England and a New Century 1900–1924

Teaching Activities

1. Ask students to analyse Sources A to E according to nature (type), origin, and purpose (motive). They should then compare their analysis of each source to identify similarities and differences.
2. Using the information gleaned from Activity 1, ask students to compile a table that identifies the strengths and limitations of each of the Sources A to E as evidence about the opposition to national insurance. 
3. With your students discuss the merits of the following judgement:
   ‘It is pointless to use the term ‘biased’ when evaluating the strengths and limitations of historical sources as all sources are biased’. 
4. With your students discuss the merits of the following judgement:
   ‘Official sources are always more valid and reliable than unofficial sources as historical evidence’ This should be coupled with discussion about what constitutes an official as opposed to unofficial source and of the hierarchy of importance of historical sources.
5. Ask your students to read Sources A to E and identify examples of fact, opinion and judgement. Follow this up with a stretch and challenge task that involves consideration of the strengths and weaknesses of fact, opinion and judgement as historical. This should be coupled with discussion of what constitutes a fact, opinion and judgement.
6. Ask students to compile a list of the different types of source that would be useful to examiners when compiling source based questions on the following topics.
   a) Reasons for the Liberal landslide General Election victory of 1906.
   b) The controversy over the People’s Budget of 1909.
   c) The Irish Home Rule crisis.
   d) The impact of the 1919 Housing Act (Addison).