4. ‘The war had very little impact on women’. How far do you agree with this statement? 1 A woman making hand grenades in a munitions factory Source 1 British women officers often give orders to men. The men obey smartly and know it is no shame. For British women have proved themselves in this war. They have stuck to their posts near burning ammunition dumps, delivered messages on foot after their motorcycles have been blasted from under them. They have pulled aviators from burning planes...There isn’t a single record of any British woman in uniformed service quitting her post, or failing her duty under fire. When you see a girl in uniform with a bit of [medal] ribbon on her tunic, remember she didn’t get it for knitting more socks than anyone else in Ipswich. Source 2 A US War department booklet for American soldiers coming to Britain in 1942 The mobilisation was so vast that unlike the First World War the novelty of women working in ‘men’s jobs’ quickly wore off. Eight times as many women took on war work in the Second World War as in the first. For example, during the First World War the Women’s Land Army had employed only 33,000 women as rural labourers; in 1943, it employed around two million. Source 3 From a GCSE textbook, 2009 Source 4 Women in London in 1942 protesting about a shortage of nursery facilities In 1947, 18 per cent of married women were working, as compared with 10 per cent in the 1930s. Source 5 From a GCSE textbook, 2009 Women who had to juggle family and work commitments were allowed shift work and job shares. Nurseries were provided by the government and employers for married workers with babies. This was a major change, considering that before the war women had surrendered their right to work simply by getting married. Source 6 From a GCSE textbook, 2009

5. ‘The war had very little impact on women’. How far do you agree with this interpretation? 2 A woman’s life is at least as valuable as a man’s and her physical and mental well being are just as important. We do not accept that injured women and girls should receive lower wages than men and boys at government re-training centres. Source 7 A statement by the General Council of the TUC union relating to compensation for workers killed or injured Many skilled jobs in the aircraft industry were broken down into several simpler jobs and allocated to several different women. Managers simply assumed that women could not do these jobs. Almost 40 per cent of women employed in 1943 worked in the munitions industry – jobs which were only available in wartime and not ‘new jobs’ which they could carry on after the war.. Although government propaganda encouraged women to join the services, the vast majority of women served in the Auxiliary services – ‘helping’ men rather than replacing them or working as equals. ATS and WRNS women never flew aircraft or sailed on ships. The wartime recruitment posters emphasised glamour and being feminine. Source 8 From a GCSE textbook, 2009 Source 9 Extracts from messages sent by the Head Office of Sainsburys 1939: Engaging of females The following is a guide to the number of female trainees you are to engage: The women must be made capable to take the place of men, and this can only be done if they are put to work by the side of the men so they can continually be told and learn 1943: Additional duties for female deputy managers That the female staff cloakroom is kept in proper order. That hand bags are kept in the office or, if there is no office, in the place fixed by the manager. Acting where necessary as a liaison between the manager and the staff on welfare matters. (Managers must remember that in so many matters women will only talk properly to other women). Source 10

6. Level 1: General answers not backed up by the sources or selects info without direct link the question. Lacks clarity and organisation 1-4 U-G Level 2: One-sided answer with support from the sources and or own knowledge. Passages lack clarity. General accuracy with grammar 5-8 F-D Level 3: Developed evaluation agreeing or disagreeing with the interpretation No access to Level 3 for answers which do not use the sources 9-12 C-B Level 4: A Level 3 answer but offers alternative views using the sources and their own knowledge to support the statement. Reserve top two marks for answers that evaluate the reliability of the sources. (tone/language, purpose, cross-reference, or own knowledge). 13- 16 A-A* Basic markscheme for the ‘Conclusion’ question

7. ‘The war had very little impact on women’. How far do you agree with this interpretation? SourceDoes the source agree or disagree? Why do you think the source agrees or disagrees with the statement? Reliable or unreliable? Evaluate the source Source 1 Source 2 Source 3 Source 4 Source 5 Source 6 Source 7 Source 8 Source 9 Source 10

8. ‘The war had very little impact on women’. How far do you agree with this interpretation? Does this source agree that the war DID NOT have much of an impact on attitudes to women? If so, write down ‘AGREE’ and explain why on your table. Or, does the source disagree? Does it suggest that actually, the way that women were viewed in society DID change? If so write down ‘DISAGREE’ and explain why.

9. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer. [16] Level 1: [1-4 marks] General answers not backed up by the sources, eg: I disagree, there were lots of changes to the way that women were viewed because of the war, they got more freedom. Or: Uses the sources without answering the question, eg: Women made some hand grenades and protested about nurseries.

10. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer. [16] Level 2: [5-8 marks] One-sided answer with detailed support from the sources, eg: The statement is true. Source 3 shows that many more women were employed in war work than they had been a generation earlier. Source 5 indicates that far more married women were working after the war than had been in the previous decade. Sources 2 and 9 show that women engaged in military work they hadn’t done before.

11. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer.[16] Level 3: [9-12 marks] Developed evaluation agreeing or disagreeing with the interpretation Some of the sources suggest that the statement isn’t true. Source 4 shows that even though women worked more, attitudes were that they were still the primary carer of children and weren’t supported in both roles. Source 8 shows that the jobs offered to women weren’t available after the war and that skilled jobs were broken down into several jobs as it was thought that one woman couldn’t cope with it. Source 10 also shows that women were thought unsuitable for certain types of jobs.

12. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer. [16] Level 4: Same as level 3 but looks at both sides (13-16) [Top 2 marks] Effective evaluation of sources within the answer. This might be tackled by looking at: Tone/language, eg: Source 10 shows that women were able to take on roles at Sainsburys which they hadn’t before, but it is extremely patronising in tone and suggests that female staff “must be made capable” and will only become so, when they are put to work “by the side of the men so they can continually be told and learn.”

13. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer.[12] Purpose (why was it produced): Source 9 encourages women to join the WRENS, but the purpose of the source was to encourage women to join so men could be “freed up for the fleet”, showing that actually women are being given lesser roles so the more important men can do more important jobs. Level 4: Same as level 3 but looks at both sides (13-16) [Top 2 marks] Effective evaluation of sources within the answer. This might be tackled by looking at:

14. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer.[12] Other sources – cross reference: Source 6 suggests that women were given new opportunities to work as the government provided them with adequate childcare while they worked. However, Source 4 shows women protesting that there actually weren’t enough nursery facilities which suggests that women were still expected to look after their children and work at the same time. Level 4: Same as level 3 but looks at both sides (13-16) [Top 2 marks] Effective evaluation of sources within the answer. This might be tackled by looking at:

15. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer. [12] Own knowledge: Source 7 shows that the trade union movement believed that women should receive the same wages as men. However, I know that this didn’t actually start to happen until the Equal Pay Act of 1970, showing that attitudes to women didn’t actually change very much at all during the war, or in the immediate years that followed. Level 4: Same as level 3 but looks at both sides (13-16) [Top 2 marks] Effective evaluation of sources within the answer. This might be tackled by looking at:

16. ‘The war had very little impact on women’. How far do you agree with this interpretation? Use your knowledge of British society 1939–1975 and the sources to explain your answer. [12] S.E = Stock evaluation. This is BASIC history. Try to avoid S.E in you margin. Sometimes students Stock evaluate when they try to evaluate. This is a general evaluation that can be applied to all sources An example of S.E. Could be as follows “Source 1 is bias because it is a primary source.” “The person who wrote source 2 was not there at the time therefore he is not reliable.” You will not be given any credit for S.E. They will just cross it out. They are not examining the PURPOSE or MOTIVE fully

17. There are many contributing factors towards the statement being true and factors against it. Firstly, source 2 clearly disagrees with the statement as it shows women as obtaining a position of power over men. It is clearly warning the travelling American soldiers to not undermine, or underestimate the British women officers. It also incorporates the use of humour towards the end, however it is not at the women’s expense, it is a clear warning that all stereotypical views of women must be abolished from the American soldiers attitudes. Source 5 displays the fact that the attitudes towards women have changed statistically. An increase of 8% shows that particularly employers attitudes had changed towards women. Source 7 urges the reader to understand that a woman’s life is as valuable as a man’s and that equality essential during times of war. The tone is simple but effective, ensuring there is no confusion in the idea of women being equal to men. On the other hand, there are sources to suggest that attitudes had not changes towards women. For instance, source 10 shows a lack of change in its tone. It is of a sarcastic and patronising manner in which it is written and undermines women and displays them as inferior, suggesting women need the help of a man in order to be made “capable” Source 9 although initially seeming to glorify the efforts during the wartime shows that its purpose is ultimately to help men, thus undermining the women’s desire to become independent amongst such a stereotypical, immoral society. Source 8 helps strengthen the latter point as it talks about recruitment posters emphasising glamour and being feminine. In addition it states that women were unable to tackle the tasks independently and that their jobs were strictly temporary – until the men returned home from the war. In conclusion, I believe that the sources which agree with the statement outweigh those which disagree due to the sarcastic and patronising tone amongst many of the sources. Also propaganda was clearly used to prevent any major change in the attitudes towards women and maintained the stereotypical, outdated and immoral view of women and the behaviour towards them Have a look at this answer from a year 11 student. Read through it and highlight anything you think they have done well, or anything you think they can improve. Make sure you base your comments on the mark scheme. In 8 minutes you will be asked to comment on one aspect of this answer. Make sure you are ready to back your point up with evidence

18. There are many contributing factors towards the statement being true and factors against it. Firstly, source 2 clearly disagrees with the statement as it shows women as obtaining a position of power over men. It is clearly warning the travelling American soldiers to not undermine, or underestimate the British women officers. It also incorporates the use of humour towards the end, however it is not at the women’s expense, it is a clear warning that all stereotypical views of women must be abolished from the American soldiers attitudes. Source 5 displays the fact that the attitudes towards women have changed statistically. An increase of 8% shows that particularly employers attitudes had changed towards women. Source 7 urges the reader to understand that a woman’s life is as valuable as a man’s and that equality essential during times of war. The tone is simple but effective, ensuring there is no confusion in the idea of women being equal to men. On the other hand, there are sources to suggest that attitudes had not changes towards women. For instance, source 10 shows a lack of change in its tone. It is of a sarcastic and patronising manner in which it is written and undermines women and displays them as inferior, suggesting women need the help of a man in order to be made “capable”. Source 9 although initially seeming to glorify the efforts during the wartime shows that its purpose is ultimately to help men, thus undermining the women’s desire to become independent amongst such a stereotypical, immoral society. Source 8 helps strengthen the last point as it talks about recruitment posters emphasising glamour and being feminine. In addition it states that women were unable to tackle the tasks independently and that their jobs were strictly temporary – until the men returned home from the war. In conclusion, I believe that the sources which agree with the statement outweigh those which disagree due to the sarcastic and patronising tone amongst many of the sources. Also propaganda was clearly used to prevent any major change in the attitudes towards women and maintained the stereotypical, outdated and immoral view of women and the behaviour towards them Time is tight. Every point needs to score. This does not gain any marks. Summarising the argument showing they understand the source. NOT DESCRIBING. Evaluating the use of language, but where is the evidence? Good use of evidence to back up an argument, but what context? Paragraphs are a little isolated. No connectives or links. Much better use of connectives. Clearly indicating they are now looking at the other side of the argument. Awareness of language and tone which is well backed up with evidence. Excellent awareness of purpose, however needs to be backed up with evidence. Excellent cross reference. Helps to emphasise point being made. Good use of connectives. Good word to use to show you have really evaluated all the sources and truly come to a conclusion. Good awareness of Government's overall attitude but not made explicit. Knock on effects? No use of the key word. IMPACT!? Was there one generic experience?

19. I agree with the statement because the attitude of some people towards women remained unchanged. This is backed up by source 8, as “managers simply assumed that women could not do these jobs.” This shows how some people’s attitudes towards women stayed the same regardless, and felt that women were incapable. This message is backed up by source 10 extracts from the head office of Sainsbury's as it states “the women must be made capable” implying they were not capable before. Furthermore, women were thought to be needed to “continually be told and learn” this implies that some people thought that women were ignorant as they had to be told something repeatedly. The tone of the source is emphasising that women are incapable and is patronising. However, I disagree with this statement because the war did have an impact on attitudes towards women. In source 2, a US war department booklet states that women have “proved themselves”, and “stuck to their posts”. The language used implies that women did not prove themselves before the war, but have done so now. Moreover it suggests that women are capable of carrying out difficult jobs just as easily as men, such as “pulling aviators out of burning planes”. In addition bosses were much more flexible in hiring women. In source 6 from a GCSE textbook, it says that “women...were allowed shift work and job shares”, and nurseries were provided by the government. This was a major “change” as it allowed women to work hours that suited them and did not have to stay at home looking after the children. Additionally many more women went out to work as depicted in source 1 they did jobs they hadn't before such as working in a factory. Many women wanted to work in order to help with the war effort and defeat the enemy. This allowed many employers to see the potential of employing women. Overall my interpretation is the war had a large impact on attitudes towards women as many more went on to work, and better facilities were provided Time for you to evaluate this answer. Which skills are they using? How good is their evaluation? What could be improved?