacked, all will support it'. This was new, because most earlier unions were local societies of a single trade. Second, the speech shows a much bigger, long-term aim: the union would one day 'employ its own members and own the fruits of its own labour', ending 'the age of masters'. This reflects the ideas of Robert Owen, the socialist mill owner who inspired the GNCTU when it was founded in February 1834 and who wanted to replace competition between employers and workers with co-operative production.

The provenance shows both the value and the limits of the source. As a speech to delegates, it shows the ambitions of the union's leaders and the ideas that inspired them, and its claim that workers 'produce all the wealth of this country, yet we live in want' shows their sense of injustice. However, it was meant to inspire, so it is idealistic and over-confident: 'United, we cannot fail'. It does not show the practical reality. The GNCTU claimed half a million members, but only a small fraction paid subscriptions, so it had little money. Many members wanted higher wages and protection rather than a new society.

Within months the union collapsed. Employers locked out union members and forced them to sign 'the document', as in Derby; strikes failed; the sentences on the Tolpuddle Martyrs frightened workers; and its leaders quarrelled. Overall, Source A is useful for showing the ambitious aims and Owenite ideas of the GNCTU, but it is less useful for understanding what ordinary members wanted or why the union failed.

Explanation

The speech shows the GNCTU's aims - a general union of all trades and Owen's co-operative vision - but as an inspiring speech it says nothing about the union's weaknesses. Level 4 evaluates its purpose and uses precise context (February 1834, Owen, claimed membership, Derby, Tolpuddle, collapse) to judge its usefulness.

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 GNCTU's aims (uniting all trades in one union for mutual support; the long-term Owenite aim of co-operative production replacing employers) AND evaluates its provenance (an inspiring speech to delegates, showing the leaders' ambitions rather than the practical reality or the aims of ordinary members), using precise knowledge of the GNCTU's foundation, Robert Owen's ideas, its membership and collapse; 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 GNCTU aimed to unite workers of all trades and, in the long run, to replace employers with co-operative production, with relevant knowledge of Owen or its collapse.
    Level 2 (3-4 marks): Simple evaluation of Source A based on content and/or provenance, e.g. 'it shows the GNCTU wanted all workers to join together'.
    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: uniting all trades (tailors, shoemakers, builders, spinners) in one union to support each other against employers; the claim that workers produce all wealth but live in want; the long-term aim of the union employing its own members and owning the products of their labour - ending the 'age of masters' (co-operative socialism). Context: the GNCTU was founded in February 1834, inspired by Robert Owen, the mill owner and socialist who had run New Lanark and promoted co-operative communities and labour exchanges; it aimed at a general union of all trades and, for some supporters, a general strike (a 'grand national holiday'); it claimed half a million or more members, but only a small fraction paid subscriptions; it faced employers' lock-outs and 'the document' (the Derby turn-out, 1833-34), failed strikes by London tailors, hostility from the government, the shock of the Tolpuddle sentences, and quarrels between Owen and other leaders; it collapsed by the end of 1834. Provenance: a speech to delegates intended to inspire, so it shows the ambitions and ideals of the leadership; it is idealistic and does not reflect the practical problems (lack of money and organisation) or the more limited aims of many members, who simply wanted better wages and protection; written for practice, but typical of Owenite language. Possible judgement: useful for the ambitious aims and the ideas behind the GNCTU, but limited as evidence of what most members wanted or what the union could achieve.

Question 3

8 marks

Explain two ways in which the Peasants' Revolt (1381) and the case of the Tolpuddle Martyrs (1834) were similar.

Model answer

One similarity is that both involved rural labourers protesting against low wages and conditions imposed by landowners and the laws they made. In 1381 peasants resented the Statute of Labourers of 1351, which tried to hold wages down at the levels that had existed before the Black Death, as well as serfdom and the poll taxes. In 1833 the farm labourers of Tolpuddle formed a friendly society because local farmers and landowners had cut their wages to about 7 shillings a week and threatened to cut them further. In both cases country workers believed that the landowning class was using its power to keep them poor. Both were also inspired by men of religious faith: John Ball, a priest, preached that all people were equal, and George Loveless, the Tolpuddle leader, was a Methodist preacher whose verses began 'God is our guide'.

A second similarity is that the authorities punished both harshly to deter others, but both became lasting symbols of resistance. In 1381 Wat Tyler was killed at Smithfield, Richard II revoked the charters of freedom he had promised, and John Ball and many other rebels were executed. In 1834 the authorities used the Unlawful Oaths Act of 1797 to convict six Tolpuddle labourers for swearing a secret oath, and they were sentenced to seven years' transportation; the Home Secretary, Lord Melbourne, supported the sentence as a warning to trade unionists. In both cases the authorities wanted to show that challenges to the social order would not be tolerated. Yet both events were remembered as examples of ordinary people standing up to injustice: the Peasants' Revolt inspired later radicals, and the Tolpuddle Martyrs became heroes of the trade union movement, celebrated at an annual festival in Tolpuddle.

Explanation

Both involved country labourers resisting low wages imposed by landowners, both were led by religious men (Ball, Loveless), and both were punished harshly but became symbols. Level 4 explains two similarities with precise evidence from both, not just separate descriptions.

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 involved rural labourers protesting against low wages and conditions imposed by landowners and their laws, and both were punished harshly by the authorities to deter others, yet became lasting symbols of resistance; and/or both were inspired and led by men of religious faith (John Ball; George Loveless).
    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 country workers about wages, or that both were punished harshly, with some detail of each.
    Level 2 (3-4 marks): Simple explanation of one similarity, e.g. 'both were about poor farm workers'.
    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): Rural labourers and wages: in 1381 peasants resented the Statute of Labourers (1351), which tried to hold wages at levels from before the Black Death, as well as serfdom and the poll taxes (1377-80); in 1833-34 farm labourers in Tolpuddle faced wage cuts to about 7 shillings a week, with a further cut threatened, set by local farmers and landowners; in both cases the labourers believed that landowners used their power to keep them poor. Religion and leadership: John Ball, a priest, preached that all were equal ('When Adam delved and Eve span, who was then the gentleman?'); George Loveless was a Methodist preacher, and his verses begin 'God is our guide'. Harsh punishment to deter others: Wat Tyler was killed at Smithfield, Richard II revoked his promises, John Ball was executed and many rebels were hanged; the six Tolpuddle labourers were convicted under the Unlawful Oaths Act (1797) and sentenced to seven years' transportation, with the Home Secretary, Lord Melbourne, supporting the sentence as a warning. Later symbols: both became symbols of ordinary people's struggle against injustice - the Peasants' Revolt for later radicals; the Tolpuddle Martyrs for the trade union movement (the TUC centenary, 1934, and the annual festival). Differences not creditable as similarities: the rebels of 1381 used violence and marched on London; the Tolpuddle labourers formed a peaceful friendly society; the Martyrs were pardoned in 1836 after a national campaign.

Question 4

20 marks

Has the role of individuals been the main factor in improving the rights of workers in Britain?

Explain your answer with reference to the role of individuals 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

Individuals have played an important part in improving the rights of workers, as leaders, campaigners and politicians. However, they were not the main factor. Workers' rights improved mainly through collective organisation - workers acting together - and through favourable economic and political circumstances, and some powerful individuals worked to restrict workers' rights rather than improve them.

There are many examples of individuals who made a difference. Francis Place and Joseph Hume campaigned for the repeal of the Combination Acts in 1824, which made unions legal. Lord Ashley carried the Mines Act of 1842 and helped win the factory laws. William Allan and Robert Applegarth built respectable New Model Unions and impressed the Royal Commission of 1867-69, which helped to win the Trade Union Act of 1871. Annie Besant's article 'White Slavery in London' helped spark the match girls' strike of 1888, and Ben Tillett, Tom Mann and John Burns led the dockers to victory in 1889. In the 20th century Ernest Bevin, as Minister of Labour in the Second World War, gave unions a central role in government, and Barbara Castle introduced the Equal Pay Act of 1970.

However, individuals succeeded only when they had strong collective support. The dock strike was won because up to about 100,000 workers came out together and because Australian workers sent about 30,000 pounds. The Tolpuddle Martyrs were pardoned in 1836 because of a mass demonstration and a petition of about 800,000 signatures. When leaders lacked such support, they failed: Robert Owen's GNCTU collapsed in 1834, and Arthur Scargill could not unite the miners in 1984-85. Individuals in power also restricted workers' rights: Lord Melbourne supported the transportation of the Tolpuddle Martyrs, and Margaret Thatcher's governments passed laws in the 1980s that limited picketing and required ballots before strikes.

The economy was often decisive. The trade boom of 1888-89 helped the new unions win, full employment after 1945 strengthened unions, and unemployment in the 1920s and industrial decline in the 1980s weakened them. Government and the law set the framework: the Acts of 1871 and 1875 came after skilled workers in the towns gained the vote in 1867, which made politicians such as Gladstone and Disraeli want working-class support. War gave unions great influence, because governments in both world wars needed workers' cooperation, and union membership rose sharply. Ideas mattered too: socialism inspired the new unions and led to the creation of the Labour Party, which gave workers a voice in Parliament.

Overall, individuals were important in leading and publicising workers' struggles and in passing laws, but they were not the main factor. Workers' rights improved mainly because workers organised collectively and because economic conditions, the vote and war gave them bargaining power. Individuals made the most difference when they could channel that collective strength.

Explanation

A strong answer explains individuals who improved workers' rights (Place, Ashley, Allan, Besant, Tillett, Bevin, Castle), those who failed (Owen, Scargill) and those who restricted rights (Melbourne, Thatcher), and weighs them against collective organisation, the economy, the law, the vote and war. Level 4 needs a sustained judgement.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the role of individuals (leaders of workers' movements, campaigners and politicians) and other factors (e.g. collective organisation, the economy, government and the law, war, ideas), leading to a sustained judgement about whether individuals have been the main factor in improving workers' rights; precisely selected examples from across the whole period, including individuals who restricted rights.
    Level 3 (9-12 marks): Developed explanation of the role of individuals 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 the role of individuals 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): Individuals improving workers' rights: Francis Place and Joseph Hume (repeal of the Combination Acts, 1824); Robert Owen (New Lanark, the GNCTU, co-operation); George Loveless and the Tolpuddle Martyrs (1834); Richard Oastler, Michael Sadler, Lord Ashley and John Fielden (Factory Acts, Mines Act, Ten Hours Act 1847); William Allan and Robert Applegarth (New Model Unions; evidence to the Royal Commission, 1867-69); Gladstone and Disraeli (the Acts of 1871 and 1875); Annie Besant (match girls, 1888); Will Thorne and Eleanor Marx (gasworkers' eight-hour day, 1889); Ben Tillett, Tom Mann and John Burns (dock strike, 1889); Keir Hardie (Independent Labour Party, 1893; Labour); Lloyd George (National Insurance, 1911); Ernest Bevin (Minister of Labour, 1940-45); Barbara Castle (Equal Pay Act, 1970); Jayaben Desai (Grunwick, 1976-78). Individuals restricting rights: Lord Melbourne (Tolpuddle, 1834); Baldwin and Churchill (1926-27); Margaret Thatcher (the union laws of the 1980s, the miners' strike). Failures of strong leaders: Wat Tyler and John Ball (1381); Owen's GNCTU (1834); Arthur Scargill (1984-85). Other factors - collective organisation: mass membership, solidarity and strike funds (the Australian donations of 1889), the TUC (1868); the economy: booms (1888-89), full employment after 1945, slumps (1920s) and decline (1980s); government and the law: 1824, 1871, 1875, 1906, 1927, 1946, the 1980s; the vote: working men in towns (1867) and counties (1884) made politicians listen; war: the world wars brought unions into partnership with government and raised membership; ideas: socialism, equality, the Labour Party. Possible judgements: individuals were important as leaders, publicists and lawmakers, but workers' rights improved mainly through collective organisation and favourable economic and political conditions - the essence of trade unionism is collective, not individual, action.

  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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