GCE TEACHERS’ GUIDE New Specifications: for teaching from September 2010
Government & Politics GCE AS and A GOVERNMENT & POLITICS Teachers' Guide 1
Contents
GCE AS and A Level Government and Politics Teachers' Guide
Page
1. Introduction 3 1.1 - Rationale 4 1.2 - Overview of the Specification 4
2. Delivering the specification 5 2.1 - Unit Descriptions 6 2.2 - Pathways through the Specification 19 2.3 - AS - An example of one possible pathway 20 through the AS Level Specification 2.4 A2 - An example of one possible pathway 31 through the A2 Level Specification
3. Support for Teachers 43 3.1 - Generic Resources for the Specification as a whole 43 3.2 - Specific Resources 44 3.3 - National Grid for Learning – Cymru 58
4. Assessment Guidance 59
5. Advice for Candidates 63
Appendices 65
A Vocabulary List / Geirfa Llywodraeth a Gwleidyddiaeth 65
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1. INTRODUCTION
The WJEC AS and A2 Government and Politics Specification is designed to support the course for delivery from September 2009. The first AS awards were made in summer 2009 and the first A level awards in summer 2010. The specification can be delivered and assessed in centres in Wales only.
This Guide is one of a number of ways in which the WJEC provides assistance to teachers delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (CPD) conferences.
Other provision which you will find useful is:
• Examiners' reports on each examinations series • Free access to past question papers via the WJEC secure website • Easy access to specification and other key documents on main website • Itemised feedback on outcomes for candidates at question level • Regular CPD delivered by Chief Examiners • Easy access to both the Subject Officer and to administrative sections for individual support, help and advice.
Contact Points for GCE Government and Politics are as follows:
Subject Officer: Dr. Alison George Direct Line Phone: 029 2026 5302 E-mail Address: [email protected]
Administrative Support Officer: Ellen Chichester Direct Line Phone: 029 2026 5094 E-mail Address: [email protected]
Subject page www.wjec.co.uk
CPD Section [email protected] www.wjec.co.uk/professionaldevelopment
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1.1 Rationale
This GCE Government and Politics was drawn up by a team of practising teachers and examiners. There was fundamental recognition from the start that Government and Politics in Wales is an important part of the overall discipline and that any specification should reflect the interests of both candidates and teachers.
The principal aims were therefore to ensure that teachers had access to a specification that:
• Is manageable to deliver and fun to teach;
• Is interesting to candidates;
• Develops candidates' appreciation of Government and Politics in various contexts;
• Can be tailored to suit the interests and expertise of teachers;
• Encourages candidates to debate issues and controversies in Government and Politics.
1.2 Overview of the Specification
This specification is divided into a total of 4 units: 2 AS units and 2 A2 units. Weightings noted below are expressed in terms of the full A level qualification.
AS (2 Units)
GP1 25% Written Paper (1 hour 30 minutes) 80 marks (100 UMS) People, Politics and Participation
Outline of paper structure Two structured source based questions from a choice of four. GP2 25% Written Paper (1 hour 30 minutes) 80 marks (100 UMS) Governing Modern Wales
Outline of paper structure Two structured source-based questions from a choice of four
A Level (the above plus a further 2 units)
Either GP3a or GP3b 25% Written Paper (1 hour 30 minutes) 80 marks (100 UMS) Either The Politics of the USA or Political Ideologies
Outline of paper structure Two questions from a choice of four. Either GP4a or GP4b 25% Written Paper (1 hour 30 minutes) 80 marks (100 UMS) Either The Government of the USA or Challenges in Contemporary Politics
Outline of paper structure Two questions from a choice of four.
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2. DELIVERING THE SPECIFICATION
There are, as expected, various ways of planning a route through this course. There are also well established books and resources to support both teachers and candidates. Whilst all options are comparable, the resourcing of some options might offer more problems for teachers because they are not as well established in schools and colleges. Whatever options are chosen, however, it is expected that all candidates will develop skills, knowledge and understanding in Government and Politics that will also prepare them for higher level study.
GOOD PRACTICE IN GOVERNMENT AND POLITICS
In the design of this specification, the Board considered that the following were elements of good practice for the delivery of Government and Politics at both AS and A Level.
• Collaboration between candidates – there should be opportunities for candidates to work in such a way as to support their own and others' learning. • Collaboration with teachers – there should be opportunities for candidates to work with their teaching staff. • Active learning techniques. • Independent learning. • Organised and planned teaching. • Prompt feedback to candidates. • High expectations of candidate achievement. • Respect for different ways of learning. • An awareness of key skills.
SUPPORT FOR TEACHERS
WJEC provides INSET and Examiners' Reports for teachers. For further details check the WJEC website. If you then have any queries please do not hesitate to contact the Subject Officer for GCE Government and Politics.
There are many generic and topic specific textbooks available which are suitable for the delivery of this course. Suggestions for resources are provided further on in this Guidance Booklet but there is no obligation for teachers or candidates to work through this material. Advice is also given on the audience for whom the resources are suitable – teacher, candidate or both. Websites are also given. By their nature they are usually appropriate for students and enable teachers to vary their approach to the delivery of a topic. The life span of websites cannot, of course, be guaranteed.
It is the intention of the Board to update resources to take account of new ideas and also to provide additional materials and advice. We will be pleased to receive suggestions and ideas in order to improve the resource base.
There will be full support for Welsh medium Centres. This includes the specific appointment of a Welsh medium co-ordinator.
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2.1 Unit Descriptions
The Specification has been developed to give candidates an insight into, and an understanding of, Government and Politics in Wales and the UK. There is therefore an expectation that the Welsh context will feature highly in the teaching of the course especially, though not exclusively, at AS level. For both GP1 and GP2 the Welsh context underpins all the topics and is overtly apparent in some aspects of the course.
The Specification content is not in itself a scheme of work. It is for centres to decide how best to combine, synthesise and develop the content in a meaningful and coherent way with their students. The following advice should be borne in mind:
• Enquiry approach for teaching and learning – candidates should be faced with significant issues and questions to investigate. • Move from description to the issues – candidates will need to know the specification content, but they will also need to understand it so that they can select and organise what they know around arguments to support a case etc. • Key questions can help candidates make sense of a sequence of lessons. • Discussion is vital to an understanding of the links and connections that permeate the course. • There should be sufficient focus on the higher order skills of analysis and evaluation, and the formation and justification of judgements. • Sufficient attention should be paid to developing candidates’ skills of answering examination type questions. • Candidates will need to keep up-to-date with developments in Government and Politics and use relevant, recent examples to illustrate their arguments. In general, this means examples from the last 20 years. However, some examples from more than 20 years ago are particularly pertinent and relevant for certain topics.
What follows is a general illustration of some of the key issues that form the basis of the topics within each unit. The list is not intended as a definitive and prescriptive one and should be read in conjunction with the specification. This is not a recommended teaching order – centres will develop the topics in ways that best suit the needs of their own candidates:
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GP1: People, Politics and Participation
1. Participation and Voting Behaviour
• An idea of what politics is • Definitions of democracy and why participation is important; overview of how citizens can participate • Participation patterns according to criteria such as age, gender etc • Debates about why some groups do not participate at all and the effect this has on a democracy • Theories about why voters behave as they do, and in different kinds of elections e.g. by-elections • The relative importance of factors such as class and party identification • The influence of factors such as campaigns, leaders’ images etc on voting behaviour • Reasons for, and results of, the trend towards voter volatility • ‘Stretch and challenge’ – an awareness of changes in voting patterns in Wales as a consequence of devolution and the use of different voting systems
2. Electoral Systems
• The importance of elections in a democracy • Explanation of the way that the main electoral systems used in the UK work. • The strengths and weaknesses of the main systems • Debates about the fairness and adequacy of these systems • The main effects of the differing electoral systems on politics and parties in the UK e.g. the two-party system, a multi-party system • Why referendums are sometimes used in the UK; knowledge of some examples of national and local referendums • Debates about the greater use of direct democracy in the UK • ‘Stretch and challenge’ – an awareness of the debates surrounding the introduction of new electoral systems for Westminster and the National Assembly for Wales
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3. Political Parties in Wales and the UK
• The main roles of political parties • The structures and internal workings of the main parties (Labour, Conservative, Liberal Democrat and Plaid Cymru): how leaders and candidates are selected; how decisions are made in the party; where power lies in the party • The importance of the mass membership of a political party – the roles played by members • The ideologies of the main parties: what do they stand for? • Programmes and policies of the main parties, and how and why they have changed in recent times • How parties campaign in elections • The importance of minor parties with examples from UK and Wales • ‘Stretch and challenge’ – an awareness of factions, sub-groups and tendencies within the parties in the UK and Wales
4. Pressure Groups and Protest Movements
• Differences between parties and pressure groups • Typologies of groups including interest/ cause/ social movement, insider/ outsider • Differences in the aims of different groups • Debates about the methods used by different groups including direct action and lobbying; the role the media can play in pressure group publicity and success • Debates about the reasons why some groups are more successful than others; the influence of pressure groups on the policy-making process • Arguments about whether pressure groups strengthen democracy or not • It is particularly appropriate for this topic for candidates to carry out case studies of a number of pressure groups, including national and local ones • ‘Stretch and challenge’ – an awareness of the links between pressure groups and political parties and the impact of this on pluralism in the UK
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GP2: Governing Modern Wales
1. The British Constitution
• The main characteristics and features of the British Constitution • The origins of the British Constitution, its historical and evolutionary nature; the main sources of it today and its flexibility; ways of changing it • The relative importance of some sources of the Constitution compared to others • Debates about the effectiveness of an unwritten, uncodified constitution in defining the limits of government in the UK. Should Britain adopt a codified constitution? • The role of the judiciary in interpreting the constitution in the British context • The rights of UK citizens, their definition and the extent of their protection • ‘Stretch and challenge’ – constitutional reform and how the constitution might develop in the future
2. Parliaments in Wales and Westminster
• Definition of what Parliament is, Parliamentary sovereignty, the concept of legitimation; explanation of how Parliament and the National Assembly work; the constituent parts; Parliament’s development as a ‘dignified’ part of the constitution; brief explanation of the origins of the NAfW and how it has developed since 1999 • How Parliament and the NAfW perform their core functions of representation (the jobs of MPs and AMs and representation in both a political and social sense), passing legislation and scrutinising the executive (processes) • Critical analysis of how well the UK Parliament and the National Assembly for Wales perform each of these core functions, including party discipline and backbench rebellions • Do they hold their respective executives sufficiently to account? • ‘Stretch and challenge’ – the relevance and/or marginalisation of Parliaments; the future for a Parliament in Wales
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3. The Core Executives in Wales and Westminster
• Definition of what the Core Executive is – the personnel and institutions that make it up (including Prime/First Ministers, Cabinets and Cabinet Committees), its development as the ‘efficient’ part of the constitution • The development of power bases within core executives in Wales and Westminster – special advisers, the role of the Cabinet Office etc. Where does power really lie in the modern core executives in Westminster and Cardiff Bay? • Relationships and status in the Core Executive – analysis of the powers and position of the Prime Minister/First Minister; the role of the Cabinet; individual ministerial responsibility and resignations; how do the institutions and individuals in the core executives interact (mutually supporting or constraining each other?) • ‘Stretch and challenge’ – the nature of modern government; centralisation and fragmentation, the concept of power
4. Multi-level Governance in Wales and the UK
• The structure of local government in the UK; the context of 'multi-level' governance • The main roles and functions of local government, including local democracy, service provision, responsiveness to differing local needs etc • Issues of funding of local government – where does local government get its money from? How are spending decisions reached? • Definitions of Quangos and Assembly Sponsored Bodies and their roles; controversies surrounding their composition, roles, funding etc • The structure of the EU; the powers and workings of the main institutions; the position and power of the individual member states • Britain's relations with the EU and the impact of the EU on the UK political system • Ideas of democratic deficit, appropriate to both local government and the EU • ‘Stretch and challenge’ – What is the future for local government? What is the future of the EU?
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GP3a: The Politics of the USA
1. The Electoral Process and Direct Democracy
This topic is focused on the processes of elections in the USA, with the main focus on candidates and mechanisms rather than voters (Topic 3 – Voting Behaviour) but there is some overlap with Topic 3 (Voting Behaviour) e.g. the impact of the media in elections. Candidates should focus mainly on developments and specific elections since 2000, with earlier examples where they are particularly pertinent and relevant.
• The process of selecting candidates within parties for congressional and presidential elections; the invisible primary, primaries, caucuses etc. - advantages and disadvantages of these • The conduct of congressional and presidential elections • The debate about the effectiveness of the electoral college as a means of electing the president • The importance of candidates and issues in election campaigns – incumbency etc • The importance of money in elections in the USA – campaign finance • The impact of the media in elections – TV debates, adverts, negative campaigning, new media. Do money and the media distort elections? • Direct democracy at state level – referendums, initiatives, propositions, recall elections and debates about the use of these – is there enough/too much democracy at state level?
2. Political Parties
There is some overlap between this topic and Unit 4a Topic 2 (The Legislative Branch). Candidates should focus mainly on developments since 2000, with earlier examples where they are particularly pertinent and relevant.
• The two main parties – their ideas, policies and traditions, similarities and differences • The main factions within the parties – how they developed and their influence on policy direction, party organisation; where does power lie in the parties? The recent changes to parties in the USA • Explanations for the dominance of only 2 parties in a country as large and diverse as the USA; debates on whether parties have any significance in American politics • Debates over party decline and renewal; reasons for the weakness of parties in the political system in the USA (compared with the UK for instance) • Arguments about the significance of third parties and independent candidates
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3. Voting Behaviour
This topic is focused mainly on voters – why they make the choices that they do in elections. There is some overlap between this topic and Topic 1 (The Electoral Process and Direct Democracy). Candidates should focus mainly on developments and specific elections since 2000, with earlier examples where they are particularly pertinent and relevant.
• The principal long-term and short-term determinants of voting behaviour in the USA and their relative importance e.g. gender, race and ethnicity, issues, candidates • The parties and their ‘core vote’ – who is a ‘typical’ Republican or Democratic voter? How do parties target voter groups? • Theories of party identification – alignment and dealignment • Split-ticket voting – why do voters do it? What are the results? • Abstention and apathy; reasons why rates are high; the implications of this for democracy in the USA
4. Pressure Groups
This topic is about access points and influence in the federal system. There is overlap with Topic 1 (The Electoral Process and Direct Democracy) e.g. PACs and election finance. Candidates should focus mainly on developments since 2000, with earlier examples where they are particularly pertinent and relevant.
• Types of pressure groups in the USA, issues with which they are involved • Reasons for the proliferation of them, debates about pluralism and elitism; the power of corporations etc • Methods and tactics of groups – access points, iron triangles and group relations with the Administration; the ‘spoils system’;direct action • Debates about pressure group influence on decision-making – are they more important than political parties in directing policy? Why are some groups more successful and influential than others? • Arguments surrounding the contribution that groups make to democracy in the USA • The role and significance of groups in election finance – PACs, 527 groups etc
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GP3b: Political Ideologies
1. Liberalism
This topic examines the ideas, doctrines and theories of Liberalism. Candidates should focus on differences within Liberalism, particularly classical Liberalism and modern Liberalism.
The core liberal concepts of individualism, freedom, reason, justice and tolerance. The liberal view of the state and its contradictory stance on democracy. Classical liberalism's discussion of the role of the state through the use of rights, utilitarianism, economic liberalism and social Darwinism. Modern liberalism's discussion of the role of the state through individuality, positive freedom, social Liberalism and economic management. The impact of liberalism on neo-liberalism, libertarianism and policies of political parties. Candidates should include examples from Wales, UK and international contexts.
2. Socialism
This topic examines the ideas, doctrines and theories of socialism. Candidates should focus on differences within socialism, particularly revolutionary socialism and social democracy.
The core socialist concepts of community, co-operation, equality, class and public ownership. The tensions within socialist thought on how to achieve socialism. Marx's contribution to socialist theory and the development of Marxist ideas by others. Social democracy's process of the revision of socialist goals. The impact of socialism on the 'third way' and policies of political parties. Candidates should include examples from Wales, UK and international contexts.
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3. Conservatism
This topic examines the ideas, doctrines and theories of conservatism. Candidates should focus on differences within conservatism, particularly paternalistic conservatism and the New Right.
The core conservative concepts of tradition, human imperfection, organic society, hierarchy and authority, and property. The tensions within conservative thought on the role of the state. Paternalistic conservatism's attitude to reform to maintain conservative values. The New Right's view of the role of the state in economic and social policy. The impact of conservatism on neo-conservatism, compassionate conservatism and policies of political parties Candidates should include examples from Wales, UK and international contexts.
4. Nationalism
This topic examines the central concepts, doctrines and theories of nationalism.
Concepts and definitions of 'nation'. The core principle of the nation as a political organisation. The belief in society being divided into organic communities. The connection between nationhood and statehood in the concept of self- determination. The significance of nationalism, conservative nationalism, expansionist nationalism and nationalist responses to colonialism. Transnational responses to nationalism by liberal internationalism and socialist internationalism. Welsh nationalism, and the potential for the future of nation states.
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GP4a: The Government of the USA
1. The Constitutional Framework of US Government
This topic is about the centrality of the US Constitution. Its historical development is very relevant but candidates are also reminded that the topic focuses on the Constitution’s relevance to US government and politics today.
• The origins and general nature of the US Constitution • Explanation of the fundamental principles that underpin it – limited government and rights. Explanations of how those are achieved in the Constitution – elections, republicanism, checks and balances/partial agency, enumerated powers, federalism, the Bill of Rights • The amendment process, through formal (Congress) and ‘informal’ (Supreme Court) amendment and debates about the Constitution’s flexibility • The Bill of Rights – what it protects; enumerated and unenumerated rights of the people and the states • The status of the Constitution as ‘superior law’ and the role of the Supreme Court in interpreting the Constitution • Debates about the effectiveness and relevance of the Constitution to the working of government in the US today, including what the Constitution does not cover, such as parties, the workings of the Administration etc.
2. The Legislative Branch of US Government: US Congress
Candidates should focus mainly on developments since 2000, with earlier examples where they are particularly pertinent and relevant.
• Explanation of the powers of Congress that are enumerated in the Constitution and what these mean in the context of the modern day. The constitutional checks and balances on Congressional power • The bi-cameral nature of Congress, composition and powers of the two chambers; their relative status; main personnel; relationships between the chambers • How Congress performs its key functions of legislating; oversight of the executive and the ‘power of the purse’; the committee system in Congress; the importance of parties in Congress • Critical analysis of the effectiveness of Congress in discharging its key functions • Debates concerning how well Congressmen and Senators perform their representative function, politically and socially • The status of Congress in relation to the other branches of government, Congressional relationships with the executive and the Supreme Court
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3. The Executive Branch of Government
Candidates should focus mainly on developments since 2000, with earlier examples where they are particularly pertinent and relevant.
• Explanation of the powers of the President that are enumerated in the Constitution, and what these mean in the context of the modern day. The constitutional checks and balances and other constraints on the exercise of power by the president • Relations between the President and Congress; power to persuade; ‘log-rolling’ • The structure of the executive branch: nature, composition and functions of the Cabinet, the Federal Bureaucracy and the Executive Office of the President • Debates concerning the importance of the Cabinet and the influence of the Executive Office of the President • Critical analysis of the effectiveness and accountability of the Federal Bureaucracy • Theories of growing and changing presidential power – the imperial presidency, the imperilled presidency. How powerful is the US president?
4. The Supreme Court
Candidates should focus on the composition and work of recent Supreme Courts, but historical context and historical rulings are relevant to this topic.
• The development of the Supreme Court’s status and role as guardian of the Constitution • The origins and importance of the power of judicial review, the expansion of the Supreme Court’s powers under the Bill of Rights (e.g. Due Process), the interpretation of enumerated and unenumerated powers and rights • The selection and appointment process of Supreme Court justices; ideological leanings of justices; strict and loose constructionists; ‘political’ appointments; Senate rejections • Supreme Court rulings – periods of judicial activism and restraint; controversial decisions; dissents; ‘landmark cases’; the impact of Supreme Court rulings on American politics and society • Arguments over how effectively the Supreme Court protects citizens’ rights • Debates about the power of the Supreme Court – too powerful/not powerful enough, too political
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GP4b: Challenges in Contemporary Politics
1. Globalisation
Driving factors in globalisation – world economy, cultural and technological change, political inter-dependence and association. International relations, supranational mechanisms for facilitating international co- operation, e.g. NGOs, governmental and inter-governmental agencies, the UN, the EU; how membership affects Welsh and British politics. Debates about Britain's evolving world position and role; the future relevance of nation-states; the social and economic implications for small states of globalisation. Concepts of trans-nationality and multi-nationalism; the political influence of multi- national corporations, benefits and drawbacks The prospects for global governance. Critique of globalisation; the anti-global movement, its aims and methods; the future.
2. Environmentalism
The origins and emergence of an environmental movement; links to industrialism; materialism. Basic principles of environmentalism – ecology, holism, sustainability, decentralisation, environmental ethics; controversies over these. Different strands of environmental thinking – 'light' and 'dark' green, ecocentric and anthropocentric, 'deep' and 'shallow' ecologism, local/global, etc Links to other ideologies, especially anarchism and feminism. Right-wing ecologism. The ways in which established parties have responded to environmentalism; the 'greening' of parties; environmental pressure groups – debates about levels of success; international perspective. The issues of wealth, quality of life, consumerism. Threats posed by USA and China to climate change, treaties, targets and summits. Critique of environmentalism – debates about its achievements; the future.
3. Feminism
The emergence of feminism: 'first wave' feminism and 'second wave' feminism. Core themes of feminism and their implications for politics – the public/private divide; 'the glass ceiling'; 'biology is destiny'; sex and gender; patriarchy; equality and difference. Differing views of liberal feminists, social feminists and radical feminists on the core feminist themes. New feminism; post-modern feminism; and the changing view of differences between the genders. Conservative responses to feminism; the challenges to feminism in the twenty-first century e.g. religious fundamentalism, economic downturn, etc. Major legislation on equal opportunities Debates about the successes of feminism and whether we are now entering a phase of post-feminism'; the impetus for a 'third wave' of feminism.
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4. Multiculturalism
Concepts of society, homogeneity and monoculturalism, 'diversity within unity' Meaning and origins of multiculturalism; the concept of identity politics – importance of culture, language, religion, race, ethnicity; e.g. development of the civil rights movement from the 1950s; ethnocultural nationalism in the 1960s and 1970s; international migration after 1945; postcolonialism; religious extremism; racism and prejudice. The significance of, and debate about, the protection of minority rights – political, cultural, religious, social and economic e.g. devolution, federalism, positive discrimination; major legislation concerning the rights of minority groups. The political vision for reconciling cultural diversity with civic cohesion advanced by liberal multiculturalism, pluralist multiculturalism and cosmopolitan multiculturalism. Extent of success of attempts by states to advance multiculturalism e.g. devolution; granting special rights to groups; reassertion of national identity and culture; 'ghettoisation'; assimilation. Multiculturalism and Wales Critiques of multiculturalism – conservative, liberal, feminist critiques, cosmopolitan perspective; the future for multiculturalism.
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2.2 Pathways through the Specification
There are various possibilities in terms of drawing up a scheme of work, dependent upon factors such as the number of teachers involved in the course, and whether units are taken in January as well as June, or only in June. What follows are examples of one possible pathway for the AS and one for the A2.
All candidates will study both GP1 and GP2 at AS level. There is no choice of units at AS level, though there is some flexibility within the units to deliver some topics and not others (see next paragraph). There is a choice of units at A2. Candidates are required to study two of the four units on offer at A2. As with the AS units, there is flexibility within the A2 units chosen to teach some topics and not others.
Every unit, both at AS level and at A2 level, consists of four topics. There is no requirement to teach all four topics. It is expected that centres will probably teach three of the four topics in order to give candidates a choice in the examinations. It is expected that decisions about whether to teach all topics in equal depth, or whether to teach all four topics, will be made by centres themselves. Government and Politics is by nature a holistic subject and it is doubtful that ‘real’ understanding will be gained by candidates who are taught only two topics for each unit.
In addition, individual centres will wish to place more or less attention on activities such as practice examination questions, essay writing and mock examinations.
Any candidate of Government and Politics is expected to take an active interest in the latest political developments throughout his or her study. In order to provide relevant and pertinent examples in an examination collating information in a political diary on a weekly basis is advised. A thorough exploration of examination technique and practising possible and previous examination questions on a regular basis is obviously very important and over and above any activities suggested below.
Please note that opportunities for key skills have been highlighted against these activities.
KEY SKILLS SYMBOLS
Developing Thinking Skills
Developing Communication
Developing Numeracy
Developing ICT
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2.3 An example of one possible pathway through the AS level specification
GP1
Week Possible content to Suggested teaching and Resources be covered homework activities 1 What is Government Role play/group work on the need .whoshouldyouvotefor and Politics? for law and governance, e.g. new .com - Governance community on an island. - Legislation Role play/group work on the .politicalcompass.org
- Elections development of different political Video – Democracy? - Leaders factions/parties representing You decide, different strata in society and .parliament.uk what their priorities are. Discuss and define what is meant Video – Democracy in by government, legislation, nation action – UK politics, and state. .news.bbc.co.uk/dem ocracylive
Dennis Kavanagh, British Politics, 2006. p6-19 2 Electoral Systems: Group work/discussion on .schoolcouncilswales. - Importance choosing law-makers and political org and role of leaders. elections in a Consider arranging a mock .parliament.uk
Democracy. election, possibly in association Article – Mike - British with School Council elections. Simpson, Electoral electoral Individual research on differing reform: is FPTP systems. electoral systems in the UK. defensible?, Politics - UK General Outline FPTP, ask student to Review, November Election: First- provide examples of FPTP at 2009 past-the-post, work. strengths and Students to pinpoint and discuss Article – Nick Gallop, weaknesses the strengths and weaknesses of UK electoral systems, and effect on the system. Politics Review, party system Consider impact of FPTP on UK September 2009 and politics. governance. Arrange visit of MP/ Constituency Article – Phillip Lynch, AM, to discuss their Britain’s multiparty representative role. systems, Politics Review, February 2009
Article – Thomas Lundberg, A decade of electoral reform in the UK, Politics Review, September 2008
Video – Voting: What are elections? .parliament.uk
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Week Possible content to Suggested teaching and Suggested be covered homework activities resources 3 Electoral Systems: Research to gather information www.assemblywales. - Wales General and list each elected political org Election: representative each student has. Additional Outline AMS, ask student to Paul Fairclough, Member provide examples of AMS at Government and Systems, work. Politics, People, strengths and Students to pinpoint and discuss Politics and weaknesses the strengths and weaknesses of Participation, 2008. and effect on the system. p41-42 party system Consider impact of AMS on the and politics. governance of Wales, through Duncan Watts, AS - Majority and investigation of electoral data. Government and coalition Arrange visit of Regional AM, to Politics, 2008. p 50-51 governments discuss their representative role.
4 Electoral Systems: Outline STV, and consider its www.niassembly.gov. - Single complexities, weaknesses and uk Transferable strengths. Vote, strengths Investigation in to the usage of Duncan Watts, AS and STV and its effects on Government and weaknesses. governance. Politics, 2008. p 49-50 - European Students to consider and pinpoint elections and the arguments for and against PR Dennis Kavanagh, the Party List and FPTP. British Politics, 2006. system. Class debate on the need for p340-344 - Proportional reform in the British electoral Representation systems. v. FPTP. - Need for reform in British system(s)?
5 Electoral Systems: Outline the difference between Article – Matt - Nature and direct and indirect democracy, the Qvortrup, use of use of referendums and their Referendums in the referendums importance. UK, Politics Review, within the UK. Student investigation in to the use November 2008 - Arguments for of referendums and the and against campaigns in the UK. Dennis Kavanagh, the use of Discuss how and why British Politics, 2006. referendums referendums are used in the UK. p 464-466 within the UK. Consider the arguments for and - Direct and against the use of referendums as indirect a class. democracy.
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Week Possible content to Suggested teaching and Suggested be covered homework activities resources 6 Political Parties in Outline and discuss the Article – Mark Wales and the UK: importance and roles of parties. Garnett, Party - The role of Each group to provide a ideology after Blair, political parties manifesto for their party from Politics Review, April in a week 1. 2008 democracy. Arrange visit from prominent local - British political party members to discuss the role Dennis Kavanagh, parties and the of members, candidate selection, British Politics, 2006. ‘British’ party party structure and policies. p351-352 system. - Campaigning.
7 Political Parties in Each student to research and www.welshlabour.org Wales and the UK: provide a seminar paper on one - The Labour of the themes outlined, for each Article – Steven Party party. Fielding, Whatever - Ideology A plenary at the end of each happened to New - Party structure session to ensure full Labour?, Politics - Programmes, understanding. Review, September policies and Each to complete personal 2009 manifestos. dossier on each parties - Candidate and programmes and policies. Duncan Watts, AS leader Government and selection. Politics, 2008. p78-83 - Membership and the role of members. - Recent developments in programmes and policies.
8 Political Parties in www.plaidcymru.org Wales and the UK: - Plaid Cymru - Ideology - Party structure - Programmes, policies and manifestos. - Candidate and leader selection. - Membership and the role of members. - Recent developments in programmes and policies.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 23
Week Possible content to Suggested teaching and Suggested resources be covered homework activities 9 Political Parties in www.conservatives.com Wales and the UK: - The Article – Phillip Lynch, Conservative Conservative policy Party under Cameron , - Ideology Politics Review, - Party structure February 2010 - Programmes, policies and Article – Richard Kelly, manifestos. Conservatism under - Candidate and Cameron: the new ‘third leader way’, Politics Review, selection. February 2008 - Membership and the role of Duncan Watts, AS members. Government and - Recent Politics, 2008. p83-87 developments in programmes and policies.
10 Political Parties in Final plenary to evaluate: the www.welshlibdems.org Wales and the UK: role of parties; importance of - The Liberal ideology and political ideas and Duncan Watts, AS Democrat the competition between the Government and Party parties. Politics, 2008. p88-89 - Ideology - Party structure - Programmes, policies and manifestos. - Candidate and leader selection. - Membership and the role of members. - Recent developments in programmes and policies.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 24
Week Possible content to Suggested teaching and Suggested resources be covered homework activities 11 Pressure Groups and General discussion on political www.teachers.org Protest Movements: values, causes, the demise of - What do party affiliation and the growth www.greenpeace.org pressure of a politically aware nation. groups do? Students to investigate and www.fathers-4- - Interest and gather information in the media justice.org cause groups. on the actions of pressure - Pressure groups and protest Article – Grant Jordan, groups and movements. Pressure groups: political Discuss the notion and identifying the target for communication. effectiveness of direct action. study, Politics Review, - Social Consider how pressure groups September 2008 movements. work and the difference - Direct action. between interest and cause groups. Outline what social movements are, and how they act.
12 Pressure Groups and Consider how pressure groups www.bma.org Protest Movements: work and evaluate their - How do effectiveness. www.nfuonline.com pressure Outline the concept of insider groups work? and outsider groups. Students www.shac.net - Insider and to investigate examples of outsider each. Duncan Watts, AS groups. Government and - Access points Politics, 2008. p115-131 - Lobbying - Links with parties and government. - Influencing policy and changing values. - Role of the media in pressure group politics.
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Week Possible content to Suggested teaching and Suggested resources be covered homework activities 13 Pressure Groups Outline the role of membership Article – Wyn Grant, and Protest and resources within pressure Pressure groups in the Movements: groups and evaluate their UK: good or bad for - Membership, relative influence. democracy, Politics resources and Consider how pressure groups Review, September the political influence the government and 2009 influence of the public. groups. Students to pinpoint in group - Do pressure work the groups democratic/undemocratic nature strengthen or of pressure groups. weaken democracy? - Too much influence at Whitehall? - Internal democracy. - Are pressure groups representative? - Excluding citizens from democracy. 14 Revision
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 26
GP2
Week Possible content to be Suggested teaching and Resources covered homework activities 1 The British Constitution: Ask students to draft a set www.opsi.gov.uk - The nature of the of rules for the better British constitution, its governance of Article – Vernon underlying principles, school/imaginary country. Bogdanor, A codified and compare with the Define, through constitution for constitutions of other discussion, what exactly a Britain?, Politics states. constitution is, and where Review, September - Written/unwritten. do we find the British 2008 - Codified/uncodified. constitution. - Rigid/flexible. Provide example of US Dennis Kavanagh, - The sources of the constitution as stimulus. British Politics, 2006. British constitution: Discuss the written nature p176-194 statute; case law; of British constitution. conventions and Pinpoint through treaties. discussion, the underlying principles of the British constitution. Consider the sources of the British constitution, and investigate current examples. Provide a copy of the GOWA, outline its place in the British constitution and its role as an instrument of government.
2 The British Constitution: Debate the relative merits Article – Phillip - The effectiveness/ and weaknesses of a Norton, Constitutional ineffectiveness and codified and uncodified reform: why has it flexibility of the British constitution, and rigid and stalled under Gordon constitution. flexible constitutions. Brown?, Politics - How far does the Analyse the influence and Review, November British constitution limitation of governmental 2009 influence and limit the powers the constitution powers of provides. Article – Phillip government? Debate the need for Norton, The - Need for reform? reform to the British constitution under - The principle of constitution. Gordon Brown, separation of powers. Explore what is meant by Politics Review, ‘separation of powers’, and February 2008 the three branches of government.
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Week Possible content to be Suggested teaching and Suggested resources covered homework activities 3 The British Constitution: Consider the importance www.supremecourt.g - The role of the of law, the need for law ov.uk judiciary in governing and the principle of ‘rule of Britain. law’. www.direct.gov.uk - The relationship of the Pupils to investigate judiciary to the differences between the www.echr.coe.int executive and role of the judiciary in the legislature. UK and the USA. Article – Mark - Judicial appointments. Define judicial review and Garnett, The UK - The impact of the constitutional review, judiciary: renewal or Human Rights Act, provide recent examples. just more rivalry, European Court of Provide analysis of the Politics Review, Human Rights and the role of the British judiciary February 2010 Supreme Court on the in securing the effective British political system. governance of The Article – Andrew Le National Assembly for Sueur, Judges in the Wales. modern British Define the roles and constitution, Politics powers of: the Human Review, February Rights Act; the European 2009 Court of Human Rights and the Supreme Court. Article – Helen Consider the impact of the Wildbore, Does above on the British Britain need a Bill of political system. Rights?, Politics Students to investigate Review, April 2008 current examples.
4 Parliamentary Structures in Recap the principles of .parliament.uk Wales and the UK: ‘separation of powers’ and - The roles of a ‘Parliamentary Video – Parliament Parliament: sovereignty’, and what is and government: an representation; meant by state and overview, legislation; scrutiny government. .parliament.uk and legitimation. Discuss and investigate - The UK Parliament: the role of Parliament Video – Guide to the The House of within the above. House of Commons, Commons and The Consider the roles of www.news.bbc.co.uk/ House of Lords and Parliament. democracylive their relative powers, Use media to illustrate roles and functions. Parliament at work. Duncan Watts, AS - The composition of the Visit Westminster and/or Government and UK Parliament. the Senedd. Politics, 2008. p183- - Parliamentary Outline and compare the 201 sovereignty. powers, roles and functions of The House of Commons and The House of Lords.
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Week Possible content to be Suggested teaching and Suggested resources covered homework activities 5 Parliamentary Structures in Students to provide plans of .parliament.uk Wales and the UK: how legislation is passed in - Legislation in the UK the UK Parliament. Article – Nick Gallop, Parliament. Debate whether the system Select Committees, - Representation in the is an effective one. Politics Review, UK Parliament. Recap the nature of February 2010 - Scrutiny in the UK ‘representation’, outline how Parliament. this is done in the UK. Video – Making laws: Ask who represents and How is a law made? how and ask if both houses www.parliament.uk represent. Consider the nature of Duncan Watts, AS ‘scrutiny’ in the UK. Government and Parliament. Politics, 2008. p202- Begin to discuss 219 effectiveness of Parliament as a legislature.
6 Parliamentary Structures in Discuss and investigate the www.assemblywales.o Wales and the UK: roles and functions of the rg - The National Assembly NAfW, the GOWA will act for Wales: composition as a basis for this. Video – Guide to the and main roles and Consider how the NAfW National Assembly for functions. legislates. Wales, - GOWA Students to provide plans of www.news.bbc.co.uk/d - Legislation in the how legislation is passed in emocracylive National Assembly for the NAfW. Wales. Investigate proposals to Article – How laws are - L.C.O.’s, Measures, the reform legislative processes made, role of the Secretary of in the NAfW and discuss if www.news.bbc.co.uk/d State and Westminster. there is a need to reform. emocracylive - The changing legislative brief of The National Article – Powers, Assembly for Wales. www.news.bbc.co.uk/d emocracylive 7 Parliamentary Structures in Discuss the nature of www.assemblywales.o Wales and the UK: ‘representation’, in the rg - Representation in The NAfW. National Assembly for Is the NAfW experience any Video – Petitions, Wales. different to Westminster in www.senedd.tv - Differing nature of AMs. this respect? - Petitions. Do different AMs fulfill - Use of Technology. different functions as far as - Scrutiny in the National representation is Assembly for Wales. concerned? - The role of the AM in Ask groups to consider and fulfilling the above. prepare a possible petition to the NAfW. Consider the nature of ‘Scrutiny’ in the NAfW.
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Week Possible content to be Suggested teaching and Suggested resources covered homework activities 8 Parliamentary Structures in Ask students to investigate Video – Role of an MP, Wales and the UK: the role of MPs/AMs, www.parliament.uk - The role of the MP/AM, paying special attention to different parties and the their own representatives. Video – Day in the life Opposition in fulfilling School visit from AM/MP? of an assembly the roles of the Debate how far do member, structure in the Senedd MPs/AMs fulfil their roles, www.senedd.tv.uk and at Westminster. and how their experiences - Parliament and differ. Article – Role of an government Consider the effectiveness AM, relationships, executive of both Wales and UK www.news.bbc.co.uk/d dominance. parliaments. emocracylive - How effective are the Investigate what are the Parliamentary roles, functions and powers structures in Wales and of both parliamentary the UK? structures. - How effective are our MPs and AMs in fulfilling their roles? 9 The Core Executives in Students to investigate the www.number10.gov.uk Wales and Westminster: job of Prime Minister, - The Prime Minister: providing a vacant position Article – Richard main roles, powers and advertisement and job Heffernan, Prime- resources. description. Ministerial Ask students to consider predominance, Politics from where the PM Review, February receives his/her powers. 2008 Consider the roles and power sources of the PM Duncan Watts, AS and the limits on his/her Government and power. Politics, 2008. p231- Analyse the styles of recent 238 PMs, and collate recent examples of PMs wielding power and fulfilling roles.
10 The Core Executives in Students to provide plan of www.cabinetoffice.gov. Wales and Westminster: how the Executive and uk - The Cabinet system in Cabinet system work in the Westminster: UK. Article – Rob composition; roles and Discuss role of the Cabinet, McMahon, Whatever function of Cabinet and and recent developments. happened to cabinet Cabinet Committees. Consider the role and government?, Politics - Collective responsibility importance of ministers. Review, November and individual Consider collective 2009 ministerial responsibility and individual responsibility. ministerial responsibility, Duncan Watts, AS determine whether these Government and conventions work. Politics, 2008. p221- 231
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Week Possible content to be Suggested teaching and Suggested resources covered homework activities 11 The Core Executives in Discuss the role, Video – Democracy in Wales and Westminster: development and action – the media, - The Cabinet Office. changing nature of the www.news.bbc.co.uk/ - Role of Civil Service in Cabinet Office. democracylive Wales and Discuss the importance of Westminster. the Civil Service, its role Duncan Watts, AS - Role of special and its changing Government and advisors in Wales and relationship to the Politics, 2008. p239- Westminster. executive. 255 Consider the importance of special advisers and provide examples.
12 The Core Executives in Consider the main roles, www.wales.gov.uk Wales and Westminster: powers and resources of - The First Minister: the First Minister as main roles, powers illustrated in the GOWA. and resources. Discuss the other sources - The role of the Cabinet of powers and resources and Cabinet and the constraints of Committees in Wales. power. - The First Minister and Consider the role of his power: GOWA; Cabinet and Cabinet Party leader and Committees in Wales. Coalition leader.
13 The Core Executives in Discuss the different styles Article – Michael Wales and Westminster: of government, e.g. prime Foley, The - Do we have prime ministerial, cabinet, presidential ministerial government presidential. controversy in Britain, in Wales and the UK? Investigate examples of Politics Review, - The rise of the PM/ different styles in Wales February 2009 First Minister as and the UK. President in Wales and Evaluate the effectiveness the UK? of the Core Executive in Wales and Westminster.
14 Revision.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 31
2.4 An example of one possible pathway through the A2 level specification
GP4A
Week Possible content to be covered Suggested teaching Suggested and homework resources activities 1 The Constitutional Framework of Various group work Useful maps and US Government: activities as an timelines at Introduction - United States of introduction to the http://www.worldatl America: United States. as.com/webimage/ General, historical and political countrys/namerica/ overview. McNaughton (2001) us.htm Multinational nature of US, pages provides a importance of region/section. useful introduction to Simon Schama's Other significant factors: religion, aspects of life in the The American the economy, the media, social USA. Future: A History problems and political culture. [DVD]
2 The Constitutional Framework of Students undertake Heywood, A US Government: individual research Politics pages Defining and classifying and prepare a constitutions: PowerPoint Bennett, A J US Introduction to the US Constitution: presentation on the Government and articles and amendment. structure of the US Politics (2009) Founding Fathers and the Constitution. pages 1 to 22
Constitution – processes and main www.votesmart.org principles: limited government and Video: Just the /resource_govt101 rights. Facts: The United States Bill of Rights _05.php The amendment process, the Bill of and the Rights, the separation of powers Article: The and the checks and balances of the Constitutional American [DVD] Constitution. Amendments Constitution (Alan
Article: The Farmer, Modern
American History Review,
Constitution (Alan Feb 2005)
Farmer, Modern Video: Just the Skills: Writing short answer History Review, Feb Facts: The United questions 2005) States Students prepare a Constitution diagram to illustrate [DVD] [1999] the checks and balances of the constitution
Short Answer Question: Explain the Principle of the Separation of powers found in the US Constitution (10 marks)
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 3 The Constitutional Framework of Student led research Bennett, A J US US Government: on the effectiveness Government and An Assessment of the effectiveness of the US Politics (2009) of the constitution. Constitution followed pages 1 to 22 by classroom debate. Harris C & Magee E (2009) AQA A2 Article and Government and questions: Does the Politics: Unit 3A: Types of State: Unitary - Federal US Constitution The Politics of the comparison. Work? (Anthony USA Bennett, Politics Federalism and the US Constitution. Review, April 2009)
4 The Constitutional Framework of Article and Bennett, A J (2009) US Government: questions: pages 22 -24 Changing nature and phases of Reshaping American federalism. Federalism (Alan http://www.cas.sc.e Federalism under George W Bush. Grant, Politics du/poli/courses/scg Consequences of federalism. Review, September ov/History_of_Fede State government: 1998) ralism.htm Comparing the US and UK Constitutions for illustration. Group work on phases of US Federalism
Article and Skills: Essay Writing questions: The British and American Article: American Constitutions Politics Essays Compared (Anthony (Edward Ashbee, Bennett, Politics Politics Review, Review, September November 2002) 2001)
Essay: “Our Constitution Works!” Gerald Ford, post- Watergate President. To what extent is and why can a constitution written in and devised for the 18th century still work in the 21st century?
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 5 The US Supreme Court: Students research: Heywood, A Supreme Court and the Membership of the Constitution. Supreme court using Bennett, A J (2009) Powers and functions. www.supremecourtus pages Membership of the Supreme Court .gov 288 to 334 and philosophy of justices, loose/ strict construction. 6 The US Supreme Court: Short Answer Video: Just the The appointment and confirmation Question: Explain Facts: process of justices. the way in which Understanding Supreme Court Government The The power of judicial review and the justices are selected Judicial Branch constitutional basis of this including and appointed in the [DVD] landmark cases. US. (10 marks) Article on Sonia Supreme Court and rights and Students research: Sotomayor and the liberties: freedom of religion, landmark cases US Supreme Court freedom of speech, freedom to bear using – Politics Review arms, freedom from unreasonable www.landmarkcases. September 2009 searches, rights of arrested, capital org/ punishment, rights of racial minorities. Article and questions: The British and American Constitutions Compared (Anthony Bennett Politics Review September 2001)
7 The US Supreme Court Article and Article: The The Chief Justice: The Roberts questions: The Roberts Court Court? Roberts Court or is (Mike Simpson, Checks and balances on the it? (Robert Talking Politics, Supreme Court: judicial or political McKeever, Politics April 2007. institution? Judicial activism and Review, April 2007) restraint in Supreme Courts. Student led Comparative work. research and Debate: Is the Supreme Court too powerful?
Essay: ‘Nine politicians sitting on a bench’ Critically evaluate this description of the US Supreme Court.
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 8 The US Congress: Students research: Bennett, A J (2009) Congress and the Constitution. Membership of pages Structure and membership of House and Senate. 179 to 221 Congress. The powers and functions of Students research: Library of Congress Congress – exclusive and concurrent. Legislative process in ‘Thomas’ legislation The legislative process. congress using site http://www.votesmart. http://thomas.loc.go org/resource_govt10 v/ 1_02.php Video: Just the Article and Facts: questions: Congress Understanding and Law Making in Government the the US (Alex Legislative Branch Wadden, Politics [DVD] Review, Feb 2002)
9 The US Congress: Students Research: http://www.house.g Congressional Committees. The nature, ov/house/Committe Voting in Congress (party unity). composition and eWWW.shtml Scrutiny and oversight. membership of Financial powers. Standing Committees http://www.senate. in Congress. gov/pagelayout/co mmittees/d_three_ Article and sections_with_teas questions: Why are ers/committees_ho US Congressional me.htm Committees so Important (Anthony Article on Blue Dog Batchelor, Politics Democrats – Review, April 2009. Politics Review November 2009 Short Answer Question: Consider the relative importance of party as an influence on voting in the US Congress (10 marks).
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 10 The US Congress: Students Research: House: Party Leadership in Congress – Party leadership in http://en.wikipedia. congress and org/wiki/Party_lead Role of the Speaker of the House. produce a diagram. ers_of_the_United The Representative Function of _States_House_of Congress. Students research: _Representatives The position of Evaluation of Congress. Speaker of the Senate: House of http://en.wikipedia. Comparative work. Representatives org/wiki/Party_lead using ers_of_the_United http://speaker.house. _States_Senate gov/ and other resources
Article and questions: US Congress and UK Parliament are they in decline? (Anthony Batchelor, Politics Review, November 2006.
11 The Executive Branch of Students research Bennett, A J (2009) Government: and draw diagram: pages 222 to 287 The President and the Constitution. The Structure of the Powers and functions of the US Executive. Just the Facts: presidency including State of the Understanding Union Address; Executive orders, Students research: Government: The presidential veto. Powers and Executive Branch responsibilities of US President using e.g. Powers of http://www.history.co President: m/encyclopedia.do?a http://www.votesma rticleId=219793 rt.org/resource_gov t101_04.php Students discuss the significance of: State of the Union Address; Executive orders, presidential veto.
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 12 The Executive Branch of Comparison of http://www.whitehou Government: Federal departments, se.gov/administratio Federal Bureaucracy – distinction federal agencies, n/vice-president- between federal executive independent biden departments and Independent regulatory commission agencies of the United States and EXOP. federal government Article The US Article and Cabinet – Politics questions: US Nature, composition and functions Review, November Update – resignation of the US Cabinet. Comparison with 2009 of US attorney general UK Cabinet for illustration. (Edward Ashbee, http://www.whitehou Politics Review, Feb se.gov/administratio 2008) n/cabinet Activity- The Insiders: The Presidents Cabinet – download at http://www.texaslre.or g/downloads/lessons/ Dec%2008- The%20Insiders-- The%20President's% 20Cabinet.pdf
13 The Executive Branch of Students research: http://www.whitehou Government: Produce powerpoint se.gov/administratio Nature, composition and functions presentations on the n/eop of the EXOP. individual offices in Changing composition of EXOP. EXOP. Role of Whitehouse Chief of Staff
Presidents relationship with Congress. Foreign Policy. 14 The Executive Branch of Article and Just the Facts: Government: questions: The American Theories of presidential power. American Presidency Presidents [DVD] Growth of presidential power, Imperial or Imperilled? imperial presidency and the post- (Robert Busby, imperial presidency – Nixon and Politics Review, Watergate. November 2002) The Clinton Presidency and Students research: Impeachment. The Process of
impeaching the US president.
Article and questions: Clintongate and Beyond (Alex Waddan, Politics Review, November 1999)
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 15 The Executive Branch of Students research http://www.whiteho Government: and debate: An use.gov/ The Bush Presidency. evaluation of the The Obama Presidency. Bush Presidency. http://www.hulu.co Overall assessment of the m/spotlight/obamap Presidency. Students produce a residency Comparison with UK Prime Minister table to represent the for illustration. strengths and weaknesses of the US President.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 38
GP3A
Week Possible content to be covered Suggested teaching Suggested and homework resources activities 1 The Electoral Process and Direct Chapter and Bennett, A J (2009) Democracy: questions: Does the pages 36 to 97 Presidential and Congressional Invisible Primary elections: overview of the process. Matter? (Ashbee E Just the Facts: The Requirements for the presidential and Magee E (2007). Election Process in candidate. America [DVD] The Invisible Primary. Students research [2002] Caucuses and primaries, including and evaluate: The their strengths and weaknesses. use of primaries and Ashbee E and The importance of Super Tuesday, caucuses. Magee E (2007) Why Hilary Clinton lost? Students research and draw timeline: to illustrate the nomination process 2008.
2 The Electoral Process and Direct Students research: http://news.bbc.co. Democracy: Importance of uk/1/hi/world/ameri The National Party Conventions. balancing the ticket cas/7573652.stm and role of super Role of the Mass Media. delegates. Article: Ralph Short Answer Nader and the Question: Explain 2000 US the purpose of Presidential Third Party candidates – Perot in ‘balancing the ticket’ Election (Edward 1992 and Nader in 2000. in US Presidential Ashbee, Talking elections (10 marks). Politics, April 2001)
Students research: Importance of presidential debates and swing states.
Comparative work on third party candidates: Perot 2002 and Nader 2000 – possible statistical exercise comparing popularity of third party candidates in different states.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 39
Week Possible content to be covered Suggested teaching Suggested and homework resources activities 3 The Electoral Process and Direct Article and questions: Democracy: The Electoral College: The electoral college: how the system Why so difficult to works, strengths and weaknesses. reform? (Anthony Bennett, Politics Review. September 2008 Presidential elections: 2006) Why did Obama Win? Article and questions: The 2008 US Presidential Election All Change? (Robert Singh, Politics Review, February 2009)
4 The Electoral Process and Direct Who spent what in Democracy: 2008? Campaign Finance: expenses Students use internet to statistics, Federal Election Campaign research presidential Act (FECA) 1972, Bipartisan campaign expenses in Campaign Reform Act (BCRA) 2002 the US 2008 and their affects, strengths and Presidential elections. weaknesses of each. Article and questions: Article Results of The first billion dollar 2008 congressional US election (Clodagh elections – Edward Harrington, Politics Ashbee, Politics Review, November Review, Feb 2009 2009) Congressional elections including the importance of mid-terms. Students research and evaluate: Congressional election results in 1994, 2002, 2006 Direct Democracy in the USA: propositions, referendums and recall
elections. Strengths and weaknesses. Article and questions: Comparing direct democracy in the Direct Democracy in the US and UK for illustration. USA (Paul Fairclough, Politics Review, April 2004)
Students research and evaluate: Produce a table to summarise the strengths and weaknesses of the use of referendums, initiatives and recalls in the USA.
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 5 Voting Behaviour: Students research Bennett, A J (2009) Factors influencing Voting Behaviour and evaluate: pages 80 to 88 in Presidential elections: Students to produce Partisan Alignment including: New PowerPoint Harris C & Magee E Deal Coalition, social class, gender, presentations on (2009) pages 38 to religion, region, policies. factors influencing 45 voting behaviour.
6 Voting Behaviour: Who voted in 2008? Suggested source: Partisan De-alignment including Students use http://www.guardian candidate voting, issue voting, internet to research .co.uk/world/interacti performance voting and split ticket Voter patterns in US ve/2008/nov/04/usel voting. 2008 Presidential ections2008-usa elections. Non-voting and Abstention in US Elections: turnout, democratic overload, lack of choice, voter registration and ‘Motor Voter Law’ and ‘Help America Vote Act’.
7 Voting Behaviour: Students research Bennett, A J (2009) Voting Behaviour in Congressional and evaluate: elections: turnout and factors. Students produce a table to record and Comparing voting patterns in the US evaluate influences in and UK for illustration. Congressional elections. 8 US Party System and Political Students research: Bennett, A J (2009) Parties: The origins of the US pages 116 to 147 Types of party system. two party system. Origins of the US Party system: Federalists vs Democratic- Students research Republicans; Republicans vs and produce table Democrats. to represent: Major parties and ideology – main Differences in differences in policy. ideology and policies Polarisation of American politics. of the Democrat and Republican parties.
Article and questions: US political parties who said the party was over? (Edward Ashbee, Politics Review, November 2006).
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 9 US Party System and Political Students research Parties: and produce table Organisation of the two major to represent: parties. Organisation and/or Reasons for the persistence of the functions of US two party system. parties.
Short Answer Question: What is meant by describing the two main American political parties as ‘internal coalitions?’ (10 marks).
10 US Party System and Political Students research Parties: and create Third Parties in the USA. PowerPoint Theories of party decline and presentations on: renewal. Examples of third Comparative work. parties in the US.
11 US Pressure Groups: Students research Bennett, A J (2009) Pluralism in the US. and create pages 148 to 177 Types of groups: systems of presentations on: classification. Examples of Benefit of group membership. pressure groups in the US.
Article and questions: Pressure Groups and PACs in the USA (Alan Grant Politics, Review February, 2001).
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Week Possible content to be covered Suggested teaching Suggested and homework resources activities 12 US Pressure Groups: Work to focus on: Methods used by groups. • lobbying and Impact of groups on issues: case Jack Abramoff studies on abortion and gun control. Indian lobbying scandal http://ruckus.org/ • Direct action – Ruckus Society • The influence of the media • The politics of Abortion • Gun politics
Short Answer Question: Explain the term lobbying within the context of pressure group politics in the US (10 marks).
13 US Pressure Groups: With God on Our Decline of the religious right. Side: George W. Bush and the Rise Impact of groups on government. of the Religious Right [DVD] [2004] Regulation of group activity. 14 US Pressure Groups: Students use Possibly DVDs on Perspectives on group power: internet research Corporate power pluralism and elitism (New Right?) and create in US, such as: presentations on: The Corporation Case studies focusing on iron Iron Triangles, [DVD] [2006] triangles, political machines and political machines clientelism; and corporate power in and clientelism; and US politics. corporate power.
15 US Pressure Groups: Students research Arguments for and against group and debate: The role activities. and power of pressure groups in Comparative work with UK. the USA.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 43
3. SUPPORT FOR TEACHERS
3.1 Generic Resources for the Specification as a whole
Any teacher's guide will be a partial one, biased by the writer's interests to some degree. The notes below are a stimulus for the teacher. Most centres will have some textbook resources, and these should remain as a general foundation. Indeed it is highly recommended that teachers use the variety of resources available.
There are some principles, however, that are at the base of the specification. Candidates should be equipped to understand both government and politics, and to this end should be aware of the relevance of evidence (with examples from Wales where most appropriate) to support general ideas.
No one text book provides the detail required for the WJEC specification.
Dunleavy et al (2006) Developments in British Politics 8, Palgrave Macmillan
Grant, M (2005) AS Level Government and Politics, Nelson Thornes
Heywood, A (2008) Essentials of UK Politics: An Introduction, Palgrave Macmillan
Jones, B (2006) Politics UK, 6th Edition, Longman
Jones, B and Kavanagh, D (2004) British Politics Today, 7th Edition, Manchester University Press
Kingdom, J (2003) Government and Politics in Britain, 3rd Edition, Polity Press
Leach, R, Coxall, B and Robin L (2006) British Politics, Palgrave Macmillan
McNaughton, N (2006) Success in AS Politics for Edexcel, Hodder Arnold
Roberts, D (2004) British Politics in Focus, Causeway Press
Watts, D (2008) AQA Government and Politics, Nelson Thornes http://www.publicpolitics.net/
The National Assembly for Wales:
English Link – www.exploretheassembly.org
Welsh Link – www.chwilotaynycynulliad.org
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 44
3.2 Specific Resources
GP1 People, Politics and Participation
Participation and Voting Behaviour
Butler, D and Kavanagh, D (2005) The British General Election of 2005, Palgrave
Cole, M (2006) Democracy in Britain, Edinburgh University Press
Denver, D (2003) Elections and Voters in Britain, Palgrave
Geddes, A and Tonge, J (eds) (2005) Britain Decides: The UK General Election 2005, Palgrave
Stoker, G (2006) Why Politics Matters: Making Democracy Work, Palgrave Macmillan
Electoral Systems
Robinson, C (2008) Elections and Voting in the UK, Edinburgh University Press
Smith, N (2006) UK Elections and Electoral Reform, Phillip Allan
Electoral Reform Society – www.electoralreformsociety.org
Political Parties in Wales and the UK
Garner, R and Kelly, R (2003) British Political Parties Today, Manchester University Press
Lee, S and Beech, M (eds) (2009) The Conservatives Under David Cameron, Built to Last?, Palgrave Macmillan
Smith, N (2007) UK Parties and Pressure Groups, Phillip Allan
Conservative Party - http://www.conservatives.com
Labour Party - http://www.labour.org.uk
Liberal Democrat Party - http://www.libdems.org.uk
Plaid Cymru - http://www.plaid.co.uk
Scottish National Party - http://www.snp.org.uk
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 45
Pressure Groups and Protest Movements
Coxall, B (2001) Pressure Groups in British Politics, Pearson
Grant, W (2000) Pressure Groups and British Politics, Palgrave
Watts, D (2007) Pressure Groups, Edinburgh University Press
Confederation of British Industry - http://www.cbi.org.uk
Countryside Alliance - http://www.countryside-alliance.org.uk
Greenpeace - http://www.greenpeace.org.uk
IPPR - http://www.ippr.org.uk
Demos - http://www.demos.org.uk
GP2 Governing Modern Wales
The British Constitution
Forman, N (2002) Constitutional Change in the UK, Routledge
Foster, S (2006) The Judiciary, Human Rights and Civil Liberties, Edinburgh University Press
Harrison, K and Boyd, T (2006) The Changing Constitution, Edinburgh University Press
King, A (2001) Does the UK Still Have a Constitution?, Sweet and Maxwell
Charter 88 – http://www.charter88.org.uk
Constitution Unit - http://www.ucl.ac.uk/constitution-unit
Department of Justice, Equality and Law Reform - http://www.justice.ie
European Court on Human Rights - http://www.echr.coe.int
Hansard Society – www.hansardsociety.co.uk
The Law Society - http://www.lawsociety.org.uk
Parliamentary Structures in Wales and the UK
Deacon, R and Sandry, A (2007) Devolution in the UK, Edinburgh University Press
Norton, P (2005) Parliament in British Politics, Palgrave
Trench, A (ed) (2004) Has Devolution Made a Difference? The State of the Nation, The Constitutional Unit
Parliament - http://www.parliament.uk
National Assembly for Wales – www.assemblywales.org
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 46
The Core Executive in Wales and Westminster
Buckley, S (2006) The Prime Minister and Cabinet, Edinburgh University Press
Fairclough, P (2007) The Prime Minister and the Cabinet, Phillip Allan
Short, C (2005) An Honourable Deception?: New Labour, Iraq, and the Misuse of Power, Free Press
Downing Street - http://www.number-10.gov.uk
Cabinet Office - http://www.cabinetoffice.gov.uk
Multi-level Governance in Wales and the UK
Geddes, A (2004) The European Union and British Politics, Palgrave
Pinder, J (2001) The European Union, A Very Short Introduction, Oxford Paperbacks
Watts, D (2008) The European Union, Edinburgh University Press
Wilson, D and Gamew, C (2006) Local Government in the United Kingdom, Palgrave Macmillan
European Parliament - http://www.europarl.eu.int
Other resources
News websites
BBC News - http://www.news.bbc.co.uk
The Guardian - http://www.guardian.co.uk
The Independent - http://www.independent.co.uk
Sky - http://www.news.sky.com
The Telegraph - http://www.telegraph.co.uk
The Times - http://www.timesonline.co.uk
The Western Mail - http://www.walesonline.co.uk
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 47
Weekly digests
The Economist - http://www.economist.com
New Statesman - http://www.newstatesman.com
Newsweek - http://www.newsweek.com
The Spectator - http://www.spectator.co.uk
Time - http://www.time.com
Educational offices
CEWC - http://www.cewc-cymru.org.uk
Electoral Commission - http://www.dopolitics.org.uk
Parliament - http://www.parliament.uk
National Assembly for Wales - http://www.assemblywales.org
Journals
Politics Review
Talking Politics
GP3a and GP4a Resources for US Government and Politics
Books
General Textbooks
Ashbee, E (2002) American Society Today, Manchester University Press Ashbee, E (2004) US Politics Today, Manchester University Press; 2nd Revised edition Bennett, A J (2009) US Government and Politics, Philip Allan; 3rd Revised edition Bennett, A J (2009) US Government and Politics Annual Survey 2009, Philip Allan Heywood, A (2007) Politics (Palgrave Foundations), Palgrave Macmillan; 3rd Revised edition McKay, D (2009) American Politics and Society, WileyBlackwell; 7th Edition McKeever, R J & Davies, P J (2005) Politics USA, Longman; 2 edition McKeever, R J & Davies, P J (20 Jan 2006) Brief Introduction to US Politics, Longman; Brief ed edition P J McNaughton, N (2001) Success in Politics, Hodder Murray; 2nd Revised edition Peele, G (11 Aug 2006) Developments in American Politics 5, Palgrave Macmillan; illustrated edition
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 48
Singh, R (2002) American Government and Politics: A Concise Introduction, Sage Publications Ltd Singh, R (2003) Governing America: The Politics of a Divided Democracy, OUP Oxford
Storey, W (2007) US Government and Politics (Politics Study Guides), Edinburgh University Press
Watts, D (2006) Understanding American Government and Politics (Understanding Politics), Manchester University Press; 2nd Revised edition
Advanced Topic Master Series for US Politics, (Philip Allan)
Bennett, A and Magee, E (2007) The US Congress Bennett, A (2006) The Presidency and Presidential Power Bennett, A (May 2010) The US Supreme Court Ashbee, E and Magee E (2007) US Elections and Voting Behaviour (Advanced Topic Masters)
Study and revision guides
Bennett, A J (2010) A2 US Government and Politics: Exam Revision Notes, Philip Allan; 3rd Revised edition Fairclough, P (2009) AS and A Level Government and Politics Through Diagrams: Oxford Revision Guides, OUP Oxford Fairclough, P (2005) A2 US and Comparative: Government and Politics: Flash Revise Cards, Philip Allan Harris, C & Magee, E (2009) AQA A2 Government and Politics: Unit 3A: The Politics of the USA, Philip Allan Harris, C (2009) AQA A2 Government and Politics: Unit 4A: The Government of the USA, (Paperback) Philip Allan Moxon, K & Magee, E (2009) A2 US Government and Politics: Workbook Unit 1: Representation in the USA, Philip Allan; Stu Wkb edition Moxon, K & Magee, E (2009) A2 US Government and Politics: Workbook Unit 2: Governing the USA, Philip Allan; 2nd Revised edition
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Useful Texts
Obama, B (2007) Dreams from My Father: A Story of Race and Inheritance Obama, B (2007) The Audacity of Hope Obama, B (2008) Change We Can Believe In: Barack Obama's Plan to Renew America's Promise Moore, M (2002) Stupid White Men: ...and Other Sorry Excuses for the State of the Nation! Moore, M (2003) Dude, Where's My Country? Moore, M (2008) Mike's Election Guide 2008
TV, Film, Video and DVDs
Factual DVDs
Just the Facts: The United States Constitution [DVD] [1999] [Region 1] [US Import] [NTSC] Just the Facts: The United States Bill of Rights and the Constitutional Amendments [DVD] [1999] [Region 1] [US Import] [NTSC] Just the Facts: Understanding Government [DVD] [Region 1] [US Import] [NTSC] – Box set includes: The Executive Branch; The Legislative Branch; The Judicial Branch. Just the Facts: American Presidents [DVD] [1999] [Region 1] [US Import] [NTSC] Just the Facts: The Election Process in America [DVD] [2002] [Region 1] [US Import] [NTSC] All available from amazon.co.uk Barack Obama - His Story: (Election Victory Special Edition) [DVD] [2008] NBC News Presents: Yes We Can! – The Barack Obama Story [DVD] [2009] [Region 1] [US Import] [NTSC] Simon Schama's The American Future: A History [DVD] Frost / Nixon - The Watergate Interview [DVD] [1977] Outfoxed: Rupert Murdoch's War on Journalism [DVD] [2004] [US Import] With God on Our Side: George W. Bush and the Rise of the Religious Right [DVD] [2004] [Region 1] [US Import] [NTSC]
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Films and drama
All The President's Men [DVD] [1976] Robert Redford; Dustin Hoffman Bob Roberts [DVD] [1992] Tim Robbins Frost/Nixon [DVD] [2008] Michael Sheen The West Wing - Complete Season 1 [DVD] Martin Sheen
Streaming Videos
www.youtube.com/ http://www.c-span.org/ http://www.youtube.com/user/CSPAN (Youtube c-span channel) http://www.hulu.com/spotlight/obamapresidency (Latest news and commentary on the Obama Presidency)
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Websites
General
U.S. Government & Politics Resources from PBS: http://www.pbs.org/teachers/_files/pdf/PBS_AP-US_Gov-Politics.pdf
Robert Teeter’s Portal for useful American politics websites: www.interleaves.org/~rteeter/uspolitics.html
Useful US politics portal: http://uspoliticsguide.com/
BBC News America http://news.bbc.co.uk/1/hi/world/americas/
US political documents online – www.archives.gov
Useful US government site – www.america.gov
Maps and timelines http://www.worldatlas.com/webimage/countrys/namerica/us.htm
Project Vote Smart: http://www.votesmart.org/index.htm
Project Vote Smart links for political resources http://votesmart.org/resource_overview.php
Teachervision Website (lots of printable resources): http://www.teachervision.fen.com/government/teacher-resources/6623.html
Law Focused Education (Lots of resources and activities): http://www.texaslre.org/
Media
Newspapers
The New York Times – www.nytimes.com USA Today – www.usatoday.com Washington Post – www.washingtonpost.com Washington Times – www.washtimes.com
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Government websites
The One-Stop Site – www.firstgov.gov The Executive – www.whitehouse.gov/ The Legislature – www.senate.gov – www.house.gov – www.speaker.gov Library of Congress ‘Thomas’ legislation site – http://thomas.loc.gov/ For Supreme Court – www.supremecourtus.gov Federal Courts System – www.uscourts.gov Landmark Supreme Court Cases – www.landmarkcases.org/ History of US Federalism – http://www.cas.sc.edu/poli/courses/scgov/History_of_Federalism.htm US Constitution on-line – http://www.usconstitution.net/
Websites Political Parties
The Democratic Party – www.democrats.org The Republican Party – www.gop.com The Green Party USA – www.greenparty.org The Reform Party – www.reformparty.org The Libertarian Party – www.lp.org/
Websites Pressure Groups
There are many of these, for example: NAACP (National Association for the Advancement of Colored People) – www.naacp.org NOW (National Organization for Women) – www.now.org/ NRA (National Rifle Association) – http://www.nra.org/home.aspx AFL-CIO (Federation of labor organizations – America’s union movement) – www.aflcio.org ACLU (American Civil Liberties Union) – www.aclu.org
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GP3b Ideologies
Generical Resources
Adams I, (2001 Political Ideologies Today, 2nd Edition, Manchester University Press
Eatwell R and Wright A (editors), (2000) Contemporary Political Ideologies Continuum
Eccleshall R, Geoghegan V, Lloyd M, Mackenzie I, Wilford R, Kenny M, and Finlayson A, Political ideologies: An Introduction, 3rd Edition, Routledge
Festenstein M and Kenny M (editors), (2005) Political Ideologies: A Reader and Guide, Oxford University Press
Goodwin B, (2007) Using Political Ideas, Wiley
Heywood A, (2007) Political Ideologies, 4th Edition, Palgrave Macmillan
Heywood A, (2004) Political Theory, 3rd Edition, Palgrave Macmillan
Hoffman J and Graham P, (2006) Introduction to Political Ideologies, Pearson
Leach , R (2002) Political Ideologies in Britain, Palgrave Macmillan
McNaughton, N (2009) Government and Politics for A2 Ideologies, Hodder
Vincent A, (1992) Modern Political Ideologies, Blackwell
'Conservative Policy under Cameron' Politics Review, February 2010
'Has Conservatism moved beyond Thatcherism?' Politics Review, November 2009
'Whatever happened to New Labour?' Politics Review, September 2009
'Anarchism, Socialism and Utopia' Politics Review, February 2009
'Socialism and Equality' Politics Review, November 2008
'Liberalism, Toleration and Diversity' Politics Review, September 2008
'Conservatism under Cameron: the new "third way"' Politics Review, February 2008
'Nationalism in the UK: progressive or reactionary? Politics Review November 2007
'Socialism' Politics Review April 2007
Liberalism
Gray J, (2000) Two Faces of Liberalism, Polity Press
Gray J, (1995) Liberalism, 2nd Edition, Open University Press
Harvey D, (2005) A Brief History of Neoliberalism, Oxford University Press
Holden B, (1993) Understanding Liberal Democracy, 2nd Edition, Harvester Wheatsheaf
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Ramsey M, (1997) What's Wrong with Liberalism? A Radical Critique of Liberal Political Philosophy, Leicester University Press
Conservatism
Gamble A, (1994) The Free Economy and the Strong State, 2nd Edition, Macmillan
Gray J and Willetts D, (1997) Is Conservatism Dead?, Profile Books
Honderich T, (1991) Conservatism, Penguin
Scruton R, (2001) The Meaning of Conservatism, 3rd Edition, Palgrave Macmillan
Stelzer I, (2004) Neoconservatism, Atlantic Books
Socialism
Giddens A, (1998) The Third Way: The Renewal of Social Democracy, Polity Press
Martell L, (2001) Social Democracy: Global and National Perspectives, Palgrave Macmillan
Moschonas G, (2002) In the Name of Social Democracy - The Great Transformation: 1945 to the Present, Verso
Sassoon D, (1997) One Hundred Years of Socialism, Fontana
Wright A, (1996) Socialisms: Theories and Practices, Oxford University Press
Nationalism
Brown D, (2000) Contemporary Nationalism: Civic, Ethnocultural and Multicultural Politics, Routledge
Hearn J, (2006) Rethinking Nationalism: A Critical Introduction, Palgrave Macmillan
Özkirmli U, (2005) Contemporary Debates on Nationalisms: A Critical Engagement, Palgrave Macmillan
Smith A D, (2001) Nationalism: Theory, Ideology, History, Polity Press
Spencer P and Wollman H, (2002) Nationalism: A Critical Introduction, Sage
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GP4b – Challenges in Contemporary Politics
Resources for teachers
John Baylis, Steve Smith, Patricia Owens, The Globalization of World Politics 4th Edition, Oxford University Press, 2008 David Held, Anthony McGrew, Globalization/ Anti-Globalization: Beyond the Great Divide, Polity Press, 2007 Andrew Dobson, Green Political Thought, Routledge, 2007 Jennifer Mather Saul, Feminism: Issues and Arguments, Oxford University Press, 2003 Bhikhu Parek, Rethinking Multiculturalism, Cultural Diversity and Political Theory, Palgrave MacMillan, 2005 Bhikhu Parek, A New Politics of Identity: Political Principles for an Interdependent World, Palgrave MacMillan, 2008 Charles Taylor, Secularism, Religion and Multicultural Citizenship, Cambridge University Press, 2008
Resources suitable for use by A-level students:
General Andrew Heywood, Political Ideologies an Introduction 4th Edition, Palgrave MacMillan, 2007 Andrew Heywood, Politics 3rd Edition (Palgrave Foundations), Palgrave MacMillan, 2007 Neil McNaughton, Government and Politics for A2 - Ideologies 2nd Edition, Hodder Education, 2009
Topic Specific Simon Oakes, Globalisation, Advanced Topic Masters, Phillip Allan Updates, 2010 Manfred Steger, Globalization, A Very Short Introduction, Oxford University Press, 2009 Deborah Outhwaite, UK and EU Political Issues, Advanced Topic Masters, Phillip Allan Updates, 2011 Margaret Walters, Feminism, A Very Short Introduction, Oxford University Press, 2005 Cathia Jenainati, Introducing Feminism, Icon Books, 2007 Tariq Modood, Multiculturalism (Themes for the 21st Century), Polity Press, 2007
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Useful texts Naomi Klein, No Logo, Fourth Estate, 2010 Naomi Klein, The Shock Doctrine: The Rise of Disaster Capitalism, Penguin, 2008 John Pilger, The New Rulers of the World, Verso Books, 2003 Al Gore, An Inconvenient Truth: The Crisis of Global Warming (Young Adult version), Bloomsbury Publishing PLC, 2007 Natasha Walter, Living Dolls: the Return of Sexism, Virago Press, 2010 Natasha Walter, the New Feminism, Virago Press, 1999 Germaine Greer, the Female Eunuch, Harper Perennial, 2006 Betty Friedan, the Feminine Mystique, Penguin, 2010 Kat Banyard, the Equality Illusion, the Truth about Women and Men Today, Faber and Faber, 2010 Jessica Valenti, He’s a Stud, She’s a Slut and 49 Other Double Standards Every Woman Should Know, Seal Press, 2008
Articles • In Focus: Globalisation, Politics Review, November 2008 • Andrew Heywood, Ecologism and the Politics of Sensibilities, Politics Review, February 2010 • Paul Graham, Modern Trends in Feminism, Politics Review April 2010 • John Hoffman, Feminism and Difference, Politics Review, April 2009 • Sarah Childs and Rosie Campbell, Women’s Representation in Parliament, Politics Review, February 2009 • Helen Pike, Varieties of Feminism, Politics Review, February 2008 • Andrew Heywood, Multiculturalism, Identity and Diversity, Politics Review, September 2009 • Andrew Heywood, Liberalism, Toleration and Diversity, Politics Review, September 2008 • In Focus: Cohesive Communities, Politics Review, February 2008
Audio-visual material
Documentary-style The Corporation DVD 2006 The War on Democracy, John Pilger, DVD 2007 An Inconvenient Truth: The Crisis of Global Warming DVD
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Feature films The Age of Stupid DVD Brick Lane DVD The Yes Men Fix the World DVD
Websites
Globalisation: http://www.imf.org/external/np/exr/key/global.htm (the IMF and globalisation) http://www.youtube.com/watch?v=erpgSY94GRI (arguments of the anti-global movement) http://www.un.org/ (the United Nations Organisation) http://europa.eu/index_en.htm (the European Union) http://www.pugwash.org/reports/rc/prins.htm (politics of intervention) http://www.globalpolicy.org/home.html (Global Policy Forum, an independent watchdog organisation)
Environmentalism: http://www.suite101.com/environmentalism (definition, articles, links) http://www.greenparty.org.uk/ http://www.foe.co.uk/ (Friends of the Earth) http://www.greenpeace.org.uk/autofrontpage
Feminism: http://feminism.eserver.org/theory/feminist/Womens-Movement.html
Multiculturalism: http://news.bbc.co.uk/1/hi/uk/3600791.stm Multicultural Wales: http://newscdn.bbc.net.uk/1/hi/programmes/from_our_own_correspondent/331650.stm
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3.3 National Grid for Learning – Cymru
A particular source of resources and support for teachers of WJEC Government and Politics GCE AS/2 has been created on the National Grid for Learning Cymru.
http://www.ngfl-cymru.org.uk
Teachers will find a wide range of supporting materials including:
• a Politics Forum to share ideas and resources; • activities for lessons; • a glossary of terms; • interactive resources for students; • useful websites.
Much of this material is intended to be downloaded so that it can be edited by teachers to suit the needs of their own candidates and centres.
Please contact NGfL Cymru if you become aware of new and useful sites, or if you have material that you wish to contribute to the website.
It is hoped that teachers will be willing to contribute their own work and ideas to this site for the benefit of colleagues in other centres.
Please keep returning to the site as new materials are regularly added.
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4. ASSESSMENT GUIDANCE
Examiners are looking for:
• Coherent, well-written accounts • Knowledge of Government and Politics • Reference to evidence and examples • Effective use of evidence to support an argument • Consistent reference to the question • Efforts to analyse and/or evaluate
Teachers can be supported by:
• Attending CPD - details on-line and with your Examinations Officer • Using on-line resources on www.wjec.co.uk and www.ngfl.gov.uk • Checking comments in Examiners' Reports • Studying the itemised data about candidates' performance on the WJEC secure website (ask your Examinations Officer for details) • Asking for specific support, help and advice from the Subject Officer
Students can be supported by:
• Examination Practice • Training in reading the question • Learning to plan both inside and outside the examination room • Understanding the importance of grammar, spelling and quality of language
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The following table indicates where the assessment objectives are tested in the examination papers:
AO1 AO2 AO3 The relative weightings of the assessment objectives in each question is given in the AS specification level
Part (a) Part (b) Part (c) A2 level Part (a) Part (b)
Terms used in the examination questions
AS Level: Part (a) – the wording will always be, ‘What is meant by the term X (line…)?’ Part (b) – the wording will always be, ‘Using your own knowledge as well as the extract, explain …’ Part (c) – a variety of command words will be used that will require candidates to analyse and make judgements, e.g. ‘Assess’, ‘Evaluate’, ‘Discuss’, ‘Argue’, ‘Debate’
A2 Level: Part (a) - the wording will always be, ‘Explain…’ Part (b) - a variety of command words will be used that will require candidates to analyse and make judgements, e.g. ‘Assess…’, ‘Evaluate…’, ‘Discuss’, ‘Consider critically…’
Strategies for answering the examination questions
• The questions are ‘stepped’ so that the earlier parts are easier than the later parts. It is intended that students will be able to access the marks of earlier parts of the question more easily than those of the essay-type responses required in the last part. For that reason it is expected that students will answer the earlier parts before the later parts. However, some students may prefer to answer the essay-type questions first followed by the earlier parts of the questions. The order in which students attempt the questions is up to them. They must take care to number their responses accurately. • Students should illustrate their explanations and arguments with recent examples. Those from more than 20 years ago would have to be particularly pertinent and relevant to be credited. • Students should illustrate their explanations and arguments with examples from the government and politics of Wales wherever possible and relevant. • Advice for each part of the questions:
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AS Level
Part (a) [5 marks] The Examiner is looking for: • A definition of the term • Detailed development of what the term means, in context • An example or specific fact
Part (b) [10 marks] The Examiner is looking for: • A range of reasons or ‘Big Points’ (about 3) – a separate paragraph each, clear structure, continuous prose • Use of the extract and own knowledge • Each paragraph to be developed and supported with explanation, not just description, and examples • Clear focus on answering the question set (use the wording of the question)
Part (c) [25 marks] The Examiner is looking for: • An essay-type response; continuous prose • A 1-2 sentence introduction to set the context based on the actual question asked • A 2-sided approach. Deal with the perspective in the question, and the counter- argument(s). Write about 3-4 factors or ‘Big Points’ for each side with each ‘Big Point’ in a separate paragraph. • Each paragraph to be developed and supported with explanation, analysis and examples covering a range of appropriate material • Clear focus on answering the question set – good selection of ‘Big Points’ and examples, each paragraph clearly answering the question set rather than a model answer • Use of political vocabulary • Concluding paragraph that answers the question set and makes a judgement
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A2 Level
Part (a) [10 marks] The Examiner is looking for: • A range of reasons or ‘Big Points’ (about 3) – a separate paragraph each, clear structure, continuous prose • Each paragraph to be developed and supported with explanation, not just description, and examples • Clear focus on answering the question set (use the wording of the question)
Part (b) [30 marks] The Examiner is looking for: • An essay-type response; continuous prose • An introductory paragraph to set the context based on the actual question asked • A 2-sided approach. Deal with the perspective in the question, and the counter- argument(s). Write about 3-4 factors or ‘Big Points’ for each side with each ‘Big Point’ in a separate paragraph. • Each paragraph to be developed and supported with explanation, analysis and examples, and evaluations relative to the question • Clear focus on answering the question set – good selection of ‘Big Points’ and examples; each paragraph clearly answering the question set rather than a model answer • Use of political vocabulary • A discursive approach with a range of knowledge showing in-depth understanding of the topic appropriate to A2 level • A substantial conclusion that answers the question set and makes an overall judgement that is well-argued
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5. ADVICE FOR CANDIDATES
Constructing effective paragraphs:
Students will access the marks available on the mark scheme more readily (across all the Assessment Objectives and at the higher levels) if their responses are organised well and focus clearly on the question set. It is helpful for students to organise their paragraphs using a PEEL approach, where:
P = a POINT made which directly answers the question (use the wording of the question) E = EXPLANATION of the point, i.e. detailed development of the argument E = EVIDENCE to support the point being made – examples L = a LINK back to the question to reinforce clearly the way in which the paragraph answers the question set
P = a sentence E+E = the main body of the paragraph, about 6-8 sentences L = a sentence or two
This structure is equally applicable to both AS Level and A2 Level.
Students should be encouraged to write a coherent argument or discussion of the question set, especially in answer to the essay-type parts at AS and A2. Paragraphs are not stand- alone, and need to be connected up in a discussion. The following vocabulary may be useful in helping students to connect paragraphs to one another:
Consequently Therefore Because of
As a result Rather than Nonetheless
Nevertheless Notwithstanding Furthermore
In addition to Also Paradoxically
It is worth investing some time in improving students’ communication skills, as their answers will be clearer, more focused and more credit-worthy.
Students should be encouraged, particularly at A2 Level, to give their work individuality and greater sophistication by varying the vocabulary they use, especially in the P and L parts of their paragraphs.
In answering the question, ‘Assess the importance of Committees as the main method Parliament can use to scrutinise the Executive,’ opening sentences (P sentences) such as those below are to be expected at AS Level:
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1. ‘One reason why committees are important in Parliament is that they hold the executive to account.’
2. ‘Another reason why committees are important in Parliament is that they scrutinise legislation.’
These are perfectly functional opening sentences, but are rather list-like and unsophisticated. Students aiming for top grades at AS Level, and students at A2 Level, should endeavour to bring more individuality to their work and present it in a less formulaic way, whilst still adhering to the basic PEEL structure, by cultivating a wider repertoire of vocabulary and expression. It is also possible to bring evaluation of the importance of factors, and judgement-making, into the P and L sentences of paragraphs which will then enable students to score highly for Assessment Objective 2. This is particularly important for A2 Level students.
Consider the examples of opening sentences to paragraphs (P sentences) below, all of which relate to the question, ‘Assess the relevance of the US Constitution for the government of the USA in the 21st century.’
1. ‘The main modern institutions of US government, such as the Federal bureaucracy, are unregulated by the Constitution, and this makes it supremely irrelevant to 21st century America.’ 2. ‘The US constitution embodies principles which are still the cornerstone of American life. This makes it as relevant today as when it was drawn up in the eighteenth century.’ 3. ‘The Constitution is often characterised as vague and irrelevant, but in fact this vagueness gives it supreme flexibility which is crucial to its relevance, even after 200 years.’
These opening sentences are more than lists. They contain judgements and some make evaluations.
Here are some examples of the sort of vocabulary students might use, all to express positive judgements. A thesaurus will give many more ideas, and suggestions for words indicating a negative evaluation or judgement:
striking major exceptional compelling
eminent outstanding profound notable
adequate sufficient telling impressive
acute vital central key
critical crucial weighty significant
It is recommended that teachers and students familiarise themselves with the characteristics of answers to each type of question at the various levels. These are described in the generic mark schemes.
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APPENDIX A
Geirfa Llywodraeth a Gwleidyddiaeth / Vocabulary List adeileddiaeth gaeth a rhydd strict and loose constructionism adolygiad barnwrol judicial review adran weithredol executive aelodaeth dorfol mass membership aelodau gweithredol / selogion activists aelodau’r meinciau cefn / blaen backbenchers / frontbenchers aelod-wladwriaeth (aelod-wladwriaethau) member state(s) anghyfundrefnol uncodified Ail Welliant i Gyfansoddiad UDA 2nd Amendment to the US Constitution aml-ddiwylliannaeth multiculturalism amrywiaeth ddiwylliannol social diversity annibyniaeth farnwrol judicial independence anwadalwch volatility apathi apathy Arlywydd President (of a country) arlywyddol presidential arolwg (arolygon) barn opinion poll(s) ataliad barnwrol judicial restraint atebolrwydd accountability atodlen schedule cangen farnwrol judicial branch cangen weithredol executive branch canran sy’n pleidleisio / a bleidleisiodd voter turnout carfan bwyso (carfanau pwyso) pressure group(s) cawcws caucus ceidwadaeth conservatism ceidwadaeth dosturiol / drugarog compassionate conservatism cenedlaetholdeb nationalism cleientaeth clientelism Clymblaid y Fargen Newydd New Deal Coalition clymblaid, clymbleidiol coalition Coleg Etholiadol Electoral College corff deddfwriaethol legislature corfforaeth ryngwladol multinational/transnational corporation craffu scrutiny cwangos quangos cydgyfrifoldeb collective responsibility cydsynio consent cyfnerthu consolidation cyfnodau sefydlog fixed terms cyfran y bleidlais share of the vote cyfranogiad participation cyfreithlondeb legitimacy cyfrifoldeb gweinidogol unigol individual ministerial responsibility cyfundrefnol codified Cymdeithas Llywodraeth Leol Cymru Welsh Local Government Association Cyngor Ewrop Council of Europe Cyngor y Gweinidogion Council of Ministers Cyngres (UDA) Congress (USA) cynnig proposal / proposition
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cynrychiadol representative cynrychiolaeth gyfrannol proportional representation cyntaf-yn-y-ras = mwyafrif syml first-past-the-post = simple plurality chwip dair llinell three-line whip dadymochri (pleidiol) (partisan) dealignment datganoledig devolved datganoli devolve / devolution deddfu to legislate deddfwriaeth eilaidd secondary legislation deddfwriaeth gynradd primary legislation democratiaeth gynrychiadol representative democracy diffyg democrataidd democratic deficit dominyddu dominate dwyochrol bilateral elitaeth elitism enwebu nominate / nominations etholaeth constituency Ewro-sgeptig Eurosceptic feto (arlywyddol), cf. pleidlais atal veto (presidential) ffederaliaeth federalism ffilibystriad filibuster gorlwytho democrataidd democratic overload graddoliaeth gradualism / incrementalism grwpiau buddiant interest groups grwpiau un mater single issue groups grym / pŵer power grym corfforaethol corporate power grym y llywodraeth the government’s power gwahaniad pwerau cyfansoddiadol constitutional separation of powers gweithredu uniongyrchol direct action gwladwriaeth genedlaethol nation-state gwladwriaeth unedol unitary state gwladychiaeth colonialism gwledydd democrataidd rhyddfrydol liberal democracies gwrthblaid opposition (party) gwrthdystiad gwleidyddol cyfreithlon lawful political demonstration haeniad cymdeithasol social stratification hawl dileu override hawliau di-syfl entrenched rights homogenedd homogeneity ideoleg drechaf dominant ideology isetholiad by-election lobïo to lobby llygredd corruption llywodraeth golegol collegiate government mandad mandate Marcsaeth Marxism mathau o ddiwylliant gwleidyddol typologies of political culture meincwyr blaen y llywodraeth government frontbenchers melin drafod (melinau trafod) think tank(s) Mesur Bill Mesur Iawnderau Bill of Rights mudiad anllywodraethol non-governmental organisation (NGO)
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mwyafrif syml (simple) plurality (yng ngyhyd-destun pleidleisio) mwyafrifol majoritarian, majority nawdd patronage normadol normative parhad continuity partïon trydyddol (ond, trydydd parti) third parties patrwm pleidleisio voting behaviour / pattern plaid drechaf dominant party pleidgarwch partisanship pleidiau etholaethol constituency parties pleidiau pabell fawr big tent parties pleidlais amgen alternative vote pleidlais atal, cf. feto veto (heb fod yn arlywyddol) pleidlais gudd secret ballot pleidlais gyffredinol universal suffrage pleidlais sengl drosglwyddadwy single transferable vote (STV) pleidleisiau a fwriwyd votes cast pleidleisio ar sail materion issue voting pleidleiswyr pendil swing voters plwraliaeth pluralism Prif Weinidog Cymru First Minister Prif Weinidog Prydain Prime Minister prifweinidogaeth premiership pŵer / grym power pwerau’r Cynulliad the Assembly’s powers pwyntiau sicrhau mynediad access points rhagetholiadau primaries (primary elections) rhanbarthiaeth regionalism rhanbarthol provincial/regional rhannu’r bleidlais ticket splitting rhestr gytbwys o ymgeiswyr balanced ticket rhwystrau a gwrthbwysau checks and balances rhyddfrydiaeth liberalism rhyngwladoliaeth transnationalism rhywedd gender San Steffan Westminster sedd ymylol marginal seat sefydlogrwydd stability Senedd Parliament Senedd Ewrop European Parliament senoffobia xenophobia sofraniaeth sovereignty sofraniaeth gydgyfrannol pooled sovereignty Swyddfa Weithredol Executive Office sybsidiaredd subsidiarity system aelod ychwanegol additional member system System y Rhestri Pleidiau Rhanbarthol Regional Party List System tagfa ddeddfwriaethol gridlock taleithiau pendil swing states taleithiol (of a) state teyrngarwch i blaid party loyalties totalitariaeth totalitarianism
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tra-arglwyddiaeth yr adran weithredol executive dominance trefn ddwy siambr bicameral trefn lywodraethol fyd-eang global governance trefn lywodraethol is-genedlaethol sub-national governance trydydd parti (ond, partïon trydyddol) third party Tŷ’r Arglwyddi House of Lords Tŷ’r Cyffredin House of Commons uchelgyhuddiad impeachment unbennaeth etholiadol elective dictatorship uwch genedlaethol supranational uwchgynhadledd summit y bleidlais franchise y farn gyffredin grassroots opinion y farnwriaeth the judiciary y Llys Goruchaf Supreme Court ymatal gwahaniaethol differential abstention ymatal rhag pleidleisio abstention ymgeisydd allanol outsider candidate ymgeisydd mewnol insider candidate ymgeisyddiaeth candidacy ymgynghorwyr gwleidyddol political consultants ymgyrchoedd mater-ganolog issue-centred campaigns ymgyrchoedd ymgeisydd-ganolog candidate-centred campaigns ymochri align / alignment ymochri pleidiol partisan identification/alignment ymostyngiad deference ymwahaniaeth separatism Yr Undeb Ewropeaidd European Union
GCE Government and Politics Teachers Guide (2009)/MLJ 15.03.11
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