Representation and Democracy in Britain, 1830–1931

The main focus of this unit is on how a representative system of government developed in Britain from just before the Great Reform Act of 1832 to just after women’s obtaining the vote on the same basis as men. Within this, the key elements focus on how political parties, the electorate and the parliamentary system changedover the period and with what implications for representation and democracy. The phrase ‘the size and composition of the electorate’ in the specification requires candidates to have a broad understanding of which groups in society could, and which could not, vote in elections at different times. In terms of causation, you should be aware that change is hindered or brought about by both long term
and short-term factors and should be able to explain the interaction of both in bringing about development over time.
 

The relevant key factors are:

• pressure for political change from outside parliament;

• the influence of the aristocracy and the landed classes;

• the reaction of parties and party leaders to changes in the franchise and the distribution of seats throughout the period;

• pressure for women’s emancipation.

You should also understand why key events and developments might be considered as turning points in the history of representation and democracy.

The relevant key events and developments are:

• the Reform Acts of 1832, 1867, 1884 and 1885, 1918, 1928;

• the Ballot Act 1872;

• the Corrupt Practices Act 1883:

• the formation of the ILP;

• the Parliament Act 1911;

• the First World War.
   

Since the focus of this unit is on the process of change over a long period of time, questions will not be set which concentrate exclusively on depth of knowledge, for example, about one particular Act or constitutional change or about the outcome of a particular general election. Candidates should, however, understand the context within which the key constitutional and other changes in representation took place, why they were important and what their main effects were. They should also be able to construct a developmental account, in which events or factors are included for their significance in creating change, or maintaining continuity.