Learn more, see this image by, martyn whittock author mr allan todd author 1 customer review, want it tomorrow, 24 mar. Frequently bought together currencycode gbp itemdata pricebreaksmap research paper about waste management null buyingprice 17.5 asin ispreorder page 1 of 2 edexcel gcse history posted in exam and revision help. I edexcel gcse history protest law and order past gcse law aqa gcse law gcse law test cochran harvard law school paper edexcel gcse history protest law and order past gcse law aqa gcse law gcse law test cochran harvard law school paper am doing protest law order in the 20th century in june re take. Information about the edexcel gcse in history b 2009 for students and teachers, including the specification, key documents and the latest news.

Led by milicant fawcett 160 160 160 160 160 160 160 160 160 160 suffragettes violent. Led by emilene pankhurst what? a demand for the right to vote in elections! when? 1903 1918 160 1910 black friday + 1913 cat and mouse act why? the women thought it was an unfair system, they wanted the same rights as men because they had positions similar to men if not higher and felt they should have the right to vote. how? peaceful petitions, letters, leaflets and demonstrations 160 160 160 160 160 160 160 160 160 160 violent arson, vandalism, storming parliament, chained to railings who? miners, trade unions, the government what? a protest against the increase in working hours and reduction in pay. when? 1926 1925 red friday 9 month government subsidy 160 ends 13th may after 9 days why? mine owners were losing profit to overseas production, during ww1 government subsidised mines and wanted to take this money back. how? all workers to strike apart from public health, and food workers. government action. controlled media, stockpiled resources, recruited armed forces and divided country into clear regions.

end . 9 days later it was all over as the tuc felt they were losing control, didn't want to appear as a threat to government. 160 160 160 160 160 160 160 160 160 160 government margaret thatcher 160 160 160 160 160 160 160 160 160 160 ncb ian mcgregor 160 160 160 160 160 160 160 160 160 160. The miners what? miners went on strike over planned closure of hundreds of pits country wide. when? 1984 1985 160 march 1984 plans announced, march 1985 strike ends why? closures planned due to cost of coal, mining overseas. how? miners no national ballot, flying pickets, num financial support, anti government and police media. Government stockpiled coal, fined the num and used police from all over the country. who? the public, the government, aptu what? 160 a public protest over changes to the rate system when? 1990 1993 1 april 1989 poll tax introduced in scotland, 31 march battle of trafalgar, 1 april 1990 introduced in england why? new poll tax was deemed unfair, payments were made according to the number of people per household.

Assisted people threatened by bailiffs and 160 gave legal assistance 160 in court. The edexcel gcse history b: schools history project crime 1b and protest 3b student book, revised for the 2013 specification, helps students to develop key historical skills, understanding and knowledge. Fully updated to thoroughly cover all the content in the revised 2013 specification for unit 1b and unit 3b, including new material on highwaymen and heresy. Tiered activities allow students to work and progress at a pace entirely individual to them. examzone sections at the end of each unit include graded sample exam answers with commentary and a dedicated section for classroom based revision.

All materials have been updated to match the revised assessments for first examination in 2015. examzone features throughout the book highlight common pitfalls and misconceptions and provide structured exam question practice. This seems to be a really great resource and makes me thank the powers that be for the internet.

I 39 ve had to undergo the whole gcse course in only a year instead of the normal two which means that it has all been a bit of a blur, and has not allowed me any time to really get to know any of my subjects in detail. Now as the impending doom of my gcses draw nearer, i find my weakest subject, or should i say the one i 39 m least confident about, is history. In my mock examinations, i achieved an a in my written paper, but i did not do very well in my sources. Disoriented, and i have often found it a bit of a challenge to extract relevant information from his sentences. What i find confusing about the source paper is what exactly they are looking for. I feel overwhelmed with jargon such as nature inference develop , and reading the mark schemes seems to confuse me further. What does it all mean? the exam seems to be less what you know and how well you know it and more how good you are at this exam.

I am being very quite vague in my query, but i really do not know where to start. When they ask how useful a source is, what sort of things do they want to see? what should one write when asked whether one source supports another? are marks an indication of how much one should write e.g. I think, perhaps, i also have a tendency to confuse myself by thinking about things too much, so the penny may drop with even small suggestions. Lots of students find the sources paper difficult, and the fact that you 39 re here looking for help shows you 39 re taking this seriously 33 i 39 d start off with the excellent w.johndclare.net/ although it 39 s written for a different exam board, in the right hand column, you 39 ll find a section entitled 39 advice for pupils 39. Have a look at the information there, especially the stuff about using sources and come back to us if you have any more questions. I 39 m in your situation doing gcse edexcel in a few weeks and i absolutely agree the sources paper is almost all about technique and comprehension, with a bit of knowledge at the end. I 39 m the complete opposite though i 39 m worried more about the knowledge paper as it 39 s just too much to revise 33 thanks for asking this question my explanation will help me remember some techniques as well remember:it 39 s all about technique 33 .

See if this helps i assume you know the format of the questions, they 39 re always the same, only the sources change part a: make sure you don 39 t waste your time on this it 39 s only worth 4 marks. Make 2 or 3 obvious points which you can draw from the statement but don 39 t copy out what has been said and then make 1 or 2 39 inferences 39 which is where you can see that the source 39 implies 39 something but does not actually say it. If i said i like vanilla ice cream but all other flavours make me sick then you could say we can infer from the source that ben did not buy chocolate ice cream recently as it makes him sick. Part b: firstly start with a small one sentence introduction, something like both sources a and b support source c to an extent. Then say a few ways in which source a agrees, supports or corroborates really good exam word which the examiners will love you for saying source c, then give a few ways in which source a does not agree with, support, back up or corroborate source c.

Then have a final paragraph with a conclusion or judgement you must do this to do well in the question in which you say the following: in conclusion, both sources a and b agree with source c. But then you should say which source agrees more or the extent of agreement of the two sources: however, source a has a stronger corroboration with source c than source b does as it says x whereas source b only says y. This can be a bit tricky but just draw as much from it as you can, no matter how small. Then look at nop nature what kind of source is it? a first person witness? a picture? , origin when was it made? and purpose why was it made?.