Year 9 History

Laissez-Faire was abandoned, which meant that steam power was beginning to be used and industry began to improve and expand

Serious overcrowding

Poverty

Disease

Poor hygiene  

Edwin Chadwick - Sanitation in urban poor areas

Richard Oastler - Child labor

John Snow - Identified the cause of cholera

Charles Booth - Drew map of wealth in households in Whitechapel

Water supply - Same water input as waste output - contaminated, limited access - only able to use it at particular times of day
Sewage systems - Open sewers, cesspits not emptied - disease
Toilets - Huge queues - pressure on sewage system
Overcrowding - disease spread
Back to back housing - Overcrowding, lack of sunlight
Badly fitted doors + windows in houses - lack of security + draughts
No damp course - Deteriorate walls
Lack of cooking facilities - Had to go to bakers to get food cooked instead
Flooding in houses - From cesspits not being emptied

Government policy - no interference in everyday lives

Central board of health

Local boards of health

Government responsible for health of public

Transport
Power sources
Industry
Agriculture

Power sources lead to increased transport, such as the first locomotive, designed by George Stevenson
Power sources lead directly to improved industry, enabling automated machines to do heavy labor normally done by people
Transport lead to improved agriculture, with locomotive transport of crops and automated farming machines

1700 - 11 million

1900 - 40 million

2-3 million lived in slums by 1900

Q1. Inference - source UNDERLINE FOCUS OF QUESTION

This source infers....................

This source also infers............................ - 5 mins

Q2. Describe 2 key features (person, law, event)

One key feature of ................ was.............................
Second key feature................................. - 5 mins

Q3. Explain 2 causes/consequences. SPED

This caused/meant/lead to.............. - 5 mins

Q4. Explain why - 2 stimuli - 3 separate PEELE paragraphs. Start + end paragraphs link question. Stimuli not neccessary - 15 mins

Q5. How far - Specialist vocab. Start with judgement, then explain agree. Explain disagree. SPED. Link back to question after each paragraph. 2 stimuli. CONCLUSION

Factory act 1833 - Illegal for children < 9 y/o to work in textiles factories, provide 2 hours of education for children > 13

Factory Acts 1844, 1847, 1850, 1853, 1867 -

Cotton Mills Act - Children 9-16 work 16 hours per day

1856 - Child labor > 9 60 hours p/week

1867 - No children in factories < 8, 8-13 y/o 13 hours education p/week

1901 - No children in factories < 12

1880 - Education Act - 5-10 y/o compulsory school

1889 - NSPCC founded

1899 - Children < 12 compulsory school

Polly Ann Nichols - Buck's Row, throat slit twice, 31st August

Annie Chapman - Staged body, heard by Albert Cadosch, 8th September

Liz Stride - Israel Schwartz saw Aaron Kozminsky hit her, double event, not mutilated, screamed 30th September

Kate Eddowes - Attempt to cut off ear, double event, seen 10 mins before, missing kidney, 30th September

Mary Jane Kelly - Horribly mutilated, head severed

Blood hounds used - Failed

Media mocking Warren (in charge)

Criminal profiling began

France lost Franco-Prussian war - lost Alsace-Lorraine to Germany

Britain + German naval race

Schlieffen Plan - Germany has to attack France and Russia

A-H blames Franz Ferdinand assassination on Serbia and threaten - Russia backs Serbia

Balkan States

Militarism

Imperialism

Nationalism (Panslavism - Slavs + Serbs in one nation)

Alliances - chain reaction

Trenches used because of superior firepower - German trenches better because Britain was expecting short war

Controlled Jews using cattle trucks to dehumanise, machine guns, punishments, unknown location of camps