BOOK
Edexcel A Level History, Paper 3: Industrialisation and social change in Britain, 1759-1928: forging a new society Student Book
(2016)
Additional Information
Book Details
Abstract
This book:
- covers the essential content in the new specifications in a rigorous and engaging way, using detailed narrative, sources, timelines, key words, helpful activities and extension material
- helps develop conceptual understanding of areas such as evidence, interpretations, causation and change, through targeted activities
- provides assessment support for A level with sample answers, sources, practice questions and guidance to help you tackle the new-style exam questions.
It also comes with three years' access to ActiveBook, an online, digital version of your textbook to help you personalise your learning as you go through the course - perfect for revision.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | 3 | ||
| How to use this book | 4 | ||
| Introduction: A Level History | 6 | ||
| Introduction: Industrialisation and social change in Britain, 1759-1928: forging a new society | 8 | ||
| Aspects in breadth: from wool combers to bus conductresses - a mobile society, 1759–1928 | 10 | ||
| 3.1: Changing patterns of adult work and working conditions | 10 | ||
| Introduction | 10 | ||
| What drove the changes to working patterns and conditions in the years 1759-1928? | 11 | ||
| Industry and work before 1759 | 11 | ||
| The impact of technology | 12 | ||
| The impact of legislation | 15 | ||
| The Factory Act 1833 | 17 | ||
| The initiatives of Titus Salt and other employers | 20 | ||
| The impact of the First World War on patterns of work | 23 | ||
| What impact did workers’ unions have on changes to working conditions in the years 1759-1928? | 25 | ||
| The influence and limitations of workers’ associations and unions to 1851 | 25 | ||
| The role of new model trade unions from 1851 | 28 | ||
| The influence of unskilled workers’ unions from 1888 | 32 | ||
| The matchgirls’ strike, 1888 | 32 | ||
| The Triple Alliance | 35 | ||
| Conclusion | 36 | ||
| 3.2: The world of childhood | 38 | ||
| Introduction | 38 | ||
| What were the reasons for the changes to children’s lives in the years 1759-1928? | 39 | ||
| The impact of government action | 39 | ||
| The Factory Act 1802 | 40 | ||
| The Mines Act 1842 | 41 | ||
| Agricultural Gangs Act 1867 | 44 | ||
| The Children’s Act 1908 | 45 | ||
| The initiatives of employers and philanthropists | 47 | ||
| Improvements in education | 50 | ||
| The 1833 government grant | 50 | ||
| The National Education League, 1869 | 51 | ||
| The Elementary Education Act 1870 | 52 | ||
| Further legislation | 53 | ||
| The Education Act 1918 | 54 | ||
| Why did attitudes towards children change in the years 1759-1928? | 56 | ||
| Attitudes to childhood in the late 18th century | 57 | ||
| The influence of Kingsley’s The Water-Babies, Barrie’s Peter Pan and Dickens’s A Christmas Carol | 59 | ||
| The influence of Prince Albert | 62 | ||
| Aspects in depth: towards prosperity | 64 | ||
| 3.3: Josiah Wedgwood: china and canals, 1759-87 | 64 | ||
| Introduction | 64 | ||
| In what ways did Wedgwood’s innovations in production and design influence taste and style for ceramics in elite society? | 66 | ||
| Location of the industry | 66 | ||
| Wedgwood’s experimental work | 66 | ||
| Wedgwood on his own | 68 | ||
| The role of Queen Charlotte | 70 | ||
| The role of Sarah Wedgwood and the need for capital | 72 | ||
| Porcelain: the impact of trade with the East | 72 | ||
| How important was the construction of the Trent and Mersey canal and the linking of the canal network for the development of wedgwood’s business? | 76 | ||
| Turnpike roads | 76 | ||
| Canals | 77 | ||
| What was the motivation for Wedgwood’s involvement in the campaign to abolish the slave trade? | 81 | ||
| The issue of the slave trade | 81 | ||
| The importance of the slave medallion | 82 | ||
| Conclusion | 83 | ||
| 3.4: Samuel Greg: cotton and cottages, 1784-1816 | 86 | ||
| Introduction | 86 | ||
| What influenced the growth of quarry bank mill in the years 1784-1816? | 88 | ||
| Choosing the site at Styal | 88 | ||
| The impact of the French wars, 1793-1815 | 89 | ||
| Samuel Greg | 90 | ||
| Matthew Fawkner | 91 | ||
| Peter Ewart | 91 | ||
| Hannah Greg | 93 | ||
| How successfully did Samuel Greg deal with the labour problem at Quarry Bank Mill? | 95 | ||
| Connections with the Poor Law system | 96 | ||
| Accommodating and managing the workforce | 97 | ||
| In the mill | 101 | ||
| How significant was Quarry Bank Mill in the development of the cotton industry in Lancashire? | 102 | ||
| From workshop to factory | 102 | ||
| Conclusion | 106 | ||
| 3.5: Isambard Kingdom Brunel: railways and ships, 1833-59 | 108 | ||
| Introduction | 108 | ||
| How far was Brunel’s great western railway an improvement on existing rail networks? | 109 | ||
| The role of Brunel | 109 | ||
| The Great Western Act | 110 | ||
| Broad-gauge railway | 110 | ||
| The reasons for the ‘battle of the gauges’ | 113 | ||
| The royal commission of 1845 and the Gauge Act 1846 | 114 | ||
| Why Stephenson’s narrow gauge became the standard | 115 | ||
| How did Brunel use his design and engineering skills to solve engineering problems of the day? | 116 | ||
| Problem-solving during the GWR line construction | 117 | ||
| Innovative design of bridges and stations | 118 | ||
| The Royal Albert Bridge | 119 | ||
| The great stations of Temple Meads and Paddington | 120 | ||
| Design of prefabricated hospital for the Crimean War | 122 | ||
| What was the impact of Brunel’s work for passenger travel and goods transport? | 123 | ||
| From rail to sea: transporting the public | 123 | ||
| The SS Great Western takes the railway across the Atlantic | 123 | ||
| The SS Great Britain: innovation that set the standard for a generation | 124 | ||
| The SS Great Eastern: scale beyond utility | 126 | ||
| Conclusion | 128 | ||
| 3.6: John Kemp Starley: cycles, cycling clubs and emancipation, 1885-1901 | 130 | ||
| Introduction | 130 | ||
| What was the significance of the Rover safety bicycle? | 131 | ||
| John Kemp Starley and the design of the safety bicycle | 133 | ||
| Promoting the safety bicycle | 134 | ||
| The economic importance of the safety bicycle | 136 | ||
| The impact of the cycle trade on Coventry | 137 | ||
| How did the adoption of the safety bicycle impact on leisure pursuits? | 139 | ||
| Cycling clubs, community and respectability | 140 | ||
| The Clarion Clubs | 141 | ||
| The Clarion Scouts and their political impact | 142 | ||
| Cycling and popular culture | 144 | ||
| What was the significance of the safety bicycle for women? | 145 | ||
| Impact on mobility and independence | 145 | ||
| The New Woman of the 1890s | 145 | ||
| Impact on fashion | 148 | ||
| Opposition to the female bicycling craze | 148 | ||
| Conclusion | 151 | ||
| 3.7: Herbert Austin: creating and adapting to market forces, 1905-28 | 152 | ||
| Introduction | 152 | ||
| To what extent did Austin’s skills as an industrialist lead to the success of the Longbridge works? | 154 | ||
| The role of Herbert Austin | 154 | ||
| Pre-war car production | 154 | ||
| The impact of the First World War | 159 | ||
| The development of Longbridge and its economic importance to the West Midlands | 160 | ||
| How successful was the development of the Austin seven in changing the fortunes of the Longbridge plant? | 162 | ||
| New thinking | 163 | ||
| rIn what ways did the growth in Austin seven ownership impact on British society?\r | 165 | ||
| Government policy | 166 | ||
| The economic effects of increased car ownership | 168 | ||
| The social effects of increased car ownership | 170 | ||
| Conclusion | 172 | ||
| Preparing for your A Level Paper 3 exam | 175 | ||
| Index | 188 | ||
| Acknowledgements | 190 |