• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Popular Protest, Suffrage and Democracy 1827-1928.

Extracts from this document...

Introduction

Holly Reading A2 History Coursework Unit Five: Coursework Popular Protest, Suffrage and Democracy 1827-1928 (A.) It is apparent from the sources that popular pressure did play a role in the extension of the franchise in the 1832, 1867 and 1884 Reform Acts however there is also evidence that other political factors for reform were evident from 1832 and grew in significance which seemed to eclipse that of mass popular pressure of Chartism. The most reliable source for showing that the franchise was extended as a response to public pressure is source five. Next reliable is source two, followed by source six, one and four. Least reliable is source three as it is biased. Source five (most reliable) is a secondary source and relates to the 1867 Reform Act with references to public pressure through the Hyde Park Riots. Smith refers to the riots as 'incidental'; with reform already under way parties had already seen political advantage for themselves. ...read more.

Middle

Source six is again a secondary source which is relevant for the 1884 Reform Act. 'In 1883 the radicals held meetings to arouse popular support... Nevertheless there was far less public clamour for change than in 1832 or even in 1866. The initiative remained firmly with the politicians.' Chamberlain recognised that 'votes in the counties could further his aim of transforming the party.' Gladstone used this to 'retain radical support and regain popularity in the country.' Source one is a primary source regarding the 1832 Act. It sums up what Hetherington thought working-class frustration ought to be at the new act which 'excluded working people.' Another factor which adds to its usefulness is the mention of middle class and how he feels the government tried to split the two classes. As an editor of an unstamped paper, Hetherington obviously favours the plight of the working class and wanted the rich to loose power therefore making his article full of bias. ...read more.

Conclusion

He is rather cynical and mocks Disraeli saying he 'has adopted a course which is definitely credible to his dexterity as a tactician.' He uses jokes throughout his speech to mock Disraeli further using a 'shy horse' as a metaphor for his party. This source also shows no evidence of public pressure at all making it have limited usefulness. Lowe is making this speech to influence others into thinking the way he does and go against Disraeli making it the most unreliable source. In conclusion, the most reliable sources turned out to be secondary ones rather than the primary ones from the time which are hard to trust due to social factors which influenced people at the time. Some sources are good on content (e.g. source one) but lack the fundamental factor of reliable provenance which makes them biased. Overall, the sources tend to support the opinion that other political factors like party political advantage were to blame for the extension of the franchise rather than from public pressure. Word Court: 822 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Politics section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Politics essays

  1. The woman's suffrage movement grew out of the changing relationship between men and women ...

    Sylvia, who designed most of the artwork for the WSPU, also organised the workers of the East End in favour of women's suffrage. As the WSPU increasingly operating within a hostile political climate, so planning and action assumed greater importance than constitutional democracy.

  2. To what extent was the 1867 Reform Act a turning point in parliamentary democracy ...

    So, in 1867, we have a reform bill put to the House of Commons by Lord Russell's ministry soon after the death of Lord Palmerston who fervently believed that the way things were was satisfactory and infinitely preferable to democracy.

  1. HUMANITIES COURSEWORK

    Israel feels that with this kind of incommensurable issues, and that they were attempted to be murdered by the Arabs three times in its history, they feel very insecure so they had to defend themselves. Many social issues also add a major contributing factor to the conflict.

  2. What was Chartism and why did it fail

    that they could take over the complete network therefore the Chartist could not communicate and the government could exercise control of distant localities. The use of the early telephone was invaluable and the bill to the government was �500. The movement was torn in several directions and was often pulled

  1. The Word 'Hacker' To the popular press, "hacker" means someone who breaks into ...

    And they are right. It is by poking about inside current technology that hackers get ideas for the next generation. No thanks, intellectual homeowners may say, we don't need any outside help.

  2. Discussion of the franchise of puritan Massachusetts

    In 1963 Summer hilton Powell published his study of Sudbury which revealed wide participation in that town's government.

  1. Civil Service Reform.

    �170 million and 16,000 jobs a year and by 1988, some 300 scrutinies had saved over �1 billion. Perhaps the main effect was symbolic. Dewry and Butcher say that, ' Defenders of scrutinies argue.....that the main success of the scrutiny programme has been not so much in the individual savings

  2. Notes on Citizenship and Democracy.

    Alan Gewirth says that when it comes to human rights, one should be morally driven and not legally or politically driven. 1. People think that political leaders have to defend their rights as citizens but when they see they are unemployed and one of another race is working, they see that race as a threat.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work