introduction - council for the curriculum, examinations...

GCSE Government & Politics

Contents Page

Introduction 1

Unit 1: Democracy in Action 5

Unit 2: International Politics in Action 37

Appendixes

Appendix 1: Glossary of terms – Unit 1 33

Appendix 2: Glossary of terms – Unit 2 53

CCEA Planning Framework for GCSE Government and Politics

IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Government and Politics. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through Government and Politics:The following skills are assessed in GCSE Government and Politics: Identify, gather and record relevant information and evidence; analyse and evaluate; and make reasoned judgements and present conclusions.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4 Communication – Comm T&L (Talking and Listening), R (Reading), W

(Writing) Using mathematics – UM Using ICT – UICT

Thinking Skills and Personal Capabilities at Key Stage 4 Problem Solving – PS Working with Others – WO Self-Management – SMThe extent and development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Problem Solving – PS Working with Others – WO Self-Management – SMThe extent and development of these skills and capabilities will be dependent on the teaching and learning methodology used.

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Government and Politics specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

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4


Unit 1Democracy in Action

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Unit/Option content

Elaboration of Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Political Ideas and Concepts

The ideas of power, authority and accountability:

– why we need rules

– who makes them– why this matters

Students discuss the terms: power, authority and accountability in relation to what they mean in their school. Students work in groups of three or four. They can use post-its to answer the following questions: Who makes the rules in school? Who makes the decisions in school? Why do they have the authority and power to make

rules and decisions? Who can influence these decisions and how can they

do this? How are decision-makers held to account for the

decisions made?

In groups of three or four students could draw up their own set of school rules. They should also justify these with reasons.

Students can discuss why rules matter in school and society. They can consider the difference between rules and laws.

The class could divide into five groups. The teacher can allocate each group a law. Students could research the law, the reasons for it and the possible

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Political Ideas and Concepts (cont.)

consequences of breaking the law.

The key features of a democracy, including:

– free and fair elections

– protection of rights

– separation of powers

– freedom of press

Students work in groups of three or four. They are to imagine they are stranded on a desert island and must create a set of laws. Each group to create 10 laws and then to rank them. Each group presents its list of laws to the class.

Following a teacher led discussion on key features of a democracy, e.g. free and fair elections, protection of rights; freedom of the press, students could do a pair/share activity listing what they believe to be the key features of a democracy.

In groups of three, students rank the advantages of living in a democracy e.g. pros – being able to speak freely, being able to protest etc.

Teacher led discussion on how separation of powers can help protect democracy in a country including, legislature, executive, judiciary and the importance of the interdependent relationship between them in

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Political Ideas and Concepts (cont.)

The key features of a dictatorship, including:

– rule by one person or party

– lack of free and fair elections

– absence of rights– coercion

protecting democracy. The teacher can use examples, USA and UK.

Students in groups could research a feature of democracy, create a fact file on the feature of democracy, and relate this to case study of a democratic country.

Students could work with a partner in a pair/share activity. They could discuss and write down the key features of a dictatorship. They could share their thinking in a class discussion.

Students could use the Internet to research an example of a dictatorship (past or present). They could present a case study of a dictatorship in a country. They could specifically identify the different ways the dictator uses coercion to keep control of the people.

The teacher can provide students with a slip of paper with a particular fact about a democracy or

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dictatorship in a certain country. They can form a cluster with others with facts about the same country. At the end of the activity each cluster can share their thinking and then create a mind map to present their ideas.

Resources www.parliament.ukwww.number10.gov.ukwww.cabinetoffice.gov.ukwww.niassembly.gov.ukwww.northernireland.gov.ukwww.scottish.parliamentwww.scotland.gov.ukwww.assemblywales.orgwww.wales.gov.ukwww.parliamentlive.tvwww.europa.eu – European Unionwww.ec.europa.eu – European Commissionwww.europarl.europa.eu – European Parliamentwww.local.gov.uk – role and structure of local governmentwww.supremecourt.gov.ukwww.judiciary.gov.ukwww.justice.gov.uk – Ministry of Justice, responsible for human rights, democracy and the legal systemwww.equalityhumanrights.com – Equality and Human Rights Commission

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http://www.equalityhumanrights.com/

http://www.justice.gov.uk/

http://www.judiciary.gov.uk/

http://www.supremecourt.gov.uk/

http://www.local.gov.uk/

http://www.europarl.europa.eu/

http://www.ec.europa.eu/

http://www.europa.eu/

http://www.parliamentlive.tv/

http://www.wales.gov.uk/

http://www.assemblywales.org/

http://www.scotland.gov.uk/

http://www.scottish.parliament/

http://www.northernireland.gov.uk/

http://www.niassembly.gov.uk/

http://www.cabinetoffice.gov.uk/

http://www.number10.gov.uk/

http://www.parliament.uk/


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www.liberty-human-rights.org.uk – Civil liberties pressure group

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http://www.liberty-human-rights.org.uk/


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Decision Making in a Democracy

Different layers of government, their elected representatives and areas of responsibility:

– local councils– Northern Ireland

Assembly– UK Parliament– European

Parliament

Students in groups of four or five complete a KWL activity for each of the four institutions below:

– Local councils– Northern Ireland Assembly– UK Parliament– European Parliament

The teacher prompts and ask students questions to direct their thinking e.g. What is the title of the elected representatives? How were they elected? Students identify the W – What they need to know more about.

Following from the previous activity each group conducts research on their institution to find answers to their What questions. Student can use resources from the Northern Ireland Local Government Association; the Northern Ireland Assembly Education Service; the UK Parliament Education Service; The European Parliament Education Service. (Details in Resources below).

Each of the four groups could design a PR leaflet, which explains/justifies the work of the institution and how they support democracy.

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Decision Making in a Democracy (cont.)

The representative, legislative and scrutiny roles of MLAs and MPs including:

– geographical representation

– voting– Private Members

Bills– The role of the

opposition– Question Time– Committees

Teacher led discussion supported by video clips to explain the concepts of:

– Representation– Legislation– Scrutiny

In pairs, students agree and share their understanding of these terms. This is followed by a class discussion and writing down the meaning of the above terms.

Teachers can create and use Quizlet tests to assess pupils’ understanding of the above concepts. Once students are familiar with this App they will be able to complete further test material and design their own flashcard sets.

Students work in groups of four or five. Each group researches one of the three areas – representation, legislation or scrutiny using Assembly and Parliamentary resources. Each group creates a fact file. These could be peer reviewed by other groups using agreed success criteria.

Each group creates a role-play to illustrate the different

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Decision Making in a Democracy (cont.)

roles representatives play in one of three settings – a constituency surgery, Question Time or Assembly Statutory Committee. In designing their role play groups may draw upon video material made available by the Assembly and by Parliament.

In pairs, students could consider a weekly timetable for a fictitious MLA or MP and identify when they are performing their legislative, representative and scrutiny functions.

Students can play the MP For a Week game, to gain some insight into the pressures faced by MPs.

As part of an “If I Ruled the World” activity, pairs of students could produce their own Private Members Bill to change the law in some way. Every pair could present their Bill to the class, detailing the reasons why the legislative change is desirable. Other members of the class could propose amendments to the Bill.

Arrange a school visit by a local councillor, MLA, MP or MEP (This activity would also be appropriate for other units). Students could prepare and discuss their questions in advance of the visit. In groups of four or

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five students could review their learning from this activity.

Arrange a pupil visit to the Assembly. Students could engage with MLAs in a QA session on the Assembly’s powers and record. Students could prepare and discuss their questions in advance of the visit and keep a record of the MLA’s responses. Students could write report on the topic.

Students could compare MLA responses with how they the media presents them. Students could consider and justify reasons for similarities and differences in accounts.

Resources www.nilga.org The Northern Ireland local government websitewww.education.niassembly.gov.uk The website of the Northern Ireland Assembly Education Servicewww.parlaiment.uk/education/about-your-parliament The UK Parliament Education Service websitewww.europarl .org.uk/en/education The European Parliament websitewww.parliament.uk/get-involved/education-programmes/universities-programme/university-teaching-resources/who-do-we-think-you-are-the-public-from-an-mps-perspective/www.youtube.com/watch?v=MXXYz8Vu-P8 Introductions to the work of Parliament and the roles of MPswww.youtube.com/watch?v=MXXYz8Vu-P8 A video explaining the scrutiny role of MPs www.parliament.uk/education/teaching-resources-lesson-plans/from-bill-to-law/ A brief explanation of the process of law makingwww.quizlet.com A free educational app that allows teachers/students to design their own test

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http://www.quizlet.com/

http://www.parliament.uk/education/teaching-resources-lesson-plans/from-bill-to-law/

http://www.youtube.com/watch?v=MXXYz8Vu-P8

http://www.youtube.com/watch?v=MXXYz8Vu-P8

http://www.parliament.uk/get-involved/education-programmes/universities-programme/university-teaching-resources/who-do-we-think-you-are-the-public-from-an-mps-perspective/

http://www.parliament.uk/get-involved/education-programmes/universities-programme/university-teaching-resources/who-do-we-think-you-are-the-public-from-an-mps-perspective/

http://www.europarl/

http://www.parlaiment.uk/education/about-your-parliament

http://www.education.niassembly.gov.uk/

http://www.nilga.org/


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materials on a specific topic. It is also possible to access tests designed by other teachers.www.parliament.uk/education/teaching-resources-lesson-plans/mp-for-a-week-game/ An gam designed to give students insights into the work of MPs and the pressures they facewww.niassembly/tv Archived video material showing the Assembly at workwww.parliamentlive.tv Archived video material on the work of Parliament

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http://www.parliamentlive.tv/

http://www.niassembly/tv

http://www.parliament.uk/education/teaching-resources-lesson-plans/mp-for-a-week-game/


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Elections and Voting in a Democracy

The purpose of elections in a democratic system

How MLAs and MPs in Northern Ireland are elected, and the pros and cons of each of these electoral systems

Teacher could lead discussion by asking the questions below: Who has ever voted for anything? Why they voted? Why do democratic countries hold elections? Why should people vote in elections? Why might people not vote in an election?Students could participate in a KWL activity to highlight their understanding of the purpose of elections.

Students could use the NI Assembly Education Service and Parliament websites to research: the election systems in Northern Ireland and

England who their MLA is? construct a bar chart showing the number of seats

held by each political party

Having gathered the information above, students can discuss the pros and cons of First Past the Post and Proportional Representation electoral systems (Single Transferable Vote, List System etc). They could produce a report, which identifies how the two systems

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http://www.niassembly.gov.uk/utility/search/


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Elections and Voting in a Democracy (cont.)

Referenda, including reasons for their use, advantages and disadvantages

affect party representation in Northern Ireland.

Students could carry out mock elections using both types of electoral systems. Visit the website below ** to help run election.

This could lead to a concluding activity e.g. a walking debate on which system is best. Students can record their findings in a suitable format i.e. a mind map or table.

Students work in groups or four or five to answer the following questions: What is a referendum? What are the reasons for having a referendum? What are the advantages and disadvantages of

holding a referendum? Does a referendum solve the issue being contested?

Students could discuss reasons for referenda including changes to the constitution. Students work in groups of four or five and conduct internet research on the Brexit referendum.

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Elections and Voting in a Democracy (cont.)

Voting trends:– reasons for low

voter turnout– the youth vote

Options available to increase political participation through voting and their advantages and disadvantages, includinglowering the voting age

Students could do a post Brexit evaluation of the referendum and present their results in a power point or written report.

Students could participate in a card sorting activity to identify different reasons why people don’t vote, e.g. apathy, nobody represents their view, can’t be bothered, politicians too old etc.

Students could conduct internet research find out more about voting trends and low voter turnout and write a report of their findings highlighting the groups that have lower participation in elections and suggest reasons for this.

Students could research why young people may not vote by creating and carrying out a student survey.

Class divided into four groups, each allocated one way to increase political participation through voting:

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compulsory voting lowering voter age, compulsory voting, electronic voting, polling stations staying open longer. Each group to identify the pros and cons of their option.

Students could produce a report with recommendations to the government on increasing voter engagement by their option.

Resources www.parliament.ukwww.niassembly.gov.ukwww.theyworkforyou.com – provides information on elected representativeswww.electoralcommission.org.ukwww.politicsresources.net/election.htm – links to information on different electoral systemswww.electoral-reform.org.ukwww.electoralcalculus.co.uk – election predictionsepetitions.direct.gov.uk – allows public to petition governmentwww.votesat16.orgwww.aec.gov.au – compulsory voting in Australiawww.jrt.org.uk – full report on POWER inquiry giving overview of political participation in UKwww.fawcettsociety.org.uk – campaign on behalf of greater representation of women in parliamentwww.parliament.uk/education/teaching-resources.../going-to-the-polls-class-elections/- **www.ethnicpolitics.org – data and analysis on ethnic minorities in Parliamentwww.ipsos-mori.com – information on political trendswww.bbc.co.uk/elections – election resultswww.politicalcompass.org – political spectrum

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http://www.politicalcompass.org/

http://www.bbc.co.uk/elections

http://www.ipsos-mori.com/

http://www.ethnicpolitics.org/

http://www.parliament.uk/education/teaching-resources.../going-to-the-polls-class-elections/

http://www.fawcettsociety.org.uk/

http://www.jrt.org.uk/

http://www.aec.gov.au/

http://www.votesat16.org/

http://epetitions.direct.gov.uk/

http://www.electoralcalculus.co.uk/

http://www.electoral-reform.org.uk/

http://www.politicsresources.net/election.htm

http://www.electoralcommission.org.uk/

http://www.theyworkforyou.com/




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Political Parties in a Democracy

The purpose of political parties in a democracy and whether political parties contribute to democracy

Traditional left and right wing views on the major issues of:

– The Economy– Education– The Environment– Immigration

Having been introduced to the concept of political parties by their teacher, students may listen to the You Tube podcast on One Party States listed below.

Working in groups of three, students could seek to identify three reasons why having a choice of political parties is an essential feature of democracy, using the example of one party states as a source. Each group can then present their conclusions to the class and the three most common reasons can be identified.

Students consider the meaning of the terms traditional left and right wing positions in politics. Students can complete an online questionnaire to determine “am I right wing or left wing?”

In groups of three or four students, examine the coverage of articles in the national press by different newspapers e.g. Daily Mail v Guardian. Students can analyse how different newspapers present a story or issue. They can identify differences in interpretations of the same issue/story and justify their reasoning.

Following from the above activity students respond to

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Political Parties in a Democracy (cont.)

The policies of British parties – including similarities and difference on the major issues of:

series of teacher-generated statements about each of the four specific areas. For each statement students indicate if they strongly agree, agree, strongly disagree, disagree or are unsure. They should be able to justify their thinking.Statements on the Economy could include:

The government should not get involved in the economy but leave it to private businesses.

The government should act to reduce the huge inequalities in wealth and income in our society.

The government should intervene to prevent a footballer earning more in a week than ten nurses together earn in a year.

The role of government should be to support those who create businesses and employ others.

The above activity could be part of a Walking Debate or Spectrum Debate.

Students could create their own questions to test

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– The Economy– Education– The Environment – Immigration

The policies of the five largest political parties in Northern Ireland – including similarities and difference on the major issues of:

– The Economy– Education– The Environment– Immigration

whether an individual is more left wing or right wing. As a class, they could discuss and agree on questions for a class questionnaire. They could trial this with students.

In groups of four or five students can be allocated one of the major UK political parties. Using their party’s website and its manifesto at the most recent general election, each group will identify the party’s policy on the economy, education, the environment and immigration.

Each group can then design a Party Political Broadcast setting out the party’s position on each of the four issues. The PPBs will then be video recorded and played to the class. If available within the school, groups can call upon the help of Moving Image Arts students to record their PPB.

Students could select one of the four issues. They could write down four views on the issue from both left and right wing perspectives. Evaluate the implications

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Political Parties in a Democracy (cont.) The policies of the five

largest political parties in Northern Ireland – including similarities and differences on the major issue of:

– The Economy Education

– The Environment Immigration

of these views on society and the economy.

Students work in groups of four or five. Allocate one of the five Northern Ireland political parties to each group. Each group can research its party’s position on the four major issues, using party websites, manifestos and election broadcasts.

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Each group could create a pod cast. They have to communicate clearly their party’s position on each of the four major issues in a way that would influence young people to vote for it.

Prior to creating the podcast students could agree on assessment criteria. Each groups’ podcast could be assessed by students in another group using these criteria. (A number of apps are available to allow students to create podcasts)

Resources www.quibblo.com This short questionnaire gives students an opportunity to gauge their own political positionwww.theconservatives.comwww.labour.org.ukwww.libdems.org.ukwww.ukip.orgwww.mydup.com/policieswww.sinnfein.ie/policiesuup.org/our-vision/policieswww.sdlp.iewww.allianceparty.orgwww.bing.com/videos This contains video material on 2016 PPBswww.teachingideas.co.uk/multimedia/podcasting-0 A basic introduction to podcasting, including how it can be done for free

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http://www.teachingideas.co.uk/multimedia/podcasting-0

http://www.bing.com/videos

http://www.allianceparty.org/

http://www.sdlp.ie/

http://uup.org/our-vision/policies

http://www.sinnfein.ie/policies

http://www.mydup.com/policies

http://www.ukip.org/

http://www.libdems.org.uk/

http://www.labour.org.uk/

http://www.theconservatives.com/

http://www.quibblo.com/


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www.youtube.com/watch?v=Vx-1KNCApuY A You Tube video giving the features of a one party state. Only the first five minutes is relevant.

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http://www.youtube.com/watch?v=Vx-1KNCApuY


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Political Information in a Democracy

Different types of media in contemporary society:

– television– print– e-media– radio– social media

Rights and responsibilities of the media in a democratic society:

– freedom of the press

– accurate reporting

– informing and influencing public opinion

– holding those in

Following a teacher-led explanation of the five media forms (drawing upon the accompanying Factfile for this topic) each student is given a post-it with a statement about one form. Students then place their feature against the relevant media form to create a profile of that particular form.The class can be divided into five groups, each responsible for creating a Popplet for their media form, to be shared with the whole class. (A Popplet is a mind map created using a free app that students can access on a range of devices.)

Class divides into five groups, each of which is given one of the concepts identified in the Learning Outcomes. Each group will produce a Popplet explaining the concept, with supporting examples and, where possible, links. In completing the task groups can research the information contained on the BBC Bitesize GCSE Media Studies site, Journalism section, Media Law, Ethics and Regulation.

Each group can then present their Popplet to the class, explaining the concept and its relevance.

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Political Information in a Democracy (cont.)

power to account– respecting

people’s privacy and dignity

The power of different types of media in contemporary society, including:

– the impact of ownership on content

Guessing Game. Ask class to respond to five questions in which they have to guess a percentage of, for example, the percentage of the UK population that is Muslim. Then reveal how a sample of the population responded to the same five questions in a YouGov poll. Finally, reveal the correct percentage figure for each. This can be followed by a class discussion on why.

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The influence of the media on a daily basis and during election campaigns

How politicians use the

Popular beliefs are so much at odds with reality and the role of the media in this.

The BBC Bitesize Media Studies site offers up to date information on press ownership in the UK. Students can review this information and then use the test on the site to check their knowledge.

Students can revisit the task they completed under Political Parties in a Democracy, in which they compared how two different parties handled the same subject. In groups, students will review how two national newspapers cover the same topic in very different ways. This will involve a Content Analysis approach looking at use of language, headlines, images, place in paper etc.

Students, in pairs, research the issue of radio “Shock Jocks” in the USA, with a view to identifying evidence of the political impact of this media form.

Students could review an on-line article about how politicians use the media and complete a teacher-created Quizlet multiple-choice test on the media

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media for political messaging

Arguments for and against greater state control of media actions including:

– The findings of the Leveson Inquiry

methods used by politicians to influence voters.

Students view the BBC Bitesize GCSE Media Studies video on the impact of the social media on political messaging. In pairs, students can create two Consequence maps (one positive, one negative) listing the consequences of social media for political communication.

In this activity, teachers should refer to relevant and up-to-date information/media stories about politicians and their use of media. These could include reference to the BBC Northern Ireland report on the use by local politicians of social media during the Renewable Heating scandal (December 2016). Students may also consider Donald Trump’s use of social media for political messaging as outlined by the Daily Telegraph.

After teacher-led discussion of the background to Leveson, students in groups to design their own news report on the main findings.Students can present their report as a TV or Radio News report, a Press report or a social media comment.

Students may revisit the material they considered in

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– Media success in holding those in power to account

the Political Ideas and Concepts element of this unit, in which Freedom of the Press in democracies and the features of dictatorship are examined.

Resources www.popplet.com A free app that allows students to create their own mind-maps, including images and links. Students can then share these with colleagues.www.quizlet.comwww.thebalance.com/how-politicians-use-media-to-win-elections-2315204 An online article detailing how politicians used the media www.bbc.com /news/uk-northern-ireland-38571037 A BBC Northern Ireland report on how local parties use social media www.telegraph.co.uk/news/2016/09/22/watch-why-social-media-is-donald-trumps-most-powerful-weapon/ A report on Donald Trump’s use of social mediawww.bbc.co.uk/education/subjects/ztnygk7 The BBC GCSE Media Studies site. It provides a range of relevant material, including how social media is used by politicians.www.zerohedge.com This Guessing Game allows students to test their responses against those of a YouGov poll www.bbc.co.uk/news/uk-20543133 Information on the Leveson Inquiry recommendationwww.bbc.co.uk/newsround/20548693 Information on the Leveson Inquiry recommendationswww.bbc.co.uk/education/guides/zps4qty/revision/7 Information on the Leveson Inquiry recommendationsappadvice.com/appguides/show/podcast-apps Information on podcasting apps including the free Apple podcast app

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https://appadvice.com/appguides/show/podcast-apps

http://www.bbc.co.uk/education/guides/zps4qty/revision/7

http://www.bbc.co.uk/newsround/20548693

http://www.bbc.co.uk/news/uk-20543133

http://www.zerohedge.com/

http://www.bbc.co.uk/education/subjects/ztnygk7

http://www.telegraph.co.uk/news/2016/09/22/watch-why-social-media-is-donald-trumps-most-powerful-weapon/

http://www.telegraph.co.uk/news/2016/09/22/watch-why-social-media-is-donald-trumps-most-powerful-weapon/

http://www.bbc.com/news/uk-northern-ireland-38571037

http://www.thebalance.com/how-politicians-use-media-to-win-elections-2315204

http://www.quizlet.com/

http://www.popplet.com/


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A Factfile and Resource Pack will also be available to support the Political Information in a Democracy element of this unit.

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Taking Action in a Democracy

The range of actions an individual citizen can take to achieve their aims and hold the powerful in society to account

– petitioning– demonstrating– voting– joining a pressure

group– joining a political

party

Students could do a ‘circles of influence’ activity. The teacher gives each student a sheet of paper. Students write their names in the middle. They then write names of all people who have an influence over them around their name e.g. parents, friends etc.

Students can discuss the positive and negative ways they may be influenced by these groups. They can consider how their political views are influenced by these groups.

Students could work in groups of four or five, each allocated one of the following to research and discuss: petitioning demonstrating voting joining a pressure group joining a political party

Each group could produce a presentation on their topic. This could include and evaluation of how effective each of these actions are in achieving changes in society or holding those in power to account. They could also include specific examples.

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Taking Action in a Democracy (cont.)

Different types of pressure groups, their aims and campaigns:

– Cause– Sectional– Insider– Outsider

Tactics used by different pressure groups to try to achieve their aims and why these vary, including:

– nature of cause

Teacher led presentation dealing with the definitions i.e. cause/sectional, insider/outsider etc. Students could take part in a walking debate to discuss different types of pressure group and assess which is most effective.

In groups of three, students could use the internet and the links in the resource section to research a specific pressure group. They could present their findings by designing an information leaflet for the group.

Students work in groups of four or five. They could do a card ranking activity on the different tactics used by pressure groups. e.g. petitions, marching, posters, using social media, sit-ins, organising meetings, lobbying politicians, giving out leaflets, violent

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Taking Action in a Democracy (cont.)

– relationship with government

– membership base

The effectiveness of tactics used by pressure groups

campaigns. Students discuss the merits and effectiveness of using certain tactics.

In groups of four, students could do a case study on a particular pressure group, including tactics employed. Students could then make speeches to deliver to their class justifying the tactics.

Students could produce a table outlining common tactics used by pressure groups they have researched.

Students could consider the pressure groups they have studied, compare, contrast their actions, and suggest with justification why some are more successful than other in achieving their aims. They could consider finance, membership, relationship with government, nature of cause, celebrity support.

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http://www.bma.org.uk/

http://www.unlockdemocracy.org.uk/

http://www.society.org/

http://epetitions.direct.gov.uk/




Unit/Option content



www.rspb.org.ukwww.greenpeace.org.ukwww.nspcc.org.ukwww.wwf.org.ukwww.amnesty.org.ukwww.stopwar.org.ukwww.cnduk.org/education

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http://www.cnduk.org/education

http://www.stopwar.org.uk/

http://www.amnesty.org.uk/

http://www.wwf.org.uk/

http://www.nspcc.org.uk/

http://www.greenpeace.org.uk/

http://www.rspb.org.uk/


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Interdependence

Why countries are increasingly interdependent and issues that might require international cooperation:

– Globalisation– Technological

developments– Trade– Conflict– International

terrorism– Environmental

issues

The teacher can ask students to identify ways they may be influenced by products or ideas from other countries. In pairs, students could identify five ways, ideas or products from other countries have made their lives better.

The teacher can show the class a relevant globalisation video from YouTube to stimulate discussion and begin to gather ideas about the meaning of the term globalisation. Pupils should be encouraged to take notes during the video (no more than 10 mins).

Class to divide into five groups, each allocated one of the features identified in the LOs. Each group can produce a report explaining the feature and setting out the pros and cons of each.

Students can use a graffiti board activity to explore the role and range of international bodies. Teacher lists a number of international bodies on the whiteboard e.g. the European Union, NATO and the United Nations.

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Interdependence (cont.)

Students work in groups. The teacher can give each group a photograph illustrating international cooperation. Students can discuss the photographs and add a caption.

Students can circulate their photographs between groups for comment. Students can discuss and add to the following questions: What the issue is? Who is involved? What do the participants in the photograph feel?Students can then report on their photograph to the whole class.

Resourceswww.bbc.co.uk/globalisationwww.imf.orgm.youtube.com/watch?v=JJOnFD19eT8 video entitled “Globalisation Explained”.m.youtube.com/watch?v=xcObe9tiDyU video from One Minute Economics entitled “Globalization In one minute”www.environment.co.za/environmental-issues/globalization-and-its-impactwww.hdsl.org/?view&did=3579 article entitled “Terrorism Remains a Global Issue”

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http://www.hdsl.org/?view&did=3579

http://www.environment.co.za/environmental-issues/globalization-and-its-impact

https://m.youtube.com/watch?v=xcObe9tiDyU

https://m.youtube.com/watch?v=JJOnFD19eT8

http://www.imf.org/

http://www.bbc.co.uk/globalisation


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www.unodc.org United Nations on Drugs and Crime – useful for information on human trafficking and other issues of global crimewww.nato.intwww.telegraph.co.uk article entitled “What is Nato, What is Article 5 and how does it keep Europe safe?

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http://www.telegraph.co.uk/

http://www.nato.int/

http://www.unodc.org/


Appendix 1Unit 1

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GCSE Government and Politics, Unit 1: Democracy in Action

Glossary

Political Ideas and Concepts

Accountability – those holding public office are answerable for their actions and performance in their posts

Authority – the right of those in power to take a certain course of action

Democracy – derives from the Greek meaning ‘rule by the people’ or ‘people power’

Dictatorship – someone who has total and absolute power. No one can challenge them and they often rule using fear and violence

Executive – branch of government responsible for executing the law

Judiciary – branch of government responsible for administering and interpreting the law

Legislative – branch of government responsible for creating legislation

Opposition – those parties that are not in government

Representation – someone who represents a group or individuals. Usually refers to elected representatives such as MLAs and MPs

Separation of power – three distinct elements of government: executive, legislative and judicial. All to be held separately to prevent dictatorship

Decision Making in a Democracy

Committees – bodies within a legislature charged with scrutinising the government

Parliament – the legislative branch of the UK political system

Legislative Role – the law-making responsibility of MPs and MLAs: passing Bills

Local Councils – locally elected bodies that take decisions on low level matters

Northern Ireland Assembly – the name of the legislative body in Northern Ireland, made up of Members of the NI Assembly (MLAs)

Private Members Bill – a mechanism that allows an MP or MLA to introduce a piece of legislation (Bill) that they feel strongly about

Question Time – a time set aside in Parliament and the NI Assembly when ministers can be directly questioned on their policies and actions

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Representative Role – the responsibility of elected representatives to act on behalf of their constituents, for example, by seeking to resolve problems with the state that a constituent may be experiencing

Scrutiny Role – the responsibility of a legislative body to hold the government accountable for its actions and policies

Surgery – an opportunity for constituents to meet with an MP, MLA or local councillor to present problems they may be experiencing

UK Parliament – the legislative body within the UK political system, made up of Members of Parliament (MPs)

Elections and Voting in a Democracy

Compulsory voting – legal requirement that all those able to vote must vote during an election

Election – means by which people select public officials by voting for them

First past the post – an electoral system that allocates the seat to the candidate with the highest amount of votes

Proportional representation – an electoral system that seeks to appoint seats in proportion to percentage of votes cast for a party. There is more than one seat available

Referenda – votes on a single issue put to the public


Collectivism – the idea that members of society are tied to one another and have a duty to care for other citizens: a left wing idea

Free Market – the idea that the state should interfere as little as possible in the operation of the economy: a right wing view

Left Wing – a term used to describe ideas that are socialist in nature and which emphasise ideas such as equality, collectivism and state intervention

Individualism – the idea that people are individuals with only limited responsibility to their fellow citizens

Net Migration – the difference between immigration and emigration and a key figure in the debate on migration

Private Education – when it is permitted for parents to pay for their children to be educated outside the state system

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Right Wing – a term used to describe a set of ideas such as free market, individualism and private education, welfare and health care

State Education – the idea that the only system of education should be that provided by the state

State Ownership – the idea that the state should be involved on owning key sectors of the economy, rather than them being privately owned

Political Information in a Democracy

Balance – the requirement for a media source to present all sides to a political issue or debate

Content Analysis – a technique for studying the content of a media source to identify the messages it contains, including bias

Cultural Effects Theory – a theory that suggests that, gradually and over time, the media can have a significant effect upon how people think and act

Freedom of the Press – the principle that the media should not be controlled by the state so that it can act to hold the holders of power to account

Hypodermic Theory – a theory that suggests that the media has a powerful and direct effect upon how people think and act, meaning it can be used to brainwash and indoctrinate

Libel – a law applied to the media. It enables individuals or groups to legally challenge a media source if they feel it has represented them falsely or inaccurately

Neutrality – the principle that a media source should not display any bias in its coverage of a story or issue

Privacy – the idea that the media should not intrude into an individual’s private life when there is no relevance to their public role

Uses and Gratifications Theory – a theory that suggests that the media has very little capacity to influence how people think and act

Taking Action in a Democracy

Pressure group – a group who share the same interest and try to put pressure on policy makers and those in government

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Cause group – a pressure group that seeks to advance a cause or idea that is not an interest to their group only

Insider group – a pressure group that has ‘inside’ access to those in government

Outsider group – a pressure group that does not have ‘inside’ access to those in government

Sectional group – a pressure group that aims to advance the shared interests of its members only

Petition – a collection of signatures demanding action on a particular issue

Political party – a group who share same interests and organise themselves to stand in elections and pursue their ideas by entering government

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Unit 2International Politics in Action

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Unit/Option content



The European Union

The origins and aims of the European Union (EU), including;

– Political union– Single market– Freedom of

movement

The UK referendum on membership of the EU, 23 June 2016

Arguments for and against membership of the EU

Pupils could create a timeline of the development of the EU.Students in groups of three or four can research an aim of the EU and produce a report explaining the aim and the reason behind it.

The teacher can plan and organise a class debate on the main arguments for and against the UK leaving the EU. The teacher can split the class into two groups those for and those against. Students can be given character cards with statements and allowed time to plan their strategy and policies.

Pairs of students may design a leaflet, setting out to voters the arguments for and against UK membership of the EU.

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Resources europa.eu website of the European Unionwww.bbc.co.uk uk-politics-32810887 article entitled “Brexit: All you need to know about the UK leaving the EU”.www.euintheus.org What is the EU and how does it relate to the USA

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http://www.euintheus.org/

http://www.bbc.co.uk/

https://europa.eu/


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www.nationsonline.org maps of European Union and of member stateswww.marketwatch.com 5 arguments in favour of Brexit and 5 arguments againstwww.debatingeurope.eu Arguments for and against Britain leaving the EUwww.telegraph.co.uk Leave or Remain in the EU? The arguments for and against Brexit.www.newyorker.com The Economic Arguments Against Brexit

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http://www.newyorker.com/

http://www.telegraph.co.uk/

http://www.debatingeurope.eu/

http://www.marketwatch.com/

http://www.nationsonline.org/


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Conflict and Its Resolution

Factors that cause conflict within and between countries:

– cultural, moral and religious differences

– economic and trade factors

– desire for security– desire for

independence– leaders’ quest for

popularity

The term conflict can be introduced through scenarios relevant to students – conflict between siblings, between parents and child, in school, between friends, etc. Students can consider the causes of these conflicts moving beyond this to include conflict between countries.

Returning to the activity outlined in Unit 1 (Political Ideas and Concepts), students, in groups of three or four can identify possible causes of conflict within their school. For example, is there conflict over student dress/appearance, over subject choice?

Students could complete a ‘world conflict map’ (resource list B) highlighting examples of current conflicts between nations. From this map pupils could choose a conflict and conduct research, identifying key information such as: countries/groups involved, causes, effects and attempts to resolve, e.g. Arab/Israeli conflict or Syria. Students can present their findings as a short report, as a group presentation, or as a classroom display.

The teacher can arrange the class into five groups and

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Conflict and Its Resolution (cont.)

The UN Security Council

– Its origins and aims

– Its decision-making process, including the right to veto

assign each group one of the five causes of conflict listed in Learning Objectives. Each group can research the cause(s) and to make a presentation to the class with a supporting example of where this cause has led to conflict.

On the basis of their research, each of the five groups could produce a 250 word proposal on how the conflict they researched could be resolved, including what would be needed to bring about resolution.

Groups of three students could create a UN timeline from its beginnings to today.

A representative of the United Nations Association in Northern Ireland can be invited to explain to the class the role of the UN and to engage in a Q and A session with the class. The Association also organises events that it may be possible for students to attend.

Students can research the origins and aims of the UN and produce presentation. The ‘Teacher’s Guide’ section of the UN Visitor Centre site may be of use (See resource list A)

In groups of three or four, students could research a

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The role of the United Kingdom in the United Nations:

– Why it is a member

– The role it plays on the UN Security Council

Different ways in which the UN Security

conflict that the UN has been involved. Students can consider the actions of the UN and whether it was successful in achieving its aim/objectives.

Schools could participate in Model UN events where they can take on the role of member states. Resources and ideas from the site may be adapted, changed or simplified to suit the needs of individual classes.

Information on the UK’s role in the UN can be found on the una-uk website (resource list C) and could be arranged into a spider diagram comprising the main bodies and activities contributed to – budget, security council role, human rights role, etc. A separate diagram could focus in more detail on specific actions/roles within the UNSC such as permanent membership, selection of the Secretary General, shaping agenda, etc.

After research and discussion of the reasons for the UK’s membership of the UN, student, in pairs, could construct a list a Priority Pyramid to decide on which are the most important, e.g. is international profile more important than a commitment to humanitarian goals?

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Council attempts to establish and maintain peace and security:

– mediation – sanctions – peacekeeping

missions – use of force

The effectiveness of the UN Security Council in resolving conflict (possible example of success: Sierra Leone; possible example of failure: Rwanda)

Students in groups of three or four could design a poster to publicise the UN’s peace and security roles. They could use a web designer tool could be used to create a website with links or tabs for each of the methods.Alternatively, groups could plan an activity to commemorate International Day of UN Peacekeepers.

Class to divide into four groups, each allocated one of the ways to establish peace and maintain security listed in the LOs. Each group to produce a report on their role.

Students should undertake a research study of countries, which provide evidence of success and failure. This could be through teacher-led presentation of case studies, or through teacher-facilitated research. Students should consider tactics used e.g. mediation, sanctions, peacekeeping missions and/or use of force. For each action, identified students should consider how effective these actions were in resolving the conflict.

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The origins, aims and objectives of the North Atlantic Treaty Organization (NATO), including Article 5 – collective defence

The role of the UK in NATO including:

– the North Atlantic Council

– the Military Committee

NATO actions to manage conflict

– Military measures

Selected clips from the film Hotel Rwanda may be appropriate to use in highlighting the UNAMIR mission’s inability to prevent genocide and the limitations of the ‘rules of engagement’ and the problems of bureaucracy in limiting the UNs role.NATO’s website (resource E) provides a starting point for teaching NATO’s origins and aims.

An on-going activity throughout the course of studying NATO could be to monitor the news and add stories or examples relevant to a NATO class display.

The idea of collective security could be introduced by considering statements or mottos such as ‘stronger together’ and ‘all for one and one for all’. Students could consider what these mean and offer their own examples of alliances from their own knowledge – real or fictional. Students could consider the benefits of this type of alliance as well as the benefits of ‘going it alone’.

In groups of four, students could design an information leaflet explaining the UK’s role in NATO. Teachers can assign groups a topic to research. Groups could feedback their findings with a view to producing a

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– Non-military measures

The effectiveness of NATO in managing conflict (possible example of success: Kosovo; possible example of failure: Afghanistan)

whole-class revision document.

Students, in pairs, could review a range of teacher-supplied sources on NATO actions, identifying military and non-military measures.

Students could research the ways NATO have managed conflict in different countries, for example in Kosovo and Afghanistan. Students could produce a report evaluating the effectiveness of NATO in managing these conflicts.

Resources www.ccea.org.uk/government Contains a useful A22 Option A factfile on Political Powerwww.un.org UN website with links to all major aspects of UN activitywww.nato.int Nato website with linkswww.historylearningsite.co.uk Information on UN actionswww.betterworldcampaign.or/un-peacekeeping Detailed and up-to-date information on UN peace keeping missionswww.news.bbc.co.uk/2/hi/africa An evaluation of the UN’s role in Rwandasl.one.un.org/about/history/ Information of UN role in Sierra Leone

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https://sl.one.un.org/about/history/

http://www.news.bbc.co.uk/2/hi/africa

http://www.betterworldcampaign.or/un-peacekeeping

http://www.historylearningsite.co.uk/

http://www.nato.int/

http://www.un.org/

http://www.ccea.org.uk/government%20Contains%20a%20useful%20A22


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www.history.com/this-day-in-history/first-nato-military-action Information on NATO action in Kosovowww.britannica.com/event/Afghanistan-War Information on NATO action in Afghanistan

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http://www.britannica.com/event/Afghanistan-War

http://www.history.com/this-day-in-history/first-nato-military-action


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Conflict Resolution in Practice- Northern Ireland

The Good Friday Agreement’s provisions for securing peace in Northern Ireland:

– Power-sharing and consociationalism

– Decommissioning– Early Release of

Prisoners– Reform of

Policing

Students could complete a timeline of main events leading up to the signing of the Good Friday Agreement in 1998 to set the reasons for power-sharing in context.

Students, in groups, can review a selection of Loyalist and Republican wall murals (Resources) chosen by the teacher. Using the images as a source, each group can then seek to identify what Loyalists and what Republicans think the conflict is about.

Class to divide into four groups, each allocated one of the four provisions listed in the LOs. Each group can produce a report, which explains the provision and the views of two main Catholic and Protestant communities.

With regard to power-sharing, local MLAs could be invited in to talk to pupils about their experiences of working with politicians of other ‘designations’ as well as the difficulty of coalition government.

Some students can create and participate a role-play. The can take on the roles of representatives of the

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Conflict Resolution in Practice – Northern Ireland (cont.)

The key provisions of subsequent agreements to maintain peace in Northern Ireland:

– The St Andrews Agreement

– The Hillsborough Castle Agreement

– The Stormont House Agreement

The role of the Equality Commission and the Human Rights Commission in safeguarding the rights

Unionist and Nationalist traditions participating in a television debate. The rest of the class can make up the audience questioning the representatives.

Students could research subsequent agreements to maintain peace.

Class to divide into three groups, one agreement per group. Each group will produce a press release summarising the Agreement’s main features and how it amended the Good Friday Agreement.

The NIHRC’s role in safeguarding Human Rights could be introduced by discussion on a Bill of Rights and what might be included. Pupils could consider what a Bill of Rights for their school might look like before

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Conflict Resolution in Practice – Northern Ireland (cont.)

of Northern Ireland’s Citizens

On-going challenges to peace in Northern Ireland:

– Dealing with the Legacy of the Past

– Flags and Parades

progressing to consider what rights should be safeguarded in Northern Ireland. The NIHRC website offers information on their work: www.nihrc.org/

There is an opportunity for pupils to research case studies of how the ECNI has helped individuals through their website: www.equalityni.org/Home

Teachers can use examples of flags, parades and emblems, artefacts, pictures, murals and slogans as an introduction to cultural identity. Students could write down their thoughts and feelings associated with each object.

The teacher could consider holding the above activity and others in partnership with another school. This could be school made up of students from the opposing tradition in Northern Ireland. Having completed the exercise students could discuss their different feelings

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http://www.equalityni.org/Home

http://www.nihrc.org/


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about symbols, personalities, events.

The teacher could source a relevant debate on a topic such as parades or flags from for example, the BBC’s The View programme. Pupils could fill in a pre-planned sheet to list the proposals and rebuttals of Nationalist and Unionist politicians.

Students could investigate a current controversial issue in the news: a parade, the display of a symbol, the use of language. The class could then debate how best to resolve the dispute they have considered.

Resources cain.ulst.ac.uk/ Provides an enormous amount of information and links on the conflict in Northern IrelandCentre for the Study of Conflict (CSC) University of Ulster (1977-2000)Research into aspects of the Northern Ireland conflict was conducted in the Centre between 1977 and 2000. The Centre's web pages provide a range of information including extracts from the publications produced by the Centre.The Cost of the Troubles Study (CTS) (1996-1999)This project looked at the impact of 30 years of violence on society in Northern Ireland.Democratic Dialogue (DD) (1995-present)Democratic Dialogue was set up in 1995, as a think tank geared to stimulating fresh approaches to the political problems of Northern Ireland.

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http://cain.ulst.ac.uk/dd/

http://cain.ulst.ac.uk/cts/

http://cain.ulst.ac.uk/csc/cscpub.htm

http://cain.ulst.ac.uk/csc

http://cain.ulst.ac.uk/


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Institute for Conflict Research (2001-present) ICR was formally established in June 2001, although it had previously operated under the names of Templegrove Action Research (1994-96), The Cost of the Troubles Study (1996-99) and Community Conflict Impact on Children (1999-2001).www.nihrc.org/ The Northern Ireland Human Rights Commission website www.equalityni.org/Home The Equality Commission for NI site billrolston.weebly.com/ This website provides access to images of wall murals

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http://billrolston.weebly.com/

http://www.equalityni.org/Home

http://www.nihrc.org/

http://www.conflictresearch.org.uk/


Unit/Option content



Migration

Different causes of migration, including push and pull factors:

– War, poverty and human rights abuses

– Social and economic reasons

In pairs, students research the main sources of migration to the UK and complete a map illustrating their findings.

Students could watch the video from You Tube youtu.be/54xM8VlgP7sStudents can complete a teacher-designed template in which push and pull factors can be identified. Based upon their knowledge of history, students could identify historical examples of push/pull factors affecting migration: for example, the Irish Famine, the rise of Nazism in 1930s Europe.

In groups of three or four students could research different sources relating to causes of migration. They could provide examples of the push and pull factors. They could analyse their information to identify any possible inter-relationships between the causes.

The teacher/students could invite a guest speaker(s) from an organisation, which represents people form ethnic minority groups to discuss their experiences and reasons from migrating to Northern Ireland. Students could prepare questions to ask the guest

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https://youtu.be/54xM8VlgP7s


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Migration (cont.)

Differences between the following groups:

– refugees– Asylum seekers– internally

displaced peoples – economic

migrants.

Legal protections offered to migrants, including the ECHR and the Human Rights Act 1998.

The work of the UN Refugee Agency in attempting to help refugees, including aims, methods and current operations.

speaker and write about their learning.

Pupils working in pairs can use character cards and fact sheets to construct a profile of a refugee, asylum seeker, economic migrant and internally displaced person. Each pair can then design a poster illustrating key differences between the four types of migrant.

Pairs of pupils may design a government information leaflet explaining to migrants what legal protections they have under the ECHR.

Students may watch the video detailing the plight of unaccompanied child refugees youtu.be/L24Ed4ndVBs.Students may contribute to a graffiti board identifying the issues raised in the broadcast. Students can evaluate the effectiveness of legal protection for migrants.

Students in groups of three or four can research a current UN operation to support refugees. Students

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https://youtu.be/L24Ed4ndVBs


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Migration (cont.)

Economic and Social Benefits of Migration:

– Tax revenue– Filling the skills

gap– Cultural Diversity

The response of the UK government to increased migration, including the Immigration Act 2016.

can produce a press release explaining the reasons for UN involvement and its actions.

Students can review the arguments of Migration Watch UK presented on its website. Students, in pairs, consider the validity and accuracy of the points made.They can then prepare report outlining the benefits to the UK of migration, referring specifically to the areas listed in the LOs.

Drawing upon party websites, students in pairs can create a spider diagram illustrating the differences between the parties on migration. This can be a development of the investigation of party policies undertaken in Unit 1.

Pupils Hot Seat the Prime Minister in order to analyse the government’s response to migration. Students work in groups. They agree on one person to act in the role of the Prime Minister. The group research and prepare a briefing paper for the Prime Minister on

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Efforts to support and protect the rights of migrants (with at least one local, one national and one international example) by groups, charities and/or NGOs

immigration. They can plan questions to ask the Prime Minister nominated by the other group. Contemporary sources could be analysed to find information to complete this task.

A follow up to this task could be a piece of extended writing using a writing frame to explore the different responses to migration and their consequences.

Pupils could research how The Belfast Friendship Club seeks to support migrants.

Students could research those organisations both nationally and internationally that seek to support migrants and then complete a register listing the role of each organisation.

Resources www.bbc.co.uk.migrationwww.eschooltoday.com.migrationwww.tutor2u.netwww.migrationobservatory.ox.ac.ukwww.iom.int/key-migration-termswww.humanrightswatch.orgwww.refugeeaction.orgwww.oxfam.org.ukwww.belfastfriendshipclub.orgwww.msf.org.uk

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http://www.msf.org.uk/

http://www.belfastfriendshipclub.org/

http://www.oxfam.org.uk/

http://www.refugeeaction.org/

http://www.humanrightswatch.org/

http://www.iom.int/key-migration-terms

http://www.migrationobservatory.ox.ac.uk/

http://www.tutor2u.net/

http://www.eschooltoday.com.migration/

http://www.bbc.co.uk.migration/


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www.muslimhands.og.ukwww.ohchr.orgwww.migrationpolicy.orgwww.pdhre.orgwww.economist.com article on balancing the needs of migrant workers and the countries they live in.www.rightsinfo.org – for information in plain English on the 2016 Immigration Act UKwww.conservativehome.com Heidi Allen and David Burrowes: The Dubs scheme must not end prematurelywww.culturenorthernireland.org/article/1367/migrant-workers-in-northern-ireland An article outlining the experiences of migrants and their impact upon Northern Ireland

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http://www.culturenorthernireland.org/article/1367/migrant-workers-in-northern-ireland

http://www.conservativehome.com/

http://www.rightsinfo.org/

http://www.economist.com/

http://www.pdhre.org/

http://www.migrationpolicy.org/

http://www.ohchr.org/

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Appendix 2Unit 2

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Unit 2: International Politics in Action

Glossary

Interdependence

Globalisation – The process by which the world has become more interconnected as a result of increased trade and cultural exchange

Interdependence – The process by which two or more groups, people or countries rely on each other. This is commonly used to refer to economic interdependence and the global economy

Environmental issues – Issues which threaten to harm the environment in a variety of ways. These include, pollution, resource depletion, species decline, global warming and environmental degradation. There is near universal acceptance that global cooperation is needed if the environment is to be maintained

Human trafficking – This is the practice of transporting people illegally from one country to another for the purpose of slave labour, forced labour or sexual exploitation for commercial purposes

Terrorism – the use of terror to achieve political, religious or ideological aims

United Nations – an international body set in 1945 in the aftermath of the Second World War to increase international cooperation, improve human rights, develop social and economic development programmes and reduce global conflict

North Atlantic Treaty Organisation (NATO) – set up in 1949 in reaction to the start of the Cold War and the perceived threat from the Soviet Union. This is a military alliance which today has 28 members. As NATO is both a political and military alliance all members must be committed to democracy and to the aim of trying to resolve differences peacefully

International Monetary Fund (IMF) – International organisation based in Washington with the aim of encouraging global monetary cooperation and financial stability

The World Bank – an international organisation set up in 1944 with the aim of reducing poverty particularly in the developing world but also in the poorest sections of the developed world. It is based in Washington and carries out many projects designed to alleviate poverty and promote well-being throughout the world

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European Union – a political and economic union of 28 members located primarily in Europe. Its primary aim is to avoid future conflict through promoting economic co-operation

Single market – a trade block which has most trade barriers removed, common policies on regulation, free movement of labour, capital, services and enterprise

Free movement of labour – the right of people within a designated economic area to move freely from one state to another and to enjoy the right to move, the right to reside in another state, the right to work there and the right to be treated on an equal footing with residents of that state

Free movement of goods – the elimination of customs duties and restrictions on the amount of any one product which can be imported this was one of four fundamental freedoms of the EU

Conflict and Its Resolution

Collective Defence – the basis of NATO: It means that if one member state is attacked the others will see themselves as also being attacked

Conflict – a term used to describe any form of hostility between nations or between groups within a nation

Cultural Differences – any source of difference between two groups of people such as religion, language, customs, traditions or values

Independence – the idea that a group of people should be able to determine their own destiny: sometimes called self-determination

Military Measures – when coercive force is used to respond to a situation, as opposed to the use of non-military measures such as negotiation

Peace-Keeping – a central role of the UN, involving preventing armed conflict between hostile nations or parties within a nation

Veto – a controversial power enjoyed by members of the UN Security Council, that allows one state to prevent action being taken by the UN, even if all other Security Council members are in favour

Northern Ireland – conflict resolution in practice

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Consensus – the idea that any action or policy should be based upon the broadest degree of agreement. Considered a very important condition in divided societies such as Northern Ireland

Divided Society – a society where there are significant social and cultural differences between social groups that lead to conflict between them

Decommissioning – where armed groups (sometimes referred to as paramilitaries) agree to destroy their weapons as evidence that they have rejected violence as a tactic

Devolution – the granting of power from a central authority to a political area within a country, enabling an area to make some of its own laws

Early Release of Prisoners – when those convicted of crimes committed during a conflict situation are released early from prison, as a condition of an overall agreement. Republican and Loyalist prisoners were released early under the Good Friday Agreement

Legacy Issues – issues that continue after an agreement has been reached and that remain unresolved and threaten to undermine the agreement itself

Power-sharing/Consociationalism – a form of government devised in divided societies where both sections of the population must have representation in government to ensure that no group feels excluded

Reform of Policing – changes made to the composition and nature of the police force because policing was a contentious issue in a divided society

Migration

Asylum seeker – a person who is seeking safety from persecution or serious harm and is awaiting a decision on whether they will receive refugee status in another country. If their application for refugee status is denied they will be forced to go home

Brain gain – influx of talented and well educated migrants into a country – sometimes called ‘reverse brain drain’

Economic migrant – a person who has moved from their country of birth to seek work and a higher living standard in another country

Forced migration – migration due to coercion or fear, such as famine, persecution, war or environmental disasters

Human trafficking – the illegal recruitment and transportation of people for the purpose of exploitation

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Immigration – the process by which non-nationals move into a country for the purpose of settlement

Internally displaced person – people forced to flee their home or village in order to avoid the effects of war, genocide, human rights violations or the effect of natural disasters

Migrant – any person who has moved or is moving, from their country of origin to another country for the purpose of resettlement

Push-pull factors – a way of helping to explain migration in terms of factors which force people to move and those which attract them to the new country

Refugee – a person who has been forced to leave their own country due to a serious threat to their life, security or freedom

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introduction - council for the curriculum, examinations...

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