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GCSE History · GCSEChapter 4 · Consequences: short-term, long-term, intended and unintended
GCSE · Chapter 4

Consequences: short-term, long-term, intended and unintended

By the end of this chapter you will be able to

  • Sort the consequences of an event by time: short-term or long-term
  • Say whether a consequence was intended or unintended, with evidence
  • Describe consequences for different groups, such as rich, poor, workers or the state
  • Judge which consequence was the most significant and give a reason

You should already know

  • Causes and the chain of causation (Chapter 3)
  • Source analysis and provenance (Chapter 1)

Where this leads

  • Change and continuity (Chapter 5)
  • Significance and how far answers (Chapter 6)

GCSE History. Content follows the GCSE (9-1) subject content for England (Edexcel and AQA). Content references: Distinguish short-term and long-term consequences of an event, Distinguish intended and unintended consequences, and positive and negative consequences, Describe the consequences of an event for different groups, Judge which consequence was the most significant, using a stated criterion.

Exercise P  Do you remember?

1
FWrite the word for a cause that is enough, on its own, to bring an event about. The word starts with s.
2
FWrite the word for an effect that comes after an event. The word starts with c.
3
FWrite the word for the criterion that asks how long a cause lasted. One word.
4
FHow many years are there from 1351 to 1381? Write the number.
5
FWrite the year of the Great Fire of London. Write the year.
4.1

Short-term and long-term consequences

GCSE
Distinguish short-term and long-term consequences of an event
Video lesson: Short-term and long-term consequencesComing soon
Context. The Great Fire of London burned for several days in September 1666. Afterwards the city had to be rebuilt. Some results came at once; others took years to show. Historians call the first short-term and the second long-term.

A short-term consequence is an effect that happens soon after the event, often within weeks or months. A long-term consequence takes years or decades to develop, and may still be felt much later.

For the Great Fire: thousands of homes were destroyed and many people lost their homes at once (short-term). New rules for building in brick and stone were introduced after the fire (long-term). check fact: confirm the number of homes and the rebuilding rules in your textbook.

Key ideas

  • Short-term: soon after the event, within weeks or months.
  • Long-term: develops over years or decades.
  • The same consequence can be short-term in one way and long-term in another.
  • Name the time-scale in your answer: “in the short term” or “over many years”.
Worked example 4.1.1
Is the loss of homes after the Great Fire a short-term or a long-term consequence? Write the word.

Method. Ask how soon the effect happened.

  1. Look at the timing. The homes were lost during the fire, in the days that followed.
    days
  2. Name the type. An effect that happens within days is short-term.
    short-term
  3. Write the answer.
    short-term

Check. The loss was immediate; the rebuilding took much longer.

Worked example 4.1.2
Is the rule that new buildings should be made of brick or stone a short-term or a long-term consequence? Write the word.

Method. Ask how long the effect took to develop.

  1. Look at the timing. The rules were introduced after the fire and shaped buildings for decades.
    for decades
  2. Name the type. An effect that shapes things over many years is long-term.
    long-term
  3. Write the answer.
    long-term

Check. Check fact: confirm the dates of the rules in your textbook.

Worked example 4.1.3
Name a short-term consequence of the Peasants’ Revolt of 1381. Accept any answer that says the rebels were killed or the revolt was crushed within weeks.

Method. Think about what happened within weeks.

  1. Look at the timing. The revolt was crushed within weeks, in the summer of 1381.
    weeks
  2. Name the consequence. The rebels were defeated and their leader was killed.
    defeated
  3. Write the answer.
    Accept any answer that says the rebels were killed or the revolt was crushed within weeks.

Check. Check fact: confirm the details of 1381 in your textbook.

Watch out

Watch out: “long-term” does not mean “important”. A long-term consequence can be small, and a short-term one can be very important.

Exam tip

Exam tip. Start with the time-scale: “In the short term, the event led to…” or “In the long term, it led to…”.

Exercise 4A  Short-term and long-term consequences

1
FIs the loss of homes after the Great Fire of London a short-term or a long-term consequence? Write the word.
2
FIs the new rule for building in brick a short-term or a long-term consequence of the Great Fire? Write the word.
3
FWhich word describes an effect that happens within weeks or months? Write the word.
4
FWhich word describes an effect that develops over years or decades? Write the word.
5
FWrite the year that comes after the Great Fire, in which new building rules were introduced. Check fact: write the year.
6
FIs the death of the rebel leader Wat Tyler, in June 1381, a short-term or long-term consequence of the revolt? Write the word.
7
FIs the rejection of promised reforms after 1381 a short-term or a long-term consequence? Write the word.
8
FSort these into short-term (S) or long-term (L): (a) homes lost in the fire; (b) new brick building rules; (c) the defeat of the revolt. Write S or L for each.
(a)(a) homes lost in the fire
(b)(b) new brick building rules
(c)(c) the defeat of the revolt
9
RExplain in one sentence why a consequence can be short-term in one way and long-term in another. Accept any sentence that says one effect may be felt at once and continue for years.
10
PSFor the invented Hollin Bridge railway: the first trains ran in 1852, and by the mid-1850s the mill had grown. Is the growth of the mill a short-term or a long-term consequence? Write the word.
11
PSGive one short-term consequence of the invented Hollin Bridge railway for the village in its first year. Accept any answer that says trains brought coal and goods, or that the village crowded to see the engine.
4.2

Intended and unintended consequences

GCSE
Distinguish intended and unintended consequences, and positive and negative consequences
Video lesson: Intended and unintended consequencesComing soon
Context. Governments and people often act to achieve a goal. Their actions may also have results they did not expect. Historians separate the results they wanted from the results they did not want.

An intended consequence is an effect that the people who acted wanted to achieve. An unintended consequence is an effect they did not plan. A positive consequence is a good result for someone; a negative consequence is a bad result. An effect can be intended and negative, or unintended and positive.

The Statute of Labourers (1351) was passed to fix wages at the level before the Black Death. That was intended. It also increased resentment among workers, which was unintended, and it was one of the grievances behind the Peasants’ Revolt of 1381.

Key ideas

  • Intended: the actors wanted this result.
  • Unintended: the result was not planned.
  • Positive: good for someone. Negative: bad for someone.
  • Intended results can be negative; unintended results can be positive.
Worked example 4.2.1
The Statute of Labourers aimed to fix wages. Was this an intended or an unintended consequence? Write the word.

Method. Ask what the government wanted from the statute.

  1. Look at the aim. The statute was passed to fix wages, which was its purpose.
    fix wages
  2. Name the type. A result that the actors wanted is intended.
    intended
  3. Write the answer.
    intended

Check. The intended result was the fixed wage level.

Worked example 4.2.2
The Statute of Labourers increased resentment among workers. Was this an intended or an unintended consequence? Write the word.

Method. Ask whether the government wanted to create resentment.

  1. Look at the aim. The government did not aim to create anger.
    not planned
  2. Name the type. A result that was not planned is unintended.
    unintended
  3. Write the answer.
    unintended

Check. Unintended consequences can be negative.

Worked example 4.2.3
The new brick rules after the Great Fire made building safer. Give the type of this consequence: positive or negative. Write the word.

Method. Ask whether the result was good or bad for people.

  1. Look at the result. Brick buildings resisted fire better, which was good for residents.
    safer
  2. Name the type. A good result is positive.
    positive
  3. Write the answer.
    positive

Check. Check fact: confirm the rules and their effects in your textbook.

Watch out

Watch out: “unintended” does not mean “accidental”. Unintended means the result was not what the actors wanted, even if they could have predicted it.

Exam tip

Exam tip. To show a consequence was unintended, quote the aim of the actors and show that the result went beyond it.

Exercise 4B  Intended and unintended consequences

1
FThe Statute of Labourers was passed to fix wages. Was fixing wages an intended or an unintended consequence? Write the word.
2
FThe Statute of Labourers increased anger among workers. Was this intended or unintended? Write the word.
3
FIs a result that the actors did not plan called intended or unintended? Write the word.
4
FIs a good result for someone a positive or a negative consequence? Write the word.
5
FIs the revolt of 1381 itself, which led to the rebels’ deaths, a positive or a negative consequence of the poll tax? Write the word.
6
FClassify each result as intended (I) or unintended (U): (a) the rules fixing wages in 1351; (b) the anger that followed; (c) the brick building rules after the Great Fire. Write I or U for each.
(a)(a) fixing wages in 1351
(b)(b) the anger that followed
(c)(c) the brick building rules
7
PSGive one unintended consequence of the invented Hollin Bridge railway. Accept any answer that says the poor drains and housing near the line were not planned.
8
PSGive one intended positive consequence of the invented Hollin Bridge railway. Accept any answer that says cheaper coal or faster travel to market was the company’s aim.
9
RExplain in one sentence why an unintended consequence can be important to historians. Accept any sentence that says it shows that actors did not control every result of their actions.
10
RIs an intended consequence always positive? Write yes or no.
11
RGive a negative intended consequence of the Statute of Labourers for workers. Accept any answer that says wages were held down, so workers earned less than they could have.
4.3

Consequences for different groups

GCSE
Describe the consequences of an event for different groups
Video lesson: Consequences for different groupsComing soon
Context. Most events affect people in different ways. The same event can help one group and harm another. When you describe consequences, name the group and say how it was affected.

Historians often group consequences by who was affected: the rich, the poor, workers, women, the state or the government. A good answer names the group, gives the effect, and uses evidence.

After the Peasants’ Revolt, the landowners and government were able to restore order in the short term. For many peasants, though, the long-term result was that some of the labour and lord-tenant ties of the old system began to weaken. check fact: confirm the detail of serfdom and the revolt in your textbook.

Key ideas

  • Name the group first: rich, poor, workers, women, the state.
  • Give the effect for that group, with evidence.
  • The same event can help one group and harm another.
  • Use “for” and “for the” to name the group clearly.
Worked example 4.3.1
After the Great Fire, the homes of many poor people were destroyed. Name the group affected and the effect. Accept any answer that names the poor and their loss of homes.

Method. Name the group and the effect.

  1. Group. The poor, who often lived in cheap timber houses, were among those affected.
    the poor
  2. Effect. They lost their homes and had to find new shelter.
    lost homes
  3. Write the answer.
    Accept any answer that names the poor and their loss of homes.

Check. Check fact: the details of the fire in your textbook.

Worked example 4.3.2
Name one group that benefited from the Statute of Labourers. Accept any answer that names landowners or employers who could keep wages low.

Method. Ask who gained from low wages.

  1. Think. Landowners and employers paid less for labour when wages were held down.
    paid less
  2. Name the group. So landowners and employers gained.
    landowners
  3. Write the answer.
    Accept any answer that names landowners or employers who could keep wages low.

Check. The same statute harmed workers.

Worked example 4.3.3
Describe the consequence of the invented railway for the mill owners. Accept any answer that says they gained cheaper coal and more trade.

Method. Think about what the owners needed.

  1. Think. The mill needed coal and a way to send goods to market.
    coal, goods
  2. Effect. The railway gave them cheaper coal and more trade.
    cheaper coal, more trade
  3. Write the answer.
    Accept any answer that says they gained cheaper coal and more trade.

Check. Chapter 1, Source D: the gains went mainly to the mill owners.

Watch out

Watch out: “it affected everyone” is too vague. Name the group and show how it was affected.

Exam tip

Exam tip. Use two groups in a “describe the consequences” answer: one that gained and one that lost.

Exercise 4C  Consequences for different groups

1
FAfter the Great Fire, many poor people lost their homes. Name the group affected. Write the word.
2
FThe Statute of Labourers held wages down. Which group gained most from this? Write the word.
3
FWhich group was most harmed by the Statute of Labourers? Write the word.
4
FName the group that the invented railway helped with cheaper coal. Write the words.
5
PSName one group harmed by the poor drains near the invented railway. Accept any answer that names the families living in the new cottages or the children who had a cough.
6
PSDescribe the consequence of the Peasants’ Revolt for the rebels in the short term. Accept any answer that says many rebels were killed or punished after the revolt failed.
7
PSDescribe one consequence of the Great Fire for the government of London. Accept any answer that says the city had to plan the rebuilding and make new building rules.
8
RGive one consequence of the invented railway for women in the village. Accept any answer that says the railway changed the market or the work women could do, with evidence.
9
RExplain in one sentence why the same event can help one group and harm another. Accept any sentence that says different groups have different interests and resources.
10
RName two groups affected by the Statute of Labourers in different ways. Accept any answer naming workers and employers or landowners.
4.4

Judging the most significant consequence

GCSE
Judge which consequence was the most significant, using a stated criterion
Video lesson: Judging the most significant consequenceComing soon
Context. A question may ask “Which was the most significant consequence?” You must choose one and explain why. Use the same criteria as causes: how far it changed things, how many were affected, and how long it lasted.

To judge significance, name a criterion, apply it to two or three consequences, and give a judgement. A consequence can be significant because it was long-lasting, wide in effect, or a turning point that changed the direction of later events.

Key ideas

  • Choose a criterion: long-lasting, wide in effect, turning point.
  • Apply it to two or three consequences.
  • Give a judgement and a reason.
  • A short-term consequence can be the most significant if it changed everything.
Worked example 4.4.1
Which is more significant for London: the short-term loss of homes or the long-term new building rules? Use the criterion of how long it lasted. Write the word.

Method. Apply the duration criterion.

  1. Compare the duration. The loss of homes was over quickly, but the building rules shaped London for decades.
    building rules lasted
  2. Judge. Under this criterion, the building rules are more significant.
    building rules
  3. Write the answer.
    building rules

Check. Under a different criterion, such as how many people were affected, the answer may change.

Worked example 4.4.2
Name a criterion you could use to judge the significance of the Peasants’ Revolt consequences. Write one phrase. Accept any criterion, such as how long it lasted or how many it affected.

Method. Recall the criteria.

  1. Recall. Long-lasting, wide in effect and turning point are common criteria.
    long-lasting
  2. Name one. Use one and apply it.
    one criterion
  3. Write the answer.
    Accept any criterion, such as how long it lasted or how many it affected.

Check. One criterion is enough for the start of an answer.

Worked example 4.4.3
Which consequence of the Great Fire was a turning point for building in London? Accept any answer naming the new building rules after the fire.

Method. Think about what changed direction.

  1. Look. Buildings afterwards were made of brick and stone rather than timber.
    brick and stone
  2. Judge. That change of direction is a turning point.
    turning point
  3. Write the answer.
    Accept any answer naming the new building rules after the fire.

Check. Check fact: confirm the rules in your textbook.

Watch out

Watch out: a consequence is not significant just because it is big. Give a criterion and a reason.

Exam tip

Exam tip. For a most significant question, write one criterion, then compare two consequences against it, then conclude.

Exercise 4D  Judging the most significant consequence

1
FWhich was the more long-lasting consequence of the Great Fire: the loss of homes or the new building rules? Write the words.
2
FWrite the word for the criterion that asks how many people a consequence affected. The word starts with w.
3
FA consequence that changed the direction of later events is called what? Write two words.
4
FWhich criterion asks whether a consequence changed the direction of later events? Write the word for it.
5
PSChoose a criterion and name one consequence of the Statute of Labourers that was wide in effect. Accept any answer that names the anger among workers, or the wider grievances that led to the revolt.
6
PSFor the invented railway, is the growth of the mill over the years, or the first morning trains of 1852, more significant under the long-lasting criterion? Write the words.
7
RGive one reason why a consequence can be significant even if it was short-term. Accept any answer that says a short-term event can change everything, such as a defeat that ends a movement.
8
RWrite one sentence giving a judgement on the most significant consequence of the Great Fire, with a criterion. Accept any sentence that names a consequence and a criterion, such as long-lasting or turning point.
9
RA pupil says the most significant consequence is always the one that affected the most people. Is this correct? Write yes or no.
10
FName the criterion that asks how long a consequence lasted. Write the word.
11
RChoose a criterion, then name the most significant consequence of the Peasants’ Revolt. Accept any answer that gives a criterion and a consequence, with a reason.
12
FWhich consequence is more wide in effect: a fire that destroys one street or one that destroys a whole city? Write the words.
13
FA consequence that is wide in effect and lasts for years is judged on two criteria. Write the two criteria in words, separated by a comma. Accept long-lasting and wide in effect, in either order.
14
RGive one reason why a historian might choose the turning-point criterion for the Great Fire. Accept any answer that says the fire changed how London was built from then on.
15
PSWhich criterion would you use to argue that the revolt of 1381 was not significant for the labour system? Write the word for the criterion that asks how long the effect lasted.

Chapter summary

SkillMethod
Time-scaleShort-term: weeks or months. Long-term: years or decades. Name the time-scale.
Intended or unintendedIntended: the actors wanted it. Unintended: it was not planned.
Positive or negativePositive: good for someone. Negative: bad for someone.
GroupsName the group (rich, poor, workers, women, state) and the effect on it
SignificanceChoose a criterion (long-lasting, wide in effect, turning point), apply it, judge

Can you…?

  • I can sort a consequence into short-term or long-term, and name the time-scale.
  • I can say whether a consequence was intended or unintended, with evidence.
  • I can say whether a consequence was positive or negative.
  • I can describe a consequence for a named group.
  • I can judge the most significant consequence with a stated criterion.

Key terms

consequence
an effect of an event that comes after it
short-term consequence
an effect that happens soon after the event, within weeks or months
long-term consequence
an effect that develops over years or decades
intended consequence
a result that the actors wanted to achieve
unintended consequence
a result that was not planned by the actors
positive consequence
a good result for someone
negative consequence
a bad result for someone
turning point
an event or change that alters the direction of later events

Exercise 4Z  Check-up

1
Is the loss of homes during the Great Fire a short-term or a long-term consequence? Write the word.
2
Is the new building rule after the Great Fire a short-term or a long-term consequence? Write the word.
3
The Statute of Labourers was passed to fix wages. Was this intended or unintended? Write the word.
4
The Statute of Labourers increased anger among workers. Was this intended or unintended? Write the word.
5
Is a good result for someone a positive or a negative consequence? Write the word.
6
Name the group that gained most from the Statute of Labourers. Write the word.
7
For the invented railway, name the group that gained most. Write the words.
8
Write the word for the criterion that asks whether a consequence changed the direction of later events. Two words.
9
Explain in one sentence why the same event can help one group and harm another. Accept any sentence that says different groups have different interests and resources.

Total 22 marks. Allow about 22 minutes.

Exercise 4X  Exam-style questions

1
PSThe Great Fire of London destroyed many homes in 1666. Is the loss of homes a short-term or a long-term consequence? Write one word.[1 mark]
2
PSIn 1351 the government passed the Statute of Labourers to fix wages. Was fixing wages an intended or an unintended consequence? Write one word.[1 mark]
3
PSThe Statute of Labourers (1351) held wages down. Name one group that was harmed by this and explain how. Accept any answer that names workers and says their wages were held below what they could have earned.[2 marks]
4
PSThe statute of 1351 also increased anger among workers, which was not its purpose. Was this anger an intended or an unintended consequence? Write one word.[1 mark]
5
RThe invented Hollin Bridge railway brought cheaper coal to the mill. The new cottages beside the line had no drains. Give one intended and one unintended consequence. Accept any answer that gives cheaper coal (or travel) as intended and the lack of drains as unintended.[2 marks]
6
RIn a short paragraph, describe one consequence of the Peasants’ Revolt of 1381 for the rebels, and one consequence for the government. Accept any answer that gives a rebel consequence (such as defeat or killings) and a government consequence (such as restoring order or withdrawing promises).[3 marks]
7
RExplain how the Statute of Labourers led to unintended consequences for workers. Use the words “intended” and “unintended”. Accept any answer that says the statute was intended to hold wages down, and the anger it caused was unintended, adding to grievances before 1381.[3 marks]
8
RThe Great Fire of London led to new building rules. Choose one criterion, such as long-lasting or turning point, and judge whether the building rules were the most significant consequence. Accept any answer that uses a criterion, gives a judgement, and reaches a reasoned conclusion.[4 marks]
9
RHow far were the consequences of the Peasants’ Revolt intended by the government? Give a judgement and use at least two criteria. Accept any answer that makes a judgement, separates intended and unintended results, uses two criteria, and reaches a conclusion.[5 marks]
← Chapter 3: Causation: causes, triggers and importanceChapter 5: Change and continuity over time →

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