- The impact of the Crimean War: significance of newspaper
reporting; medical and nursing developments; pressure for army
reforms.
- The impact of the Second Boer War: propaganda; support for,
and questioning of, Britain’s imperial role; national efficiency
campaigns; impact on social reform.
- The experience of war on the Western Front: outline of Britain’s
involvement; medical and surgical developments; creation,
recruitment and retention of a mass army; morale and discipline
of troops; effectiveness of strategy and tactics.
- The impact of the First World War on the home front;
changing attitudes to the conflict; work and working practices;
propaganda; organisation of the state for total war.
This is the more detailed version of the specification (thanks rachxl):
The main focus of this topic is on the impact of war on social and
political developments in Britain during this period. Students will
be expected to understand how war influenced public attitudes,
the development of medicine and social and political change. The
impact of the three wars in which Britain was involved during this
period will be studied: the Crimean War, the Boer War and the First
World War. Students will not be expected to know about the causes
or course of the wars but they will be expected to understand how
specific events, battles or issues impacted on social and political
developments in Britain.
It should be appreciated that the content bullet points should not
be taken as discrete entities. There are many ways in which they
impact upon each other and mesh together. Thus, for example, the
glorification of Empire (bullet 1) has a direct link to the questioning
of Britain’s imperial role (bullet 2). The treatment of the First
World War deserters, soldiers with shell shock and conscientious
objectors, along with mass conscription, (bullet 3) has a direct
impact upon changing attitudes to the war (bullet 4). Throughout,
an understanding of the impact of war as a generator of change
within Britain drives the study.
The first bullet point requires students to understand how the
Crimean War impacted on the British public and on social and
political developments in Britain. Students will be expected to
understand the ways in which the reporting of William Howard
Russell of The Times and the photography of Roger Fenton both
formed and changed attitudes to the war. They should also know
about the polarisation of attitudes from glorification, exemplified
by, for example, Alfred, Lord Tennyson’s ‘Charge of the Light
Brigade’, to alarm at disorder and incompetence. Students should
know about the work of women in the Crimea, in particular that of
Florence Nightingale and Mary Seacole, and they should understand
how this impacted on medical developments in Britain. Students
should understand how the war affected the reputations of Lord
Raglan, Lord Cardigan and Captain Nolan, and how calls for greater
efficiency in the management of war led to Cardwell’s army reforms
and to stricter controls over entry to the civil service.
The second bullet point requires students to understand the
impact of the Second Boer War on the British public and on social
and political developments in Britain. Students should consider
the nature of propaganda and the ways in which Empire was
glorified, together with the impetus provided by Winston Churchill’s
reportage. They should know about divisions among politicians
regarding support for, and opposition to, the war, with particular
reference to Joseph Chamberlain and David Lloyd George, and
about how this impacted on popular support for the war itself.
Students should know how the Boer War led to a debate about the
value of Empire and Britain’s imperial role and should understand
the main dynamics of the debate. Students should understand
how problems raised by recruitment to the army led to concerns
about national efficiency and how this, in turn, impacted on New
Liberalism and the Liberal reforms of the early 20th century.
The third bullet point requires students to know about the
experience of war on the western front for British soldiers and the
impact this had on mainland Britain. Students will not be required
to demonstrate an understanding of the causes of the First World
War, but they should understand how the initial war of movement
evolved into positional warfare, the nature of trench warfare and
the tactics employed on the western front. In order to address
‘effectiveness of strategy and tactics’, students will not require a
detailed knowledge of campaigns but they should understand the
growing importance of the British Expeditionary Force (BEF) and
the extension of its deployment, the importance of the battles of
the Somme in 1916 and the third Ypres offensive in 1917 and the
important role played by British forces in 1918, first in resisting the
German offensive and then leading the counter offensive which won
the war. Students should know how the First World War initiated
and speeded up medical and surgical developments, including
x-rays, blood transfusions, brain surgery and skin grafts. They
should know about recruitment techniques, the ‘Pals Brigades’
and the impact of mass conscription. Students should know how
discipline and morale was maintained among the troops and this
should include the treatment of deserters, soldiers with shell shock
and conscientious objectors.
• War reporter for The Times.
• Frank revelations about the Crimean War shocked public.
• Graphic descriptions were a contrast to the traditional romantic, jingoistic heroism of war reporting.
• Criticised the leadership of the war.
• But created empathy for the ordinary soldiers.
• Helped to undermine the reputations of the government and Lord Raglan, the army commander-in-chief.
• By the end of November the newspaper’s editor sanctioned a journalistic attack on Lord Raglan – inspired by William Russel’s reports.
Roger Fenton
• War Photographer who was asked to stay in Balaclava to take photographs of the war which would be shown in an exhibition in London.
• Supported by Queen Vic. – photographed her and her family on several occasions.
• Couldn’t take pictures of battles –
- He wasn’t permitted to show the horrors of war.
- Technology at the time did not allow clear pictures of moving scenes.
• Despite limitations, his approach coincided with the empathy towards the military.
• e.g. photograph ‘Valley of the Shadow of Death’ – baron wasteland with many shells on the ground; outlined the type of conditions in which the men fought.
• His work was fuelled by William Russel’s reports – he also had a reputation for ‘telling it how it was’.
Lord Tennyson’s ‘Charge of the Light Brigade’
• A poem by Tennyson which describes the horrors and disorder of the Charge of the Light Brigade.
• He expresses the bravery and loyalty of the soldiers.
• However, he also shows the futility of the charge suggesting military incompetence – similar to Russel.
• British nurse, received education at home and came from a wealthy background (more opportunity than Mary Seacole?)
• Her work and appeal raised nursing to the level of a respectable profession for women.
• She published ‘Notes for Nursing’ – very popular – was translated into 11 different languages.
• She was praised and honoured in her time by the British public – the ‘angel of mercy’.
• Nightingale Fund
- The appeal was launched by Sidney Herbert.
- Raised millions of pounds ‘to enable Nightingale to establish an institute for the training, sustenance and protection of nurses’.
- Money used to set up a permanent institution for the training of nurses (the Nightingale Training School) at St Thomas’s hospital.
• Her achievements were arguably exaggerated by the media to raise public support.
Mary Seacole
• Jamaican nurse whose nursing services were rejected by the British authorities.
• Despite this, she travelled to the Crimea to help out British soldiers.
• Set up the ‘British Hotel’ close to the frontlines outside Balaclava to offer medicine and food to soldiers.
• Showed heroism in her nursing i.e. going out on to the battlefield to help wounded soldiers.
• Published ‘Wonderful Adventures of Mary Seacole in Many Lands’.
• Supported by soldiers, officers and William Russel – which also raised the respectability of nursing as a profession.
• Has received appreciation for her work in more recent years.
• The government were alarmed at reports of the mismanagement of supplies the sharp divisions between officers and ordinary soldiers. They instructed an investigation in February 1855 – the McNeill-Tulloch Report.
• The report showed the poor distribution of supplies and the details which were made public caused outrage.
• The politicians wanted to bring the army under more control of parliament.
• Traditionally, the sons of the wealthy had been able to buy a commission in a regiment as opposed to having military experience.
The Cardwell Army Reforms 1870-71
• Various military departments were combined under the War Office.
• The country was divided into local regimented districts.
• The length of overseas service was cut from twelve to six.
• The purchase of commissions was abolished and replaced by a system of promotion through merit.
• The Commander-in-Chief was to be answerable to the Secretary for War and, through him, to Parliament.
• Flogging of ordinary soldiers in peacetime was forbidden.
• Soldiers could choose to spend a time in reserves rather than regular service.
Other Changes
• Originally, bravery awards were only for officers. After the war, the Victoria Cross was created to award soldiers who attempted individual acts of courage.
• The Boer War coincided with a press revolution.
• Most of the papers were in favour of the conflict.
• The opinions of the newspapers influenced the British public to feel the same.
• H.W. Massingam, the radical editor of the Daily Chronicle, was pro-Boer and was sacked when he was too hostile towards the government.
• However, as the war went on, newspapers became more sympathetic towards the Boers.
Winston Churchill
• During the Boer war he was an officer and a reporter.
• Reported for the Morning Post and the Daily Mirror.
• Often an engaging honesty in his reports
• Army censorship was lax so he managed to get some criticism across.
• Through his reports the deficiencies of the British forces were revealed.
• Opposition within government – politicians questioning how the war was run.
• Divisions within politicians e.g. Joseph Chamberlain and David Lloyd George.
• Joseph Chamberlain defended the war and conducted a speech for the defence when the government faced a vote of censure in the House of Commons over the handling of the war
• Lloyd George’s decision to address an anti-war rally in Birmingham was particularly provocative.
• He also helped to organise a coup when he got an anti-war syndicate led by the Quaker, George Cadbury, to buy shares in a newspaper and adopt a pro-Boer approach.
Debate about Britain’s Imperial Role
• The view of the ‘British Empire’ was initially positive. The public were patriotic and were proud of the Britain’s powerful economy and military.
• The deaths of Boer women and children in internment camps shocked the public.
• The reasons for starting the war didn’t seem justified (e.g. gold – greedy?) – many believed that the empire had abused its power.
• Scorched earth policy – villages destroyed – undermined support (despite being an important military tactic)
• Increase in pro-Boer newspapers / sympathy and the belief that Boers deserved independence.
• Winston Churchill’s reports undermined support for the Empire.
• Conservatives won the ‘Khaki election’, showing that there was less support for the war than there was at the beginning.
Other opposition to the War
• Many other liberals in the left of the party.
• Irish nationalists sympathised with the Boers as they were also victims of British oppression.
• Quakers like George Cadbury.
• New weapons introduced such as Lee Enfield rifle and quick-firing field guns.
• Old drill books replaced.
• New military base established.
• The British Expeditionary Force was created for reserves – had better provisions and proper training.
Welfare Reforms
• Various reforms in sickness, health and education.
• Unemployment benefits for some workers.
• Child benefits from the government to provide for those who were unable, e.g. ‘three school meals’ for children.
Change in tactics
• Tactics needed improvement – the Boers started unexpectedly well (Black Week).
• Strategies such as ‘scorched earth’ created.
• They developed better camouflage – traditional red uniforms were replaced.
• Guerrilla tactics developed.
• Lee Enfield rifle
• Vickers Machine Gun
• Lewis gun
• Stokes Mortar
• Grenades/Shells
Maintenance of morale
• Contact with home was well organised – quick and efficient transportation of letters to home = raised morale.
• British soldiers were well fed – in some cases better than their time at home.
• They had a reasonable wage – better than the French.
• There was entertainment back in billets such as a cinema and concerts.
• There were inter-company football matches and athletic competitions.
Maintenance of discipline
• Death Penalty in use – but used in moderation (often for desertions and murder).
• Field Punishment Number One – soldier is tied to a stationary object (e.g. gun wheel) for up to two hours.
• You could be confined to barracks for a few days.
Health and Medical Services
• Achievements in terms of health were good – first British Army in history where more men died from action than disease (sharp contrast to Crimea and Boer Wars).
• The digging and positioning of latrines was efficient.
• Great achievements in terms of blood transfusions, x-rays, brain surgery and skin grafts.
• Artificial limbs became more widely available.
• Trench foot – treated by amputation and every effort was made to keep it at bay e.g. whale oil rubbed into feet. Its incidence was reduced but never eliminated.
• However, there was a shortage of doctors.
• Delousing stations were set up to try and control the number of lice (but the lice survived).
• The war was to be fought against highly industrialised nations (unlike Boer war – Dutch farmers).
• The BEF were not enough to wage a war in Europe.
• Lord Kitchener (Secretary State of War until 1916) told the government that the war would last at least 3 years (contrary to popular belief) and that he would need at least a million men.
Mobilising a fighting force
• Many posters used e.g. famous example of Kitchener pointing.
• Pals’ battalions created – friends, office workers, football teams etc. could join a battalion together (disadvantage: they could die together e.g. Radcliffe, Manchester, many homes lost a family member on first day of Somme)
• Pressure from others e.g. Nestle company announced that it expected all single male employees between 18 and 30, medical officers passed ‘fit’ men who were not to gain money.
• Patriotic views and excitement widely accepted.
• Many men believed it would be an adventure and an opportunity to travel the world.
• Soldiers were portrayed as heroes.
• The ‘Derby Scheme’ introduced in 1915 – men were able to attest their willingness to serve if they were called to do so. It failed.
• In January 1916 conscription was introduced first for unmarried men and then included married men in May 1916.
• By this time, the only exceptions were those in reserved occupations or conscientious objectors.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Hey again
I'm hating the bits about how the government controlled industry- in chapter 11. DORA and all that.
There just seems to be so much to learn in this unit, though. And so many army reforms, and random newspaper people and stuff. I've been revising this for a couple of weeks, but nothing hardcore, as I'm pinning my hopes on it being a source based paper and therefore requiring less knowledge..
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by rachxl
Hey again
I'm hating the bits about how the government controlled industry- in chapter 11. DORA and all that.
There just seems to be so much to learn in this unit, though. And so many army reforms, and random newspaper people and stuff. I've been revising this for a couple of weeks, but nothing hardcore, as I'm pinning my hopes on it being a source based paper and therefore requiring less knowledge..
Ah yes. Completely forgot about DORA.
I agree; there is an awful lot of information in this book. I'm hoping I can get away without knowing it in too much detail. I just haven't left myself enough time
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by Stikki
Ah yes. Completely forgot about DORA.
I agree; there is an awful lot of information in this book. I'm hoping I can get away without knowing it in too much detail. I just haven't left myself enough time
I think as long you know some basic facts, such as times of major battles, propaganda/enlistment techniques etc, little details won't come into it much. I made the mistake in january of studying it too in depth. I scraped an A, but if I had concentrated less on learning stupid little details and more on exam technique, I would have been allot more confident.
I think the hard thing is there's so much stuff in the book, it's hard to know what you need and what you don't need. I'm going to print out the spec now so I can do a little checklist to tick off stuff I don't know.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by rachxl
I think as long you know some basic facts, such as times of major battles, propaganda/enlistment techniques etc, little details won't come into it much. I made the mistake in january of studying it too in depth. I scraped an A, but if I had concentrated less on learning stupid little details and more on exam technique, I would have been allot more confident.
I think the hard thing is there's so much stuff in the book, it's hard to know what you need and what you don't need. I'm going to print out the spec now so I can do a little checklist to tick off stuff I don't know.
When you say the spec, do you just mean this:
Spoiler:
- The impact of the Crimean War: significance of newspaper
reporting; medical and nursing developments; pressure for army
reforms.
- The impact of the Second Boer War: propaganda; support for,
and questioning of, Britain’s imperial role; national efficiency
campaigns; impact on social reform.
- The experience of war on the Western Front: outline of Britain’s
involvement; medical and surgical developments; creation,
recruitment and retention of a mass army; morale and discipline
of troops; effectiveness of strategy and tactics.
- The impact of the First World War on the home front;
changing attitudes to the conflict; work and working practices;
propaganda; organisation of the state for total war.
Because that is all I can find as a specification.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by Stikki
When you say the spec, do you just mean this:
Hmm, yeah , but there was a bit with more detail somewhere. Like expanding on those points- it's not that much better, but it is more specific I think...
Yep, on page 183 of the spec it goes into a bit more detail.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Do you reckon I have a case in suggesting that if we only concentrate on the Crimean War AND The Boer War OR WW1 we should be able to answer the questions?
I say this because having looked at the practice questions, Question a usually is on The Crimea whereas b is a choice between Boer or WW1.
It may be risky but worth a shot perhaps, to avoid the necessity to learn all the dreadful stuff about one war which we won't have to answer about.
Also, does anyone know what the questions were in the January paper?
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by olliescrim
Do you reckon I have a case in suggesting that if we only concentrate on the Crimean War AND The Boer War OR WW1 we should be able to answer the questions?
I say this because having looked at the practice questions, Question a usually is on The Crimea whereas b is a choice between Boer or WW1.
It may be risky but worth a shot perhaps, to avoid the necessity to learn all the dreadful stuff about one war which we won't have to answer about.
Also, does anyone know what the questions were in the January paper?
I had a thought similar to this - it's impossible that they could ask you to know all three wars in depth if there are two (b) questions (unless there is a question which crosses over two which I imagine is unlikely). Therefore, you should be able to get away with only learning two.
I plan to look at them all though because I have a bad feeling that if only one war comes up that i've looked it will be a horribly difficult question about that war which I will struggle to answer.
As for the january paper, I have the January paper and an example paper. Here were the questions:
Spoiler:
January paper
-Do you agree with the view that popular enthusiasm for the Empire declined as a result of the Second Boer War?
-Do you agree with the view that during the First World War morale in the British Army remained high?
Example paper
-Do you agree with the view that the most important outcome of the Second Boer War was the pressure for welfare reforms?
-Do you agree with the view that, as far as strategy and tactics were concerned, Haig and his generals were 'pretty good'?
[Note that the Crimean War hasn't come up as a (b) question yet. Perhaps it is likely to come up in this exam.]
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Sorry to double-post but I felt this would be better to post separately:
Essay structure:
20 mark qs - How far.....?
Intro - address question and add a few facts
P1 - agree with statement (cross-reference sources)
P2 - disagree with statement (cross-reference sources)
Conclusion - give the most important source and judgement on overall question
40 mark qs - Do you agree .......?
Intro - address question and add few facts
P1 - agree with own knowledge backed up by source or cross-reference of sources
P2 - disagree " "
P3 - own knowledge to back up viewpoint
Conclusion - conclude viewpoint with judgement and most important reason for viewpoint.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by Stikki
I had a thought similar to this - it's impossible that they could ask you to know all three wars in depth if there are two (b) questions (unless there is a question which crosses over two which I imagine is unlikely). Therefore, you should be able to get away with only learning two.
I plan to look at them all though because I have a bad feeling that if only one war comes up that i've looked it will be a horribly difficult question about that war which I will struggle to answer.
As for the january paper, I have the January paper and an example paper. Here were the questions:
Spoiler:
January paper
-Do you agree with the view that popular enthusiasm for the Empire declined as a result of the Second Boer War?
-Do you agree with the view that during the First World War morale in the British Army remained high?
Example paper
-Do you agree with the view that the most important outcome of the Second Boer War was the pressure for welfare reforms?
-Do you agree with the view that, as far as strategy and tactics were concerned, Haig and his generals were 'pretty good'?
[Note that the Crimean War hasn't come up as a (b) question yet. Perhaps it is likely to come up in this exam.]
Great, thanks for that. Is there not another question though because they look like two b) questions. Do you have the A) one or perhaps the other b) one?
I agree that the Crimea hasn't come up as a b) yet which might be indicative of what to expect on Monday. However, I think that sort of supports my argument that you only need to learn two of the wars - one being the Crimea and one being the Boer seeing as they are the shortest and are likely to be the ones changed between being a) and b) questions whereas WW1 will remain as a b) qs.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by olliescrim
20 mark qs - How far.....?
Intro - address question and add a few facts
P1 - agree with statement (cross-reference sources)
P2 - disagree with statement (cross-reference sources)
Conclusion - give the most important source and judgement on overall question
40 mark qs - Do you agree .......?
Intro - address question and add few facts
P1 - agree with own knowledge backed up by source or cross-reference of sources
P2 - disagree " "
P3 - own knowledge to back up viewpoint
Conclusion - conclude viewpoint with judgement and most important reason for viewpoint.
ok, first thing you should know is that is that I kinda suck at history. I got an E in my mock But what you've written here generally sounds good to me. You should wait for something better than me to answer this for you though.
Originally Posted by olliescrim
Great, thanks for that. Is there not another question though because they look like two b) questions. Do you have the A) one or perhaps the other b) one?
I agree that the Crimea hasn't come up as a b) yet which might be indicative of what to expect on Monday. However, I think that sort of supports my argument that you only need to learn two of the wars - one being the Crimea and one being the Boer seeing as they are the shortest and are likely to be the ones changed between being a) and b) questions whereas WW1 will remain as a b) qs.
Yeah, I just gave you the (b) questions because I assumed you just wanted them. This was the January (a) question:
How far do sources 2 and 3 challenge the view given in source 1 that the officers commanding the British Army in the Crimean War were unfit for the position?
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by rachxl
I'm thinking there may be something on medicine coming up as there wasn't really much of that in the papers we have available?
Yes, I can definitely see a question on Florence Nightingale/Mary Seacole being a possibility.
Do you know how much we need to know about medical developments in the Crimean War? According to the specification we should understand that Florence Nightingale and Mary Seacole impacted medical developments but I'm not sure if we have to be specific about what these are.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by Stikki
Yes, I can definitely see a question on Florence Nightingale/Mary Seacole being a possibility.
Do you know how much we need to know about medical developments in the Crimean War? According to the specification we should understand that Florence Nightingale and Mary Seacole impacted medical developments but I'm not sure if we have to be specific about what these are.
Yeah, there aren't really many specifics in the book- it tends to go on about the bad stuff- lack of anaesthetic, disease etc etc- but not much about progress. Apart from the whole "Nightingale school for nurses" thing and also the bits about her "promoting the career for nursing for women"...
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by rachxl
Yeah, there aren't really many specifics in the book- it tends to go on about the bad stuff- lack of anaesthetic, disease etc etc- but not much about progress. Apart from the whole "Nightingale school for nurses" thing and also the bits about her "promoting the career for nursing for women"...
Ok, well I won't look too much into that until I've got the essentials out of the way.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Wow thank goodness there is a thread on this.
Thanks for the specification information, very helpful, and for the January paper - I would love the Jan questions!
Also, to olliescrim, those plans are expertise and that's what I'm doing - go for it!!
Finally, I am focusing on WW1 in detail, and Crimea and Boer just going to do some cramming today and tomorrow. I can see a WW1 medical services question coming up, and if not, definitely a propaganda question. I'm quite confident, which is funny because yesterday I was ******** myself!
Good luck all.
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by A-Man!
Wow thank goodness there is a thread on this.
Thanks for the specification information, very helpful, and for the January paper - I would love the Jan questions!
Also, to olliescrim, those plans are expertise and that's what I'm doing - go for it!!
Finally, I am focusing on WW1 in detail, and Crimea and Boer just going to do some cramming today and tomorrow. I can see a WW1 medical services question coming up, and if not, definitely a propaganda question. I'm quite confident, which is funny because yesterday I was ******** myself!
Good luck all.
Good luck to you too!
Also, if you have any digital notes, I would love to put them in the first post as i will never be able to finish my own
Re: [Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
Originally Posted by rachxl
I have a load of publisher documents on WW1 stuff, but they are mainly notes just takne straight from the textbook. If people want I can put a few up.
I really hope propaganda comes up in part b), that'd be good
Yeah a lot of my notes are taken straight from the textbook, they've just been condensed to include the more important details. So any notes would be appreciated
If you mean propaganda in WW1 I would also be happy with a question on that.
But have you looked at propaganda in the Boer War? Because that's what I'm looking at now. Do you know what it involves? I've started by looking at the impact of newspapers and Winston Churchill...
History discussion, revision and homework help.
Useful Resources:
[Edexcel] AS Unit 2 - The Experience of Warfare in Britain (1854 - 1929) - June 8th
still working 
And so many army reforms, and random newspaper people and stuff. I've been revising this for a couple of weeks, but nothing hardcore, as I'm pinning my hopes on it being a source based paper and therefore requiring less knowledge..
, but there was a bit with more detail somewhere. Like expanding on those points- it's not that much better, but it is more specific I think...
But what you've written here generally sounds good to me. You should wait for something better than me to answer this for you though.
