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PoliticsWORK PLANNER(2019-2020)You should have this planner with you every lessonName: _______________________ Year: AL1/AL2 Group: A/B/C/D/E/Fright15240Personal target grade: _____00Personal target grade: _____WELCOME TO PoliticsCOURSE LAYOUTAt TRC, we teach AQA A Level History, and cover the following modules:Component 1: UK Politics and Core Political IdeasExamined at the end second year through a 2hr examComponent 2: UK Government and Non-core Political Ideas (Nationalism)Examined at the end of second year through a 2hr examUnit 3: Comparative Politics (USA)Examined at end of second year through a 2hr exam2478405491490SOCIAL MEDIABlog (our website with all course material):trchistory.Twitter:@TRC_HISTORY 00SOCIAL MEDIABlog (our website with all course material):trchistory.Twitter:@TRC_HISTORY -485775501015EMAILAlan Gillingham:Alan.Gillingham@thomroth.ac.uk 00EMAILAlan Gillingham:Alan.Gillingham@thomroth.ac.uk HOW TO CONTACT US/ACCESS SUPPORT-609600206374Assessment ObjectivesAO1 Demonstrate knowledge and understanding of politicalinstitutions, processes, concepts, theories and issues.AO2 Analyse aspects of politics and political information, including inrelation to parallels, connections, similarities and differences.AO3 Evaluate aspects of politics and political information, including toconstruct arguments, make substantiated judgements and drawconclusions.00Assessment ObjectivesAO1 Demonstrate knowledge and understanding of politicalinstitutions, processes, concepts, theories and issues.AO2 Analyse aspects of politics and political information, including inrelation to parallels, connections, similarities and differences.AO3 Evaluate aspects of politics and political information, including toconstruct arguments, make substantiated judgements and drawconclusions.GRADEBOOKGradeWhat Went WellEven Better If/ TargetGB1GB2GB3GB4GB5CHECKLIST: Component 1 UK Politics Democracy and ParticipationTopicSubtopicRAG1.1 Representative and Direct Democracy1.1 Current systems of representative democracy and directdemocracy.? The features of direct democracy and representativedemocracy.? The similarities and differences between direct democracyand representative democracy.Advantages and disadvantages of direct democracy andrepresentative democracy and consideration of the case forreform.1.2 A Wider Franchise and Debates over Suffrage1.2 A wider franchise and debates over suffrage.? Key milestones in the widening of the franchise in relationto class, gender, ethnicity and age, including the 1832Great Reform Act and the 1918, 1928 and 1969Representation of the People Acts.? The work of the suffragists/suffragettes to extend thefranchise.The work of a current movement to extend the franchise.1.3 Pressure Groups and other influences1.3 Pressure groups and other influences.? How different pressure groups exert influence and howtheir methods and influence vary in contemporarypolitics.? Case studies of two different pressure groups,highlighting examples of how their methods and influencevary.? Other collective organisations and groups including thinktanks, lobbyists and corporations, and their influence ongovernment and Parliament.1.4 Rights in Context1.4 Rights in context.? Major milestones in their development, including thesignificance of Magna Carta and more recentdevelopments, including the Human Rights Act 1998 andEquality Act 2010.? Debates on the extent, limits and tensions within the UK’srights-based culture, including consideration of howindividual and collective right may conflict, thecontributions from civil liberties pressure groups –including the work of two contemporary civil libertiespressure groups.Political PartiesTopicSubtopicRAG2.1 Political Parties2.1 Political parties.? The functions and features of political parties in the UK’srepresentative democracy.? How parties are currently funded and debates on theconsequences of the current funding system.2.2 Established political Parties2.2 Established political parties.? The origins and historical development of the ConservativeParty, the Labour Party and Liberal Democrat Party, andhow this has shaped their ideas and current policies on theeconomy, law and order, welfare and foreign affairs.2.3 Emerging and minor Political parties 2.3 Emerging and minor UK political parties.? The importance of other parties in the UK.? The ideas and policies of two other minor parties.2.4 UK Political Parties in Context2.4 UK political parties in context.? The development of a multi-party system and itsimplications for government.? Various factors that affect party success – explanations ofwhy political parties have succeeded or failed, includingdebates on the influence of the media.Electoral SystemsTopicSubtopicRAG3.1 Different Electoral Systems3.1 Different electoral systems.? First-past-the-post (FPTP), Additional Member System(AMS), Single Transferable Vote (STV), andSupplementary Vote (SV).? The advantages and disadvantages of these differentsystems.? Comparison of first-past-the-post (FPTP) to a differentelectoral system in a devolved parliament/assembly.3.2 Referendums and how they are used.3.2 Referendums and how they are used.? How referendums have been used in the UK and theirimpact on UK political life since 1997.? The case for and against referendums in a representativedemocracy.3.3 Electoral system analysis.3.3 Electoral system analysis.? Debates on why different electoral systems are used in theUK.? The impact of the electoral system on the government ortype of government appointed.? The impact of different systems on party representationand of electoral systems on voter choice.Voting behaviour and the mediaTopicSubtopicRAG4.1 Case Studies of 3 key general elections4.1 Case studies of three key general elections.? Case studies of three elections (one from the period 1945–92, the 1997 election, and one since 1997), the resultsand their impact on parties and government.? The factors that explain the outcomes of these elections,including:o the reasons for and impact of party policies andmanifestos, techniques used in their electioncampaigns, and the wider political context of theelectionso class-based voting and other factors influencing votingpatterns, such as partisanship and voting attachmento gender, age, ethnicity and region as factors ininfluencing voting behaviour, turnout and trends.? Analysis of the national voting-behaviour patterns forthese elections, revealed by national data sources and howand why they vary.4.2 The influence of the media.4.2 The influence of the media.? The Assessment of the role and impact of the media onpolitics – both during and between key general elections,including the importance and relevance of opinion polls,media bias and persuasion.CHECKLIST: Component 2 UK GovernmentThe Constitution TopicSubtopicRAG1.1 The nature and sources of the UK Constitution? an overview of the development of the Constitutionthrough key historical documents:o Magna Carta (1215); Bill of Rights (1689);Act of Settlement (1701); Acts of Union (1707);Parliament Acts (1911 and 1949); EuropeanCommunities Act (1972)? the nature of the UK Constitution: unentrenched,uncodified and unitary, and the ‘twin pillars’ ofparliamentary sovereignty and the rule of law? the five main sources of the UK Constitution: statute law;common law; conventions; authoritative works, andtreaties (including European Union law).1.2 How the constitution has changed since 1997.? Under Labour 1997–2010: House of Lords reforms,electoral reform; devolution; Human Rights Act 1998;and the Supreme Court.? Under the Coalition 2010–15: Fixed Term Parliaments,Act 2011; further devolution to Wales.? Any major reforms undertaken by governments since2015, including further devolution to Scotland (in thecontext of the Scottish Referendum).1.3 The role and powers of devolved bodies in the UK, and the impact of this devolution on the UK.? Devolution in England.? Scottish Parliament and Government.? Welsh Assembly and Government.? Northern Ireland Assembly and Executive.1.4 Debates on further reform? An overview of the extent to which the individual reformssince 1997 listed in section 1.2 above should be takenfurther.? The extent to which devolution should be extended inEngland.? Whether the UK constitution should be changed to beentrenched and codified, including a bill of rights.Parliament TopicSubtopicRAG2.1 The structure and of the House of Commons and House of Lords? The selection of members of the House of Commons andHouse of Lords, including the different types of Peers.? The main functions of the House of Commons and Houseof Lords and the extent to which these functions arefulfilled.2.2 The comparative powers of the House of Commons and House of Lords.? The exclusive powers of the House of Commons.? The main powers of the House of Lords.? Debates about the relative power of the two Houses.2.3 The legislative process.? The different stages a bill must go through to becomelaw.? The interaction between the Commons and the Lordsduring the legislative process, including the SalisburyConvention.2.4 The ways in which Parliament interacts with the Executive.? The role and significance of backbenchers in both Houses,including the importance of parliamentary privilege.? The work of select committees.? The role and significance of the opposition.? The purpose and nature of ministerial question time,including Prime Minister’s Questions.Prime Minister and ExecutiveTopicSubtopicRAG3.1 The structure role and powers of the executiveIts structure, including Prime Minister, the Cabinet, juniorministers and government departments.? Its main roles, including proposing legislation, proposinga budget, and making policy decisions within laws andbudget.? The main powers of the Executive, including RoyalPrerogative powers, initiation of legislation and secondarylegislative power.3.2 The concept of ministerial responsibility.? The concept of individual ministerial responsibility.? The concept of collective ministerial responsibility.3.3 The Prime Minister and the Cabinet.3.3.1 The power of the Prime Minister and the Cabinet.? The factors governing the Prime Minister’s selection ofministers.? The factors that affect the relationship between theCabinet and the Prime Minister, and the ways they havechanged, and the balance of power between the PrimeMinister and the Cabinet.3.3.2 The powers of the Prime Minster and the Cabinet to dictateevents and determine policy.? Students must study the influence of one Prime Ministerfrom 1945 to 1997 and one post-1997 Prime Minister.? Students may choose any pre-1997 and any post-1997Prime Minister, provided that they study them in anequivalent level of detail, covering both events andpolicy, with examples that illustrate both control and alack of control.Relations between the branchesTopicSubtopicRAG4.1 The Supreme CourtThe Supreme Court and its interactions with, and influenceover, the legislative and policy-making processes.? The role and composition of the Supreme Court.? The key operating principles of the Supreme Court,including judicial neutrality and judicial independence andtheir extent.? The degree to which the Supreme Court influences boththe Executive and Parliament, including the doctrine ofultra vires and judicial review.4.2 The relationship between the Executive and Parliament.? The influence and effectiveness of Parliament in holdingthe Executive to account.? The influence and effectiveness of the Executive inattempting to exercise dominance over Parliament.? The extent to which the balance of power betweenParliament and the Executive has changed.4.3 The aims, role and impact of the European Union (EU) on the UK government.? The aims of the EU, including the ‘four freedoms’ of thesingle market, social policy, and political and economicunion, and the extent to which these have been achieved.? The role of the EU in policy making.? The impact of the EU, including the main effects of atleast two EU policies and their impact on the UK politicalsystem and UK policy making.4.4 The location of sovereignty in the UK political system.? The distinction between legal sovereignty and politicalsovereignty.? The extent to which sovereignty has moved betweendifferent branches of government.? Where sovereignty can now be said to lie in the UK.Ideology (Components 1 and 2)Core Ideologies (Liberalism, Conservatism and Socialism)TopicSubtopicRAGConservatism:1 Conservatism: coreideas and principlesCore ideas and principles of conservatism and how they relate tohuman nature, the state, society and the economy:? pragmatism – flexible approach to society with decisionsmade on the basis of what works – to cover links betweenpragmatism and traditional conservative and one-nationphilosophy? tradition – accumulated wisdom of past societies and aconnection between the generations – to cover how thiscreates stability, links with organic change, and enhanceshumans’ security? human imperfection – humans are flawed which makes themincapable of making good decisions for themselves – to coverthe three aspects of psychological, moral and intellectualimperfection? organic society/state – society/state is more important thanany individual parts – to cover how this links to theunderpinning of the beliefs of authority and hierarchy, and acohesive society? paternalism – benign power exerted from above by the state,that governs in the interests of the people – to cover thedifferent interpretations by traditional (an authoritarianapproach, the state knows what is best so the people mustdo what they are told) and one-nation conservatives (there isan obligation on the wealthy to look after those who areunable to look after themselves)and why it is rejected byNew Right Conservatives? libertarianism (specifically neo-liberalism) – upholds liberty,seeking to maximise autonomy and free choice, mainly in theeconomy – to cover the moral and economic valuesassociated with this idea.Conservatism2 Differing views andtensions withinconservatismThe differing views and tensions within conservatism:? traditional conservative ? commitment to hierarchical andpaternalistic values? one-nation conservative ? updating of traditionalconservatism in response to the emergence of capitalism? New Right ? the marriage of neo-liberal and neoconservativeideas and include:o neo-liberal: principally concerned with free-marketeconomics and atomistic individualismo neo-conservative: principally concerned with the fear ofsocial fragmentation, tough on law and order and publicmorality.Conservatism 3 Conservativethinkers and theirideasThe key ideas of the following thinkers to exemplify the contentfrom areas 1 and 2:Thomas Hobbes (1588–1679)? Order – an ordered society should balance the human needto lead a free life.? Human nature – humans are needy, vulnerable and easily ledastray in attempts to understand the world around them.Edmund Burke (1729–1797)? Change – political change should be undertaken with greatcaution and organically.? Tradition and empiricism – practices passed down forgenerations should be respected.Michael Oakeshott (1901–1990)? Human imperfection – suggestion that society isunpredictable and humans are imperfect.? Pragmatism – belief that conservatism is about beingpragmatic.Ayn Rand (1905–1982)? Objectivism – this advocates the virtues of rationalself-interest.? Freedom – this supports a pure, laissez-faire capitalisteconomy.Robert Nozick (1938–2002)? Libertarianism – based on Kant’s idea that individuals insociety cannot be treated as a thing, or used against their willas a resource.? Self-ownership – individuals own their bodies, talents,abilities and labour.1 Liberalism: core ideasand principlesCore ideas and principles of liberalism and how they relate tohuman nature, the state, society and the economy:? individualism – the primacy of the individual in societyover any group – to cover egoistical individualism anddevelopmental individualism? freedom/liberty – the ability and right to make decisionsin your own interests based on your view of humannature – to cover how liberals guarantee individualfreedom, the link between freedom and individualism,that freedom is ‘under the law’? state – it is ‘necessary’ to avoid disorder, but ‘evil’ as ithas potential to remove individual liberty, thus should belimited; this is linked to the liberal view of the economy? rationalism – the belief that humans are rationalcreatures, capable of reason and logic – to cover howrationalism underpins an individual’s ability to definetheir own best interests and make their own moralchoices, creating a progressive societyequality/social justice – the belief that individuals are ofequal value and that they should be treated impartiallyand fairly by society – to cover foundational and formalequality, and equality of opportunity? liberal democracy – a democracy that balances the willof the people, as shown through elections, with limitedgovernment (state) and a respect for civil liberties insociety – to cover why liberals support it as well as whythey are concerned about it.2 Differing views andtensions withinliberalismThe differing views and tensions within liberalism:? classical liberalism ? early liberals who believed thatindividual freedom would best be achieved with the stateplaying a minimal role? modern liberalism ? emerged as a reaction againstfree-market capitalism, believing this had led to manyindividuals not being free. Freedom could no longersimply be defined as ‘being left alone’.3 Liberal thinkers andtheir ideasThe key ideas of the following thinkers to exemplify thecontent from areas 1 and 2:John Locke (1632-1704)? Social contract theory – society, state and governmentare based on a theoretical voluntary agreement.? Limited government – that government should be limitedand based on consent from below.Mary Wollstonecraft (1759–97)? Reason – women are rational and independent beingscapable of reason.? Formal equality – in order to be free, women shouldenjoy full civil liberties and be allowed to have a career.John Stuart Mill (1806-73)? Harm principle – that individuals should be free to doanything except harm other individuals.? Tolerance – belief that the popularity of a view does notnecessarily make it correct.John Rawls (1921-2002)? Theory of justice – opinion that society must be just andguarantee each citizen a life worth living.? The veil of ignorance – a hypothetical scenario whereindividuals agree on the type of society they want from aposition where they lack knowledge of their own positionin society.Betty Friedan (1921-2006)? Legal equality – women are as capable as men and thatoppressive laws and social views must be overturned.? Equal opportunity – women are being held back fromtheir potential because of the limited number of jobsthat are ‘acceptable’ for women.1 Socialism: coreideas and principlesCore ideas and principles of socialism and how they relate tohuman nature, the state, society and the economy:? collectivism – to cover how collective human effort is both ofgreater practical value to the economy and moral value tosociety than the effort of individuals? common humanity – to cover the nature of humans as socialcreatures with a tendency to co-operation, sociability andrationality, and how the individual cannot be understoodwithout reference to society, as human behaviour is sociallydetermined? equality – is a fundamental value of socialism – to cover thedisagreements among socialists about the nature of equalityand how it is critical to the state, society, the economy andhuman nature? social class – a group of people in society who have the samesocioeconomic status – to cover the extent to which classimpacts on socialists’ views of society, the state and theeconomy? workers’ control ? to cover the importance and the extent ofcontrol over the economy and/or state and how it is to beachieved.2 Differing viewsand tensions withinsocialismThe differing views and tensions within socialism:? revolutionary socialism ? socialism can be brought about onlyby the overthrow of the existing political and societalstructures? social democracy ? an ideological view that wishes tohumanise capitalism in the interests of social justice? Third Way ? a middle-ground alternative route to socialismand free-market capitalism.3 Socialist thinkersand their ideasKarl Marx (1818–83) and Friedrich Engels (1820–95)? The centrality of social class – the ideas of historicalmaterialism, dialectic change and revolutionary classconsciousness.? Humans as social beings – how nature is socially determinedand how true common humanity can be expressed only undercommunism.Beatrice Webb (1858–1943)? ‘The inevitability of gradualness’ – the gradualistparliamentary strategy for achieving evolutionary socialism.? The expansion of the state – that this, and not the overthrowof the state, is critical in delivering socialism.Rosa Luxemburg (1871–1919)? Evolutionary socialism and revisionism – this is not possible ascapitalism is based on an economic relationship of exploitation.? Struggle by the proletariat for reform and democracy – thiscreates the class consciousness necessary for the overthrow ofthe capitalist society and state.Anthony Crosland (1918–77)? The inherent contradictions in capitalism – does not drivesocial change and managed capitalism can deliver socialjustice and equality.? State-managed capitalism – includes the mixed economy, fullemployment and universal social benefits.Anthony Giddens (1938– )? The rejection of state intervention – acceptance of the freemarket in the economy, emphasis on equality of opportunityover equality, responsibility and community over class conflict.? The role of the state – is social investment in infrastructureand education not economic and social engineering.Non-Core Ideology (Nationalism)TopicSubtopicRAG1 Nationalism: coreideas and principlesCore ideas and principles of nationalism and how they relate tohuman nature, the state, society and the economy:? nations – people who identify themselves as a cohesive groupbased on shared values in society – to cover the idea that thereare very different ways of defining a nation? self-determination – belief that nations should decide how theyare governed – to cover the idea of the nation as a genuinepolitical community capable of self-government? nation-state – a nation that rules itself in its own state andcontrols its own economy – to cover the understanding that thenation-state, while supported by most nationalists, is notuniversally supported? culturalism – that nationalism is based on shared culturalsocietal values – to cover the idea that some forms ofnationalism are grounded in more mystical, emotional ties andalso to reflect on the darker side of nationalism? racialism – humankind can be meaningfully divided intoseparate ‘races’, which each possess different natures – tocover the view held by a very small group of nationalists whobelieve that nationhood is determined purely by biologicalfactors? internationalism – the world should unite across boundaries toadvance their common interests in society – to cover the ideathat some forms of nationalism also have an internationalistperspective, whereas other internationalists reject nationalism.2 Different types ofnationalismThe different types of nationalism and the extent to which theyvary:? liberal nationalism – seeks a world of autonomousnation-states? conservative nationalism – exists to forge a sense of cohesionand unity within society? anti/post-colonialism – rejects colonial rule and seeks to havegovernance returned to the indigenous population? expansionist nationalism – rejects the right of all nations toself-determination, usually linked to chauvinism.3 Nationalist thinkersand their ideas.The key ideas of the following thinkers to exemplify the content fromareas 1 and 2:Jean-Jacques Rousseau (1712–1778)? General will – that government should be based on theindivisible collective will of the ‘community’ and that nationshave the right to govern themselves.? Civic nationalism – where the state is legitimate because it isbased on the active participation of its citizens.Johann Gottfried von Herder (1744–1803)? Cultural nationalism – suggested that every nation was different,and that every nation had its own unique cultural character.? Volk – identified the Volk (the people) as the root of nationalculture and special nature (Volksgeist), which each nation shouldtry to express.Giuseppe Mazzini (1805–1872)? Nationhood – believed that humans could express themselvesonly via their nation and that human freedom rested on thecreation of one’s own nation-state.? ‘Action’ – rejected intellectualism and rationalism, and createdan idea known as ‘thought and action’.Charles Maurras (1868-1952)? Integral nationalism – an intensely emotional form of nationalismwhere individuals were encouraged to submerge themselves intotheir nation.? Militarism – integral nationalism encourages nations to have astrong military ethos.Marcus Garvey (1887–1940)? Black pride – encouraged African people to be proud of their raceand to see beauty in their own kind.? Pan-Africanism – that African people, in every part of the world,were one people and that they would never progress if they didnot put aside their cultural and ethnic ponent 3: Comparative PoliticsUS Constitution and federalismTopicSubtopicRAG1.1 The nature of the US Constitution.1.1 The nature of the US Constitution.? Vagueness of the document, codification and entrenchment.? The constitutional framework (powers) of the US branches ofgovernment.? The amendment process, including advantages anddisadvantages of the formal process.1.2 The key features of the US Constitution (as listed below) and anevaluation of their effectiveness today.1.2 The key features of the US Constitution (as listed below) and anevaluation of their effectiveness today.? Federalism.? Separation of powers and checks and balances.? Bipartisanship.? Limited government.1.3 The main characteristics of US federalism.1.3 The main characteristics of US federalism.? The nature of the federal system of government and itsrelationship with the states.1.4 Interpretations and debates around the US Constitution andfederalism.1.4 Interpretations and debates around the US Constitution andfederalism.? The extent of democracy within the US Constitution, itsstrengths and weaknesses and its impact on the USgovernment today.? The debates around the extent to which the USA remainsfederal today.US CongressTopicSubtopicRAG2.1 The Structure of Congress2.1 The structure of Congress.? Bicameral nature, the membership of Congress and the electioncycle.2.1.1 The distribution of powers within Congress:? powers given to Congress in the Constitution, the exclusivepowers of each House and the concurrent powers of Congress.2.2 The functions of Congress.2.2.1 Representation.? Congressional elections and the significance of incumbency.? Factors that affect voting behaviour within Congress:o parties and caucuses, constituency, pressure groups andlobbyists.2.2.2 Legislative.? The legislative process, including the strengths and weaknessesof this process.? The differences between the legislative process in eachchamber.? The policy significance of Congress – impact and effectivenessof laws passed.2.2.3 Oversight.? Factors that influence the relationship between Congress andthe presidency.? The checks on the other branches of government and theextent of its institutional effectiveness.2.3 Interpretations and debates around Congress2.3 Interpretations and debates around Congress.? Changing roles and powers of Congress and their relativeimportance, and debates about adequacy of its representativerole.? Changing significance of parties in Congress.? Significance and effectiveness of the powers outlined in theConstitution.The US PresidencyTopicSubtopicRAG3.1 Formal sources of presidential power as outlined in the USConstitution and their use..3.1 Formal sources of presidential power as outlined in the USConstitution and their use.? The role as the Head of State and as the Head ofGovernment.The significance of these powers with reference to presidentssince 1992.3.2 Informal sources of presidential power and their use.3.2 Informal sources of presidential power and their use.? The electoral mandate, executive orders, national events andthe cabinet.? Powers of persuasion including the nature/characteristics ofeach president.? Executive Office of the President (EXOP), including the role ofthe National Security Council (NSC), Office of Managementand Budget (OMB) and the White House Office (WHO).The significance of these powers with reference to presidentssince 1992.3.3 The presidency.3.3 The presidency.3.3.1 Relationships between the presidency and the followinginstitutions and why this varies:? Congress and the Supreme Court.3.3.2 Limitations on presidential power and why this varies betweenpresidents:? changing nature of power over their term in office? Congress, the Supreme Court and the Constitution? the election cycle and divided government.The significance of these limitations with reference to presidentssince 1992.3.4 Interpretations and debates of the US presidency3.4 Interpretations and debates of the US presidency.? How effectively they have achieved their aims.? The imperial presidency.? The extent of presidential accountability to Congress.? The role and power of the president in foreign policy.With reference to presidents since 1992.The US Supreme Court and civil rightsTopicSubtopicRAG4.1 The nature and role of the Supreme Court..4.1 The nature and role of the Supreme Court.? The US Constitution.? The independent nature of the Supreme Court.? The judicial review process (Marbury vs Madison 1803 andFletcher vs Peck 1810).4.2 The appointment process for the Supreme Court.4.2 The appointment process for the Supreme Court.? Strengths and weaknesses of the process.? Factors influencing the president’s choice of nominee.? The current composition and ideological balance of theCourt.4.3 The Supreme Court and public policy..4.3 The Supreme Court and public policy.? The impact of the Supreme Court on public policy inthe US, with a range of examples, including examplespost-2005.? Political significance debate: the role of judicial activism andjudicial restraint and criticisms of each.4.4 The protection of civil liberties and rights in the US today.4.4 The protection of civil liberties and rights in the US today.? Rights protected by the Constitution, by the Bill of Rights, bysubsequent constitutional amendments and by rulings of theSupreme Court.4. 5 Race and rights in contemporary US politics.Race and rights in contemporary US politics.? The methods, influence and effectiveness of racial rightscampaigns and the impact on current domestic policy:o voting rights, affirmative action and representation.4.6 Interpretations and debates of the US Supreme Court and civilrights.4.6 Interpretations and debates of the US Supreme Court and civilrights.? The political versus judicial nature of the Supreme Court.? Living Constitution ideology as against originalism.? How effectively civil and constitutional rights have beenupheld by the Supreme Court and the effectiveness of thisprotection.? The extent of their powers and the effectiveness of checksand balances.? The successes and failures of measures to promote equality,including affirmative action and immigration reform.Glossary Component 1SectionKey TermUnderstood?1 Democracy andparticipationLegitimacyDirect democracyRepresentativedemocracyPluralist democracyDemocratic deficitParticipation crisisFranchise/suffrageThink tanksLobbyists2 Political partiesOld Labour (socialdemocracy)New Labour(Third Way)One NationNew RightClassical liberalsModern liberalsParty systemsLeft-wingRight-wing3 Electoral systemsFirst-past-the-post(FPTP)Additional MemberSystem (AMS)Single TransferableVote (STV)SupplementaryVote (SV)Safe seatMarginal seatMinority governmentCoalition government4 Voting behaviourand the mediaClass dealignmentPartisan dealignmentGoverningcompetencyDisillusion andapathyManifestoMandateGlossary Component 2SectionKey TermUnderstood?1 The constitutionConstitutionUnentrenched(entrenched)Uncodified (codified)Unitary (federal)ParliamentarysovereigntyThe rule of lawStatute lawCommon lawConventionsAuthoritative worksTreatiesDevolution2 ParliamentParliamentHouse of CommonsHouse of LordsConfidence and supplySalisbury ConventionParliamentaryprivilegeLegislative billsPublic bill committeesBackbenchersSelect committeesOpposition3 Prime Ministerand ExecutiveExecutiveCabinetMinisterGovernmentdepartmentRoyal prerogativeSecondary legislationIndividualresponsibilityCollectiveresponsibilityPresidentialgovernment4 Relations betweenthe branchesSupreme CourtJudicial neutralityJudicial independenceJudicial reviewElective dictatorshipEuropean Union (EU)Four freedoms (EU)Legal sovereigntyPolitical sovereigntyUltra viresGlossary IdeologySectionKey TermUnderstood?1 Conservatism: coreideas and principlesHierarchyAuthorityChange to conserveAtomism2 Differing views andtensions withinconservatismNoblesse obligeAnti-permissivenessRadicalHuman imperfection3 Conservativethinkers and theirideasLaissez-faireEmpiricism1 Liberalism: core ideasand principlesFoundational equalityFormal equalityEquality of opportunitySocial contractMeritocracyMechanistic theoryToleranceLimited government2 Differing views andtensions withinliberalismEgoistical individualismDevelopmental individualismNegative freedomPositive freedomLaissez-faire capitalismKeynesianism3 Liberal thinkers andtheir ideasHarm principleMinimal stateEnabling state1 Socialism: coreideas and principlesFraternityCooperationCapitalismCommon ownershipCommunism2 Differing viewsand tensions withinsocialismEvolutionary socialismMarxismRevisionismSocial justice3 Socialist thinkersand their ideasClass consciousnessHistorical materialismDialecticKeynesian economics1 Nationalism: coreideas and principlesCivic nationalismLiberal internationalismSocialist internationalismEthnicity2 Different types ofnationalismRationalProgressiveRegressiveInclusive nationalismExclusive nationalismChauvinistic nationalismImperialism/colonialism3 Nationalist thinkersand their ideasVolksgeistIntegral nationalismBlack nationalismGlossary Component 3SectionKey TermUnderstood?1 US Constitutionand federalismBipartisanshipChecks and balancesCodificationConstitutionEntrenchmentEnumerated powersFederalismLimited governmentPrincipleSeparation of powers2 US CongressCongressionalcaucusesDivided governmentFilibusterGridlockIncumbencyMid-term electionsOversightPartisanshipUnanimous consent3 US presidencyDomestic politicsElectoral mandateExecutive branchExecutive ordersImperial presidencyImperilled presidencyInformal powersPowers of persuasionUnified Government4 US SupremeCourt and civilrightsConservative justiceImperial judiciaryJudicial activismJudicial restraintJudicial reviewLiberal justiceLiving constitutionOriginalismPublic policyStare decisisStrict/looseconstructionistSwing justiceConstitutional rightsRacial equalityAffirmative actionINDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning, pre-chewed)Other independent work completedSeptember 2019MTWTFWknd234569101112131617181920232425262730Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedOctober 2019MTWTFWknd1234789101114151617182122232525282930Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedNovember 2019MTWTFWknd145678111213141518192021222526272829Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedDecember 2019MTWTFWknd23456910111213161718192023242526273031Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedJanuary 2020MTWTFWknd123678910131415161720212223242728293031Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedFebruary 2020MTWTFWknd34567101112131417181920212425262728Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedMarch 2020MTWTFWknd23456910111213161718192023242526273031Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedApril 2020MTWTFWknd123678910131415161720212223242728293031Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedMay 2020MTWTFWknd145678111213141518192021222526272829Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedJune 2020MTWTFWknd1234589101112151617181922232425262930Signed: _____________INDEPENDENT LEARNING DIARYleft3587750.left63500Deadlines (e.g. flipped learning)Other independent work completedJuly 2020MTWTFWknd123678910131415161720212223242728293031Signed: _____________FOLDER CHECK 1171450728345Teacher comment/advice:00Teacher comment/advice:Date:AreaGoodSatisfactoryImproveAttendanceHistory planner up to dateLesson work completed up to dateFlipped learning completed up to dateAssessment(s) with feedback sheetEvidence of organisation (subheadings/dividers)Evidence of green penFOLDER CHECK 228575904875Teacher comment/advice:00Teacher comment/advice:Date:AreaGoodSatisfactoryImproveAttendanceHistory planner up to dateLesson work completed up to dateFlipped learning completed up to dateAssessment(s) with feedback sheetEvidence of organisation (subheadings/dividers)Evidence of green penFOLDER CHECK 3right949325Teacher comment/advice:00Teacher comment/advice:Date:AreaGoodSatisfactoryImproveAttendanceHistory planner up to dateLesson work completed up to dateFlipped learning completed up to dateAssessment(s) with feedback sheetEvidence of organisation (subheadings/dividers)STAMP PAGE: ANIMALS Homework will be checked through an animal stamp, you will get each animal. If you collect all the stamps by the end of the term, there is a prize!GiraffeDeerSheepKoalaKangarooCowSquirrelCrabCamelTurtleDogElephantDonkeySeahorseFishPandaCrocodileZebraMonkeyRabbitBearTigerDuckHorseJellyfishSTAMP PAGE: NATUREHomework will be checked through a nature stamp, you will get each stamp. If you collect all the stamps by the end of the term, there is a prize!Wind turbineBlue CarArrowSunRainArrowsFactoryOrange CarLighthouseCloudHouseTree (fruit)Stop signRoadworksBikeHelicopterLorryFerryFlatsFenceRed carBungalowTreeScooterAeroplaneSTAMP PAGE: SURPRISE!Homework will be checked through a stamp, you will get each stamp. If you collect all the stamps by the end of the term, there is a prize!Appendix 1: Question paper commandwordsThe following command words summarise the essential skills required of students inresponding to questions. To ensure that students have a full understanding as to how torespond, please refer to the relevant levels-based mark schemes provided in the sampleassessment mand word Definition AO assessedEvaluate To review ideas, issues and/or information andmake substantiated judgements and drawconclusions.AO1 (10 marks)AO2 (10 marks)AO3 (10 marks)To what extent To review political ideas and make substantiatedjudgements and draw conclusions.AO1 (8 marks)AO2 (8 marks)AO3 (8 marks)Analyse To deconstruct ideas, issues and/or information indetail in order to find connections, similaritiesand/or differences and provide evidence ofreasoned thinking.AO1 (6 marks)AO2 (6 marks)Examine To consider an idea/concept carefully and in detailto identify what the idea/concept is and why itexists and compare ideas/concepts.AO1 (6 marks)AO2 (6 marks) ................
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