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Year 12

Year 12. Learning Objectives: To understand the mark scheme and gain an overview of the course. To begin to learn accurate political terminology. An introduction to the course. Exam Paper. What similarities did we find?.

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Year 12

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  1. Year 12 • Learning Objectives: • To understand the mark scheme and gain an overview of the course. • To begin to learn accurate political terminology. An introduction to the course

  2. Exam Paper What similarities did we find? • Look at the exam paper; are there any similarities to what you have done at GCSE?

  3. Exam Paper Look at the mark scheme you have been given. • Highlight the high level and find out what you need to do to get an A. • Write it down in you own words on your post it note in pairs.

  4. Exam Paper How do we succeed?

  5. What is the course like? What do we study? • Read the course overview you have been given. • Highlight any key themes/events/people we may be studying. What do you think we will be covering?

  6. What is the course like? What do we study? What do you think we will be covering? • A move towards democracy • The study of politicians and the impact they had • The opportunity to develop analytical skills by interpreting texts and sources.

  7. Tips from Year 13 • Be organised • Use timelines • Read around the topic • Make your own notes • Condense notes at the end of each topic • Revise! Revise ! Revise !

  8. Learning Objectives: • To make connections to our prior knowledge • To begin to learn accurate political terminology ? What knowledge do we need?

  9. http://www.youtube.com/watch?v=ELDmySONQSE Circle map D C • What is the topic? • What do I know about the topic? • What do I want to learn? • What in my life experience is related to this topic? B B A Politics

  10. Terminology • Different words • New concepts • Better understanding • Look at the list of words and see if you can explain their meanings

  11. Meanings • Can you match the words to the definitions? • Which ones are you finding difficult to understand?

  12. How do we define Democracy and Dictatorship? Sort the words under the headings: which fit with your idea of a democracy and which fit with your idea of a dictatorship? • Individual rights • Liberty • Hierarchy • Action/force • Duties • Equality • Freedom of thought/movement • Suppression of thought/movement • State • Pacifism/discussion to settle political affairs

  13. A Question • What is the difference between a democracy and a dictatorship? • Is it better to live in a democracy or a Dictatorship? • Can you explain why?

  14. Lesson 2 Homework • Complete definitions of the following:

  15. How do we use sources in the exam? Learning Objectives: • To practise our source skills • To enhance our understanding of the exam

  16. Looking back at your mark scheme for part a – what skills are you expected to display? • Reaches a judgement • Supported by careful examination of the sources • Sources are cross referenced • Elements of challenge and corroboration • Attributes of the source taken into account • Sources used in combination to answer ‘how far?’

  17. Does source 1 suggest that the passing of the 1832 Reform Act brought about a significant reduction in the political influence of the aristocracy?

  18. Does source 3 suggest that the passing of the 1832 Reform Act brought about a significant reduction in the political influence of the aristocracy?

  19. How far do Sources 1 and 3 suggest that the passing of the 1832 Reform Act brought about a significant reduction in the political influence of the aristocracy?

  20. How far do Sources 1,2 and 3 suggest that the passing of the 1832 Reform Act brought about a significant reduction in the political influence of the aristocracy?

  21. How was Britain governed before 1832? Learning Objectives: • To understand what society was like before the 1832 Act was passed • To relate this to the Act of 1832

  22. Society Each pair will be asked to look at one of the following areas: • The aristocracy – Jacob and Fabian • The Gentry – Katie and Hannah • The Middle Classes – Warren and Daniel • The Working Classes – Matthew, Jas and Millie • The Church of England – Elizabeth and Catherine • Growth in Population – Sophie and Rosie • Collective action – Thomas, Kieran ] • Non Conformity – Jacob and Bethany, Shirley Use chapter 1 to find out about your section of society. Read it on your own first then discuss it with your partner and agree the main points Work in pairs to complete this. Be ready to feedback to the class the main points.

  23. Society: summaryYou have 10 minutes to write a summary which answers the following questions • How was society changing? • What were the characteristics of the Middle and Lower Classes in 1830? • What were the characteristics of the Aristocracy and Gentry in 1830? • What elements of society were staying the same? • How does this help us understand why a Reform Act was passed in 1832?

  24. Why might Reform be needed?

  25. How was the way Britain was governed before 1832 unfair? Learning Objectives: • To understand what was wrong with the system of government before 1832 • To become familiar with political terms used

  26. Watch the clip from ‘Blackadder’ What is the voting system like in 1832? • What is it about? • What can it tell us? • Be ready to feedback http://www.youtube.com/watch?v=EOEMRXI3sRs

  27. A Question • Should people have to have qualifications in order to be able to vote? • What would you suggest ? Go back to your circle maps from our first lesson Is there anything you can now add about politics?

  28. Problems within the Unreformed Electorate Read chapter 2 from Heinemann ‘Extension of the Franchise’ and identify the abuses of the system. Be ready to feedback next session. Each table needs to divide up and research the following: - Who was allowed to Vote (The electorate) (Shirley and Charlotte) • In the Counties • In the Boroughs - The distribution of Parliamentary Seats (Bethany) - Elections(Jacob) • Bribery • Expense • Uncontested - Patronage(Hannah) • Pocket Boroughs • Rotten Boroughs - Who could be MP`s(Katie)

  29. Which problems were the biggest ? • Which ones would be the easiest to solve ? • What advice would you give to the government about what needs and what could be solved ? You have 3 minutes to discuss and be ready to tell me what you think and why

  30. Homework: What have you learned ? • Read Chapter 4 ‘The Great Reform Act of 1832’ and add to table of abuses. • Add the following terms to your glossary: • Hierarchical society • Labour aristocracy • Established church • Deference • Monarch • Franchise • Elite • Patronage • Luddites • Dissenters • Laissez-faire approach • Civil Service • Coercion • Cabinet

  31. How was Britain governed before 1832? Learning Objectives: • To consolidate understanding of the abuses of the system • To practice source skills Complete the true or false quiz on your desks.

  32. Answer the following questions using your knowledge from Chapter 2 Heinemann • What would a “radical” want in the C19th? • How could it be argued that Britain had a “balanced constitution”? • What were the checks and balances in Britain`s political system? • What did most politicians believe that the role of government was, in the C19th? • Who could vote before 1832? • What was meant by “virtual representation”?

  33. What have you understood ? • What were the “checks and balances” in Britain`s system? • What did a “radical” want? • What is meant by virtual representation? • Discuss these and decide on an answer

  34. Read the first page Chapter 2 The Unreformed Political System from ‘Government and Reform 1815-1918’ • What key point is he making? • Remember our key question: How was Britain Governed before 1832? (the unfairness of the system) Complete reading the Chapter

  35. Source Skills – What do we already know? • What should you do first when you get a source? • NOP? • How do you write about sources?

  36. Sources! An essential skill! • Read Source 1 and highlight any words you do not understand. • Look at the Nature, Purpose, Origin of Source A; what extra details does that give you ? • Nature – what it is (memo, speech, newspaper article) • Purpose – why it was written, said; who it was intended for. • Origin – who wrote it / said it ? Do you know anything about them ? Repeat for the other sources

  37. Nature Origin Purpose What can you infer about reasons for supporting Parliamentary Reform from this source? Nature Origin Purpose What can you infer about reasons for supporting Parliamentary Reform from this source? Nature Origin Purpose What can you infer about reasons for supporting Parliamentary Reform from this source?

  38. Study Sources 1, 2 and 3. How far do Sources 2 and 3 support the reasons given in Source 1 for supporting Parliamentary Reform ? (20 marks) Task: Compare the sources you have been analysing. In one colour note any similarities between the sources. In another colour note any differences between the sources.

  39. Explain why the aristocracy might not want reform and feel justified in resisting it?

  40. What were the motives for reform before 1832? Learning Objectives: • To learn about the beliefs of Whigs and Tories • To begin to understand why some people might want to reform and to link this to political affiliations

  41. Sit in the following groups: • Group 1: Jacob Arkell, Catherine, Bethany, Warren • Group 2: Thomas, Shirley, Jas, Daniel • Group 3: Jacob Atwell, Hannah, Elizabeth • Group 4: Millie, Rosie, Kieran, Charlotte • Group 5: Fabian, Sophie, Katie, Matthew

  42. In groups use Chapter 2 to complete the task

  43. Card Sort • Stay in your groups and work on the cards to sort the arguments into a table; those for reform and those against

  44. Stay in your groups and use the cards to sort the arguments into a table; those for reform and those against. For Reform Against Reform

  45. Stay in your groups and use the cards to sort the arguments into a table; those for reform and those against. For Reform Against Reform • Government should represent all the nation not just a few of the privileged. • Laws and government are not valid to today. • A little reform will prevent revolution. • Rotten boroughs are wrong. • Counties and boroughs are unrepresentative of those who live there. • Government is corrupt and needs to be reformed. • Reform of the electoral system will bring benefits to all of British life. • Working men are not represented. • Men of property and social standing have their own agenda. • It should be the governments job to provide happiness to the people – utilitarianism. • Industrial towns are not represented but small villages are over represented. • MPs represent the whole nation Parliament is more representative than it has ever been. • There is nothing wrong with the constitution – it has worked so far and the rest of the world envies it. • A little bit of reform makes people want more. • There are already riots. • France! • Rotten boroughs allow vital MPs to be elected – MPs that represent property, church and universities. • All people are entitled to a vote. • Change should be natural and growth should be gradual. • The constitution is a whole not simply changing certain parts. • It is a trick – people will not be better represented. The men elected will not have our interests at heart. • Propertied and landed classes will help the lower classes – they are natural rulers. • If towns don’t have an MP it saves them the expense of an election.

  46. Arguments • Can you explain each argument? • Choose the strongest argument in favour of reform and the strongest against reform.

  47. Mini Debates! • Task: you will have 3 minutes to prepare a mini debate. • The roles are as follows: • Purple = debate judge • Green = FOR reform • Red = AGAINST reform • After your 3 minutes the Greens will get 1 ½ minutes to put forward their argument FOR reform. • After the time the judges must stop the greens and the reds will get 1 ½ minutes to put forward their argument AGAINST reform. • The judges must then make a decision and reward a prize to the best argument! • Group 1: Jacob Arkell, Catherine, Bethany • Group 2: Thomas, Jas, Daniel • Group 3: Jacob Atwell, Hannah, Elizabeth • Group 4: Millie, Rosie, Kieran, Charlotte • Group 5: Fabian, Sophie, Katie, • Group 6: Warren, Shirley, Matthew

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