resources for your uk parliament week · pdf filewelcome to this pack of secondary/high school...

1 Teachers Resource Booklet | UK Parliament Weekwww.ukparliamentweek.org

Resources

for your UK

Parliament

Week

Secondary pack

Houses of Parliament

2 Teachers Resource Booklet | UK Parliament Week 3 Teachers Resource Booklet | UK Parliament Weekwww.ukparliamentweek.org

Welcome to this pack of secondary/high school resources for UK Parliament Week containing a range of activities and lesson ideas for exploring citizenship, democracy and parliamentary heritage.

The ideas are especially suitable for UK Parliament Week in November, but can also be used at any time throughout the year. You can find out more about Parliament Week and how your school can become involved at www.ukparliamentweek.org. We’d love to hear about your projects.

How to use this packMuch of the material falls into the PSHE, SMSC, PDMU, Skills for Life, or Citizenship curricula and it into school timetables in a variety of ways, including form time and assembly. The pack also contains suggestions for Art, Design, Food Technology and History lessons.

The ideas are designed to be lexible and adaptable to the different curricula, syllabuses and schooling patterns of the national regions. For this reason we have not tied individual lessons plans to speciic curriculum goals; instead we have sought to provide resources that you can pick up and use or look to for inspiration. As ever, we believe that teachers are best placed to understand their students’ needs and to develop appropriate material. We have also chosen not to be speciic about age ranges, so that the resource is adaptable for students of diverse abilities following different curricula in the 11-16 phase of schooling.

StickersWe have provided a selection of stickers for you to use as inspiration and rewards.

Contents

Assemblies 6

Quiz 10

Debating 14

Art and design 18

School councils 20

Ballot box 22

History of democracy posters and display 24

Democracy banquet 26


Assemblies

Power in your pocket

Aim: To underline the power of voting and participation in the democratic process

Tip!

You will need a simple blank ballot paper.

Host the assembly using the following steps:

1. Say that you have in your pocket something more powerful than any weapon. It can create whole

countries, it can link or break links with other countries, and it can topple powerful governments and create

new ones. It can make and change laws that affect everyone.

[From your pocket produce the blank ballot paper]

2. Explain that it is a ‘voting slip’ or ‘ballot paper’ and it is so powerful because it gives equal power and equal

rights to everyone who is eligible to vote. It doesn’t matter who you know or what your background is, if

you’re allowed to vote this slip of paper gives you a voice that is as loud as anyone’s in the land.

[If appropriate you could ask for examples of where these are used, encouraging a wide range of responses

including referenda, trades union elections, local and national elections, and school councils.]

3. This ability for everyone to have their say is the cornerstone of democracy, a system of government that

gives the ultimate power to the people being governed. In our country and in successful democracies

around the world we have Representative Democracy. This is where the people choose representatives to

consider issues and take decisions. But this doesn’t mean that an MP or any elected person can do whatever

she or he wants when in power. They have to obey the law of the land just the same as everyone else, and

if the people don’t like what they do they can throw them out at the next election! Non-democratic systems

do not offer this and so the people have no power.

4. Refer to the voting slip and suggest that you’re sure that someone here is thinking that this isn’t for them

because they’re too young to vote. Point out that voting is only one part of the democratic process. After

all, someone has to have the ideas to vote on in the irst place. Everyone, of whatever age, can get involved

in doing democracy and making a difference. There are things you can vote for now (school councils, talent

shows etc.), and you can get in touch directly with your local councillors, national assembly members, MSPs,

MEPs or your MP. You can become involved in social media campaigns, discuss and debate the things that

really matter to you, and ind all sorts of creative ways to get your message across; and you can remind

those in power that you will soon have your own vote!

5. Suggest that if the school has a school council, students could get involved by standing to be a councillor

or by running a campaign. If the school doesn’t have a council, perhaps they could start a campaign to

form one.

Quiet time of reflection

Show the voting slip again and point out that is blank – it has no question on it. What question would you like

to put on the slip, and how will you use your democratic power to make a difference?

A sample ballot paper is included:

Ballot paper


Assemblies

Magna Carta

Aim: To underline the power of voting and participation in the democratic process

Tip!

You will need a simple blank ballot paper.

Background information

Magna Carta has had a strong inluence on the development of rights in England and later the UK; it has also

inluenced the development of democratic rights across the world.

Agreed by King John in 1215, this important document became known as The Great Charter or, in Latin,

Magna Carta. It contained 63 clauses that outlined universal rights – some are still in place today, including the

right to trial by jury; in 1215 this would have been a trial by your equals. The clauses were revised over time

and new versions were issued.

Host the assembly using the following steps:

1. Produce an exam paper or important test paper and say that it’s just a piece of paper with a monetary value

of less than a penny, but it could make a big difference to a life, perhaps to the whole future of someone

here today. Documents can seem like they mean virtually nothing at all, but they can have a huge impact on

individuals, communities and even whole nations.

2. If appropriate, ask for examples of important documents or mention the Ten Commandments and other

ancient religious texts, the death warrant of Anne Boleyn or of other historical igures, the American

constitution, peace treaties and so on.

Introduce the short ilm, saying that this is about an early document that is a vital part of our history and of

democracy in this country and across the world.

www.parliament.uk/education/teaching-resources-lesson-plans/stories-from-parliament-magna-carta

3. Conclude that Magna Carta stated that nobody, not even the king or queen, was above the rule of law and

it set out some key rights for everyone. Over time this led to our modern democratic system that allows

people to vote for their leaders. You may even have your own democratic bodies ighting for school rights –

for example a school council.

Quiet time of reflection

Magna Carta, the Great Charter, established important rights that still exist today and that have led to our

modern democratic system. The challenge for everyone is to get involved in changing our world for the better.

How will you use your democratic power?


Quiz

Harder

1. Which feature ilm was the irst to be granted permission to shoot in the Houses of Parliament?

The Dam Busters (1955), The Iron Lady (2011), Suffragette (2015) (Suffragette)

2. Who can choose the date of a general election? voters, the Prime Minister, the House of Lords (the

Prime Minister)

3. In what year were women irst given the vote in parliamentary elections? 1818, 1918, 1938 (1918)

4. What happened to the Houses of Parliament in October 1834? They were destroyed by ire, they

were opened to the public, they were closed because of a plague of rats (destroyed by ire)

5. What happened to the House of Commons in May 1941? The doors jammed trapping the MPs,

a light itting fell on the Prime Minister’s head, it was bombed by the Luftwaffe − the German air

force (it was bombed by the Luftwaffe)

6. What do we call the people who try to ensure that MPs vote with the way the leaders of their

party want? Enforcers, Whips, Prodders (Whips)

7. What is the title of the person in both the Lords and the Commons who announces business, the

result of votes and keeps order? the chair, the Speaker, Black Rod (the Speaker)

8. What do the letters PMQ stand for? Prime Minister’s Questions, Particular Marked Questions,

People’s Main Queries (Prime Minister’s Questions)

9. Every year, the Chancellor of the Exchequer, who is in charge of the country’s inances, makes

a special speech announcing plans for the economy. What is this known as? the Accounts, the

Audit, the Budget (the Budget)

In what does the Chancellor carry the notes for this speech? A red leather case, a locked metal

box, a velvet bag with purple ribbons (a red leather case)

What do you know about your UK Parliament?

Aim: To introduce and test knowledge about the UK Parliament using a fun quiz format

Introduction

There are 30 questions about Parliament and democracy which you can use in a variety of ways. They are

grouped in 3 sections, Easy, Harder and Hardest.

Random questions for form time

Use the questions in a quick-ire unstructured fashion whenever you have a moment to ill during form time.

Team quiz

In History lessons or when focusing on Citizenship organise the class into teams. You can either select the

fastest responders by hands-up, ask a question of each team in turn (with points lost for an incorrect answer),

or run a more formal quiz where each team writes down their answers – like a pub quiz.

Quiz night for parents

Run a quiz night as a fund-raiser using the questions below, or you can ind a complete set of 60 questions in 6

categories for adults at www.ukparliamentweek.org

Questions

Easy

1. In which part of London are the Houses of Parliament? Greenwich, Westminster, Hounslow (Westminster)

2. What is the title of the Leader of the United Kingdom Government? Supreme Leader, Head Minister, Prime

Minister (Prime Minister)

3. What is someone elected to Parliament called? a Member of Parliament, a Councillor, a Governor (a

Member of Parliament)

4. There are two chambers in Parliament, the House of Commons and the House of…? Uncommons, Lords,

Senators (Lords)

5. What is the name of the largest bell in the clock tower? Big Bertie, the Westminster Clanger, Big Ben (Big Ben)

6. Which river is right next to the Houses of Parliament? the Ooze, the Thames, the Trent (Thames)

7. MPs are elected by people in areas called what? Constituencies, Constitutions, Conglomerates

(Constituencies)

8. The Prime Minister and Ministers are known as what? the Board, the Senate, the Cabinet (the Cabinet)

9. The box in which voters put their votes is known as what? Ballot box, Voting box, Election box (Ballot box)

10. Where does the Prime Minister live? the Palace of Westminster, Buckingham Palace, 10 Downing Street

(10 Downing Street)

10.


Hardest

1. The youngest MP ever was Christopher Monck, who was elected in 1667. How old was he at the time?

13, 16, 18 (13)

2. The tower with a large clock usually known as Big Ben has a proper name. What is it? the Common’s

Tower, Victoria Clock Tower, the Elizabeth Tower (the Elizabeth Tower)

2. What is the diameter of the clock faces on this tower? 5 metres, 7 metres, 12 metres (7 metres)

3. To the nearest 10, how many staircases are there in the Palace of Westminster? 50, 75, 100 (100)

4. Which of these is not allowed to stand as a member of Parliament? People who have been in prison for

6 months, police oficers, people under 21 (police oficers – if still serving; people who have been in prison

for less than a year are allowed to stand)

5. How many speakers of the House of Commons have been executed? 2, 4, 7 (7 between 1393 and 1535)

6. Pitt the Younger was the youngest Prime Minister to date. How old was he when he became Prime

Minister? 18, 22, 24 (24)

7. In the House of Lords, what is the name of the seat on which the Lord Speaker sits? the High Chair, the

Throne of Justice, the Woolsack (the Woolsack)

8. In 1605 who was ‘John Johnson’? Prime Minister, Guy Fawkes’ false name, the man who arrested Guy

Fawkes (Guy Fawkes’ false name)

9. Spencer Perceval was Prime Minister from 1809 to 1812. What makes him special? He was the irst PM

to live in Downing St., he bought his dog Shiner into the Commons, he was assassinated in the House of

Commons (he was assassinated)

10. There are purple ribbons next to MPs coat hangers in their cloakroom. What are they for? so that MPs

can hang up their swords, to be put on a seat to reserve it, to tie up scrolls (so that MPs can hang up

their swords)

Extension

Working in teams, students research and devise their own questions about democracy. Topics can include:

• National Assemblies and Parliaments

• Our school council

• History of democracy (ancient Greeks, early parliaments, votes for women etc.)

15

Debating

‘We talked about whether the Speaker Should be an elected MP or a parliamentary clerk instead. Good arguments for both cases.’

UK Parliament Week Participant 2016

Step one: choosing a subject

The class work in small groups. Give each group a copy of a national or local newspaper – either printed or online.

The groups have 5 minutes to choose from their paper 3 stories that they think will make good debating subjects.

Allow 5 minutes more to whittle the choice down to one subject and to list the main points for and against.

Get each group to report back to the whole class; ask the group to describe the method they used to agree

their inal choice, such as discussing or arguing, secret voting, open voting, coin toss etc.

Draw out the key elements of: individual ideas, opinion forming, inluencing others, rational argument, citing

facts and accepting the majority opinion.

Tips for choosing a subject

• Does this story offer a focused debate subject and single agree/disagree motion?

• Look for stories that are creating a lot of interest. What are people talking about? What’s trending on

social media and what’s dividing opinion?

• Do you know or can you get the facts?

• Facts need checking. Never rely on one source such as a single newspaper.

• Is your chosen topic interesting enough?

• If it doesn’t grab you as important and interesting, you’ll soon lose your listeners, and perhaps the debate!

Creating Debate

Aim: To explore and give practice in debating, bringing out the key elements in a fair and successful debate

Tip!

The UK Parliament’s Education Service has produced pdf debating resources: Create the debate booklet

and Get debating worksheets. These can be found at www.parliament.uk/education

Debating definitions

Introduce the topic of debating and ask for examples of different types of debate and where they may

happen: informal with friends or family, formal in class or inter-school competitions, in school council

meetings, local councils, national assemblies and parliaments, United Nations…

Ask the students to suggest (or write) deinitions of some or all of the debating terms below, adapting if your

school uses different terminology.

Compare and discuss the answers, seeking to clarify the use of these terms and how they relate to formal debates.

• Abstain: To choose not to vote for one side or the other.

• Argument: A statement or reason for or against a point.

• Debate: A formal argument with agreed rules about a particular subject, usually with a method for

deciding which side has won.

• Loaded question: A question designed to trip up an opponent by giving a limited range of possible

responses. Example: ‘Is this the irst time you’ve made up the facts?’ ‘Yes’ means you have made up

the facts; ‘No’ suggests that you made them up in the past.

• Moderator: The person who runs the debate ensuring fair-play and that the rules are kept. In the

Houses of Parliament, the moderator is known as the Speaker.

• Motion: The question that the debate is addressing. This is sometimes called a ‘Resolution’.

• Opposer: Someone who speaks against the proposal.

• Proposer: The person putting forward the subject of the debate.

• Rebuttal: Answering an opponent’s arguments, demonstrating why you consider them to be incorrect.

• Seconder: Somebody who backs up the proposer or the opposer.

• Strategy: Planning to give yourself the best chance of winning the debate. For example, having facts ready

to rebut any challenge; considering in advance the arguments your opponent(s) might put forward.

• Summary: Giving the main points of your argument at the end of the debate in a concise and clear

fashion. This is the last opportunity to get your message across.

• Vote: The system by which those involved in the debate (whether or not they have spoken) choose

which side they support. This can be achieved by various methods including a show of hands, physical

movement (such as splitting into groups), electronic voting or voting on paper.

© UK Parliament, Jessica Taylor

14 15 Teachers Resource Booklet | UK Parliament Weekwww.ukparliamentweek.org


Step two: running a House of Commons style debate in the classroom

Preparation

You may wish to set up the room to look like the House of Commons chamber, with rows of chairs facing

each other and the Speaker’s chair centrally placed at one end.

Divide the class into two sides, ‘For’ − the team proposing the motion, and ‘Against’ − the team opposing the motion.

Give the two teams 10 minutes to discuss their opening argument and key points (at least 3) for their side.

Remind the teams that their challenge is to argue their case effectively and persuade the members of the other

team to change their mind. To help these large teams organise, you may wish to subdivide each into three

smaller teams to work out the arguments, and then agree the main points with the whole team. Some classes

may need additional help at this stage.

At the end of this section the teams should:

• Have a clear grasp of the subject of the debate;

• Have their opening argument ready;

• Have at least three key points to support their argument;

• Know who is going to ‘lead’ on each point.

Step three: running the debate

Before you begin, outline the rules for the debate:

• All arguments must be heard. If anyone shouts out or heckles, you as the Speaker will have to call for silence.

• Once the loor is opened for further comments at the end, those wishing to speak must stand to get

the Speaker’s attention and wait to be called to speak.

• All other members of each team should listen carefully to the arguments to decide if they will vote For

or Against at the end of the debate – has anyone changed their mind?

• Set a time limit for the entire debate at which point the vote must be taken (Guide time – 15 minutes,

but this is lexible depending on the age and interest of your group, as well as the time available).

Take the role of the Speaker and bring the House to ‘Order’ before inviting the For team to propose their

motion. Next, give the Against team a chance to use their own opening statement in a response.

The debate should now move back and forth between the sides until the prepared arguments are inished.

The team members may want to amend their arguments as the debate progresses.

Once all the statements have been made, the debate can be opened up to the loor so that each side may

add their own points. Remind them that they must stand to get the Speaker’s attention and wait for

permission to speak.

Step four: summing up and voting

Once the debate has come to a natural lull, or when you have run out of time, ask each main spokesperson

to sum up their side, beginning with the opposing team. They can use their opening statement as a basis for

summing up and add any other ideas from the debate that they feel may persuade people. As the Speaker

bring the debate to a close and propose the question to the house for a vote. You can either ‘vote with your

feet’ (division) by assigning two sides of the room as the For or Against, or by counting hands.

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Art and Design

Design a parliament

Aim: To create art and design projects with a democracy focus

Students are set the task of designing an aspect of a new building for a national parliament.

1. Discuss what such a building is for and the facilities it needs, including:

• Ofices for members of the parliament

• Meeting spaces where members of the public can lobby and discuss issues (perhaps an informal café

area or a large lobby)

• Meeting rooms for committees

• A debating chamber where the whole parliament can discuss and vote on issues

• Other ofices

• A broadcast centre

• Printing and online services

Other things to consider include:

• What shape should the debating chamber be (round, horseshoe, rectangular etc.) – this will affect the

style of the debate.

• Should there be a viewing chamber so that the public can watch the debates?

• In what style will the building be – modern or something relecting the history of democracy? Grand,

to show that democracy is important, or simple, to show that it is open to all?

• What technology will the building incorporate and how will this integrate into the design?

• Where will the building be and how will it it into its immediate environment?

2. Students choose one aspect of the design to work on:

• The debating chamber

• A lobby or gathering/meeting place – perhaps a café

• The exterior, showing the style of the building and how it its into its environment

• An entrance hall that relects the nature and purpose of the building

• Detail of a particular area, perhaps a column or impressive doorway

• A high-tech broadcast and news suite

• The logos and symbols of the new parliament building – perhaps using the current Portcullis emblem as

a starting point

Art and Design

Voting App


1. Discuss online voting and how it is currently used for talent shows, polls etc. Draw out the advantages and

disadvantages:

Advantages

• Speedy

• Helpful to the housebound

• Can be done anywhere

Disadvantages

• Could be hacked

• Needs to ensure only one vote per person and that voters are who they say they are

• Needs to be robust in case of system failure

• Speediness may lead to instant decisions without much thought

• People can be pressurised by others in their home

2. With these factors in mind students design an app either on paper or, if in a technology context, they could

build an interactive version.

In terms of design they will need to consider:

• Clarity – a vote is an important moment, so users need to understand what they are doing and how to

do it.

• Attractiveness – the app should encourage voting, particularly amongst those who might be reluctant.

• Use of colour and images.

• Which platform, and therefore size and aspect ratio, they are designing for.


School councils

• How did they reach their decision?

• Did they have disagreements and how were these settled?

• How did they get their views across?

• How did they feel if the decision went against them?

• Could the process be improved – how?

Development

Working individually or in pairs students write a letter to Mrs Patel thanking her for the gift, telling

her of the school council’s decision and the reasons for it.

Role play

Aim: to use role play to explore democratic decision-making in a school context

1. Setting up and choosing a chairperson

Explain that the class are going to work in small groups to imagine that they are members of a school

council in an imaginary school.

If possible, the groups should be arranged around a ‘board table’. At irst the chairperson’s seat is empty,

ready to be illed when a decision is made.

In each group everyone takes the role of someone who has just been elected (chosen) to be school council

members. Their irst task is to choose who will be the chairperson. They need to think carefully about who

will do the job well. They discuss this to arrive at a joint decision. You might mention ‘The Apprentice’

teams choosing a project manager, if appropriate. They will need to decide whether to elect by a show of

hands or secret ballot.

2. Mrs Patel’s letter

Give each group a copy of the letter from Mrs Patel – see opposite page. This can be adapted to create a

local feel if required.

Ask the chairperson in each group to open and read out the letter.

The group discuss its contents – in particular what the money should be spent on.

Go from group to group listening in to get a sense of the decision-making process in each. Be prepared

to explain any details of the task, checking that everyone understands the word ‘will’. If helpful, suggest

different areas they might like to focus on such as sports equipment, classroom equipment, a camera,

school council tee shirts… anything that will keep the debate lively.

If the role play is lat with too little debate, pull individual students from each group and give them a clear

direction to argue for a different decision.

Pause the drama and ask each group to report back briely. How are they making their decisions? Set a time

limit, saying that they must decide on one proposal for how to spend the money.

If appropriate, introduce the notion of a ‘proposer’ (the person putting forward an idea for debate) and

‘seconder’ (somebody who agrees with the proposer).

Explain that the chairperson can have a ‘casting vote’ if the council votes with equal numbers for and

against the motion.

Stress that a proposal needs to be clear, using as few words as possible. The groups return to their roles as

school council members to make the inal decision.

3. Reflection

Bring the class back together and discuss the ideas and decisions from each group.

Explain that they have just been involved in a democratic process – making a joint decision in a fair and

thoughtful way. Ask:

The Head Teacher,

Greenield School,Armstrong Lane,South Haxell,OZ2 3NM

Mrs M Patel,51 Edge St.

South Haxell,OZ1 3NM

Dear Head Teacher,

My mother died last year after a very full and contented life here in South Haxell. She often talked about her happy times at your school and was thrilled to hear that you now have a school council. She says she would have loved this in her day because she always had so much to say!

My mother was not a rich woman, but she wanted to do something for the school that meant so much to her, so she has left £500 in her will for the school council to spend on any project they think is worthwhile.

I hope that you will pass this on to the school council and I would love to know what they decide.

Thank you, Yours faithfully,Mrs Patel


Ballot box

Hold a class referendum

Explain that a referendum is a way of giving everyone the opportunity to vote on a single question. Unlike an

election where people are choosing a person, in a referendum a decision is being made about an issue. Recent

examples include whether we should change our voting system, whether Scotland should be independent of

the United Kingdom, and whether the United Kingdom should remain in the European Union.

A referendum always has a binary question (agree/disagree, yes/no, this or that), never an open question.

Choose a subject on which there is likely to be some disagreement in your class. This can be either a real-life

school issue or an imaginary one. Examples include:

• Should the school have a school council?

• Should we have a new sports block or a music studio?

• Should we change the times of the school day?

• Should this controversial speaker be allowed to address students in assembly?

Discuss the chosen question, feeding in objections if necessary to promote debate.

Explain the need for a referendum question that:

• Will be clear and easy to understand;

• Is speciic (change the times of the school day to…);

• Is succinct (as few words as possible);

• Is binary (an agree/disagree or yes/no question).

Working individually or in small groups, students devise and revise a question for the referendum. Point out

that a speciic suggestion will be needed for the question about the times of the school day. Collate the

suggested questions and agree a inal version. This can be printed on individual ballot papers or written

on the board or delivered and counted electronically. A printed version is best as this is most like a real-life

referendum.

Allow time for class members to discuss and argue the case for or against.

Make sure that everyone understands the ballot paper and how to use it.

Votes are cast and counted. Appoint vote-counters as well as checkers who will watch over them to ensure

fairness and accuracy.

Ways to use the ballot box


The box brings all of the discussions and activities around democracy to life. Casting an actual ballot is a

moment of drama, a decision made in a physical way. Using the box helps students to understand that:

• Once a ballot is cast, it cannot be un-cast;

• Democratic decisions require careful consideration;

• Democracy involves people in a collective act.

Using the ballot box alongside other activities

You can incorporate the ballot box into other activities in this pack:

• In the ‘Power in your pocket’ assembly, produce the box alongside the voting slip.

• In quizzes: students place their written answers in the ballot box to symbolise that they cannot now be

changed, and to link the activity to democracy.

• In debating: For or Against votes can be cast in the ballot box.

• In the school council role play, use the ballot for each group to make their decision (empty and pass on

to each group in turn, or make a box for each group).

Secret ballots

Discuss the notion of a secret ballot. Give the following scenarios and ask whether they should be decided by

a show of hands or a secret ballot. Drawing out the following:

• We use the word ‘anonymous’ meaning that no one knows how a person votes.

• Anonymous ballots prevent bullying and intimidation.

• They prevent improper inluence such as bribery.

• They can be used to spare people’s feelings.

Scenario 1

In the early days of spacelight there were 7 astronauts who each wanted to be the irst American to go into

space. They were all asked who it should be. How did they decide this, by a show of hands or a secret ballot?

(A secret ballot was used in which each astronaut wrote down a name on a piece of paper, they were not

allowed to write their own name.)

Scenario 2

There are 2 kit designs available for a school sports team, each class is asked to vote on which to choose.

A show of hands would be ine here as no-one is personally involved. If individual votes are to be counted, as

opposed to a class decision, some form of recording would be required but it need not be secret.

Scenario 3

Two students from the same class have produced ilms for a national competition, but the school is only

allowed one entry. How should the decision be made?

A secret ballot is best to avoid hurting anyone’s feelings and to allow the vote to be on merit not favouritism.

Scenario 4

The country is holding a general election. There are big discussions and arguments. Some people accuse others

of telling lies and using abusive language. General elections are always decided by a secret ballot − why is

this? Does anyone think that it would be better if MPs were elected by a non-secret method so that everyone

would know how everyone voted?

‘I want to get involved with politics because I would like to have my say.’

UK Parliament Week 2016 Participant22 Teachers Resource Booklet | UK Parliament Week www.ukparliamentweek.org

24 Teachers Resource Booklet | UK Parliament Week 25 Teachers Resource Booklet | UK Parliament Week

History of democracy posters and display

1215 Magna Carta

Simon de Montfort’s parliament

Henry VIII – tussles with the Church and Parliament; England and Wales united

with irst Welsh MPs elected

The Gunpowder Plot

Charles 1st dismisses Parliament

Parliament returns, civil war, Charles 1st beheaded

‘Lord Protector’ Oliver Cromwell

Cromwell dies and the monarchy is restored

England and Scotland unite

The irst black voter – Ignatius Sancho

Ireland joins the Union

A massive ire destroys most of the Palace of Westminster

New Palace of Westminster inally in use

Secret ballots introduced

After years of campaigning, women over the age of 30 get the vote. Other

changes allow all men over the age of 21 to vote, tripling the number of voters

Southern Ireland gains independence

Women inally get fully equal voting rights

Voting age reduced to 18

First black peer, Lord Leary Constantine

First black MPs, Dianne Abbott, Paul Boateng, Bernie Grant, and Keith Vaz.

Devolution for Northern Ireland, Scotland and Wales

1265

1605

1629

1642−49

1653

1660

1707

1780

1801

1834

1853

1872

1818

1921

1928

1969

1969

1987

1999

1529−36

See www.parliament.uk/education/teaching-resources-lesson-plans/history-of-parliament-timeline

for an animated timeline: Houses of History.

2. Students choose one event in the history of UK democracy and design a poster around it. The poster should:

• Have a clear key slogan about the event;

• Create interest through controversy or intrigue that invites people to ind out more;

• Have a design that relects the message, whether propaganda, historical, educational or informative.

Slogan examples:

Aim: To focus on the signiicance of key moments in the history of democracy using poster style slogans

and design elements

Tip! Can be used in History and/or Art and Design classes.

1. Students research key moments in the history of democracy in the UK such as:

1987

1215

1928

First black MPs – how could it take so long?

Women inally get fully equal voting rights. Your vote cost lives so use it!

Magna Carta – time for MC2?

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26 Teachers Resource Booklet | UK Parliament Week 27 Teachers Resource Booklet | UK Parliament Week

Activity 4

Preparing, cooking and serving the banquet. This will stress the importance of teamwork, organisation and

planning. The sense of occasion, especially if invited guests are included, will be an important factor, turning

practical learning into a memorable celebration.

Extension

Each course could be preceded by a short talk about the food: its food value, where it comes from and

how it was prepared.

Pupils could plan entertainment to accompany the banquet, telling the story of democracy, representing

different eras and events through tableau, drama, readings and music.

Democracy banquet

Preparation

Aim: To apply the principles of nutrition and healthy eating to a celebration of democracy

Tip!

For students studying Design and Technology, or any course involving food preparation.

This activity could be for the class alone, or developed into a celebration event that includes parents and

others. It will be important to observe hygiene protocols in the handling of food. This could provide a good

opportunity to involve catering staff in the event.

Activity 1

Refer to previous work on diet and healthy eating, or give a quick introduction covering the importance of

fresh natural ingredients, a balance of food types, plenty of vegetables, not too much sugar etc. Stress that

some foods should be an occasional treat, and so something to look forward to and special.

Working individually students create two lists: ‘Everyday healthy food’, and ‘Occasional treats’. They populate

their lists with the type of food they eat.

Activity 2

Working in groups students create menu plans for a banquet to celebrate democracy.

They design each course to represent a different era in the story of democracy, such as:

1st course: meat or fowl or vegetarian pâté served on a bread trencher and eaten with a knife, as forks were

not used at the time of Magna Carta. An alternative would be just bread to represent a peasant’s diet; or a

radical version would be serve ine food to a small group and dry bread to the rest to suggest the unequal

power balance of the times.

2nd course: foods that relect the diversity and range of cultures in the modern United Kingdom.

3rd course: offer two dishes and hold a democratic vote as to which to eat. To ensure that this does not result

in food waste you could make the portions small and serve the loser after the winner. Alternatively, ensure

that both options will keep fresh so that the losing item can be taken home and eaten the next day.

As a class, discuss the menu plans and reine to ensure that they meet the criteria of being

• Balanced

• Representing the overall aim of the event

• Achievable

The last point is where you introduce the idea that some of the food (or most depending on facilities, time and

budget) will be prepared by the pupils themselves.

It may be necessary for students to return to their groups for further planning at this stage.

Activity 3

In this optional activity, pupils design the banquet, thinking about place settings, invitations, written menus

and other factors, such as posters and direction signs for visitors.

Remind them that the banquet is intended to celebrate democracy, so this will need to be relected in their designs.

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NotesNotes

Notes Notes


Version A All content is correct at time of print.

Content and design produced

by the Houses of Parliament.

Available in different formats and Welsh.

36 Teachers Resource Booklet | UK Parliament Week

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