The Act was passed in both the Parliament of Great Britain and the Parliament of Irelanddominated by the Protestant Ascendancy and lacking representation of the country's Roman Catholic population.
Treat it as food for thought, as providing a set of suggestions some of which you might incorporate into your own method for writing essays. Why do historians set essays? It is useful to begin by considering why essay-writing has long been the method of choice for assessment in history.
The chief reason is that no other method provides as effective a means of testing a student's comprehension of a topic. We want you to show us that not only have you acquired a knowledge of the topic but also that you fully understand the topic and the issues raised by it.
Essays test understanding by asking you to select and re-organise relevant material in order to produce your own answer to the set question. An undergraduate essay need not be particularly innovative in its approach and insights, but it must be the product of the student's own dialogue with the subject.
Essays which do not answer the question can only be regarded as demonstrating some knowledge of the topic, they cannot be said to show understanding of the topic.
Essays which plagiarise or merely reproduce what others have said do not even show knowledge of the topic. Plagiarism is thus not merely a matter of theft, it involves an entirely unacceptable subversion of the learning process. Is there a right and a wrong answer? History essays are less about finding the correct answer to the set question than they are about demonstrating that you understand the issues which it raises and the texts which discuss these issues.
With most historical problems certainly the most interesting ones it is seldom possible to arrive at a definitive answer. The evidence almost always permits a variety of solutions, and different approaches generate divergent conclusions. There are, however, limits to the field of possible solutions, since they must fit in with 'the evidence'.
Of course, exactly what constitutes 'the evidence' is almost invariably one of the issues under discussion among the historians who are most deeply engaged with the problem, but in general for each historical question there will be a body of evidence which is recognised as being relevant to it.
This body of evidence will typically comprise what the primary sources tell us about the events and phenomena under discussion.
A good answer will need to harmonise with all of this evidence, or explain why particular items have been dismissed as having no bearing on the problem.
It follows from all of this that there certainly are wrong answers — that is, answers which fall outside the field of possible solutions or which fail to take account of received evidence — even though there is no 'absolutely right' answer.
Analysing the Question Essential steps: Circling the key words in the question is sometimes a helpful first step in working out exactly what you need to do. It is useful to note that there is usually a natural way of structuring your answer: It might be useful to define and defend the criteria on which your judgement depends.
That is, to explain why they are the best criteria for judging the historical phenomenon at issue. Thus, the subject of the question is the 'Y' rather than the 'X' element.
|History of urban planning - Wikipedia||Moriah Chapel, Kenfig Hill c. In there was a 6 month coal stike which was only brought to a halt when the miners were literally starved back to work.|
|In this section||Thomas A Watson assisted Bell in his experiments.|
|ST JOSEPH’S CATHOLIC HIGH SCHOOL||It stated that, where parliament had made grants for land, or for the construction, enlargement or repair of school buildings, these were not to be sold, exchanged or mortgaged without the written consent of the Secretary of State for the Home Department. Following his speech, in March Sir James Graham, Home Secretary in Robert Peel's government, introduced a bill 'for regulating the employment of children and young persons in factories, and for the better education of children in factory districts, in England and Wales'.|
|Mental Health and Survivors Movements||The Board of Education gave its official response to the Hadow proposals inwhen it published Circular and Pamphlet No.|
That is, the question requires a discussion of the system as a whole and the consideration of alternative explanations of how 'X' worked within it. One way of answering the question would be set up a series of 'tests', as it were, that can be investigated in turn.
This essay will examine five spheres which cast light on the extent of Jewish influence in high medieval France: The essay would need a conclusion in which you pulled together the results of your test cases:Chapter 5: Towards mass education.
Background. The Industrial Revolution. In the middle of the eighteenth century, as the Industrial Revolution began, most of England's six million people lived and worked in the countryside. On the 1st April a new two-tier planning system came into force under the Planning Act (Northern Ireland) ( Planning Act), introducing a sharing of planning responsibilities between Councils and the Department of Environment (the Department) 1.
This article delineates the history of urban planning, a technical and political process concerned with the use of land and design of the urban environment, including air, water, and the infrastructure passing into and out of urban areas such as transportation and distribution networks.
A comparison of urban planning systems between the UK and Italy: Commercial development and city logistic plan Conference Paper (PDF Available) · . A comprehensive, coeducational Catholic High school Diocese of Wollongong - Albion Park Act Justly, love tenderly and walk humbly with your God Micah The origins of the Royals.
The history of London's docks is a story of obsolescence. In Wapping and Limehouse, the docks became obsolete almost as soon as they were dug, unable to cope with the ever larger ships made possible by the age of steam.