year 6: did power move to the people? (6 lessons)coreknowledge.org.uk/resources/resource pack- year...

YEAR 6: DID POWER MOVE TO THE PEOPLE? (6 lessons)

Contents Include:

Peterloo

The Great Reform Act

Ireland

The Potato Famine

Home Rule

Suggested Teacher Resources:

The Young Oxford History of Britain & Ireland, pages 308-317

The Houses of Parliament have resources on the working of Parliament, votes for

women, and an illustrated timeline about the history of Parliament.

For events in Ireland, show clips from The Story of Ireland (2011).

http://www.parliament.uk/education/teaching-resources-lesson-plans/what-is-parliament-whiteboard-resource/http://www.parliament.uk/education/teaching-resources-lesson-plans/votes-for-women-part1/http://www.parliament.uk/education/teaching-resources-lesson-plans/votes-for-women-part1/http://assets.parliament.uk/education/houses-of-history/main.html

Lesson 1. Old Corruption

Britain has been a democracy for one hundred years. Before that, the great majority of the British population had no say in politics. The first great reforms to

the British political system occurred in 1832, and it is known as the ‘Great Reform Act’. For these first two lessons, pupils study how the electoral system

worked before 1832. It was widely criticised for involving only 3% of the population; corruption; not giving MPs to new industrial towns; forcing people to

vote in public; allowing votes to be bought, and so on. Pupils should first study what was wrong with the system, so they can understand the reforms.

See pages 142-143 of What Your Year 6 Child Needs to Know.

Learning Objective Core Knowledge Activities for Learning Related Vocabulary Assessment Questions

To understand why British politics needed to be reformed in 1832.

In Britain, at least every five years, the different areas of Britain vote for a politician to represent them in the House of Commons in Parliament.

Before 1832 in Britain, only 3% of the country (usually the most wealthy) were able to vote.

People were not allowed to vote in private, and could therefore be intimidated. In addition, many large industrial towns did not have a single Member of Parliament to represent them.

Ensure that the pupils understand the essential process of an election, and the key vocabulary. This includes vote, election, Parliament, Member of Parliament, and constituency. A role play of an election, with pupils acting out the different parts, should help to remindthem.

Look at the famous Hogarth cartoon, ‘The Polling’, and analyse what it is saying about the corruption of elections before 1832 (resource 1). Write a personal account of an election during the eighteenth, based upon the image in ‘The Polling’.

right to vote election corruption government Member of Parliament House of Commons

What was wrong with British politics before 1832?

What sort of people were allowed to vote?

What sorts of changes do you think needed to happen.

http://en.wikipedia.org/wiki/Humours_of_an_Election#mediaviewer/File:William_Hogarth_031.jpg

1. The Polling

During the eighteenth century, elections in Britain were notoriously corrupt. There was widespread anger with this situation, and it was

criticised in a series of paintings by the famous artist William Hogarth. This is one of the most famous, entitled ‘The Polling’, showing the bad

behaviour taking place at a polling station on election day.

Look at the image here and here, and see which of the following features you can locate.

An insane man is carried

up to vote by a group of

people. He is clearly not

in the right state of mind

to place a vote, but is

being encouraged to do

so anyway.

An injured army veteran tries to vote,

but first he has to swear an oath on the

bible. He is doing this with a hook (as

he lost his hand) but he is told that his

oath does not count. Two lawyers are

getting into an argument about

whether this should be permitted.

A man who is close to dying is

carried towards the polling station

so that he can vote. The group of

people are trying to keep him alive

just long enough so that he can

place his vote. Behind him is a blind

man and a man on crutches.

Flags of the two

rival political

parties. Blue

represents the

Tory party, and

Orange represents

the Whig party.

The different parties count

their votes to see how many

they have won, and the Tory

candidate looks worried. On

the bridge, wealthy freemen

on their horses and carriages

queue up to vote.

A woman in a carriage is sad because her

carriage has broken down and the

coachmen are doing nothing to solve this

problem about it apart from gambling.

The woman is supposed to symbolise

‘Brittania’, so the message is that Britain

is broken and nobody will fix it.

The election clerk, who

should be policing the

election day polling, has

fallen asleep. Nearby,

another man draws a

cartoon of the Tory

candidate.

http://en.wikipedia.org/wiki/Humours_of_an_Election#mediaviewer/File:William_Hogarth_031.jpghttp://www.soane.org/collections_legacy/the_soane_hogarths/an_election

Lesson 2. Demands for change

Towards the end of the eighteenth century, ’radicals’ in England began to demand widespread changes to the political system. This was in part inspired by

the French Revolution, and the ruling aristocrats of England were afraid that if no changes were made, they may experience the same bloody revolution as

the French. During this period, the Peterloo massacre took place, where eleven radicals were killed, and 500 were injured, for listening to a speech by Henry

Hunt. In the light of this tragedy, demands for freedom of speech, political rights, and increased liberty began to grow amongst the people of England.

See pages 143 of What Your Year 6 Child Needs to Know.


Why were radicals demanding a change to English politics?

Many people during the nineteenth century began demanding that British politics be reformed. They were often known as ‘radicals’.

They wanted more people to be given the vote, and for elections to become more fair and less corrupt.

Henry Hunt was a leading radical, and at one of his speeches in Manchester, a group of soldiers killed 11 people and left 500 injured. The event, which happened in 1819, was known as Peterloo.

Read through Samuel Bamford’s account the Peterloo massacre (resource 2), and use it as evidence to write a newspaper report about the attack in St Peter’s Field, Manchester (resource 3).

This is an informative, short video about the Peterloo Massacre.

Ask pupils to devise a list of six reforms to British politics, based on what they learned last lesson, which would make it more fair and honest.

Peterloo massacre radical

What happened at Peterloo?

Why were the radicals at Peterloo listening to henry Hunt?

What sort of demands would people have made for the reform of British politics?

https://www.youtube.com/watch?v=I-ln4p4mWu0

The radical Samuel Bamford described the attack on the crowd at St. Peter's Fields on the 16th

August, 1819.

The cavalry, waving their sabres over their heads; and then, slackening rein, and striking spur into

their steeds, they dashed forward and began cutting the people. "Stand fast," I said, "they are

riding upon us;" The cavalry were in confusion; they evidently could not, with the weight of man

and horse, penetrate that compact mass of human beings; and their sabres were plied to cut a

way through naked held-up hands and defenceless heads. "Shame!" was shouted then "break!

break!" they are killing them in front, and they cannot get away." On the breaking of the crowd

the yeomanry wheeled, and, dashing whenever there was an opening, they followed, pressing and

wounding. Women and tender youths were indiscriminately sabred or trampled.

A number of our people were driven to some timber which lay at the foot of the wall of the

Quakers' meeting house. Being pressed by the yeomanry, a number sprung over the balks and

defended themselves with stones which they found there. It was not without difficulty, and after

several were wounded, they were driven out. A young married woman of our party, with her face

all bloody, her hair streaming about her, her bonnet hanging by the string, and her apron weighed

with stones, kept her assailant at bay until she fell backwards and was near being taken; but she

got away covered with severe bruises.

In ten minutes from the commencement of the havoc the field was an open and almost deserted

space. The hustings remained, with a few broken and hewed flag-staves erect, and a torn and

gashed banner or two dropping; whilst over the whole field were strewed caps, bonnets, hats,

shawls, and shoes, and other parts of male and female dress, trampled, torn, and bloody. Several

mounds of human flesh still remained where they had fallen, crushed down and smothered. Some

of these still groaning, others with staring eyes, were gasping for breath, and others would never

breathe again.

2. The Peterloo Massacre

2. The Peterloo Massacre

The Times

Lesson 3. The 1832 Great Reform Act

The Great Reform Act was the first time that the British political system was significantly reformed to suit the demands of the modern age. For this reason it

is remembered as having been ‘great’, but it did not actually bring in a very significant change. The amount of people with the right to vote in Britain only

rose from 3% to 5%. However, the act was ‘Great’ as it can now be seen as Britain’s first step on the road towards becoming a democracy. In short, anyone

who lived in a property worth more than £10 was given the right to vote. In addition, fast growing industrial cities were given representation in Parliament.



To decide whether the Great Reform Act was an important change to British politics.

The Great Reform Act allowed anyone who lived in a property worth more than £10 to vote. This was only 650,000 people – a fraction of the population.

The Great Reform Act was passed by an aristocrat called Earl Grey.

Although it was not a very big change, it was seen as the first ‘step’ on the road towards democracy.

Draw a timeline of the important changes in voting, leading all the way to democracy, using the dates detailed on page 144 of What your Year 6 Child Needs to Know (resource 4).

Consider three reasons why the Great Reform Act was passed (the previous system was corrupt; the people of Britain were becoming angry; there could have been a revolution) and decide which was most important.

reform Earl GreyGreat Reform Actcorruptdemocracy

What changes were made to British politics by the Great Reform Act?

Who had the right to vote after the Great Reform Act?

Why was the Great Reform Act seen as an important stage in political history?

4. Changes in the vote

1800

1832

1838

1867

1872

1884

1918

1928

4. Changes in the vote

1800

1832

1838

1867

1872

1884

The vote is very unevenly spread

around Britain, and the

qualification to vote is different

depending on where you live.

People want this to be reformed. The Great Reform Act give the

vote to all men who own a house

costing £10 or more. This accounts

for around 650,000 people. William Lovett writes the People’s

Charter, demanding that all men

should have the vote, and the vote

should be carried out in secret. The Second Reform Act enlarges

the electorate from 1 million to 2

million voters. Male lodgers, and

small landowners in the

countryside, were given the vote. The Secret Ballot Act is passed,

allowing people to vote in secret.

This frees voters from being

intimidated into voting in a

particular way. The Third Reform Act allows all

men who own houses to vote.

Many ordinary, working class men

such as farmers and miners, can

now vote in elections.

1918

The Representation of the People’s

Act gives the vote to all men over

the age of 21, and married women

over the age of 30.

1928

The second Representation of the

People’s Act gives the vote to all

women on the same basis as men.

Finally, there is equality between

the sexes in England.

(comp.)

Lesson 4. Ireland as a British colony

For much of its history, the British tried to invade and control their neighbour. Ireland became a British colony during the reign of Henry VIII, and went on to

be controlled by a ruling class of Protestant settlers from England and Scotland. These settlers regularly clashed with the native, Catholic population of

Ireland, and the Irish were oppressed and kept poor under Protestant rule. This led to a rebellion in 1798, led by an Irish rebel named Wolfe Tone, which was

brutally put down by the British. To prevent any more rebellions, the Act of Union was passed, making Ireland no longer a separate colony, but part of Britain.



To know that in the past, Ireland was a British colony.

Ireland had been a colony of Britain since the reign of Henry VIII.

In 1798, there was a rebellion in Ireland against British rule, led by a man called Wolfe Tone. He invited the French army to invade and help fight for Irish independence.

Wolfe Tone’s rebellion was unsuccessful, and as a result, the Act of Union was passed in 1800. This meant that Ireland was no longer a colony, but was actually a part of the United Kingdom.

Create a timeline of Irish history under British rule (resource 5).

Study the development of the Union Jack through the different Acts of Union, as the St Patrick’s Cross was added to the Union Flag to make the Union Jack as we know it today (resource 6).

United Kingdom of Great Britain and Ireland colony Catholic emancipation

When did the British first come to rule Ireland?

Who rebelled against British rule in 1798? Why?

What was the consequence of Wolfe Tone’s failed rebellion?

Why did Britain want Ireland to be part of the Union instead of a colony?

1. Irish history Timeline

1500s

1640s

1798

1800

1829

1845

1. Irish history Timeline

1500s

1640s

1798

1800

1829

1845

Henry VIII and Queen Elizabeth

send Protestant settlers to

colonise Ireland. They mostly

settle in the northeast of the

country, called Ulster. Oliver Cromwell crushes an Irish

rebellion against Protestant rule

following the English Civil War. An

estimated 200,000 Irish people are

killed or die of disease. Wolfe Tone, an Irish rebel, invites

the French army to help him in a

war of independence. He wants

Ireland to be freed from British

rule.

Wolfe Tone’s war of independence

fails, and he is killed by the British.

The Act of Union is passed, making

Ireland part of the United

Kingdom. Irish Catholics are given the right

to vote and stand as Members of

Parliament.

Ireland suffers from a dreadful

potato famine, and one million

people die of starvation, with

another million emigrating to

countries such as America.

(comp.)

6. The Development of the Union Jack

+ Colour in the flags with red and blue, in order to see how the St George’s Cross (England), the St Andrew’s Cross (Scotland), and the

Cross of St Patrick (Ireland) combined to make the Union Jack (Britain).

= + + =

St George’s Cross St Andrew’s Cross Union Jack (1714)

St George’s Cross St Andrew’s Cross Cross of St Patrick

Union Jack (1801)

Lesson 5. The Irish Potato Famine

The Irish Potato famine is the most shocking event in the history of Britain and Ireland. Ireland’s population was heavily dependent on the potato, which was

cheap and easy to grow in the English soil. However, in 1846 a ‘blight’ or ‘disease’ hit the Irish potato crop, causing the potatoes to rot in the ground. The

people of Ireland were suddenly without their main food source, and over a million people starved to death between 1856 and 1852. Comparisons can be

made with the Great Famine in India thirty years later, as the British were accused of standing by and not doing enough to feed their starving colony.



To understand what happened in the Irish Potato famine.

The Irish potato famine lasted from 1845 to 1852, and killed an estimated one million people.

The Irish population depended on the potato as a key part of their diet, so when a disease killed many of them off, they were vulnerable to starvation.

Many attacked the British for not doing enough to relieve the Irish during the famine, and blamed British rule for the deaths.

Compose a letter from an Irish survivor of the famine to the British Prime Minister at the time (Lord John Russell) explaining what has happened in Ireland. Explain what more could have been done to relieve the Irish people.

This is a summary of the famine from the BBC. This is a short video from Discovery Education, this from the BBC, and this is the Irish Famine Memorial in Dublin. Show pupils images of the many ’ghost towns’ that were left abandoned due to the whole population dying or emigrating, such as Slievemore, see here and here.

Famine blight starvation

What was the Irish potato famine?

Why did it hit the people of Ireland so hard?

Why did the famine make Irish people hate British rule even more?

http://www.bbc.co.uk/history/british/victorians/famine_01.shtmlhttps://www.youtube.com/watch?v=DiEQ4ZAB5NAhttp://www.bbc.co.uk/learningzone/clips/what-caused-the-irish-famine/7807.htmlhttp://www.ddda.ie/index.jsp?p=112&n=640http://www.thewildatlanticway.ie/wp-content/uploads/2011/07/deserted-village.jpghttp://www.achilltourism.com/deserted.html

Lesson 6. Home Rule and Independence

After 1800, Ireland suffered greatly. As it was no longer ruled from Dublin, many of Ireland’s wealthy landowners left the country. Whilst England witnessed

an industrial revolution, much of Ireland remained poor and rural. This suffering only worsened during the Irish potato famine. There was a gathering

movement for Irish Home Rule (returning Parliament to Dublin) during the nineteenth century. In the twentieth century, this became a movement for full-

blown independence, achieved in 1920. However, the province of Northern Ireland remained part of Britain—causing continued conflict to this day.



To find out how Ireland finally gained independence from the British.

During the late nineteenth century, many campaigned for Ireland to be granted Home Rule.

Such a measure would have kept Ireland as part of Britain, but it would have had its own Parliament and made many of its own decisions.

The Irish were never given Home Rule, so after a war of Independence in 1919, Ireland was given independence in 1920 (aside from the small province of Northern Ireland).

Explain the situation of Ireland in 1921 to the class, and ask them what they would have done to solve it: the majority of Ireland want to become independent, but there is a group of loyal Protestants living in the North who want to stay part of Britain. If Ireland is given independence, the Protestants will probably start a civil war against the Catholics. What is the solution?

Complete an annotated map of ‘Ireland Today’ (resource 7). Clips from the recent film The Wind that Shakes the Barley (2006) will give the pupils an impression of Ireland under British rule.

Nationalism What was Home Rule?

Did the campaign for Home Rule succeed?

What eventually happened to Ireland after World War I?

After World War I, there was an Irish War of Independence

which lasted from 1919 to 1921. The British sent over their

army to try to stop the rebellion, and they were called the

‘Black and Tans’ due to their black and green uniforms.

However, Britain was very poor after World War I and did

not have enough money to keep on fighting the Irish

people. In 1921, an agreement was reached, stating that

nearly all of Ireland could become its own independent

country, with Britain keeping a small part of it in the

northeast of the island. The new independent nation came

to be called the Republic of Ireland.

The campaign for

Ireland to be given the

Parliament in Dublin

back was unsuccessful.

This measure, Home

Rule, had enormous

amount of support

amongst British and

Irish people during the

late 1800s. The failure

of Home Rule meant

that more and more

Irish people lost faith in

British rule, and started

demanding full

Independence.

The north-eastern corner of Ireland always had a very large Protestant population,

descended from the English and Scottish people who colonised the area hundreds of

years ago. This protestant population did not want to leave Great Britain, so this part

of the island was kept united with Britain. It is known as Northern Ireland. Although

the majority of Northern Ireland’s population is Protestant, there are some Catholics

living there. Some people want Northern Ireland to unite with the Republic ofIreland and leave Britain, but others do not. This disagreement is still causing conflicttoday.

7. Ireland Today

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