Citizenship GCSE Revision

citizenship
TODAY
Teachers File
chrisculshaw
neilreaich
jennywales
About the Citizenship Today author team

Jenny Wales is an established educational author. As well as writing extensively for a number of Economics and
Business publications, including Nuffield-BP Business and Economics for GCSE published by Collins, she has written
resources for the teaching of Citizenship in schools. Her experience extends to consultancy work for economics
programmes for television and radio. She is a former chair of the EBA and a member of a DfES Citizenship Task Force
Panel. She is Chair of Examiners for Citizenship with a major awarding body.
Chris Culshaw is an established author in the field of literacy, with many books to his credit, including the best-selling
Headwork series and Collins Soundbites titles. He was former Director of the Faculty of Guidance at Morecambe High
School, where his responsibilities included teaching PSHE and providing careers advice.
Paul Clarke trains PGCE student teachers at the University of Worcester. He specializes in Business and Economics and
also manages a Citizenship pathway for all trainees. He formerly managed a Social Science department in an east
London school. In addition, he has worked on a national project managing cross-curricular themes and has taught
INSET and PGCE courses at the London Institute of Education. He is an active member of the Economics and Business
Education Association. His writing experience includes texts for students of A-level, GCSE and 'vocational' courses as
well as books and articles for teachers of Business and Citizenship.
Neil Reaich is an Enterprise consultant in South-West England. He has written for several Business and Economics
publications for schools, including the Nuffield-BP Business and Economics for GCSE published by Collins. His
experience in Business and Economics education has also led to his writing for further education publications, as well
as for the private sector.
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HarperCollinsPublishers Limited 2006
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ISBN-13 978 0 00 722064 9
ISBN-10 0 00 722064 2
Jenny Wales, Chris Culshaw and Neil Reaich assert their moral right to
be identified as the authors of this work
Any educational institution that has purchased one copy of this
publication may make unlimited duplicate copies for use exclusively
within that institution. Permission does not extend to reproduction,
storage within a retrieval system, or transmittal in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise,
of duplicate copies for loaning, renting or selling to any other
institution without the permission of the Publisher.
British Library Cataloguing in Publication Data
A Catalogue record for this publication is available from the
British Library
This high quality material is endorsed by Edexcel and has been through
a rigorous quality assurance programme to ensure that it is a suitable
companion to the specification for both learners and teachers. This
does not mean that its contents will be used verbatim when setting
examinations nor is it to be read as being the official specification a
copy of which is available at www.edexcel.org.uk.
Acknowledgements
HarperCollinsPublishers would like to thank Trevor Green, Chief
Examiner of Citizenship for Edexcel for his comments on this second
edition. We would also like to thank Anthony Batchelor, Principal
examiner of Citizenship for Edexcel for his input.
The publishers gratefully acknowledge the following for permission to

reproduce copyright material. Every effort has been made to trace
copyright holders, but in some cases this has proved impossible. The
publishers would be happy to hear from any copyright holder that has
not been acknowledged.
Thanks to:
BBC News website (http://news.bbc.co.uk) for use of Edinburgh rejects
congestion plan Feb 22nd 2005: p. 84; Chris North, Humanitarian
Deminer for the use of Two Steps: p. 152; Crown copyright material is
reproduced with the permission of the Controller of HMSO and the
Queens Printer for Scotland: p. 29, 137, 139; David Lammy, MP for the
use of extracts from his maiden speech: p. 29, 89; European
Communities 19952005 for the use of statistics: p. 153; Reebok Human
Rights Award programme: p. 46; The Day Chocolate Company for the
use of The story of the Divine Chocolate bar: p. 127; The Howard
League for Penal Reform for the extract from Citizenship and Crime
project: p. 61; Tourism Concern for the use of extracts on tourist
developments in Mexico: p. 131; Young Carers Voice for the use of
Sarahs story and for the information on young carers: p. 46.
The publishers would like to thank the following for permission to
reproduce photographs. The page number is followed, where necessary,
by t (top), m (middle), b (bottom), l (left), or r (right):
p. 89 Alamy;
p. 149 (tl) Photofusion/Paula Solloway; (tr) Corbis, (bl) Still Pictures, (br)
Rex Features.
Printed and bound by Martins the Printers Ltd, Berwick-upon-Tweed
Page layout by Ken Vail Graphic Design, Cambridge
Cover design by Bluepig Design
Contents
Welcome to Citizenship
How to use this book

Using the Citizenship Today CD-ROM
12
13
Theme 1 Human rights
1562
1.1 Communities and identities
15
What is a community? (SB pages 2223)

Copymaster 1: What does community mean
to you?
A national culture (SB pages 2425)
Where are your roots? (SB pages 2627)
Copymaster 2: The roots of British pop music
Copymaster 3: Where do we come from?
Religious understanding (SB pages 2829)
Copymaster 4: Same or different?
Identities (SB pages 3031)
Copymaster 5: Whats important to me
Meeting barriers (SB pages 3233)
Copymaster 6: A man of vision
Discrimination and the law (SB pages 3435)
Exam practice 1.1: Communities and identities
Quiz 1.1: Communities and identities
16
1.2 Roles, rights and responsibilities
31
What are human rights? (SB pages 3637)

Copymaster 9: United Nations Convention
on the Rights of the Child
Copymaster 10: Universal Declaration of
Human Rights
Copymaster 11: The Human Rights Act
Legal rights (SB pages 3839)
Copymaster 12: Young people and alcohol
Rights with responsibilities (SB pages 4041)
Copymaster 13: Education rights
32
18
19
22
24
26
28
37
Protecting the customer (SB pages 4243)

Fair play at work (SB pages 4445)
Copymaster 14: Grievances 1
Copymaster 15: Grievances 2
Responsibilities in the workplace (SB pages 4647)
Copymaster 16: Roles, rights and responsibilities
Quiz 1.2: Roles, rights and responsibilities
41
42
1.3 Criminal and civil justice
48
Whats the point of law? (SB pages 4849)

Copymaster 18: What do you think about
the law?
Copymaster 19: Good or bad laws?
Civil and criminal law: whats the difference?
(SB pages 5051)
Copymaster 20: Diffences between civil and
criminal law
Who puts the law into practice? (SB pages 5253)
Copymaster 21: Representative enough?
Criminal courts (SB pages 5455)
Copymaster 22: What happens in a magistrates
court?
What sentence? (SB pages 5657)
Copymaster 23: What sentence would you give?
Copymaster 24: Face-to-face
Exam practice 1.3: Criminal and civil justice
Quiz 1.3: Criminal and civil justice
49
45
52
54
56
58
39
63104
Theme 2 Power, politics and the media

2.1 Power and politics
63
Taking part (SB pages 6465)

Copymaster 27: Persuading people
Copymaster 28: A class decision
Who represents us? (SB pages 6667)
How does the council work? (SB pages 6869)
Copymaster 29: Who decides?
What does the council do? (SB pages 7071)
Talking to the council (SB pages 7273)
Copymaster 30: Should we close the
leisure centre? 1
leisure centre? 2
leisure centre? 3
Putting on the pressure (SB pages 7475)
Getting elected (SB pages 7677)
Copymaster 33: Whose party? Our party!
What does an MP do? (SB pages 7879)
How are laws made? (SB pages 8081)
Spending and taxing (SB pages 8283)
Copymaster 34: Balancing the books 1
Copymaster 35: Balancing the books 2
64
67
68
70
71
75
76
78
79
80
Making a difference (SB pages 8485)

Copymaster 36: Make it happen!
More democratic? (SB pages 8687)
Copymaster 37: Wheres home? 1
Vote, vote, vote! (SB pages 8889)
Exam practice 2.1: Power and politics
Quiz 2.1: Power and politics
83
2.2 The media
91
What is the media? (SB pages 9091)

Copymaster 41: Whos right?
Why should the press be free? (SB pages 9293)
Legal, decent, honest and truthful? (SB pages 9495)
Copymaster 42: Popular or quality?
What news? (SB pages 9697)
Copymaster 43: TV news desk
TV: information or entertainment? (SB pages 9899)
Can you say what you like? (SB pages 100101)
Copymaster 44: Can you trust this website?
Whose views? (SB pages 102103)
Exam practice 2.2: The media
Quiz 2.2: The media
92
85
88
94
95
97
99
100
102
Contents
Theme 3 The global village
105156
3.1 Global business
105
What is an economy? (SB pages 110111)

Who does what? (SB pages 112113)
Sharing success or failure (SB pages 114115)
Copymaster 47: Booms and slumps 1
When prices rise (SB pages 116117)
Making ends meet (SB pages 118119)
Copymaster 50: Fair shares?
Can the world be fairer? (SB pages 120121)
Copymaster 51: The debt dilemma 1
Globalization (SB pages 122123)
Copymaster 54: From whose viewpoint? 1
Copymaster 55: From whose viewpoint? 2
Sweet shops and sweatshops (SB pages 124125)
Copymaster 56: Child labour
Worth a protest? (SB pages 126127)
Copymaster 57: What matters to you?
Exam practice 3.1: Gobal business 1
Exam practice 3.1: Gobal business 2
Quiz 3.1: Gobal business
106
107
108
3.2 Environmental issues
112
113
115
119
122
124
129
What is sustainable development? (SB pages 128129) 130

Copymaster 61: Sustainable tourism
Local solutions to global problems (SB pages 130131) 132
Copymaster 62: Our local area
Answers to quizzes
Contents
Contents
How to use Citizenship Today
Theme 1
Human rights
1.1
Communities and identities
What is a community?
Copymaster 1
A national culture
Where are your roots?
Copymaster 2
Copymaster 3
Religious understanding
Copymaster 4
Identities
Copymaster 5
Meeting barriers
Copymaster 6
Discrimination and the law
Copymaster 7
1.1
1.1
Copymaster 8
Human rights
Theme 1
1.2
Roles, rights and
responsibilities
What are human rights?
Copymaster 9
Copymaster 10
Copymaster 11
Legal rights
Copymaster 12
Rights with responsibilities
Copymaster 13
Protecting the customer
Fair play at work
Copymaster 14
Copymaster 15
Responsibilities in the workplace
1.2
Copymaster 16
1.2
Copymaster 17
Theme 1
Human rights
1.3
Criminal and civil justice
Waste not, want not (SB pages 132133)

Car crisis? (SB pages 134135)
Copymaster 63: A web of consequences
Copymaster 64: Safer journeys to school
We all share the same air (SB pages 136137)
Exam practice 3.2: Environmental issues
Quiz 3.2: Environmental issues
134
135
3.3 The UKs place in the world
141
The European family (SB pages 138139)

Copymaster 67: The European Union
Copymaster 68: A level playing field
Citizens of Europe (SB pages 140141)
The Commonwealth (SB pages 142143)
Copymaster 69: Why be a member of the
Commonwealth?
A united world? (SB pages 144145)
Copymaster 70: Global solutions
Global crisis: global action (SB pages 146147)
A louder voice (SB pages 148149)
Copymaster 71: Poetry for persuasion
Exam practice 3.3: The UKs place in the world:
Europe
the Commonwealth
the UN
Quiz 3.3: The UKs place in the world
142
138
145
146
148
150
151
157160
Whats the point of law?
Copymaster 18
Copymaster 19
Civil and criminal law: whats the
difference?
Copymaster 20
Who puts the law into practice?
Copymaster 21
Criminal courts
Copymaster 22
What sentence?
Copymaster 23
Copymaster 24
1.3
Copymaster 25
1.3
Copymaster 26
Theme 2
Power, politics and the media
2.1
Power and politics
Taking part
Copymaster 27
Copymaster 28
Who represents us?
How does the council work?
Copymaster 29
What does the council do?
Talking to the council
Copymaster 30
Copymaster 31
Copymaster 32
Putting on the pressure
Getting elected
Copymaster 33
What does an MP do?
How are laws made?
Spending and taxing
Copymaster 34
Copymaster 35
Making a difference
Copymaster 36
More democratic?
Copymaster 37
Copymaster 38
Vote, vote, vote!
2.1
Copymaster 39
2.1
Copymaster 40
Theme 2
The media
2.2
What is the media?
Copymaster 41
Why should the press be free?
Legal, decent, honest and truthful?
Copymaster 42
What news?
Copymaster 43
TV: information or entertainment?
Can you say what you like?
Copymaster 44
Whose views?
2.2
Copymaster 45
2.2
Copymaster 46
Theme 3
The global village
3.1
Global business
What is an economy?
Who does what?
Sharing success or failure
Copymaster 47
Copymaster 48
Copymaster 49
When prices rise
Making ends meet
Copymaster 50
Can the world be fairer?
Copymaster 51
Copymaster 52
Copymaster 53
Globalization
Copymaster 54
Copymaster 55
Sweet shops and sweatshops
Copymaster 56
Worth a protest?
Copymaster 57
3.1
Copymaster 58
3.1
Copymaster 59
3.1
Copymaster 60
Theme 3
The global village
Environmental issues
3.2
What is sustainable development?
Copymaster 61
Local solutions to global problems
Copymaster 62
Waste not, want not
Car crisis?
Copymaster 63
Copymaster 64
We all share the same air
3.2
Copymaster 65
3.2
Copymaster 66
Theme 3
The global village
3.3
The UKs place in the world
The European family
Copymaster 67
Copymaster 68
Citizens of Europe
The Commonwealth
Copymaster 69
A united world?
Copymaster 70
Global crisis: global action
A louder voice
Copymaster 71
3.3
Copymaster 72
3.3
Copymaster 73
3.3
Copymaster 74
3.3
Copymaster 75
1.2
1.1
2.1
1.3
3.1
2.2
3.3
3.2
As more and more schools decide to enter increasing numbers of candidates for
GCSE Citizenship Studies, it is ever more evident that many of the hopes expressed in
the Crick Report in 1998 are now being fulfilled. The Report (Education for
Citizenship and the Teaching of Democracy in Schools), led to the introduction of
Citizenship into the KS3 and KS4 National Curriculum in England, though in Wales
Citizenship is included as an integral part of the PSE curriculum.
Studies undertaken for QCA (Qualifications and Curriculum Authority) and the
findings of Ofsted inspectors confirm that where secondary students focus on the
GCSE in the subject, good progress is made. In other words, their Citizenship Studies
do help these students to acquire the knowledge, skills and understanding they
require to be empowered citizens and to play an effective role in society.
What is Citizenship?
Essential elements of the new Citizenship curriculum include:
Social and moral responsibility: students learning, from the beginning, selfconfidence and socially and morally responsible behaviour, both in and beyond the
classroom, towards those in authority and towards each other.
Community involvement: students learning how to become helpfully involved in
the life and concerns of their neighbourhood and communities, including learning
through community involvement and service.
Political literacy: students learning about the issues, problems and practices of our
democracy and how citizens can make themselves effective in public life, locally,
regionally and nationally, through skills as well as knowledge.
So it immediately becomes clear that Citizenship is not a civics subject involving
simply the symbols of British life, such as the Queen, the flag, Parliament and voting.
It is, rather, about giving students the knowledge, skills and values relevant to the
nature and practices of participative democracy. Citizenship is also about the duties,
responsibilities, rights and development of students into citizens. Its study includes:
learning about the value to individuals, schools and society of involvement in the
local and wider community, both local and national; gaining an awareness of world
affairs and global issues; understanding the economic realities of adult life.
Citizenship and the school curriculum

Ofsted has looked closely at the provision for Citizenship in secondary schools and
colleges and has found performance at KS4 is generally strong where schools give
the pupils a chance to take the GCSE. Schools and colleges entering candidates for
the GCSE obviously wish to put in place the curriculum and procedures required for
assessing and recording students progress in the subject and for reporting to
parents. They know final results can have a beneficial impact on factors such as
league table positions, while those schools which have not yet made a commitment
to enter candidates for the GCSE are sometimes not as far advanced in assessing and
recording student progress, training staff and reporting to parents.
QCA and DfES have jointly published useful schemes of work and other guidance
which teachers will find extremely helpful in planning their work for Key Stages 3
and 4 (see the Citizenship pages at www.dfes.gov.uk). However, since there is no
formal Key Stage 4 test, the Edexcel GCSE provides an excellent assessment tool. It
provides a manageable and clearly defined framework for teachers and candidates
alike. It has proved popular in schools, results have been good and the students
taking the exam have clearly gained much insight into their place in the world
around them as well as gaining a valuable qualification.
HarperCollinsPublishers Ltd 2006
Participation
Many schools recognize that if children, when they grow into adults, are to become
citizens who demonstrate an on-going concern for each other and for the
community in which they live, they first need to acquire a knowledge and
understanding of how societies and communities operate. They also need to
appreciate the rights and responsibilities that individuals in such communities share.
By gaining experience of participating in activities designed to 'make a difference',
students grow in confidence, take great pride in their collective achievements and are
never likely to be content to remain by-standers in future.
Moderators have consistently commented on the success of the Citizenship
Activity in the Edexcel GCSE. With its clear focus on the Programme of Study, it helps
students recognize that they can 'make a difference' in many ways. Instead of
viewing the world passively, a course in Citizenship Studies should help them to gain
a sharper awareness of right and wrong and to recognize how they, with others, can
go about changing things that need to be improved. That is why more and more
schools are setting up School Councils, not as some sort of tokenism, but rather to
give the students a real say over certain matters that affect them. Equally, student
newspapers and radio stations, links between schools on different continents, work
for charities aimed at social change and campaigns that focus on the environment
and Local Agenda 21 have proved to be invaluable.
Citizenship and making values explicit

Citizenship Studies isnt just another set of skills and knowledge for students to
acquire. It is as much about making values explicit, about embedding key concepts
essential in an advanced and humane society, in the consciousness of present and
future generations. It is about equipping young people and the rest of society with
appropriate skills so they can participate meaningfully and effectively in the making
of decisions that affect them.
The concepts which are to be exemplified, as suggested in the Crick Report,
Education for Citizenship and the Teaching of Democracy in Schools, 1998, include:
l
Democracy and autocracy
Cooperation and conflict
Equality and diversity
Fairness
Justice
The rule of law
Rules, law and human rights
Freedom and order
Individual and community
Power and authority
Rights and responsibilities.
Inevitably, anyone who becomes aware of and then confident about how all these
ideas fit together to form the democratic jigsaw of western societies is very unlikely
to remain a passive bystander. Citizenship Studies will help all the students who
experience it because it is much more likely that along with a more confident selfimage, their own sense of personal efficacy will be raised, as will the aspirations they
form for themselves and for the communities of which they are part.
Seeing other subjects through Citizenship

spectacles
When students are using material first presented to them via another subject, it is
important they see the information through Citizenship spectacles.
Students should ask themselves questions such as:

l
How does this link to rights and responsibilities?
How would it have felt to be in the position of different people discussed in the
activity?
What ethical values are evident here?
What concepts and theories do I need to associate with this material, which are
not part of the other subject?
How does this knowledge link to individuals responsibilities to wider

communities, their nation or the whole world?
Take the example of global warming and its possible effects on communities in
Bangladesh. In their science lessons, students will look at the physical cause and
effect. However, using the above questions and looking through Citizenship
spectacles, possible answers could be:
l
People have the responsibility of restricting their energy consumption.
Some people are at risk of losing everything.
We should live in a way today that doesnt damage the environment for todays
and future generations.
We need to think about the impact on human rights which global warming might
have.
The answers to whatever questions are asked will filter the information the students
gain, so that they understand the new knowledge in terms of its relevance for
Citizenship Studies. All schools and colleges will need to provide this support for
students explicitly, since it cannot be taken for granted that they will be able to
establish the links or make the connections successfully for themselves.
Who teaches Citizenship?

Many teachers will wish to consider how they can use the skills of all members of the
school. Some schools may have a teacher assigned to Citizenship, but it is likely that
many schools will pool resources. Different areas of expertise can be usefully
employed in the teaching of Citizenship. Religious Education teachers may be best
placed to look at the Communities and identities section of the course, while
Business Education teachers will provide well for the Global business section.
Schools may also encourage the participation of other members of the school
staff, as well as people from the wider community. Can the school librarian or
resource manager support students in developing independent study skills or in
locating research materials? There may also be possibilities for students and teachers
to work with community partners or parents and governors to develop and deliver
Citizenship, perhaps through carefully targeted work experience. There will almost
certainly be opportunities for students to support each other in their learning.
Once links between other subjects and Citizenship are identified and used
positively, it will be important to avoid any potential repetition though
reinforcement of ideas or identification of different perspectives is to be welcomed.
Sustainability provides a good example: it is a requirement in Citizenship, Science and
Geography. It may be possible to develop complementary activities to meet the
requirements in these subjects and reinforce learning.
A key issue for teachers will be how to differentiate Citizenship provision between
students because of their needs and abilities, or because of the different
opportunities offered by their particular curriculum choices, their interests and their
home and community circumstances. Schools will also wish to consider how they will
support students in reflecting on the sum of their Citizenship Activity and in
recording progress and achievement. It could be that students themselves are
encouraged to take responsibility for recording their progress in Citizenship,
incorporating out-of-school and community-based activities as well as school-based
learning activities and participation. Such information will still need to be moderated
carefully by teachers before it can be incorporated into the GCSE short course
Citizenship Activity, or presented to parents.
Parents and guardians

Citizenship involves the wider community. Consequently, parents and guardians need
to be made aware of its benefits. It may be helpful to explain that Citizenship is a
compulsory element of the National Curriculum. Using the Edexcel GCSE short course
at Key Stage 4 provides an ideal way of catering for Citizenship, particularly with its
emphasis on the Citizenship Activity, which accounts for 40% of the final marks.
The Edexcel GCSE short course in

Citizenship Studies
Edexcels GCSE short course in Citizenship Studies has been accredited by QCA for
teaching from September 2002, and the first examination was held in June 2003.
This specification was developed following extensive consultation with centres. The
key features of the Edexcel GCSE short course in Citizenship Studies are that it:
l
is based on the Key Stage 4 Citizenship Programme of Study in the National

Curriculum
builds on best practice in the teaching and learning of Citizenship in schools
is based on lively and topical themes
is structured to encourage students of all abilities
has innovative, flexible internal assessment, encouraging the use of presentations

and ICT
allows assessment of a compulsory part of the curriculum
permits both internally and externally assessed work to be based on a single

Citizenship Activity
links to other areas of the curriculum, for example, English, Geography, History,
Religious Education
provides opportunities to deliver Key Skills.
All teachers involved with teaching GCSE Citizenship Studies in schools and colleges
are encouraged to examine the past papers, marking schemes and examiners' reports
which provide a wealth of helpful information. Edexcel also runs highly successful
day-courses for teachers on successful strategies for introducing and operating the
Edexcel GCSE in schools and colleges. All these resources can be accessed via the
Edexcel website: www.edexcel.org.uk.
Citizenship: knowledge and understanding

The knowledge and understanding all students need to acquire about becoming
informed citizens at Key Stage 4, so often taken for granted in the past, includes the
following elements, which have been integrated into the Edexcel short course in
GCSE Citizenship Studies:
the legal and human rights and responsibilities underpinning society and how
they relate to citizens, including the role and operation of the criminal and civil
justice systems
the origins and implications of the diverse national, regional, religious and ethnic
identities in the United Kingdom and the need for mutual respect and
understanding
the work of Parliament, the government and the courts in making and shaping
the law
the importance of playing an active part in democratic and electoral processes
how the economy functions, including the role of business and financial services
the opportunities for individuals and voluntary groups to bring about social
change locally, nationally, in Europe and internationally
the importance of a free press, and the medias role in society, including the
Internet, in providing information and affecting opinion
the rights and responsibilities of consumers, employers and employees
the United Kingdoms relations in Europe, including the European Union, and
relations with the Commonwealth and the United Nations
the wider issues and challenges of global interdependence and responsibility,

including sustainable development and Local Agenda 21.
These elements are contained in the Edexcel specifications three Themes:

l
multicultural Britain: the origins of the regional, religious and ethnic identities in
the UK and the reasons for them;
the need for mutual respect and understanding;
issues relating to discrimination on grounds of race, gender, or disability.

l
legal and human rights and responsibilities underpinning society and how they
relate to citizens;
consumer rights;
employment rights and responsibilities.

l
crime and punishment;
why laws are needed for society to function;
the role and operation of the criminal and civil justice systems.

l
the opportunity for individuals and voluntary groups to bring about social change
locally, nationally, in Europe and internationally; the role of pressure groups;
the nature of democracy; why people living in a democracy should vote;
the importance of playing an active part in the democratic and electoral

processes;
electoral processes: voting rights (who can vote, at what age, what can be voted
for, voting methods);
the role of Parliament, the government and the courts in making and shaping the
law.
2.2 The media

l
the importance of a free press and the medias role in society; ownership of the
media and whether what is presented is influenced by owners or consumers;
arguments for and against censorship;
why freedom of information is necessary in a democracy;
the press (the difference between quality and popular); television and Internet;
the role of the media in shaping opinion.

3.1 Global business
l
how the economy functions, including the role of business and financial services;
global trade, debt, participation and protest, e.g. fast food, sportswear, arms, film,
music.

l
local, national and global issues; participation and protest, e.g. sustainable
development, Local Agenda 21 (responsibilities of local authorities to improve
sustainable development).

l
opportunities for individuals and voluntary groups to bring about social change
locally, nationally, in Europe and internationally;
links to Europe, the Commonwealth, the United Nations, e.g. disaster relief,
epidemics, peacekeeping, etc.
The Students Book has been written to reflect these themes. Each section is clearly
labelled for easy orientation.
Citizenship: participation in society

As part of the Edexcel GCSE short course in Citizenship Studies, students must take
part in a community- or school-based activity. In contrast to other GCSE
qualifications, this internally assessed aspect of the course accounts for 40% of
marks, rather than the more usual 20%. This is an indication of its importance.
Activities chosen should clearly link to a tangible element within one of the three
themes specified above. Groups of (ideally) four, five or six students need to:
1 plan an activity (clearly specifying each person's role)
2 keep an activity log and show how the activities explicitly link to Citizenship
3 present evidence of the activity in a communication section
4 complete an evaluation of the activity and its outcome.
Possible community activities could include:
l
developing a local facility into a school/community resource, for example, open

space, woodland, wetland
practical visits to assist elderly people
reading projects with students in earlier phases of education
liaison with police in setting up joint councils to discuss facilities for youth,
vandalism, etc.
education for sustainable development; creating teams for recycling paper and
cans
work-related learning support for young people with local businesses
setting up a school radio station
setting up joint forums with students with other schools to discuss, for example,
improving facilities for young people
school councils
establishing gardens, simulated businesses, etc.
Whatever activity is selected by a school or students, the critical factor is that they
must be able to relate it to the content of the course. A student who has been
involved in a Fair Trade event must be able to explain the impact on farmers in the
developing world. If they have run a five-a-side football match to raise funds for a
charity, they must be able to explain the contribution their activity has made to
society. Students are given guidance on their Citizenship Activity on pages 815 of
the Students Book.
10
Introduction
The nature of the activity may be selected by the centre or by the student. The
student will complete an Internal Assessment front-sheet to describe the activity in
which they have taken part. They also complete a response form, provided by
Edexcel, in which they demonstrate that they have planned and evaluated their
Citizenship Activity. They will attach supporting evidence that provides evidence of
the activities listed on the response form. Even with the evidence, there is no need
for the coursework to involve more than ten or twelve sides; in most cases it will be
significantly shorter.
Citizenship: assessment
In the Edexcel specification, candidates are awarded marks according to the degree
of success they achieve in responding to three assessment objectives. They are:
Assessment Objective 1 demonstrate knowledge and understanding of events of
current interest; roles, rights and responsibilities; communities and identities;
democracy and government; and relate them appropriately to local, national and
global contexts. (34% of marks)
Assessment Objective 2 obtain, explain and interpret different kinds of
information, including from the media, in order to discuss, form and express an
opinion formally and in writing, and demonstrate an ability to analyse and present
evidence on a variety of issues, problems and events. (33% of marks)
Assessment Objective 3 plan and evaluate the Citizenship Activities in which they
have participated and demonstrate an understanding of their own contribution to
them as well as recognizing the views, experiences and contributions of others.
(33% of marks)
In preparing candidates for the exam, it will be important for teachers to ensure they
understand that AO1 marks are likely to be gained by crisp definitions and concise,
accurate examples; opportunities to gain such marks will be provided by short-answer
questions in Sections B and C of the written examination. A more reflective, narrative
approach will be appropriate if high marks are to be achieved for AO2 and AO3.
In aiming to score high marks for AO2 and AO3 in both the written paper and
coursework, teachers will need to ensure candidates understand the concepts and
values as well as the knowledge and understanding associated with each topic.
Teaching Citizenship with Edexcel

A key objective of the course is to help young people to grow increasingly confident
of their rights to be heard, their ability to participate and a sense of responsibility.
They should, too, have acquired a good range of skills which will equip them to work
constructively and effectively for the kind of society, community, nation and world in
which they wish to live their lives. Probably no two students in the whole country will
share exactly the same experience of Citizenship Studies, but this material to support
teachers and students is designed to make the experience for all participants,
teachers and students alike, equally accessible and coherent.
Most of those teachers who use this material will probably choose to report on
the progress of their students at Key Stage 4 through the Edexcel short course in
Citizenship Studies. The aim of this material is therefore to be practical, accessible,
easy to use and comprehensive. Assessment is simply organized and designed to
reward all those who have committed themselves diligently to a coherent course of
study and reflected thoughtfully on the experiences they have gained from a range of
Citizenship activities.
By choosing this Edexcel GCSE short course in Citizenship Studies, teachers can be
confident they will be able to meet all four QCA Citizenship requirements with ease.
Anthony Batchelor OBE
Principal Examiner
Edexcel GCSE Citizenship Studies
Introduction
11
How to use Citizenship Today

The Students Book and Teachers File provide complete
support for teaching Edexcels GCSE Citizenship Studies.
The Students Book contains knowledge and
understanding combined with activity ideas and exam
support. The Teachers File offers lesson plans,
photocopiable materials for activities and exam practice.
The Students Book

The Students Book follows the Edexcel GCSE Citizenship
Studies course.
Using the Introduction

The Introduction explains the three sections of the exam
so students can see the final objective before they begin.
It is worth spending some time on this part of the book
because it helps students to visualise the relationship
between their Citizenship Activity and the content of the
course. It also helps them to understand the
requirements of the Citizenship Activity. It is particularly
important to realise that simply running a five-a-side
football match is not enough; it must have an objective
that relates to the content of the course.
The Teachers File

Lesson plans
The Citizenship Today Teachers File contains lesson plans
for each spread of the Students Book. Each plan sets out
the objective for the lesson and then suggests a starter
activity, a main activity and a plenary activity. They refer
to material in the Students Book and to the relevant
copymasters and provide a list of useful websites and
other resources. They also include homework activities
where appropriate.
The Whats your opinion? questions in the Students
Book provide practice for exam questions involving
extended writing. They are supported by prompt
questions in this Teachers File to trigger students
thinking. Sometimes, however, the students themselves
are asked to provide the prompts.
Copymasters
There are three types of copymaster:
l
Practical resources for classroom and homework use.

These copymasters are thought-provoking and
challenging, with appeal for a wide ability range. They
provide a varied range of strategies for classroom use.
Some can be used as a basis for the students
Citizenship Activity. There is scope for adapting the
activities in these copymasters, with the option of
doing so made easier by using the CD-ROM.
Exam practice copymasters.

These copymasters give students pieces of evidence to
read and analyse, developing important skills required
in the exam. The questions in these copymasters also
draw upon the knowledge from each section to help
students consolidate their knowledge or revise for the
exam. They can also be used to support internal
assessment.
Quiz copymasters which provide short answer

questions to test knowledge.
The answers to the quizzes can all be found on pages
157160 of this book. Alternatively, students can find
answers to all the quiz questions in the Students Book.
Using the spreads

On every double page spread, you will find a variety of
features which are designed to develop students
learning and help them achieve good results in the exam.
Many of the features offer useful homework activities.
l
Getting you thinking starts every spread. It contains

words, numbers or images that stimulate students
thinking and provides a context to help them
understand the ideas that are developed throughout
the spread.
Check your understanding offers a range of

questions to ensure that students have followed the
ideas which have been developed on the spread.
Action provides questions and ideas that encourage

students to think about Citizenship in a broader
context and to apply their knowledge and
understanding to real life situations.
Whats you opinion? helps students to develop the

skills required for extended writing in the exam. It
asks them to develop an argument and offer an
alternative perspective. This is particularly important
because unless they offer an alternative perspective in
the exam, they will not achieve a high grade.
Using the assessment support

Throughout the book you will find pages which develop
students understanding of what is required of them in
the exam. The questions are all based on real Edexcel
exam papers and demonstrate the range of possible
questions students will be faced with. The prompts
explain why questions have been answered in a particular
way and illustrate how a high grade can be achieved.
12
Active Citizenship
Many lesson plans also include an Active Citizenship box.
This gives ideas for extended activities which could be
developed into a Citizenship Activity for assessment.
For your interactive whiteboard

On the CD-ROM you will find material from the Students
Book and Teachers File diagrams, tables and maps
that you can use with your interactive whiteboard or a
projector.
Introduction

What is on the CD-ROM?
The Citizenship Today CD-ROM contains the following files:
l
The Teachers File, saved as PDFs and fully bookmarked
The Interactive Whiteboard resources folder, containing extra resources for use on
an interactive whiteboard or projector.
a Read me file, containing instructions on using the CD-ROM
Installing the CD-ROM

The Citizenship Today Teachers File CD-ROM is provided in a PDF format and can be
read by Adobe Acrobat Reader. If your computer doesnt have Acrobat Reader
software, you can download it from Adobes website at
www.adobe.com/products/acrobat/readstep2_allversions.html.
If your computer does have Acrobat Reader installed, follow these steps to view
the Citizenship Today CD-ROM.
Macintosh
l
Insert the Citizenship Today CD-ROM into your CD-ROM drive.
Double-click the CT TF.pdf if you want to use the Teachers File, or double click on
the IWB resources folder icon to explore the resources supplied.
Windows 95/98/NT/2000/XP
l
Insert the Citizenship Today CD-ROM into your

CD-ROM drive.
Double click on the CD-ROM drive icon inside My Computer.
Double click on the file you want to open.
Moving about the Citizenship Today CD-ROM

Using bookmarks
You can navigate your way round using the Bookmarks on the left-hand side of
the screen.
l
If a triangle appears to the left of the bookmark, click the triangle to show or hide
subordinate bookmarks.
To go to the destination specified by a bookmark, click the bookmark text or

double-click the page icon to the left of the bookmark name.
Printing the PDF pages

Select the printer options you want by using Print Setup in the File menu (for
Windows) or the Page Setup command (for Macintosh). When you are ready to
print, select Print from the File menu and specify the pages that you wish to print.
Introduction
13
Adapting the activities

You can adapt the text of any of the copymasters by copying and pasting text
and/or graphics to another application.
You can select text or a graphic from the PDF pages, copy it to the Clipboard,
and paste it into a document in another application, such as a word-processor or
graphics package. Once the selected text or graphic is on the Clipboard, you can
switch to another application and paste it into another document.
(Note: If a font copied from a PDF document is not available on the system
displaying the copied text, the font cannot be preserved. Helvetica is substituted.)
To select text and copy it to the Clipboard

1 From the Tool Bar, choose the Select Text Tool. To select a line of text, select
the first letter of the sentence or phrase and drag to the last letter. To select
multiple columns of text (horizontally), hold down the Ctrl key (Windows and
UNIX) or Option Key (Mac OS) as you drag across the width of the document.
To select all the text on the page, choose Edit > Select All.
2 From the Edit menu, select Copy to copy the selected text to the Clipboard.
You can then view what you have selected by choosing Show Clipboard from
the Window menu.
(Note: In Windows 95, the clipboard viewer is not installed by default: therefore
you cannot use the Show Clipboard command until you install it. Install the
Clipboard viewer by choosing Start > Settings > Control Panel > Add/Remove
Programs and clicking the Windows Setup tab. Double-click Accessories, check
Clipboard viewer, and click OK.)
To select and copy graphics to the

Clipboard
1 Select the Graphics Select Tool by holding down the mouse button on the
Text Select Tool and dragging to the Graphics Select Tool. Or you can press
Shift-V as necessary to cycle through the groups of tools. The cursor changes
to a cross-hair icon.
2 Drag a rectangle around the graphic you want to copy. To deselect the graphic
and start over, click anywhere outside the selected graphic.
3 From the Edit menu, select Copy to copy the selected graphic to the
Clipboard. The graphic is copied in a WMF format for Windows, and a PICT
for Macintosh.
Technical support
For free technical support, call our helpline on:
Tel.: 0141 306 3322
or send an email to:
it.helpdesk@harpercollins.co.uk
Attributions
14
Adobe and Acrobat are trademarks of Adobe Systems Incorporated.
Windows is a registered trademark and Windows NT is a trademark of

Microsoft in the U.S. and other countries. Pentium is a registered trademark of
Intel Corporation.
Macintosh and Power Macintosh are registered trademarks of Apple

Computers Inc.
Introduction
Theme 1
Human rights

Specification link
l
multicultural Britain (the origins of the regional, religious and ethnic identities in
the United Kingdom and the reasons for them) (1b)
the need for mutual respect and understanding (1b)
issues relating to discrimination on grounds of race, gender, disability (1a, 1b)
Communities and identities is an introductory section, which can draw on the students
experiences and relate them to the broader ideas of Citizenship. It investigates the
origins of the cultural mix in the UK and considers issues of mutual respect and
understanding for everyone.
15
What is a community?
SB pages
2223
Objectives
4 Understand the meaning of community.
4 Understand that people can belong to more than one community at the
same time.
4 Investigate the communities that friends and family belong to.

4 Start to develop communication skills within the community.
The main aim of these pages is to encourage students to think about what
community means. It is a wide-ranging concept encompassing things like schools,
neighbourhoods, ethnic groups and religions.
The Getting you thinking questions are designed to make students aware that
they belong to a range of communities and that these communities are probably in
constant change. They are likely to feel closer to some communities than others, and
some communities may influence students behaviour more than others.
Starter
Homework
Students work in pairs with images and questions in

Getting you thinking to establish the idea that they
belong to several communities, as does everyone else. If
you have local pictures reflecting communities in your
area, substitute these for the ones in the book.
Copymaster 1: What does community mean to you?
Main activity
What communities? (SB page 22)
Students work in groups to identify their local
communities and provide a description of each one.
The Students Book provides examples of some of the
communities that they might be considering. Groups
feed back one example each of their selection of local
communities.
Plenary
Students discuss with family and friends what community

means to them. They should be encouraged to select
different sorts of people. The activity builds on the lesson
because students will probably have to explain the idea
of community to the people they pose the questions to.
Responses will form the basis for the starter in the next
lesson.
Websites and other resources

Useful national statistics can be obtained from:
www.statistics.gov.uk
and
www.ons.gov.uk
Whats your opinion?: It is easier to feel part of a

community if you live in a village or small town
compared to a city.
Prompts:
l
Does the number of people matter?
Are there more people with the same interests as I

have?
Is there more to do in the city than the country?
Is it easier to get to other places instead of joining in

the local community?
Where do I feel safe?
The aim of Whats your opinion? is to encourage

students to build an argument and look at more than
one point of view, as is expected in the exam. This topic
provides a simple introduction to the idea that should be
practised throughout the course. It helps students to
incorporate the ideas in the lesson into their thinking.
16
What does community mean to you?

Copymaster 1
Ask five people from your friends or family these questions. Try to ask people of different
ages and with different interests. Before you ask the questions, you will need to explain
what community means. Give examples from the Students Book, such as school,
neighbourhood, town, ethnicity and religion.
Person 1
Name:
Person 2
Name:
Person 3
Name:
Person 5
Name:
Person 5
Name:
What communities do
you belong to?
Choose one
community. What do
you have in common
with other people
in it?
Are there differences
between you and
other people in this
community? Give
examples.
Have you belonged to
different communities
in the past? What
were they?
Do you think it is
important to belong
to communities? Give
reasons.
Do you ever have
divided loyalties to
things you belong to?
Which communities
do you put first,
and why?
When you have asked all your questions, compare your results with a partners.
1 Did everyone you spoke to feel part of at least one community?

2 If there are differences between people in a community, is this a problem? Give reasons.
3 Did these people like being part of communities? Give reasons.
4 What sort of communities do people think are most important? Give reasons.
17
A national culture
SB pages
2425
Objectives
4 Understand the meaning of national identity and culture.
4 Understand that Britain is a multicultural community.
The main concept students should develop is that the UK is a multicultural society.
This is explored further in Where are your roots? (see pages 2627).
Students may identify strongly with their own region or their ethnic group. More
able students could be asked to comment on whether this affects their feelings about
what it means to be British.
Starter
What images would you use to show British culture? Use

Getting you thinking as a trigger if the class needs a
stimulus.
Use the framework in the Students Book (page 17) to

help students answer the question.
Main activity
Use the data on population by ethnic group and people

who feel British to discuss the mix of people in Britain.
Compare this to the mix in your local area.
Further information on cultural diversity and related

issues is available from the BritKid website created by
Comic Relief at:
The data can be used to work out how many images of

British culture would be needed to reflect the proportion
of each group. Students can work out what the images
should show to reflect society as a whole.
www.britkid.org.
Is the culture where I live very different from or the

same as the national culture?
See also the Institute of Race Relations website at

www.irr.org.uk.
If ICT facilities are available, students work in pairs to find

images that reflect Britain and its multicultural
community. These can be grouped to show the
proportion of the population from each ethnic group.
Many young people are surprised at the relatively low
proportions of ethnic groups in the UK and this activity
will give them a visual perception.
Plenary
Brainstorm ways in which schools, doctors and other
services can help ethnic minorities.
Homework
Whats your opinion?: The region I live in is more
important to me than my national culture.
Prompts
18
Do I support a local sports team more strongly than

the national team?
Do all my family live nearby?
Am I more interested in local, national or international

news?
Do people seem different in other parts of the

country?
Where are your roots?
SB pages
2627
Objectives
4 Understand the diverse communities that make up the UK.
4 Explore students own origins.
4 Identify origins on a map.
4 Recognize the benefits of immigration and benefits for immigrants.
British culture is a fusion of many diverse cultures, and most students will probably
underestimate just how diverse their classmates ancestry will be. One in four UK
citizens claim Irish roots, for example.
Starter
Homework
Copymaster 2: The roots of British pop music
Follow up the plenary activity with Whats your

opinion?: Immigration benefits a country.
Ask students to identify groups and bands whose origins

are based in one of the given categories.
Draw the responses together to show students how
diverse our culture is.
Main activity
Use Getting you thinking as a starting point. Students
work in groups to identify their own roots. The group
results should reflect the roots of the group as a whole
rather than specific individuals, in case any students feel
self-conscious.
In areas where there is limited diversity, students can
consider:
l
Which area of the UK their families have come from.
Whether they have family members in other parts of

the world.
Record the results from the whole class to give a picture

of the extent of diversity. This can be done on
Copymaster 3: Where do we come from? by
individuals or on the world map on the CD-ROM which
can be used with a projector or interactive whiteboard.
More able students could develop this further by
exploring the assimilation versus integration debate.
Must a multicultural society necessarily become a
homogenized one? When does diversity cause division?
Plenary
As a whole-class activity, create a list of:
l
ways in which immigrants benefit from coming to

the UK
ways in which they contribute to the UK.
Prompts:
l
How do immigrants contribute to the world of work?
How do immigrants contribute to the culture of

the UK?
Does meeting people from other cultures help us to

understand the world better?
Do we get on better if people from different cultures

mix together?
Active Citizenship
Carry out a survey of the school on roots. Create a
display to show that every area of the UK is made up
of people from all sorts of regions and countries.

www.iccuk.org
www.chineseinuk.com
www.bbc.co.uk/religions
www.communityweb.org
www.community-world.co.uk
www.irish.org.uk
www.zem.co.uk/polish/index.htm
Most local tourist offices provide free information packs
or material on their websites that can be used to support
and develop an examination of regional traditions and
differences. Local libraries should also be able to provide
details about the background and culture of immigrant
groups.
19
The roots of British pop music

Copymaster 2
1 How many bands and music groups can you match to these categories?
2 What does this type of map tell you about British culture?
SOUTH ASIAN
MUSIC
AFRICAN SPIRITUAL
US ROCK AND ROLL, BLUES

COUNTRY AND POP
U
S
S
O
U
L
80S
B
A
N
G
R
A
FOUNDING FATHERS
LONDON RnB
RnB
MERSEYBEAT
AFRO-CARIBBEAN
FOLK
EASY LISTENING
60S MOD
FREAKBEAT
BUBBLE GUM
HEAVY ROCK
A
S
I
A
N
F
I
L
M
GLAM
PSYCHEDELIC
DISCO
THE ROOTS
OF BRITISH
POP MUSIC
NEW ROMANTIC
SOUL UK
UK RnB
ACID JAZZ
ADULT ORIENTATED
ROCK
MOD REVIVAL 78
TWO TONE
80S INDIE
HOUSE
TECHNO
AMBIENT
PUNK
NEW WAVE
MOD REVIVAL 82
HEAVY ROCK
POP UK
RAGGA
BAGGY
BRITPOP 83
R
E
G
G
A
E
JUNGLE
DRUM & BASS
ASIAN POP
Are there any British groups or bands you know who are influenced by different cultures?
Bring in examples of their music and describe to the class what the influences are.
20
KIRIBATI
R.F.
U.S.A.
CANADA
OF AMERICA
UNITED STATES
MEXICO
VENEZUELA
BOLIVIA
BRAZIL
URUGUAY
PARAGUAY
ARGENTINA
EUROPE
ANDORRA
ALBANIA
AUSTRIA
BELGIUM
BOSNIA-HERZEGOVENA
BULGARIA
CROATIA
CZECH REPUBLIC
DENMARK
ESTONIA
FINLAND
GEORGIA
GERMANY
HUNGARY
LATVIA
CHILE
GUYANA
SURINAME
FRENCH GUIANA
CUBA
HAITI
DOMINICAN REPUBLIC
JAM.
BEL.
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ST
VINCENT
&
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THE GRENADINES
BARBADOS
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TRINIDAD AND TOBAGO
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COLOMBIA
COSTA RICA
PANAMA
GUATEMALA
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THE AMERICAS
BELIZE
GUYANA
HONDURAS
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JAMAICA
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EGYPT
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NETHERLANDS
POLAND
ROMANIA
RUSSIAN FEDERATION
SERBIA AND MONTENEGRO
SLOVAKIA
SLOVENIA
SWEDEN
SWITZERLAND
UKRAINE
C.DI.
NIGER
SRI
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N. KOREA
S. KOREA
TAIWAN
PHILIPPINES
JAPAN
PALAU
EAST
TIMOR
AUSTRALIA
ASIA
AFGHANISTAN
ARMENIA
AZERBAIJAN
BAHRAIN
BANGLADESH
CAMBODIA
CYPRUS
GEORGIA
ISRAEL
JORDAN
KUWAIT
LEBANON
KYRGYZSTAN
MYANMAR
PAKISTAN
QATAR
SYRIA
TAJIKISTAN
THAILAND
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Where do we come from?
SAMOA
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ZIM.
UZB.
VIET.
FIJI
FIJI
TUVALU
KIRIBATI
Copymaster 3
MARSHALL
ISLANDS
ISLANDS
NAURU
SOLOMON
ISLANDS
VANUATU
FED. STATES OF
MICRONESIA
PAPUA
NEW GUINEA
NEW
ZEALAND
Religious understanding
SB pages
2829
Objectives
4 Understand the religious diversity of the UK.
4 Understand that religions are similar as well as different.
4 Understand the importance of religious tolerance.
4 Consider how tolerance can be achieved.
Students will probably be aware of areas of religious conflict within the UK. It is
important to draw attention to the efforts made by religious leaders to overcome
these problems. The example of the Bradford riots is given to show that resolution is
possible. Students may be able to draw from material they have encountered in RE.
Starter
Use images in Getting you thinking to identify the
different religions in the UK. Are there others which are
not included here?
Main activity
Use Copymaster 4: Same or different? for a group
activity. Cut the sheet up so each religion can be looked
at independently.
Give each group a set of religions. Ask them to group
religions which are similar. Discuss and record results.
Use Religion in conflict on page 29 of the Students
Book and the question there: What do the Holy Cross
incident and the Bradford attack have in common? What
differences are there?
Discuss ideas in the context of the UN Declaration of
Human Rights statement that everyone should be free to
follow their religion.
Active Citizenship
Work with the RE department to visit different faith
communities or invite representatives from them into
school. Produce leaflets or posters to help students in
school to understand the similarities between different
religions, particularly those to be found locally.

The websites listed on page 19 of this book may also be
of use here. In addition, Channel 4 and the BBC websites
www.channel4.co.uk and www.bbc.co.uk provide
background information about religion, as well as recent
reports on related issues.
You could also visit:
www.uk-christians.org.uk
www.catholic.org.uk.
Plenary
Brainstorm ways in which religious understanding and
tolerance can be encouraged between young people of
different religions.
Homework
Whats your opinion?: It is always important to be
tolerant of other peoples religious beliefs.
Prompts:
22
What does the United Nations Declaration of Human

Rights have to say about religious beliefs?
Why is it important to respect other people?
What happens if peoples religions are not respected?
Who can help?
Do people have the right to protect themselves if their

religious rights are not respected?
Same or different?
Copymaster 4
Islam is the worlds second biggest religion.

Believers are known as Muslims and follow the
teachings of Allah. It is more than a religion
because it also provides a legal system and
governs family life, dress and cleanliness.
There are up to 2.6 million Muslims in the UK.
About 600 000 practise the religion. Even for
those who dont practise, being a Muslim is
very much part of their identity. Muslims
worship in mosques.
Christianity has 2000 million followers

around the world. They believe in the
teachings of Jesus Christ who lived in Palestine
in the 1st century AD. There are many versions
(or denominations) of Christianity around the
world but they all believe in one God.
There are 6 million active Christians in the UK
but about 35 million claim to be believers.
They worship in churches and chapels
according to their denomination.
Buddhism has about 500 million followers

around the world. Many versions of Buddhism
have developed in the East and West.
Buddhism is based on the idea that most
people live asleep and dont see life as it really
is, so they suffer. A Buddha is someone who
has woken up and sees the world as it really
is. He teaches in order to help people.
There are 45,000 active Buddhists in the UK.
Hinduism is a group of religions based in

India. The common ideas include a single God
and other Gods which are parts of the single
God. Believers are in search of Karma. This
determines the quality of a persons life, which
depends on how well an individual has
behaved in previous lives.
There are 400 000 Hindus in the UK. About
160 000 practise the religion. Hindus have
temples but most worship at home where they
have a shrine.
Sikhism was founded in the Punjab in India

by Guru Nanak in the 15th century. A Sikh
believes that the scriptures are the words of
Guru Nanak and shows them respect and
devotion. The word Sikh is Punjabi for disciple.
There are 500 000 Sikhs in the UK. About 80%
are active and worship at the temple or
Gurdwara, which means House of God, each
week. Most Gurdwaras have a learned Sikh,
who is skilled in reading the scriptures. There
are no priests.
Judaism is the oldest and smallest of the worlds

main religions. There are 12 million followers
around the world. Judaism is a way of life as well as
a religion. Jews believe in one God, who has a
special relationship with the Jewish people. This
comes from a covenant God made with Moses on
Mount Sinai 3500 years ago.
There are 285000 Jews living in the UK. About
85000 of them practise the religion. They worship
in synagogues and are expected to follow Jewish
laws and traditions. Those who do not practise still
regard being Jewish as a strong part of their identity.
23
Identities
SB pages
3031
Objectives
4 Understand the meaning of identity and some of the factors which determine it.
4 Understand potential causes of conflict between identities.
4 Develop skills of identifying and explaining points of view.
4 Develop skills of understanding other peoples perspectives.
It is important for students to be aware that as communities become more culturally
diverse, cultural identity conflicts are likely to increase. When such divided loyalties
involve race, religion or nationality, they can be socially disruptive.
Students are encouraged to reflect on how strongly they feel about country,
family, religion and friends, amongst other things. By looking at the anatomy of
their identity, they may be better able to empathize with others who have serious
conflicts of loyalty. The scenarios given will develop this understanding.
Starter
Whats your opinion?: People are more alike than
different.
Use the exam structure of taking two points of view.
Ask pairs of students to come up with four reasons for
and four reasons against the statement. Record students
ideas in for and against boxes on the board. If you
have an interactive whiteboard, these ideas can be
stored.
As a class, discuss which individual has the more difficult

situation to resolve and why.
Homework
Getting you thinking (SB page 30)
Students can also use the cards and targets with friends
and family to get a broader picture of loyalties.
Point out that they have created the bullet point prompts
that they will find on an exam paper. These just need to
be developed to achieve very good results.
Main activity
Copymaster 5: Whats important to me
Each student needs a set of the cards from the
copymaster and a target. They place the cards on their
own target according to the importance of each point.
The closer to the middle they place each card, the more
important it is to them.
In small groups students discuss their reasons for the
placing of their cards. Students can compare responses
and talk about conflicting loyalties. For instance, what
would they do if they had to choose between loyalty to a
close family member and supporting a close friend?
As a group, students choose one of the individuals
described in the boxes. They should work out what is
likely to be important to that person. They can then draw
up a storyboard or create a role play explaining the
individuals current situation.
Plenary
Conflicting loyalties (SB page 31)
Students work in pairs for five minutes to identify
conflicting loyalties relating to one person. Gather views.
24
Whats important to me
Copymaster 5
1 Cut out the cards.
Travel
Money
Sport
Family
Physical
health
Freedom
Religion
Country
Friends
School
My future
My town
Music
My house
Security
2 Place the words and phrases on the target

to show the relative importance of each
one. The nearer the centre, the more
important this thing is for you. On
the three blank cards, write things
that are important for you which
are not on the list, and place these
on your target.
3 In pairs or small groups, explain

why you put some things nearer
the centre than others.
4 Now put yourselves in the position

of the people described below. Think
about what might be most important to
them and how they might feel about their
current situation. Choose one of them and
draw up a storyboard of their story, or act it out
as a role play. Show how the communities these
people are involved with affect them.
Katie, 15
Grew up in a small
town
Moved with her family
to a large city this year
Changed schools
Her parents dont let
her go out much
because they say
its dangerous
Said, 29
Came to UK as asylum
seeker
Gave up his profession
as a jeweller in his
home country
Works in a factory
Has had problems with
racism
Myles, 14
Goes to church
regularly
His closest friends
have started teasing
him because of this
25
Meeting barriers
SB pages
3233
Objectives
4 Understand discrimination.
4 Appreciate how it affects people.
4 Consider ways in which it might be overcome.
This section is primarily concerned with negative stereotypes, and how people work
to overcome them. One possible starting point could be the stereotyping that
students have been subjected to. How do they feel about being misjudged and
labelled?
Starter
Ask students to list words, both positive and negative,
used to describe young people. (For example: kid,
schoolboy/girl, yob, tearaway, teenager, juvenile,
youngster, lad/lass, adolescent, child, youth, young
man/woman, hooligan, young person.)
Use the pyramid diagram on page 32 of the Students
Book to analyse the terms that students have identified.
Ask students to identify situations which fall into each
category.
Main activity
Active Citizenship
Set up a buddying system for new students or those
in search of help.

www.scope.org.uk
www.rnib.org.uk
www.rnid.org.uk
www.tht.org.uk
Copymaster 6: A man of vision

Students work on the questions in pairs and record
answers.
If ICT facilities are available, research the Kick It Out
campaign and the attitude of students favourite sports
teams to racism. In which ways do they support people
with disabilities?
Plenary
Whats your opinion?: Discrimination is the result of
ignorance.
Brainstorm the causes of discrimination.
Prompts:
Is discrimination caused by:
26
fear
ignorance
upbringing
insecurity
bad experiences?
A man of vision
Copymaster 6
David Henderson has been honoured for an unexpected talent,

photography. He is one of the very few people in the British Isles to
be awarded the City and Guilds bronze medal for photography. A
real achievement for anyone, but even more so for David, 57, who
is registered blind. He was born able to see only varying shades
with no focus, but he caught the photography bug early, at the age
of seven.
David decided to study photography after his work as a piano tuner
dried up. But he found colleges would not take him seriously. I do
get irritated when people think that because you have a sight
problem, youve got something wrong with your brain.
One college allowed me to take my place in a class. The teacher
said my photographs were good. Then came the excuses, including
that old chestnut, health and safety. I had to leave the course.
But he persisted and eventually found a tutor at Queen Marys
College in Basingstoke, Chris Dearden, who was willing to help find
ways round difficulties in the darkroom.
David is now two years into a City and Guilds photography course,
which will lead to a Royal Photographic Society distinction.
Id like to teach photography to visually-impaired people. I havent
been doing this out of a selfish interest. I have broken down barriers
and created awareness.
Ive been told my photographs are exceptional, not because I have a
sight problem but because thay are exceptional by anybodys
standards.
There is no reason why any visually-impaired person should not
take decent pictures.
1 What prejudice did David come across?

2 Was he discriminated against? Explain your answer.
3 How do you think David felt when:
l
l
his colleagues didnt take him seriously?

he was asked to leave his first college?
4 How did he overcome the prejudice?

5 How do you think Davids success helps people with disabilities?
27
Discrimination and the law
SB pages
3435
Objectives
4 Understand that there are laws to protect people against discrimination.
4 Identify the main laws which prevent discrimination.
4 Recognize situations in which the laws apply.
4 Understand why such laws are necessary.
This section moves on from the previous one to show how the law can address
problems of discrimination. The case studies are provided to demonstrate how
discrimination can take place in daily life, and how it can be tackled. The questions
are structured throughout to increase the students awareness.
Starter
Use Getting you thinking to remind students of the
difference between prejudice and discrimination.
The quiz (Copymaster 8) gives a quick test of

knowledge and application. All the answers can be found
on page 157 of this book. Alternatively, students can find
all answers in the Communities and identities section of
the Students Book.
Main activity
Students work in groups matching the legislation to the
case studies on page 35 of the Students Book. Ask each
group to report on one case study.
Look at the schools policy on equal opportunities and
identify what this means for the school and individuals.
If ICT facilities are available, research examples of the
legislation being put into effect. Students could research
recent anti-discrimination cases, and present the issues to
the class. Newspaper articles and associated newspaper
websites are a useful starting point.
Plenary
Whats your opinion?: Public awareness campaigns are
enough to deal with the problem of discrimination.
Active Citizenship
Work with a local group that represents people who
suffer discrimination. Invite the group into school to
work out ways in which students might help.

Commission for Racial Equality
Elliot House
1012 Allington Street
London
SW1E
www.cre.gov.uk
Government site at www.disability.gov.uk.
Use the framework to remind students of the structure of

the thinking they should use in their answers on the
exam paper. (page 17 of the Students Book.)
Prompts:
l
How are public awareness campaigns useful?
Do they affect how everyone behaves?
Are laws more effective than campaigns? Why?
Do we need more than just campaigns to protect

people?
Homework
Students should do revision on communities and
identities for the exam practice exercise, Copymaster 7
(to be given in the following lesson).
Students are given a variety of sources to read and
answer questions on, drawing upon the issues explored
in the section. The questions are a mix of the short and
longer answer questions as they will find in the exam.
28
1.1

Copymaster 7
David Lammy is MP for Tottenham, London. Evidence 1 and 2 are

adapted from his first speech to the House of Commons.
Evidence 1
The cultural mix in Tottenham
Although Tottenham is a constituency with a lot of poverty, it has
never been poor in terms of its people. Across the centuries, the
cultures of the world have been found up and down Tottenham
High Road: white English, Russians, Huguenots, Spaniards, Greek
and Turkish Cypriots, Africans, Irish, Hasidic Jews, Asians, Caribbean
islanders and, more latterly, Kosovans and other Eastern Europeans.
There is no need to go to New York or California to experience such
diversity.
www.davidlammy.co.uk
Evidence 2
What the people in Tottenham need
What constituents like mine want and deserve are the resources not
just to take up employment but also to become self employed. They
should be opening up small businesses, dot com enterprises, cafs,
newsagents, playing football at White Hart Lane, playing music in a
band, or creating art.
www.davidlammy.co.uk
Evidence 3
Who passes their exams?
Percentage of 16-year-olds with 5 A- to C-grade GCSEs
Chinese
Indian
White
Bangladeshi
Pakistani
Black African
Black Caribbean
74.2%
66.6%
52.3%
48.4%
45.0%
43.3%
35.7%
DfES 2005
Evidence 4
Whos at the top?
The diagram shows the percentage of people from ethnic minorities
who work at different levels in the UKs top 100 businesses. About
7% of the population as a whole are from ethnic minorities.
Senior managers 1%
Junior/middle managers 3.2%
1 a) What term would you use to

describe the population of
Tottenham?
b) Explain why two of the
groups in Evidence 1 came to
the UK.
2 a) What do the communities
that live in Tottenham and in
Bradford, Burnley and Oldham
have in common? How are
they different?
b) What idea in Evidence 2 could
help all the communities
mentioned in Evidence 1
and 3? Explain how.
3 a) Identify two factors that the
data in Evidence 3 tells you
about exam success.
b) Explain why you think these
difference exist.
4 a) Are people from ethnic
groups to be found at all
levels of big businesses in
the UK?
b) How does this compare firstly
between levels and secondly
with the percentage of ethnic
minorities in the population as
a whole?
c) How does the information in
Evidence 3 help to explain the
pattern shown in Evidence 4?
d) How does the law help ethnic
minorities in employment?
5 In his first speech in the House
of Commons in 1987, Bernie
Grant, MP, said: Unless the
political system can offer some
prospects, particularly to our
young people and young black
people, they will find other
means of expressing their
frustration. Do you agree with
this view?
Give reasons for your opinion,
showing you have considered
another point of view.
Workforce as a whole 5.4%
29
1.1

Copymaster 8
1 What is a community?
2 Identify three communities you belong to.
3 In round numbers, what percentage of the UK population belongs to ethnic minorities?
4 What is a multicultural community?
5 What does emigration mean?
6 Suggest two ways in which the UK has benefited from immigration.
7 What does the UN Declaration of Human Rights say about religion?
8 Why does the UK have such a wide range of religions?
9 What does identity mean?
10 What is an identity card?
11 How can identity lead to conflict in a community?
12 How can conflict be resolved? Give an example.
13 Give an example of how someones identity might lead to conflicting loyalties.
14 What does prejudice mean? Give an example.
15 What does discrimination mean? Give an example.
16 What does persecution mean? Give an example.
17 Name the three main laws which protect people from discrimination.
18 Give an example of a situation in which one of these laws might be used.
19 What is compensation?
20 Who might receive compensation?
30
Theme 1
Human rights

Specification link
l
legal and human rights and responsibilities underpinning society and how they
relate to citizens (1a)
consumer rights (1b)
employment rights and responsibilities (1b)
This section builds on the first part of the course. Having established the need for
mutual respect, students encounter the idea that rights, which have been established to
protect people, are balanced by responsibilities. The concept of rights and responsibilities
runs throughout the course.
31
What are human rights?
SB pages
3637
These two pages can be used for two lessons, the first using the Convention on the
Rights of the Child and the second based on the Universal Declaration of Human Rights
and the Human Rights Act.
Lesson 1: The rights of the child

Objectives
4 Identify the rights that children should be entitled to.
4 Identify examples of situations in which children are not receiving these rights.
4 Explain why children should expect these rights.
Both the Universal Declaration of Human Rights (UDHR) and the United Nations
Convention on the Rights of the Child (UNCRC) are very wide-ranging. Some of the
concepts they encompass might seem rather remote to many students, for example,
freedom of conscience or arbitrary arrest.
Starter
Plenary
As a class, discuss the following questions:
Locate the examples from the main activity on the map

of the world on the CD-ROM. Label the examples with a
brief description, including the articles which have been
broken. This could be saved on the shared area of the
intranet so it is available to the class.
What does privacy mean?
How much privacy do students enjoy at home?
Do they have a lock on their bedroom door?
Do their parents knock before they enter their

bedroom?
When parents quiz them about where they are going

and who they are going with, are they invading their
privacy or just showing they care about them?
How would they feel if parents never asked such

questions? Is there a trade off between privacy and
caring?
Main activity
Copymaster 9: United Nations Convention on the
Rights of the Child
Students work in groups to identify six articles that they
feel are most important. They feed back their six articles
and reasons to the rest of the class.
Use the images in Getting you thinking to identify the
things the children are deprived of.
Either using the Internet or recent newspaper articles,
students identify examples of situations in which children
are not being protected as the Convention advises. They
identify the articles of the Convention which are being
broken.
Searching the BBC news site http://news.bbc.co.uk will
produce current examples. Try to identify examples from
different parts of the world.
32
Lesson 2: The Development of Human Rights

Objectives
4 Understand the development of human rights.
4 Appreciate how they affect people.
4 Understand how the Human Rights Act influences actions.
Starter
Brainstorm the question, What are human rights? This

should refresh and develop the ideas from the previous
lesson.
A complete version of the United Nations Convention on

the Rights of the Child is available free from UNICEF.
They also produce a range of leaflets on childrens rights,
including Know Your Rights: Childrens Rights in Plain
English, obtainable from:
UNICEF-UK
55 Lincolns Inn Fields
London
WC2A 3NB
www.unicef.org.uk.
Why do we need rules about protecting peoples human

rights? Encourage students to include examples of ways
in which human rights are broken.
Main activity
Copymaster 10: Universal Declaration of Human Rights
Copymaster 11: The Human Rights Act
Discuss the examples under the heading Issues on
Copymaster 11. Are there any other examples that
might be considered?
Students, in pairs or small groups, work out how human
rights are affected by each of the additional issues in the
shaded area on the copymaster. Use Copymaster 10 to
make the matches.
Complete the activity on copymaster 11.
Plenary
What can we do to encourage countries to take human
rights seriously? Use some current examples as a starter.
If students need prompting, make some suggestions
such as:
l
not buying products from countries
excluding them from international meetings
excluding them from sporting activities.
Ask students to think about the advantages and

disadvantages of each example.
The product of this plenary provides the framework for
Whats your opinion? on page 37 of the Students
Book. Students could write up their answers to this for
homework.
Information is also available from:

Save the Children Fund
17 Grove Lane
London
SE5 8RD
www.savethechildren.org.uk.
Childrens Rights Alliance of England
319 City Road
London
EC1V 1LJ
www.crights.org.uk/law.
Child Rights Information Network: www.crin.org.
A useful starting point for students is the
BBC Education site at:
www.bbc.co.uk/education/archive/humanrights.
A teaching pack for Citizenship at Key Stages 3 and 4 is
available from:
Liberty
21 Tabard Street
London
SE1 4LA
www.liberty-human-rights.org.uk.
Just Right, a CD-ROM and teachers file on the rights of
the child, is produced by Amnesty International.
There is a good summary of the scope and purpose of
the Human Rights Act 1998 on the Home Office website
at www.homeoffice.gov.uk.
Active Citizenship
Research human rights issues in a country and present
an assembly for a year group. Consider ways in which
the problems might be overcome.
33
United Nations Convention on the

Rights of the Child
Article 1
Everyone under 18 years of age has all the
rights in this convention.
Article 2
You have all these rights, whatever your
country, race or religion.
Article 3
Whenever an adult has anything to do with
you, he or she should do what is best for you.
Article 6
You have the right to live.
Article 7
You have the right to have a name and
nationality.
Article 9
You should not be separated from your
parents unless it is for your own good.
Article 12
You have the right to give your opinion, and
adults have to take that seriously.
Article 13
You have the right to find out things and say
what you think.
Article 14
You have the right to think what you like and
belong to whatever religion you want to.
Article 15
You have the right to meet and make friends.
Article 16
You have the right to a private life.
Article 17
You have the right to information from all
around the world.
Article 19
No one has the right to hurt you.
Article 20
If you do not have parents, you have the
right to special protection and help.
Article 21
If you have to be adopted, adults should do
their best for you.
Article 22
If you are a refugee, you have the right to
protection and help.
34
Copymaster 9
Article 23
If you are disabled, you have the right to
grow up in the same way as other children.
Article 24
You have a right to good food and health.
Article 27
You have the right to a good standard
of living.
Article 28
You have a right to education.
Article 29
Your education should develop your
personality and talents.
Article 30
If you come from a minority group, you
have the right to enjoy your own culture,
practise your own religion and use your
own language.
Article 33
You have the right to be protected from
drugs and from the business of selling drugs.
Article 34
You have the right to be protected from
sexual abuse.
Article 35
No one is allowed to kidnap or sell you.
Article 37
Even if you do something wrong, no one
can punish you in a way that humiliates
you or hurts you badly.
Article 38
You have a right to protection in times
of war.
Article 39
If you have been hurt or neglected in any
way, you have the right to special care.
Article 40
You have the right to defend yourself if you
have been accused of committing a crime.
Article 42
All adults and all children should know
about this Convention. You have a right
to learn about your rights and adults
should learn about them too.
Universal Declaration of
Human Rights
Copymaster 10
1 All human beings are born free and equal and all have the same rights.
2 Everyone is entitled to all the rights and freedoms in this Declaration.
3 Everyone has the right to life, liberty and security.
4 No one shall be held in slavery.
5 No one shall be subjected to torture or to cruel punishment.
6 Everyone has the right to recognition everywhere as a person before the law.
7 All are equal before the law.
8 Everyones human rights must be protected by the law.
9 No one shall be subjected to arbitrary arrest or exile.
10 Everyone is entitled to a fair trial.
11 Everyone is innocent until found guilty.
12 Everyone has the right to privacy.
13 Everyone has the right to freedom of movement.
14 Everyone has the right to seek asylum from persecution.
15 Everyone has the right to a nationality.
16 Everyone has the right to marry.
17 Everyone has the right to own property.
18 Everyone has the right to freedom of thought, conscience and religion.
19 Everyone has the right to free speech.
20 Everyone has the right to freedom of peaceful assembly.
21 Everyone has the right to vote in free elections.
22 Everyone, as a member of society, has the right to social security.
23 Everyone has the right to work and to a free choice of employment.
24 Everyone has the right to rest and leisure, including paid holidays.
25 Everyone has the right to health and healthcare.
26 Everyone has the right to free education.
27 Everyone has the right to participate freely in the cultural life of the community.
28 Everyone is entitled to live in a way which makes all these rights possible.
29 Everyone has a duty to work for and support the rights of others.
30 No individual, group or government should do anything to destroy the rights set
out in this Declaration.
(Abridged version)
35
The Human Rights Act

Copymaster 11
Here are some of the issues the Human Rights Act 1998 may affect.
Human rights
Issues
Right to life
Abortion
Right to liberty
Police powers of arrest
Right to privacy and

family life
Access to medical/schools records
Freedom of thought,
Religious schools
conscience and religion
Freedom of assembly
Membership of trade unions
Right to marry
Same sex marriage
Right to education
School exclusions
Right to free elections
Funding of political parties
Add these issues to the table:

enforced marriage
phone tapping
voting rights
euthanasia
blasphemy
corporal punishment
detention of mentally ill persons
attendance at raves and festivals
In pairs, choose three of the issues and brainstorm the people who could be affected
by new laws. Would laws protecting these rights be a good idea? Write down reasons
for and against having these laws.
36
Legal rights
SB pages
3839
Objectives
4 Understand how the law is used to protect peoples human rights.
4 Identify who such laws protect people from.
4 Consider how people need to be protected from the state.
Most students will be familiar with two of the historical struggles for rights that
eventually led to legislation: the British suffragette movement and the civil rights
protests in the USA. They need to understand that a legal right is a human right
stiffened by the force of the law.
Starter
Use Getting you thinking to identify the human rights
that were broken in the USA and to refresh memories
about the laws to protect people from discrimination in
the UK today (see page 34 of the Students Book).
Main activity
Copymaster 12: Young people and alcohol
Once students have answered the questions, collect the
views of each group and come to a conclusion about
why age is significant for some laws. Then ask students
to work out why there are age limits for other activities,
using the diagram on page 39 of the Studentss Book,
and feed back reasoning from groups to the whole class.
Summarize by asking the class to suggest other ways in
which the law protects people. Encourage them to
identify the laws identified earlier in the course (page 34
of the Students Book) and then move onto other areas.
Plenary
Whats your opinion?: Legal rights just protect people
from themselves.
Draw up a chart showing how people are protected from
themselves, who else they are protected from and how.
Ask students to consider how laws protect them from
the state and make the link to countries where human
rights are regularly infringed.
Active Citizenship
Create a leaflet for younger students showing their
legal entitlements at different ages. This might be
used in a Year 7 or 8 Citizenship lesson.
37
Young people and alcohol

Copymaster 12
Use this sheet to gather the opinions of three people in your class on the law relating to
young people and alcohol.
1 At present the law says you must be 18 to go into a pub and buy alcohol. Why do
you think this law was passed?
2 Do you think it would be a good idea to lower this age limit to 16? Give reasons.
3 How easy is it for young people under 18 in your area to obtain alcohol?
4 What kinds of problems can under-age drinking cause?
5 In what ways could these problems be reduced?
1 In small groups, summarize your findings so you can discuss them or present them to
the class.
2 How do drinking alcohol and the current laws about alcohol, such as extended opening
hours, affect the human rights of a) the drinker and b) other people?
38
Rights with responsibilities
SB pages
4041
Objectives
4 Understand the link between rights and responsibilities.
4 Consider how one persons right can affect others.
4 Identify ways in which peoples rights can be protected.
4 Identify ways in which people can be encouraged or made to be responsible.
There is a danger that any discussion of rights and responsibilities will be seen by
students as a sermon on virtuous behaviour. One way to avoid this is to ask them
how they or their family and friends have been affected by the irresponsible
behaviour of others. This might include reckless driving, dangerous dogs, noise
nuisance or drunkenness.
Starter
Homework
A quick activity to help students see the problem is for

groups to take on the role of one of the categories in
Getting you thinking. Ask them to create an argument
to support their point of view on fireworks. They then
report to the rest of the class.
Students think about rights in less economically

developed countries (LEDCs) compared with those in
more economically developed countries (MEDCs).
Students could consider:
Stepping out of role, the class votes on a policy to deal

with fireworks as safely as possible. This might be based
on the need for individuals to take responsibility for
themselves as well as being protected from others.
Main activity
knowledge of rights
access to legal protection
compromising rights due to economic necessity
types of government.
If they have Internet access, students could come up with

some examples.
Copymaster 13: Education rights

The use of the copymaster could be divided into two
stages:
1 Looking at rights and needs
Active Citizenship
Discuss a Charter for Rights and Responsibilities in the
School Council.
2 Looking at responsibilities.
Students draw up a charter for rights and another for
responsibilities. This might be referred to the School
Council for discussion and potential incorporation into
school policy. If one already exists, it could be used as the
basis for discussion.
Plenary
Many of the human rights websites listed on page 31 of

this book would support research.
The lesson has formed the basis for Whats your opinion?:
People should never have rights without responsibilities.
Follow-up work on accidents and responsible behaviour

raised in this section can be based on up-to-date
information from the Royal Society for the Prevention of
Accidents at www.rospa.com
Questions to pose might be:

l
Are people ever too young to have responsibilities as

well as rights?
Are people ever too old to have responsibilities as well

as rights?
Are some rights so fundamental that people should

not be expected to have responsibilities associated
with them?
What would happen if people did not have any

responsibilities?
39
Education rights
Copymaster 13
Article 12 is a group of young people. They made a list of rights they would like to
see in place in schools.
School
l
The UN Convention on the Rights of the Child should be part of the

National Curriculum.
All young people, including disabled children, should be in mainstream

schools within five years. In the meantime, compulsory segregation
should be abolished in secondary schools.
Young people should have a choice whether or not to sit exams.
Young people should have a choice about the religions they study.
Young people should have a say on their schools budget, e.g. what
equipment should be bought or what renovations are required by the school.
There should be more afterschool and lunchtime clubs. Young people

should choose the format and who runs the club.
Young people in trouble should be allowed to have their say before any
judgement is made.
Young people in serious trouble should be allowed an independent ally

with them at any meetings about them.
Young people should have more opportunities to discuss issues like racism
and childrens rights.
There should be a national union of school students, which is run by

under-18s and has real power.
Young people should have a choice in deciding school dinner menus.
Young people must be consulted when changing schools.
Young people should have more choice in what subjects they take.
1 How far do you agree with these recommendations?

2 What could their advantages and disadvantages be?
3 Do you think any of these rights are really wants? Give reasons.
4 What responsibilities do young people have in school? Explain each one.
40
Protecting the customer
SB pages
4243
Objectives
4 Understand that there are laws to help consumers get a fair deal.
4 Know how to complain effectively.
4 Know how to access help.
4 Provide guidance for others about consumer protection.
There are a huge number of different Acts relating to consumer protection, which can
be confusing, and so only the key elements are included on these pages. The
regulations are constantly changing, especially with the growth of distance and online
trading. Students should be able to relate to this within their own role as consumers.
Students will need to appreciate that there are also sellers rights. They will also
need to understand that a hierarchy of levels exists to deal with problems and that
most problems are sorted out at the customerseller level.
Starter
Plenary
Ask students if they have ever:
Compare outcomes from the main activity to decide

criteria for a good leaflet/poster on the topic.
a) returned goods
What was the problem?
What response did they get from the shop?
Was the outcome satisfactory? If not, why not?
b) bought online.
Did the product and service (e.g. delivery) meet
expectations?
What guarantees were there?
Did they feel safe in making the purchase?
In each case, what protection did they feel they should
have as customers?
Main activity
Students working in groups decide the type of consumer
protection they would want if they:
l
bought an MP3 player
went out for a meal
bought a toy for a small child
bought a package holiday
bought a pair of jeans
went on a train journey
had a haircut.
From their lists, draw up a list of criteria for protecting

the consumer.
Refer to the list of Acts on page 42 and see how the
criteria fit into them. Use this information and the
information about enforcing rights on the same page to
produce a leaflet or poster for other students on consumer
protection. Use ICT facilities if they are available.
Active Citizenship
Use the posters or leaflets in lessons with
younger students.

The local Citizens Advice Bureau (CAB) and local library
should be able to provide leaflets about consumer
protection. The CAB website is at
www.citizensadvice.org.uk
Consumers Association
2 Marylebone Road
London
NW1 4DX
www.which.net
Office of Fair Trading
Field House
1525 Breams Building
London
EC4A 1PR
www.oft.gov.uk
National Consumer Council
20 Grosvenor Gardens
London
SW1W ODH
www.ncc.org.uk
See also:
www.tradingstandards.gov.uk.
41
Fair play at work
SB pages
4445
Objectives
4 Understand that there are laws to protect employees.
4 Know about the protection that is offered by these laws.
4 Understand that the EU has an influence on UK law.
4 Stand in other peoples shoes to experience issues relating to employment law.
These pages explore how unions developed. The role of pressure groups is explored
throughout this course, and students should be aware that unions are just one type
of pressure group. Exploitation still exists today, so it would be useful to find an
example of a recent case where a union has been successful or unsuccessful in
supporting its members.
The employment laws detailed show how human rights are protected in the
workplace. Students should be able to identify this.
Starter
Brainstorm ways in which:
l
employees might be exploited
employees might behave in ways that lead

to dismissal.
Main activity
Copymasters 14 and 15: Grievances 1 and 2
This is set up as a role play; it can also be used as the
basis for group discussion.
Plenary
Explain that the UK has not signed up for the Social
Chapter because higher wages and better conditions
push up costs, which therefore might affect demand and
employment. Work out the impact of higher costs on
prices and sales and compare with higher employee
protection. Discuss both sides of the argument and come
to a conclusion.
This activity is based on Whats your opinion? The UK
should sign the EUs Social Chapter. Students answers
could be written up for homework.

Helpful union websites include:
www.tuc.org.uk
www.unison.org.uk.
www.dti.gov.uk provides information about
employment protection; the small business pages can be
useful on this topic.
42
Grievances 1
Copymaster 14
Here are a set of rules for an office business.

Grievances 2 (Copymaster 15) gives some scenarios where people are in difficulty
with management. In each case, the union representative has been asked to
support these people in a discussion with the manager.
In pairs, read the rules on this copymaster then choose either scenario 1 or 2 on
Copymaster 15. Pick a role card and make notes about what you will say in the
discussion. Role play a discussion between the union representative and the
manager. After the role play, answer the questions at the bottom of the page.
1 Rules of the office

You:
should not be late
must work properly
must be polite to customers
must not steal
must not deliberately damage property
must not fight
must not discriminate against staff
must keep to health and safety regulations.
2 The manager can reprimand members of staff
who break the rules.
3 Managers view offences as minor to serious.
4 Reprimands can be:
a) a verbal warning
b) written warnings which stay on record.
Two written warnings means dismissal
c) written warning and suspension without pay
for a week
d) dismissal.
5 Staff may invite their union representative to
represent them in talks with the manager.
43
Grievances 2
Copymaster 15
Scenario 1
Role Card A
Role Card B
You are the union representative, Sammie, and you have

been contacted by one of your members, Pat, who says
she has been asked to see the manager over an incident
that happened outside the office yesterday.
Pat says shes been repeatedly picked on by a male
colleague, Jon, who has been harassing her over the past
week because she didnt want to go out with him. As she
left the office he called her an unpleasant name. She lost
her cool and lashed out at him as the manager was
walking by.
You agree to see the manager on Pats behalf. You want to
find out what the manager intends to do and argue that
Pat should not be treated harshly. You have checked with
other staff in the department, who confirm the story.
Before meeting the manager, you must think about how to
put Pats case.
You are the manager. You saw Pat turn round and hit
Jon in the face. Pat has already been in trouble for
turning up late for work four times in the last month.
You have to decide the seriousness of this latest
incident. You believe that the reputation of the business
will be harmed by such an outburst and, in any case,
there are lots of people who want the job.
You should decide upon the action you intend to take
and write this down. However, before you do this, you
have agreed to meet with the Union representative to
discuss what should happen.
Scenario 2
Role Card A
Role Card B
You are the union representative and one of your

members, Dan, has some problems. He is a single
parent with a three-year-old boy. Dans had a number
of problems at home over the last month. First, the
childminder has been sick on several occasions and
Dan has been late for work. Second, his flat was
burgled and his son now often wakes up screaming in
the night. Dan is also worried about his sick mother
who he has to visit every evening. Now the manager
wants to see Dan about his attendance and work. Dan
has asked you to come along and represent him.
As the manager, you are worried about Dan. He has

been late 12 times in the past two months and fellow
employees are complaining that hes making mistakes
which they have to put right. You have noticed that
others are beginning to turn up to work late.
Standards are slipping and something has to be done.
You call in Dan to discuss his lateness and poor work.
Dan has decided to bring along his union
representative.
Look at the rules and decide what you think the

manager will do. How will you try to persuade her to
support rather than punish Dan?
Follow-up questions
Scenario 1
Scenario 2
Both scenarios
1 Why do you think the manager
1 How could the manager
wants to be able to discipline

staff?
have handled the

situation differently in
the first place?
How would a union

representative decide
which members
concerns were
important and which
should not go
forward?
2 What do you think might have

happened to Pat if she hadnt
been part of the union?
3 What might happen to Jon?

Do you think being a member
of a union could help him?
44
2 What support could be

given to Dan?
3 If such support failed to

work, what might the
manager do then?
Responsibilities in the workplace
SB pages
4647
Objectives
4 Understand that employers have responsibilities in the workplace.
4 Understand that employees have responsibilities in the workplace.
These pages link to the spreads on Rights with responsibilities (pages 4041). Point
out that employment is another area where rights and responsibilities go hand
in hand.
Starter
Ask students: If you had a contract with the school,

what would it include?
The Centre for Education and Industry at Warwick

University provides information about business. They can
be contacted at:
The Centre for Education and Industry
University of Warwick
Coventry
CV4 7AL
www.warwick.ac.uk/cei/.
List answers and ask them to explain each point.
Main activity
Use the headings on page 46 of the Students Book to
draw up a contract for a job.
Using the information on page 47 of the Students Book,
draw up a storyboard about an employee who has
broken their contract and has been given a verbal
warning. Students can select the element of misconduct
or the failure in carrying out the job properly.
This could be done either electronically or as a paperbased activity.
Plenary
Explore why it is important to have laws to protect
people and ways in which employers can deal with
people who do not work in a way which fits in with
their contract.
Homework
Students should do revision on Roles, rights and
responsibilities for the exam practice exercise,
Copymaster 16 (to be given in the following lesson).
answer questions on, drawing upon the issues explored
in the section. The questions are a mix of short and
longer answer questions, as they will find in the exam.
all answers in the Roles, rights and responsibilities
section of the Students Book.
45
1.2
Roles, rights and

responsibilities
Copymaster 16
1 a Is Sarah being denied
Evidence 1
Young carers
Young carers are people under 18 who take care of other family members.
They often care for relatives who have long-term illnesses, or mental
health or drug problems.
Facts about young carers

There are approximately 139 000 young carers in the UK.
The average age of a young carer is 12, but some are as young as six.
Many young carers have time off school and dont do as well as their
classmates.
Sarahs story
Sarah is 13. She has cared for her mum for six years. Mrs Brown has
agoraphobia and a severe illness that greatly limits her mobility. They share
a flat with no outlook. Mum rarely ventures out of doors. Every day Sarah
helps around the house. She helps her mother get out of bed, and she
washes and dresses her.
Sarahs education has suffered and her school is concerned because Sarah is
often tired. She is described as a loner, and is teased and bullied. She
rarely goes anywhere other than the local shop. Sarah and her mum appear
to be very close. Sarah sees herself, rather than her mother, as head of the
family. Sarah is happy to help her mother. She gets a feeling of self worth
from being a carer, which many of her classmates do not have.
Childrens Society, Edward Rudolf House,
Margery Street, London WC1X 0JL. Tel 020 7841 4400
Evidence 2
Free Grigory Pasko
While working as the environmental journalist and reporter for the Russian
Pacific Fleet newspaper, Boyevaya Vakhta (Battle Watch), Grigory Pasko
exposed the dumping of radioactive waste by the Russian fleet in the Sea of
Japan. This practice is banned under the 1993 London Convention. Grigory
Pasko also exposed corruption inside the fleet and passed on information
about both issues to Japanese journalists.
The Military Court of the Pacific Fleet found Pasko guilty of treason and
sentenced him to four years in a labour camp for intent to pass on
information to a foreign correspondent. This sentence has been appealed and
Grigory Pasko is currently being held in detention awaiting a decision.
any rights? Explain your

answer.
b Is Grigory Pasko being
denied his rights?
Explain your answer.
2 a How does the law

protect Sarah?
b How do human rights
conventions help people
like Grigory Pasko?
3 a What did Malika Asha

Sanders do to promote
human rights?
b How does a Reebok
award help Malikas
organization and the
human rights
movement?
4 Countries which infringe

human rights should be
boycotted by the rest of
the world. Do you agree
with this view? Give
reasons for your opinion,
showing you have
considered another point
of view.
Amnesty International and Greenpeace strongly believe that Grigory Pasko was
solely exercising his right to freedom of expression, guaranteed in Article 19 of
the Universal Declaration of Human rights. Furthermore, according to Russian
law, information about ecological threats should not be held from the public.
Evidence 3
The Reebok Human Rights Award
The Reebok Human Rights Award recognizes people under 30 years old
who have made significant contributions to human rights causes by nonviolent means. The award aims to put the people who receive it in the
public eye and support their work. Since 1988, more than 60 people have
received the award together with $50 000 to further their work.
Malika Asha Sanders began fighting racial discrimination as a teenager in
Selma, Alabama. Today, she leads a movement to develop a new
generation of African American civil rights leaders.
Reebok Human Rights Award programme
46
1.2
Roles, rights and

responsibilities
Copymaster 17
1 Why was the Universal Declaration of Human Rights written?

2 Give an example of it being broken.
3 Can it be enforced in every country?
4 How does the Human Rights Act affect peoples human rights in the UK?
5 At what age can you:
get married?
own a pet?
6 Name one law that turns a human right into a legal right.
7 What is a responsibility?
8 Give an example of someones human rights not being respected by another person
who does not take their responsibilities seriously.
9 What responsibilities go with your right to education?

10 What is the difference between a right and a need?
11 What protection does the Trade Descriptions Act give the consumer?
12 What is a Citizens Advice Bureau?
13 Are you entitled by law to return things to a shop because youve changed your mind?
14 What do trade unions aim to do?
15 What is a pressure group?
16 Name two laws that protect people at work.
17 Why has the UK not signed the European Unions Social Chapter?
18 What is a contract of employment?
19 Why does a business need rules about how its employees behave?
20 What is the difference between dismissal and redundancy?
47
Theme 1
Human rights

Specification link
l
crime and punishment (1a)
why laws are needed for society to function (1c)
the role and operation of the criminal and civil justice systems (1a)
The workings of the legal system completes the human rights theme. The objective is to
discover why laws are needed and how they are applied. This may be reinforced by
visits to local courts or by bringing representatives, such as policemen, lawyers and
barristers into school.
48
Whats the point of law?
SB pages
4849
Objectives
4 Understand the need for laws.
4 Understand what makes a law good or bad.
4 Be able to evaluate changes that take place in the law.
Students often think that laws are unnecessary but have not considered what would
happen if there werent any. This lesson raises some issues which help them to
understand why we have laws and why they are important for society. They are also
asked to consider what makes a law good or bad in order to be able to evaluate
changes that take place in the law.
Starter
Copymaster 18: What do you think about the law?
Contact the Hansard Society for details of laws currently

before Parliament. They can be contacted at:
Hansard Society
St Philips Building North
Sheffield Street
London
WC2A 2EX
www.hansard-society.org.uk.
Make the link to the Universal Declaration of Human

Rights when dealing with the second question: One
persons right is another persons nightmare.
Main activity
Copymaster 19 Good or bad laws?
Students work in groups. Ask students to explain their
points of view. Feed back and discuss their views.
Plenary
Brainstorm: Why do you obey the law?
This is part of the response to Whats your opinion?:
You should never break the law.
Prompts:
l
Will your actions hurt other people?
Would you be ashamed if you were caught?
Are there situations in which its better to break the

law because something worse might happen if you
dont?
What if you think the law is wrong?
What would happen if everyone broke the law?
Active Citizenship
Research some laws that are currently going through
Parliament. As a class, choose three laws and write to
your MP to ask which of these laws they support
and why.
49
What do you think about the law?

Copymaster 18
Read each opinion below and tick a box to show if you agree or disagree, or if you are
not sure.
Agree
Disagree
Not sure
1 The main purpose of the law is to prohibit

antisocial behaviour.
2 Laws should protect you, not restrict you.

3 You should respect the law, even if you dont agree
with it.
4 Laws on their own wont work. You must have a

system of punishment and a means of enforcing it.
5 Laws are societys way of ensuring justice and

making sure that people treat each other fairly.
6 There are too many laws. If there were fewer laws,

society would run more smoothly.
7 Laws must guarantee individual freedom and, at

the same time, protect the vulnerable.
8 Its your responsibility to obey the law. There can

never be an excuse for breaking the law.
9 Laws shouldnt be altered just because peoples

attitudes change. If a law is right for one
generation, its right for the next.
10 Lawbreakers are as entitled to protection by the

law as much as law-abiding citizens are.
11 All countries should have the same laws.

12 Laws shouldnt tell us how to behave in terms of
personal morality, except when our actions affect
other peoples rights.
1 Look at each opinion in turn. Discuss which column you ticked and say why.
2 One persons right is another persons nightmare. Think of situations when this could
be true and when it isnt true. Do you agree with this statement? Give reasons.
50
Good or bad laws?

Copymaster 19
Would the following be good or bad laws? Give reasons. Take into account:
l
who would benefit from this kind of law
who might suffer
how the laws might affect human rights.
Anyone taking a
driving test must also
take a drugs test.
Anyone taking a
driving test must also
do a first-aid course.
Using electric lawn mowers
before 10 a.m. will be illegal.
If a child under the age of

10 commits a serious crime,
they or their parents should
be sent to prison.
Any driver involved in an

accident in which a pedestrian is
killed will be imprisoned for life.
Children who ride their
bicycles on the pavement
and endanger elderly
people will have their
bikes confiscated for one
year by the police.
Shopkeepers who sell cigarettes
to under-16s will be forced to
work as volunteers in the cancer
wards of their local hospitals.
Anyone who knows they

are HIV-positive but does
not tell their sexual
partner(s) will be
imprisoned.
Shops will need a special

licence to sell violent
video games, which will
only be sold to over-18s.
Any couple wanting to have a child must

pass a special test, like the driving test,
before they can become parents.
51
Civil and criminal law: whats the

difference?
SB pages
5051
Objectives
4 Understand the difference between civil and criminal law.
4 Understand the circumstances in which they are used.
4 Understand the difference between the court processes.
Because courtroom dramas are a staple of television and film, students will be more
familiar with criminal court procedures than with those of the civil court, although
many more cases are brought before the latter. Students should appreciate that they
and their families are affected by a wide range of civil laws, including family and
property law, consumer law and the law of contracts. They may be surprised to learn
that every time they buy a bus ticket, they create a contract between themselves
and the bus operator.
They should also be aware that bringing a case before a civil court is costly and
time-consuming, and there has been a concerted effort recently to promote the use
of mediation services, which encourage the claimant and defendant to settle their
dispute before it gets to court.
Starter
Getting you thinking
Use this activity to stimulate thought about the
difference between civil and criminal law. Ask students to
make a brief list of issues which are either like the
neighbours dispute or like the drugs raid.
Main activity
Active Citizenship
Students could research local mediation services and
talk to a mediator about conflict resolution and civil
law. A local library search should provide contact
details.
Many disputes between neighbours reach the civil
courts. Draw up a Good Neighbours Charter which
would help people to avoid such problems.
Use the images of courts to work out the differences

between the functioning of civil and criminal courts.
Use Copymaster 20: Differences between civil and
criminal law to classify the two types of law. Students
can use pages 5051 of the Students Book as a source
of reference when answering the questions.
Plenary
Use Action. Students identify the human rights that are
affected by each example; they can refer back to
Copymaster 10: Universal Declaration of Human
Rights if necessary.
Use Whats your opinion?: Neighbours should sort
things out instead of going to court.
Prompts:
52
What effect do disputes between neighbours have on

other people who live nearby?
Could a mediation service help to sort things out?
Should the cost of going to court deter people from

such arguments?
Would a Good Neighbours Charter help?
Differences between civil and

criminal law
Copymaster 20
Tick the correct boxes in the table.

Criminal law
Civil law
What is it for?
To maintain law and order.
To protect the public from crimes such as murder, robbery and assault.
To determine guilt or innocence.
To protect an individuals rights.
To settle disputes between individuals or groups, and to decide on
compensation where appropriate.
Where are cases heard?
In a magistrates court or crown court if the offence is more serious.
The majority of cases are heard in a county court.
Who brings the case to court?
The police arrest a suspect and the Crown Prosecution Service (CPS),
acting on behalf of the public, then prosecutes the accused.
The individual or group whose rights have been affected brings the
case to court. There is no arrest, because there has been no crime.
Who decides the outcome?
In cases heard in a magistrates court, the verdict guilty or innocent
is decided by magistrates. When more serious cases are heard in a
crown court, the verdict is decided by a jury.
The judge does not give a guilty or innocent verdict, but decides if
the defendant is liable or not liable. If the defendant is found liable,
this usually means they must pay the claimant or do something to put
the situation right.
Are the following crimes dealt with by criminal or civil law?

l
Murder
Drug-dealing
Tax evasion
Not paying council tax
Theft
Speeding
Armed robbery
Grievous bodily harm
Fraud
Not paying debts
53
Who puts the law into practice?
SB pages
5253
Objectives
4 Understand the various roles of people who work within the criminal justice
system.
4 Understand how the jury system works.

4 Consider the effectiveness of the jury system.
These pages provide students with information about the criminal justice system and
the role of the individuals involved.
Starter
Use this activity to help students decide why the jury
system is important.
Main activity
Copymaster 21: Representative enough?
This activity can be used to develop the skills required for
the extended writing questions in the exam. Each
question can be answered in the framework of a box
for the pros, another for the cons and a final box for
their personal response, with a justification for the
answer.
Groups work on the questions, agree an answer, with
explanation, and feed back responses to the class.
Plenary
This should be a quick, round-the-room summary of the
people involved in the legal process.
Active Citizenship
Visit the local courts or invite a representative of the
legal system into school to discuss their work and
how it relates to the local community.

The Citizenship Foundation runs an educational
programme where students can learn about the workings
of the criminal justice system by taking part in a mock
trial competition. For further details contact:
Citizenship Foundation
Ferroners House
Shaftesbury Place (off Aldersgate St)
London
EC2Y 8AA
www.citfou.org.uk.
54
Representative enough?
Copymaster 21
Some facts about the UK jury system:
The job of a jury is to decide on the facts of a criminal case and

on whether the accused is innocent or guilty. A jury is made up of
12 adults, aged between 18 and 70, who have lived in Britain
for a continuous period of five years from the age of 13.
The jury is chosen at random from the local Electoral Register. You
cant serve on a jury if youve been convicted of a serious crime, or
if you suffer from certain mental illnesses. Police officers, lawyers,
judges, priests, monks and nuns cant serve. MPs, soldiers, doctors
and nurses are excused. You can be excused if you have a good
reason, such as needing to look after a sick relative.
You dont get paid as a member of the jury but you are allowed
to claim expenses, such as transport costs and loss of earnings.
The idea behind having a jury has always been to allow defendants to be judged by
people who are the same as you that is, members of the public.
Give your opinions about the following statements. Think of reasons for and against the
idea expressed in each statement.
1 If the defendant is black or Asian, the jury shouldnt be all white.
2 If someone in the jury was a victim of the same crime being tried in the court case,
they should be replaced.
3 We should have professional jurors. If people were paid to be full-time jurors, they
would know the law and come to sensible decisions.
4 The size of the jury should be reduced to six. This would cut down on the amount of
argument in the jury room and save taxpayers money.
5 People who dont serve at the moment, such as doctors, soldiers and lawyers, should be
allowed to so that the jury is more representative.
55
Criminal courts
SB pages
5455
Objectives
4 Understand the difference between a magistrates court and a crown court.
4 Understand why different cases are presented in different courts.
4 Understand how mitigating factors affect the decisions of magistrates.
These pages show how the courts work. There is a range of courts that deals with
people according to the seriousness of the offence and their age. Over 90 per cent of
all criminal trials take place in magistrates courts. Offenders aged between 10 and
17 are tried by magistrates in youth courts. These are arranged in much the same
way as magistrates courts but there is no public gallery in a youth court.
Starter
Give a brief introduction on the role of the magistrate.
Brainstorm: What does it take to be a magistrate?
Main activity
Copymaster 22: What happens in a magistrates
court?
This activity can be group, pair or individual work. It can
also be used as a role play. Identify a sample case that
has come before local magistrates and go through the
process shown in the diagram. Groups of two or three
students can take responsibility for each role.
Plenary
Whats your opinion?: Courts should be friendlier
places.
Prompts:
l
Does the formality of the court make people take it

seriously?
Are people more honest and open in a friendlier

environment?
Are wigs and gowns out of date and do they make

people think that judges and barristers are out of
touch?
Should people who have done wrong be scared of

the consequences?
Does it matter if courts are friendlier or not, as long

as the right decisions are reached?
Active Citizenship
Invite a local magistrate into school to discuss their
role. Consider the selection and training process and
whether magistrates represent a cross section of the
population.
56
What happens in a magistrates

court?
Copymaster 22
The offence is read to the court
What does the defendant plead?
Not guilty
The prosecution lawyer puts forward evidence for the

prosecution. The prosecution lawyer calls witnesses, such
as police officers, and questions them. The defendants
lawyer then questions the witnesses.
The defendants lawyer puts forward evidence for the

defence and calls witnesses who speak on behalf of the
defendant; people who may be able to prove the
defendant did not commit the crime. Then the
prosecution lawyer questions these witnesses.
Guilty
1 How do you think the

magistrate decides if the
defendant is guilty or not?
2 Do you think there are

any factors that might
lead the magistrate to
make the wrong decision?
3 If the defendant is found

guilty, how might
information given to the
magistrate affect his or
her decision about the
sentence?
Magistrates give their verdict
4 Do you have any

Not guilty
Defendant goes free
suggestions for making

the system better?
Guilty
Does the defendant have a criminal record?
Does the defendant have money to pay a fine?
Are there any mitigating factors?
Is any other information required?

For example, reports from school
and/or social worker.
Magistrates decide on the sentence
57
What sentence?
SB pages
5657
Objectives
4 Understand how magistrates and judges fit the sentence to the crime.
4 Appreciate why different people might receive different penalties for committing
the same offence.
4 Consider how mediation services help people take responsibility for their actions.
These pages provide factual information about the range of sentences available to
the courts.
The importance of mitigating factors (see the Criminal courts section) and the
difficult question of revenge versus rehabilitation are central to the students
appreciation of sentencing policy.
There are alternative copymasters for this lesson. One reinforces the work on
magistrates decisions; the second looks at mediation programmes and asks students
to think about how they work and their benefits. If students could benefit from both
activities, run the session over two lessons.
Starter
Plenary
Whats your opinion?: An offenders punishment

continues after their sentence has been served.
Use this activity to help students appreciate why the

punishment may vary according to the situation of the
defendant.
Main activity
Use Copymaster 23: What sentence would you give?
to explore the relationship between a crime and the
sentence, or Copymaster 24: Face-to-Face to explore
Victim-Offender Mediation Programmes. Both can be
used if more time is available.
Copymaster 23: the pairings might be as follows:
l Drink driving (first offence) 250 fine
l Severe cruelty to an animal four months in prison
l Shoplifting conditional discharge
l Assault (no weapon) community penalty (100 hours)
l Stealing and crashing a car six months in prison
l Street begging 50 fine
l Possessing cannabis conditional discharge
To develop this further, the same crimes can be taken
and students take into account the character of the guilty
person. Students consider likely mitigating factors in each
case and role play the court proceedings.
Copymaster 24 could be developed as a role play as
follows:
Students read the scenario. They then prepare a role play
discussion between David and Mr Smith. They work in
groups of three, playing David, Mr Smith and an observer.
David and Mr Smith should make notes about how each
would have felt before, during and after their meeting.
The observer should watch David and Mr Smith meet
and take notes about what happened. The observer
should note: what it was like when they met; what
feelings each one had; how easy it was to talk; whether
things became easier after a while and why or why not.
58
Prompts:
l
l
l
l
l
Does punishment have a long-term impact on an

individual?
Does society go on punishing people once they have
a criminal record?
How easy is it to get a job if you have a criminal
record?
Most young people who are given custodial sentences
re-offend. Should they be punished in another way?
People who have done wrong deserve to be affected
by the punishment.
Homework
Students should do revision on Criminal and civil justice
for the exam practice exercise, Copymaster 25: Criminal
and civil justice (to be given in the following lesson).
answer questions on, drawing upon the issues explored in
the section. The questions are a mix of short and longer
answer questions, as they will find in the exam.
The quiz (Copymaster 26) is a quick test of knowledge
and application. All the answers can be found on page 158
of this book. Alternatively, students can find all answers in
the Human rights section of the Students Book.

A more detailed discussion of these and other issues
relating to sentencing and the work of the courts can be
found at www.howardleague.org.
For information on the psychological impact of crime, see
www.victimsupport.com.
What sentence would you give?

Copymaster 23
Discuss between you which sentence on the right you would give for
each offence on the left.
Drink driving (first offence)

50 fine
Severe cruelty to an animal
Conditional discharge
Shoplifting
Four months in prison
Assault (no weapon)
250 fine
Stealing and crashing a car
Unconditional discharge
Street begging
Community penalty (100 hours)
Possessing cannabis
Six months in prison
1 Choose one of the above offences and assume that the crime did take place. Think
about the background to the crime. For example:
l
Who offended?
When?
Why?
Was there a victim? How did the crime affect them?
Were there witnesses to the crime?
Are there any mitigating circumstances?
2 Create role cards for the defendant, the prosecution lawyer, the defence lawyer, a
witness and the victim.
3 Role play the scene in the magistrates court when:

l
the prosecution lawyer puts forward evidence for the prosecution
the defendants lawyer puts forward evidence for the defence.
4 As a class, act as the magistrate and decide on the sentence. Say why you would give
this sentence.
59
Face-to-face
Copymaster 24
Victim-Offender Mediation Programmes

(VOMPs) bring offenders face-to-face with
the victims of their crimes. With the help of
a trained mediator, offenders learn to take
responsibility for their actions. Victims have
the opportunity to speak their mind and get
answers to questions such as: Why did you
do this to me? The mediator helps both
sides write an agreement and build trust
between victim and offender. The victim
speaks first, telling the offender how the
crime affected him/her. The offender is then
given a chance to explain or apologize. The

victims losses are also discussed.
There are VOMPs in the USA, Canada,
England, Germany, Scandinavia, Eastern
Europe, Australia and New Zealand. About
two-thirds of the cases referred to VOMPs
result in a face-to-face mediation. Over
80% of victims say the meetings helped
them to get over their fear of the offender.
Nearly 95% of young offenders in the UK
who have had to face their victims did not
re-offend within two years.
David, aged 17, was caught stealing a laptop from Mr Smiths

car. He agreed to take part in a VOMP. David was very
ashamed of what he did. He didnt want to have to face Mr
Smith. The mediator asked David to tell Mr Smith what he did
and why he did it. Mr Smith was very angry with David. The
computer contained six months worth of his work.
The mediator told David: Youre not a bad person, you just
did a bad thing. David, unable to look Mr Smith in the face,
said: Im sorry.
David has a violent temper. He has had a few jobs, but they
never lasted because, he claims: They treat you like dirt.
When Mr Smith heard about Davids family background, he
offered to help David find work. David agreed to take up this
offer and to attend an anger management course.
This is a true story, although names have been changed.
1 Explain the idea behind Victim-Offender Mediation Programmes.

2 How were David and Mr Smith feeling before, during and after the meeting?
3 Do you think the VOMP scheme helped David and Mr Smith? Give reasons.
4 Are there any crimes where a VOMP scheme might not help? Give examples
and reasons.
60
1.3

Copymaster 25
1 According to Evidence
Evidence 1
At the end of 2001, the prison population was 66 075. A year later,
it had reached 70 183. By the end of 2005, the figure was 77 451.
The Home Office
Evidence 2
What is prison really like?
Every year, a number of young people end up in prison because of
the crimes they have committed. Here are the views of some of
those young people.
Kurt: It was a bad shock to have the door slammed the first time.
Twenty-three hours a day banged up and the library only
once every three days.
Vicky: Prison was dirty and disgusting.
Mike: It no longer scares me. It just wastes my years away.
Sally: You can be bullied for a plate of chips, for a chain, for a
hairdryer if youve got one and they havent.
Tom: The only thing I miss is my girlfriend.
Tony: When I first went in, I was so upset because I missed my mum.
Prison doesnt reform you. Thats what they dont understand.
The Howard League for Penal Reform,
Citizenship and Crime Project,
ISBN 0 903683 7. Published by HLPR,
1 Ardleigh Road, London N1 4HS. Tel 020 7249 7373
1, what is the trend in

prison populations?
2 What benefits are

there in schemes that
keep people out of
prison? Explain two
other forms of
sentencing that are
used instead of
prison.
3 Prisons are for people

who have committed
violent crimes and are
a danger to others.
Do you agree with
this statement? Give
reasons for your
opinion, showing you
have considered
Evidence 3
Alternatives to prison curfew orders with electronic
monitoring (tagging)
Instead of being sent to prison, some offenders are being given curfew orders. These
offenders must be in a certain place at times set by the court for between two and 12 hours
a day. All curfew orders are monitored electronically through a radio transmitter attached
to an offenders ankle or wrist. If an offender is not where they should be, they are given
a warning. If they receive two warnings and then break the curfew again for a third time,
they are sent back to court.
Offenders find it a tough option. However it often gives them an excuse not to mix with
people who could encourage them to commit another crime. The system seems to help
people restructure their lives because they have to be in certain places at set times.
Trials of the system produced the following results:
between 20 and 25% of offenders didnt complete their curfew order, although this
was not always because they had broken the curfew. For example, some moved from
the area, others found work, others were released early from the scheme
approximately 80% received at least one warning.
The Home Detention Curfew
Electronic tagging allows for the early release of prisoners serving sentences of
between three months and four years. Prisoners are tagged and have to be under
curfew for at least nine hours a day for the length of their prison service. If they break
the curfew, the prisoners will be re-imprisoned. Tagging is also used for a variety of
youth offenders. Over 50 000 people are being tagged each year, rather than being
imprisoned. This frees up prison spaces.
61
1.3

Copymaster 26
1 Give two reasons why people obey the law.

2 Why do laws change?
3 Explain the difference between criminal and civil law.
4 How many people sit on a jury?
5 How are jurors selected?
6 Is there usually a jury in a civil court?
7 Where are serious criminal offences dealt with?
8 What is a defendant?
9 What is the difference between a barrister and a solicitor?
10 What does a probation officer do?
11 Name two penalties that a magistrate can give.
12 What is the maximum sentence a crown court can give?
13 When is a jury not used in a crown court?
14 What is a recorder?
15 What are mitigating factors?
16 How can mitigating factors affect the decision of a magistrate or judge?
17 What is a community sentence?
18 What is a conditional discharge?
19 Why should a sentence help rehabilitation?
20 Give two reasons why someone might appeal against a sentence.
62
Theme 2

Specification link
l
the opportunity for individuals and voluntary groups to bring about social change
locally, nationally, in Europe and internationally; the role of pressure groups (1f)
the nature of democracy; the importance of playing an active part in the

democratic and electoral processes (1d)
electoral processes: voting rights (who can vote, at what age, what can be voted
for, voting methods) (1d)
the role of Parliament, the government and the courts in making and shaping the
law (1c)
This section investigates how democracy works and the need for people to participate.
The processes can be emulated in school in both real and simulated situations. School
councils and other examples of democracy at work can be used as a focus for learning.
By learning about democracy through such experiences, students can develop a greater
understanding of its importance.
63
Taking part
SB pages
6465
Objectives
4 Understand how and why people participate in the life of the school.
4 Understand that people are elected to the school council.
4 Appreciate the role of someone who is elected.
4 Understand that elections are used to choose people locally and nationally.
These pages aim to encourage students to participate in various ways in the life of
the school. Students should think about how joining in school activities is likely to
give them a greater sense of belonging to and ownership of their environment.
Issues of democracy are introduced through the example of school councils. The
idea of representative democracy will be built on throughout this section, so it is
useful if students have an understanding of it at this early stage.
Starter
Whats your opinion?: Its easier to work with people if

they respect you.
Brainstorm answers to the questions about participating

in school in Getting you thinking.
Prompts:
Main activity
What does it mean to be respected?
Why will people listen to your point of view if they

respect you?
Does it matter what people think as long as the job

gets done?
Will the team be happier if people respect each

other?
Will the outcomes of the activity be better if people

respect each other?
Copymaster 27: Persuading people

The activity aims to help students realize that consultation
is more effective than an authoritarian approach, and that
people will respond differently if they feel that they are
involved in the decision-making process.
Students should work in groups of three to represent the
parent, the child and an observer. The parent has to
persuade the child that there will be no more pocket
money it will have to be earned. The parent chooses
whether to be authoritarian or persuasive, without saying
which style has been selected. The observer should note
the response. (Note: You may need to use and explain
the word authoritarian as it is not on the copymaster.)
Plenary
This is a debriefing from the activity. Ask students to
consider:
l
What did it feel like to be dealt with in an

authoritarian or persuasive way?
Which strategy is most likely to have an effect?
Copymaster 28: A class decision can be used in a

longer lesson or as a separate lesson. This copymaster
develops the idea of the importance of democracy.
Students should explore how a group can make decisions
and look at the issues resulting from people not getting
their own way.
Active Citizenship
Either:
Discuss recent issues raised at the school council. Are
there others that the class would like to be raised? Is
the council listened to by the staff at the school?
What would make it more effective? Feed your views
back to the council.
Or:
If there is no school council, explore how you could
set one up. Put a proposal together for the head
teacher.

For more information about setting up and running a
school council, contact www.schoolcouncils.org.
The debriefing should raise issues about democracy and

its effects. This can be linked with references to the
school council in the Students Book. If there isnt a
school council, it can be used as a vehicle for discussing
whether there should be one.
64
Persuading people
Copymaster 27
Parents often have to make decisions that affect their children. They go about it in
different ways. Sometimes they just tell you what to do. Sometimes they try to persuade
you that their plan is a good idea.
The scenario: A parent has decided that it is time to stop giving pocket money. In future it
will have to be earned. There will be a list of payments for different jobs.
Work in groups of three:
l one plays the parent
l
one plays the child
one acts as observer.
Here is your briefing:

Parent
Child
You have to tell your child the Your parent is going to tell
news. You dont expect them you about a change of plan
about your pocket money.
to be very happy about it!
You might just tell them firmly The way you respond will
depend on the way you are
that they will have to earn
their pocket money in future told!
Or
Just act naturally.
You might try to persuade

them that this is a good idea.
Decide on one option.
Observer
Watch carefully to see how
the conversation goes.
How do parent and child
respond to each other?
How does the conversation
go?
What is the outcome?
Note down the approach the
parent has taken. Is it affected
by the attitude of the child?
Change roles until everyone has played each role once. When it is your turn to play the
parent, vary the approach so that your group has a chance to find out how people
respond to both.
When you have all tried each role, discuss your experiences with your group. Think about
the following:
l How did you feel in each situation?
l
Was it fair?
How would you go about making a new rule for your child?
Feed back your ideas to the rest of the class. Are there some situations which you would
always deal with by the firm approach? Give examples and reasons.
65
A class decision
Copymaster 28
Every year a class goes on an outing together. But its

not always easy to decide where to go! Can you help?
Put yourselves in their place.
Theatre
Theme Park
Cinema
Science
Museum
Action
Work in a small group and decide where you would like to go.
Before you report your decision to the rest of the class, work out how
you came to a conclusion.
Report back
Report your decision and explain how you reached it.
l Did you come to the same decision as the other groups?
l
Did you reach your decision in the same way?
Discuss
Are there different ideas about what to do as a class?
If so, how should you decide?
Talk about whether there are people in your group who are unhappy.
If so, go back to your groups and:
l think about how to deal with the unhappy members of the class
l
66
work out if there are any better ways to go about making

decisions like this.
Who represents us?
SB pages
6667
Objectives
4 Understand how decisions are made about your local area.
4 Find out about the councillors who are responsible for the local area.
4 Consider whether local decisions should be made locally.
These pages begin to explore the structure and responsibilities of local councils, and
build on the ideas of democracy from the previous pages. It is important that
students understand the council from a citizens perspective.
It would be useful to collect election literature from each party at the time of an
election, so students can compare their views on the local area.
You could also use Google to find local information from the political parties. For
example, Liberal Democrats and the local council district produced
http://westberkslibdems.org.uk/, a site which has political news from a Liberal
Democrat perspective.
Starter
How local is local?
Brainstorm local issues on which people have a variety of

views. The skate park in the book is one example.
If more money is to be spent by the council in one

area, will less be spent in others?
Choose one issue and identify a range of perspectives

on it.
Is it important that some things, like education, are

similar across the country?
Main activity
Active Citizenship
Divide the class into groups representing each

perspective. Each group prepares a statement from their
perspective and presents it to the class. The class then
steps out of role and votes on a decision on the issue.
The Campaign is a longer activity which develops the

theme of the lesson and draws on a range of other
aspects of the course. All the resources to support the
activity can be found in the Resources section at
www.citizenship.org.uk.
If ICT facilities are available, students can find a map of

wards local to the school or town. Identify the councillors
who represent the school or areas where students live.
If no ICT facilities are available, find these materials
beforehand and distribute the information for use in the
lesson.
Students should compose a letter to their councillor
expressing their views on the issue.
Plenary
Whats your opinion?: Local decisions should be made
by local people.
Use the framework (see page 17 of the Students Book)
to encourage students to look at both sides of the issue.
Prompts:
l
How do decisions about the local area affect the lives

of local people?
Do decisions sometimes affect people further away?

(Will limiting parking in one neighbourhood mean
that everyone parks in the next one?)
Can local decisions have global impacts?
Asking the local councillor to judge the outcome is a

useful way of involving an outsider and showing them
what goes on in Citizenship in the school.

For web links to local councils, go to:
www.ukpolitics.org.uk.
You might also try:
Local Government Information Unit
22 Upper Woburn Place
London
WC1H 0TB
www.lgiu.gov.uk.
Charter 88 provides a wealth of information on power
and politics in the UK:
Charter 88
18A Victoria Park Square
London
E2 9PB
www.charter88.org.uk.
67
How does the council work?
SB pages
6869
Objectives
4 Understand how the council does its work.
Building on the story of Joe and the skateboard park, first seen on pages 6667, this
section shows students that they have the right to approach their local council. It may
surprise students to learn that they can join in the democratic process before
reaching the voting age of 18.
Students should be aware of how councils are set up and the type of work they
do. Most councils in the UK are set up as detailed here.
Starter
Copymaster 29 Who decides?
Students should give rapid responses to each issue on the
sheet. They will consider their answers, the impact and
local responsibilities later in the lesson and find out if
their views have changed.
Main activity
For each issue on the copymaster, students should draw
up a spider diagram showing who is affected by the issue.
If there are costs involved, ask the students who
should pay.
Are their decisions now different from those they gave
in the starter?
Plenary
If you have followed the story of the skate park closure in
Getting you thinking on pages 66 and 68 of the
Students Book, use Whats your opinion?: The skate
park should stay open. If you havent used these stories,
read Getting you thinking on pages 66 and 68 first.
Students should use the skills they have developed to
look at the issue from several points of view and come to
a joint conclusion.
Prompts to help students develop an argument:
l
Why does Joe want it?
Why dont other people want it?
Who will pay for it?
What are the trade offs?
Should the skate park be kept open?
Active Citizenship
The Action activities can work as a useful
introduction for students to their own local council.
The councils website is a good source of information.
68
Who decides?
Copymaster 29
Issue 6
Issue 1
Building a new supermarket means
removing a row of trees.
Issue 2
Students are given loans for education
beyond 18. There is pressure to give them
grants that they dont have to repay.
A country in Africa is suffering because

two groups of people are fighting each
other.
Issue 7
The railways are in a mess. The signals
dont work and the tracks are cracking up.
Issue 8
Issue 3
The local school is full. Should a new
one be built?
Cars and industry are polluting the

environment. If something is not
done about it, there will be longterm damage.
Issue 4
Issue 9
There is a threat of a strange new

disease being brought in through the
Channel tunnel.
Producers of coffee in a developing

country cant sell their products because
rules say that they must process it in a
special way.
Issue 5
Issue 10
There is a plan for a new club in the

town centre. Should it go ahead?
A government has been set up for

Devon and Cornwall. It wants a
parliament building. It will be expensive.
In groups, decide if these decisions should be made locally, nationally or internationally.

Give reasons.
While carrying out the activity, think about how councils fulfil their responsibilities.
69
What does the council do?
SB pages
7071
Objectives
4 Understand Which services are provided by local government.
4 Understand how the money is raised to provide them.
4 Develop an awareness of the trade-offs involved.
4 Consider the factors that affect decision making.
Having seen what kinds of services councils provide, students learn about how these
services are paid for. They should be aware that choices must be made about how to
spend the money, as there will not be enough to satisfy every demand. By participating
in local elections and raising concerns to the council, local residents have some
influence over these decisions. This is looked at in more detail in the next section.
Starter
Brainstorm: What services does the council provide?
Remember, healthcare is provided by central government.
Main activity
Use the example of income and expenditure from the
book or figures for your local area. These figures are sent
to every household each year and can usually be found
on the councils website. The leaflet that is sent out is
often very user-friendly and accessible. Obtaining a class
set for use each year would be helpful.
Prompts:
l
If someone lives in a big house, does it always mean

they are rich?
Should people pay more tax if they are rich?
Is it fairer to tax people on their income rather than

on the value of the house they live in?
Is it more complicated to tax people on their income

or their house?
Are there any other alternatives to council tax and

local income tax?
Students, in groups or pairs, should answer questions

associated with the data. Then ask them to work out
why spending on different services might be different in
different areas, such as:
l
l
l
l
an inner city
suburbs
small town
rural area.
Feed back reasons for differences.

Students should compare figures for their council with
those in the book. Do they vary? If so, how? Can they
think of any reasons?
Read the section Where does the money come from?
on page 71 of the Students Book to find out about the
different ways money is raised and how central
government supports the local council.
Plenary
Whats your opinion?: Local taxation should be based on
how much you earn instead of the value of your house.
This question could be rephrased Is the council tax fair?
Write answers in Yes and No columns and see which has
the most weight. Point out that counting the number of
answers in each column isnt necessarily the way to decide
an issue because some points might be more important
than others.
70
Talking to the council
SB pages
7273
Objectives
4 Understand how people can raise issues with the local council.
4 Understand how to construct an argument.
4 Develop skills of presenting an argument.
4 Evaluate the strength of an argument.
Continuing the focus of the previous pages, students are shown how they can access
their council. An important point is made about the power of collective action.
The activity takes two lessons (or one longer one) and draws together much of
the work that has been done on local government, giving students a feeling for how
a council committee works.
Starter
Read the section Communicating with the council
(page 73 of the Students Book). Ask students what sort
of issue they would raise through each line of
communication.
Main activity
Copymasters 3032: Should we close the leisure
centre? 1, 2 and 3
Lesson 1: Preparation for council meeting role play
Lesson 2: Role play and follow-up discussion.
Students should investigate the possible costs and
revenues of a council service, and the councils
responsibilities. They will take into consideration the
views of stakeholders. They are given a scenario where
the local leisure centre is being run by a private company
and is not proving viable. The students are asked to
consider the problem from a variety of perspectives and
to come to a conclusion about what should happen.
This activity combines issues of the councils responsibility,
the costs and revenues related to running services, and
the views of the electorate.
Plenary
Use the questions on Copymaster 32: Should we close
the leisure centre? 3 to sum up after the meeting.
71
Should we close the leisure

centre? 1
Copymaster 30
Read the background below about a leisure centre. You will then be given role cards and,
in your roles, will hold a council meeting about what to do with the leisure centre.
Evidence 1
Whats happened to the leisure centre?
The council had built a wonderful new leisure centre for use by the local
population and any visitors to the town. It had proved very popular in
summer as it had an outdoor pool. Unfortunately, the council had trouble
keeping it going as for much of the year, there were not enough
customers to cover the costs.
A business called Contemporary Leisure won the contract to run the
leisure centre for the town when the council found it hard to keep it
going. At first all went well. The business put money into it and the
customer numbers rose for a while. However, as the shine wore off and
the centre was no longer a novelty, lots of people stopped visiting it. The
business couldnt make a profit. It has asked the council if it can change
its contract so it doesnt have to pay as much.
Evidence 2
Who uses the sports centre?
Users include:
l general public on a casual basis
l general public on courses
l schools for swimming
l disabled groups
l swimming clubs
l
l
l
l
triathlon club
retired groups
youth groups
parents with young children.
Evidence 3
What the papers say
pan in the rain

Outdoor tennis cour ts a skid
Staff fear loss of jobs
Bugs infest changing ro

oms
at leisure centre
Cracked swimming pool to close for 16 weeks

still use
rs
o
it
is
v
t
n
e
d
Stu
tre
the leisure cen
I wont be using the pool again
Customers on the slide
The council shou

ld take responsi
bility
72

centre? 2
Copymaster 31
Role cards
1 You are a councillor

who represents an area
where there are many
old people who wish
the council tax to be as
low as possible.

who represents an
area where there are
many teenagers. You
believe that the council
spends too much
money on tourists
and not enough to
provide facilities for
local youth.

who is interested in
education and is
concerned at the lack
of sports facilities in
some of the local
schools.
4 You are the paid

officer in charge of
leisure and tourism
for the city. You are
there to give advice
to the committee,
but you do not have
a vote.
5 You are the union

representative for the
sports centre
employees and you
have to look after their
interests. You have
been asked along to
express your opinion,
but you have no vote.
6 You are a director of

Contemporary Leisure.
You have no vote, but
you wish to put
forward the case for
the council to support
the company by
providing a subsidy
(financial support).

who is undecided, but
will decide on the
option you think will
be in the public
interest.

will decide on the
be in the public
interest.

will decide on the
be in the public
interest.
73

centre? 3
Copymaster 32
Wixford City Council

Recreation Committee
AGENDA
1 Brief outline of the history of the sports centre. (Chair)
2 The aims of the sports centre for the council.
3 Discussion on the options:
a) Take over the running of the sports centre,
including all the employees contracts.
b) Change the contract with Contemporary Leisure so
that the opening hours are reduced and the
council provides more financial support.
c) Allow the sports centre to close for several months
until a new company can be found to run it.
d) Allow the sports centre to close permanently as
there is not enough demand for its facilities.
e) Other ideas.
4 Recommendations.
After the meeting, discuss the following:
74
What was the councils responsibility in this issue?
What kinds of costs and revenues were related to running the leisure centre?
What were the views of the electorate? Will everyone be happy? Give reasons.
Putting on the pressure
SB pages
7475
Objectives
4 Find out how pressure groups influence the actions of the council.
Students may well be aware of pressure groups such as Greenpeace and Shelter, but
may not realize that smaller pressure groups also exist. Have they ever signed a
petition or sent an email about something they care about? Point out that this is the
work of pressure groups. Again the collective power of people is the main point to
be stressed.
Starter
What does it take to persuade people? Brainstorm
strategies that a pressure group might use to persuade
people of their cause. Incorporate discussion of what a
pressure group is.
Active Citizenship
If the students are really interested in the campaign,
they can put it into practice. There is help in the webbased pack referred to on page 67 of this book.
Main activity
Getting your voice heard (SB page 75).
Students, working in groups, choose an issue that they
would like to change. They then need to devise a
campaign to persuade people using the information in
the flow chart.
Remind them that there are some facts that they should
take into account, such as costs, the views of other
stakeholders and the trade offs resulting from a
favourable decision.
Plenary
Whats your opinion?: A pressure group is usually
more effective than a single person in getting things
changed.
Students should start with a current example of pressure
group activity.
Prompts:
l
Does more people mean more gets done?
Can a single person with a mission be very effective?
Is a single person often a figurehead with lots of

people working in the background?
Will people listen to the views of a large group rather

than one person?
Can a pressure group have a longer life than an

individual working on an issue?
75
Getting elected
SB pages
7677
Objectives
4 Understand how the electoral system works.
4 Consider the factors which make people vote for a particular party.
4 Compare their own manifestos with those of the main political parties.
Students may have opinions on elections. These pages show a young, newly elected
MP who explains what tempted her into politics.
The lesson asks students to think about what they would like a political party to
offer. They can then compare their ideas with the manifesto of the parties themselves.
Starter
Prompts:
l
Do I always think the same way as my friends and

family?
Do they know more than me, so I should follow their

example?
Do I really know what I am voting for?
Main activity
Should I find out more and make up my own mind?
Copymaster 33: Whose party? Our party!
This copymaster draws together the learning on pressure

groups and getting elected. As political parties often
evolve from pressure groups, the idea that strong
commitment to an issue can pay off is a powerful way of
communicating the effect of involvement.
Will my friends and family be upset if they think I

have a different point of view?
Read Jos statement in Getting you thinking. Identify

the reasons why Jo wanted to become an MP.
What does Jo believe in? Are there any other reasons
why people want to be MPs?
Students set up their own political party. It does not

matter if they choose something ludicrous, as long as it
interests them. If they want to campaign for the world to
support Manchester United or their favourite pop group,
their work will be just as relevant because they will learn
about the development of a manifesto and what it is
trying to achieve, as well as ways that political parties
communicate.
www.labour.org.uk
www.conservatives.com
www.libdems.org.uk
www.greenparty.org.uk
Useful website links on a wide range of government and
parliamentary issues can be found at:
www.politicalresources.net.
Students should work in groups to identify the things

they would like to see in the manifesto. They then create
a poster, web page or leaflet, or create a storyboard for a
video, to support their party. If facilities are available they
can make the video.
This activity can be developed by comparing their
manifesto with those of the main political parties. These
are readily available from the party websites.
Plenary
Ask students to compare the material produced and
decide which is most persuasive.
If the comparison has been made with the main political
parties, summarize the main features and identify the
similarities and differences.
Use Whats your opinion?: I vote for a candidate
because my friends and family do.
76
Whose party? Our party!

Copymaster 33
Political parties all began because a group of people cared passionately

about something. Even the big parties started in this way. It was just a
long time ago. More recently, the Green Party was created by people
who thought that the environment should come first. Is there
something that you think should come first?
1 Mission
Work with others to come up with an issue that you think should
come first. This is your mission.
2 Manifesto
Make a list of all the reasons you can think of to explain why your
mission is important. Decide what you would do if you had the power
to run the country as you would like.
This is your manifesto.
3 Letting everyone know

Design a poster, web page or a leaflet to let people know about your
party.
This should:
l
l
let people know what you want and how you would make it
happen
persuade people to join your party.
Many people turn off the television when party political broadcasts
come on. Can you make one that will keep people watching?
You could draw up a storyboard showing what your party political
broadcast would show, screen by screen. If you have access to a video
camera, you could even make your own!
77
What does an MP do?
SB pages
7879
Objectives
4 Understand what people do in Parliament.
4 Find out how Parliament works.
These pages outline the role and responsibilities of MPs: from backbenchers to the
PM and Secretaries of State. The lesson is based on the use of the students website
www.explore.parliament.uk. There are a number of downloadable materials that
can be used if ICT facilities are not available in the classroom.
Starter
Ask students to find out who their local MP is. Does

he/she have any extra responsibilities? If so, what are
they and what does the job actually involve?
Parliamentary Education Unit

Room 604
Norman Shaw Buildings (N)
London
SW1A 2TT
www.explore.parliament.uk
Main activity
There is a range of activities on the Explore Parliament
website. Choose a quiz and ask students to find out all
they can on the topic from the website. Then ask them
to check their understanding using the quiz.
While doing this research, they can collect useful facts
about how the system works.
Plenary
Select a range of pictures of significant figures and ask
students if they can identify them and what they do.
Whats your opinion?:MPs should always vote with the
party they belong to.
Prompts:
l
When people vote for an MP, are they voting for the
person or the ideas of the party?
If MPs dont agree with a policy of the party, should

they vote against it?
If MPs dont agree with a policy, should they vote

with the party because they were elected by its
supporters?
Are there some issues on which MPs should be

allowed to make up their own minds?
Are there some issues on which MPs should always

vote with the party?
Active Citizenship
Invite your local MP to talk to the students. Set it up
in a Question Time format, giving the MP a brief
period to explain views etc. Spend some time before
the visit preparing questions that students might ask.
78
How are laws made?
SB pages
8081
Objectives
4 Understand the processes that a bill goes through to become a law.
4 Understand why the government is accountable.
4 Develop debating skills.
4 Consider the advantages of debating changes to the law.
Following on from the information about how government is structured, these pages
show students how Parliaments work is done. By working out their own bill, the
process of how laws are made should be meaningfully demonstrated. Students
should plan their arguments for and against their new bill so that the ensuing debate
has some substance.
Starter
Brainstorm an issue that students want to change, as

preparation for the debate. Choose some current
examples, using Getting you thinking as a stimulus.
The Hansard Society provides information about the

democratic system in the UK and can supply teaching
resources for Citizenship:
Hansard Society
St Philips Building North
Sheffield Street
London
WC2A 2EX
www.hansard-society.org.uk.
Main activity
Carry out a debate on one of the issues chosen. Divide
the class into four groups, one for each of the following
roles:
1 To prepare arguments for the motion and identify the
questions likely to be asked. They select a proposer
and seconder.
2 To prepare arguments against the motion and identify
the questions likely to be asked. They select a
proposer and seconder.
3 To prepare questions for the proposers and seconders
for the motion.
4 To prepare questions for the proposers and seconders
against the motion.
Either chair the debate or select a student who is
sufficiently confident to do so. Set the room so the two
sides and the audience are clearly defined. Set times for
speeches. The proposer from each side goes first, then
the seconders. Allow the students who have prepared
questions to make their contributions from the floor.
Finally the audience votes on the motion.
Plenary
Discuss the merits of debate as a way of coming to a
democratic solution.
Relate the process to the flow chart Passing through
Parliament (page 81 of the Students Book).
79
Spending and taxing
SB pages
8283
Objectives
4 Understand how the government raises money.
4 Understand how the government spends its money.
4 Understand how the government makes decisions about how it spends its money.
4 Consider these decisions.
Many people do not see the link between government spending and taxation. These
pages seek to make the connection and to help students understand that there are
trade-offs in any spending decision.
Just as students can make a link between the cabinet of the local council and the
cabinet of the government, so they can see that there are similarities between how
the council and the government raises and spends its money.
Starter
Plenary
Use Getting you thinking to spark questions and ideas

on spending and taxation.
The class as a whole draws up a list of priorities for

government spending and decides whether taxes should
rise, fall or stay the same to cover the expenditure.
Main activity
Whats your opinion?: If the NHS wants more money,

it should get it.
This activity could cover one or two lessons, depending

on their length.
Copymasters 34 and 35: Balancing the books 1 and 2
These copymasters ask students to consider how the
government should allocate its income. It builds on the
process through a short introduction, pointing out that
spending decisions are debated in Parliament through the
Finance Bill. It then asks students to consider the tradeoffs involved in government spending.
The activity initially asks students to work in pairs
through some questions which should help them to
reach the conclusion that a government cannot spend
money unless it raises it from taxation. (At this stage,
government borrowing is not introduced in order to
avoid complications.)
The debriefing from this part of the activity should be
guided towards the trade-offs, which are an inevitable
part of government spending decisions. If newspaper
articles are available which proclaim that we need more
nurses, teachers, police or better facilities in all fields,
they can be used to support the discussion.
The class then works in groups of three or four. Each one
has a card with a headline statement on it. Students
develop a short presentation to support the case for their
statement in preparation for the next lesson. Suggest
that they start with a brainstorm to come up with a
range of ideas.
In the second lesson, each group makes its presentation.
Prompts:
l
If more money is needed for the NHS, should other

areas of government spending be reduced?
If you think spending in other areas should be cut,

what areas do you suggest?
If more money is needed for the NHS, should taxation

be increased?
Should everyone get all the healthcare they need?
Should people be treated for lung problems if they

wont give up smoking?
Active Citizenship
Following the main activity, write to your MP to ask if
s/he supports your point of view.

For current information on government spending, see the
Treasury website: www.treasury.gov.uk.
See also:
Inland Revenue Education Service
PO Box 10
Wetherby
West Yorkshire
LS23 7EH
www.inlandrevenue.gov.uk/leaflets/schools.htm.
The political parties websites will give information on
their spending priorities.
80
Balancing the books 1

Copymaster 34
One of the most important bills to pass through Parliament every year is
the Finance Bill. It sets out how the government will raise money and
how it plans to spend it.
What would you do?

1 Imagine you are in government. Decide whether you want to cut
or raise taxation, and cut or raise spending. Then put a tick in the
correct box below.
Taxation
Cut?
Raise?
Spending
Cut?
Raise?
2 Which of the following do you want?

Agree
Disagree
Better hospitals
More money for schools
Better roads
More efficient railways
Stronger army
Higher pensions
More help for businesses
More support for the unemployed
Grants for students
3 Do you agree or disagree with the following statements?

Agree
Disagree
People should pay more tax on earnings

People should pay more tax on things you buy
People should pay more tax on cigarettes and drinks
4 Have a look at your answers to question 1. Do they agree with your

answers to questions 2 and 3?
5 If you have agreed with most of the statements in question 2, why

should you have agreed with some of the statements in question 3?
81
Balancing the books 2

Copymaster 35
Take one prompt card. Together, brainstorm ideas which will support this headline. Think
about:
l why its important (and why its more important than other areas of spending)
l
where the money will come from.
Then write a short presentation to support your statement.
Present your ideas to the class. As a class, draw up a list of priorities for government
spending and decide if taxes should rise, fall or stay the same to cover the spending.
Prompt cards
82
CUT TAXES ON
EARNINGS
BETTER
HOSPITALS
MORE MONEY
FOR SCHOOLS
PROTECT THE
ENVIRONMENT
SPEND MORE ON
THE RAILWAYS
CUT TAXES ON
SPENDING
INCREASE
PENSIONS
MORE MONEY
FOR THE MILITARY
TRAINING FOR
THE UNEMPLOYED
GIVE GRANTS
TO STUDENTS
PAY NURSES
MORE
MORE POLICE ON
THE STREETS
Making a difference
SB pages
8485
Objectives
4 Understand why people participate in political parties and pressure groups.
4 Understand how people participate in political parties and pressure groups.
4 Explore the impact of a pressure group.
4 Evaluate the role of pressure groups.
The aim of these pages is to encourage students to get involved in issues that matter
to them. Students may be surprised that there are youth sections to political parties.
The topic of pressure groups is given further attention here, with an emphasis on
getting students to think about the pros and cons behind such groups.
Starter
Active Citizenship
Use the ideas in Action (page 85).
Ask students to discuss why Lees campaign was effective.
Alternatively, students may decide to carry forward

their proposals. If so, they should contact the local
councillor or representative of the council who might
be interested in their activities. If students feel that
people are listening to them, it has a very positive
effect on their concept of Citizenship.
Main activity
In groups, students should explore the ways a pressure
group might work by developing a proposal for
something they would like to happen in their local area.
Some suggestions are given (Copymaster 36: Make it
happen!), but students will work more effectively if they
identify something they themselves want to happen.
If they have access to IT facilities, they may be able to
find out about the local council, local newspapers and
radio stations to help with the development of their
presentations. Copies of Yellow Pages would also be
useful. More able students might like to refer to articles
from newspapers, or to publicity from pressure groups
themselves, when doing this activity.

www.greenpeace.org.uk
www.amnesty.org.uk
Plenary
Use The pros and cons of pressure groups (page 85)
to decide whether pressure groups have beneficial effects.
Whats your opinion?: An individual can have an effect
but you can make a bigger difference if you work with
others.
Prompts:
l
Will the local council or MP listen to me if I talk to

them as an individual?
Will the local council or MP take more notice if I

represent a group of people with the same point of
view?
Can a determined individual make a difference?
Will more people be able to get more done and have

a greater effect?
Does it take more organisation to work as a group?
83
Make it happen!
Copymaster 36
Is there something that you really want

to happen where you live?
Does the park need cleaning up?

Does the traffic go too fast?
Do you need a youth club?
Should there be better disabled
facilities at the local leisure centre?
Do you want lighting on the football pitch?
Anything else?
Working in a group, decide what you would like to happen. Draw up a list of reasons,
explaining why you think your proposal should go ahead.
Use this to explain your proposal to the rest of the class.
How can we make it happen?

There are all sorts of ways in which you can make a strong case for your proposal. You
need a sound argument and lots of people to support you. How should you go about it?
Brainstorm
l
How can you find out if other people support your proposal?
Who might help you let everyone know about your cause?
Who do you need to talk to at the local council?
Plan a presentation so you can put your ideas in front of everyone else.
You could develop this idea as your Citizenship Activity.
84
More democratic?
SB pages
8687
Objectives
4 Understand that there are changes taking place in the way democracy works.
4 Understand that some people want democratic decisions to be made more locally.
4 Consider issues relating to the democratic process in the UK.
4 Consider whether decisions should be made more locally.
These pages look at the future of the democratic process. The focuses are on the
House of Lords and devolution: both are issues which are under continuous review,
so may need updating as the situation changes. The activity asks students to
consider the extent of their region and the impact this should have on the location
of decision-making.
Starter
Students should be asked questions about what they
do in their local area. They must answer the questions
and draw the map individually. Gather their responses for
a class view.
Active Citizenship
Find out if there are any plans for devolution in your
region. Let your MP know what you think.
Main activity
Students should work in groups to complete
Copymaster 38: Wheres home? 2. They are asked to
identify their local area in the context of the potential
English regions.
Regarding question 4, students identify the type of
decisions that should be made at each level.
Plenary
Can we make the UK more democratic?
l
Should we have more referendums?
Should members of the House of Lords be elected?
The Students Book supports the discussion of these

points.
Whats your opinion?: Devolution means that better
decisions are made for a region because they are made
locally.
Prompts:
l
Do local people know what their area really needs?
Is regional government worth the extra cost?
Does the country as a whole need to have the same

policies on certain issues?
Are there some issues that need different solutions in

different parts of the country?
Should we be more European and encourage

decisions to be made by the European government?
85
Wheres home? 1
Copymaster 37
Where do you live? ..........................................................................................

Where do you go for the following activities?
School ................................................................................................................
Doctor ................................................................................................................
Dentist ...............................................................................................................
Shopping ...........................................................................................................
Cinema ..............................................................................................................
Watching football ...............................................................................................
Anything else you do regularly ..........................................................................
...........................................................................................................................
Now draw a rough sketch map to show where you live and all these places that
you visit.
86
Wheres home? 2
Copymaster 38
1 Where do you live? Mark it on the map.
Inverness
Aberdeen
Scotland
Edinburgh
Glasgow
Newcastle-upon-Tyne
N. Ireland
Carlisle
Belfast
Leeds
Republic
of Ireland
Liverpool
Dublin
Manchester
Sheffield
Norwich
England
Aberystwyth
Cork
Wales
Cardiff
Birmingham
London
devolved areas
Exeter
Isle of Wight
Penzance
2 Which towns in your region do you use most? Why do you go there?
3 Do you use towns outside your region?
4 Would you prefer people to make decisions about your region in:
l
your local town
London
your county town
Brussels?
your regional centre
87
Vote, vote, vote!
SB pages
8889
Objectives
4 Understand that there are campaigns to encourage people to vote in the UK.
With fewer people voting at local and general elections, there are various initiatives
to encourage voter turnout and participation. These pages detail some of these and
ask students to evaluate them.
Starter
Active Citizenship
Whats your opinion?: People should be able to vote

at 16.
Develop a strategy for attracting more young people

to vote. Present it to the school or year group.
Brainstorm both sides of the argument and take a vote.

This question could form the basis of a formal debate if
there is time.
Main activity
The class should work in groups to present an argument
on one of the ways of changing the voting system. If ICT
facilities are available, the class could research the topic
more fully.
l
Stay with first past the post system
Change to proportional representation
Introduce postal voting
Introduce online voting
Vote on Sundays rather than Thursdays
Vote in more convenient locations.

Contact the Electoral Reform Society for further details of
voting systems in the UK and changes being made:
Electoral Reform Society
6 Chancel Street
London
SE1 0UU
(tel: 020 7928 1622)
www.electoral-reform.org.uk.
The first two options are more challenging and might

therefore be more appropriate for higher attaining
students.
Plenary
Groups should present their arguments and then the
class decides which ideas would encourage more people
to vote.
Homework
Students should do revision on Power and politics for
the exam practice exercise, Copymaster 39: Power and
politics (to be given in the following lesson). Students
are given a variety of sources to read and answer
questions on, drawing upon the issues explored in the
section. The questions are a mix of short and longer
answer questions, as they will find in the exam.
The quiz (Copymaster 40) is a quick test of knowledge
and application. All the answers can be found on page
158 of this book. Alternatively, students can find all
answers in the Power and politics section of the
Students Book.
88
2.1
Power and politics

Copymaster 39
Evidence 1
McDonalds protesters change laws

When the only pub in the village of Hinchley Wood was bought by
McDonalds, the council had no reason to object. But they did not
expect such a loud protest from the village residents. And McDonalds
certainly never expected the forceful complaints voiced by Residents
against McDonalds (RAM) the pressure group formed by local
residents.
The companys plans did not require permission for the change of
use from a pub to a McDonalds restaurant, but the protesters
complained that they had not been consulted about the sale. They
claimed that the new restaurant would lead to much more traffic going
through the village.
To turn the pub into a McDonalds restaurant, the entrance needed to
be much bigger and they needed planning permission to widen it.
RAM saw its chance. It protested against the planning permission and
won the case!
Members of RAM then met their Member of Parliament and
proposed a reform of planning laws. They wanted pubs, restaurants and
takeaways all to be seen as different types of business, so any change
of use would need permission.
As a direct result of their actions, new laws came into effect in 2005
that addressed the villagers concerns.
Evidence 2
As a young representative, I am very aware of the lack of interest
my friends and contemporaries have towards the works of
Parliament. Recent elections have demonstrated a potential lack of
engagement between voters and politicians. Most worrying is the
fact that younger people (under the age of 30) are particularly
uninterested in politics. They still engage in single-issue politics, but
less in national party politics.
Taken from David Lammys maiden speech to Parliament, www.davidlammy.co.uk
Evidence 3
1 a) In Evidence 1, what kind of

group is Residents Against
McDonalds?
b) Why do you think the people
in the village got involved in
this issue?
c) Why is acting as a group more
effective than acting
individually?
2 The members of RAM contacted
their MP.
a) Why did they do this?
b) What effect did they have?
c) What else does an MP have to
do?
3 a) In Evidence 2, what does
David Lammy mean by singleissue politics? Give examples.
b) Why do you think young
people are not interested in
national party politics?
c) What might encourage young
people to get involved in
politics?
4 The person in the photograph in
Evidence 3 wants to be elected
to Parliament.
a) What strategies might they
use to persuade people to
vote for them?
b) What has happened to the
number of people who vote in
elections in recent years?
c) What reforms have been
suggested to encourage
people to vote? Do you think
that they are likely to help?
5 Im not old enough to vote so I
cant make a difference to this
society.
Do you agree with this
statement? Give reasons for your
opinion, showing you have
considered another point of view.
89
2.1
Power and politics

Copymaster 40
1 What is an election?
2 What is representative democracy?
3 What is the purpose of a manifesto?
4 What is a ward?
5 Where do people go to vote in an election?
6 List two ways in which local councils raise money to finance their activities.
7 Suggest three ways in which you might contact the local council.
8 What is an ombudsman?
9 What is the role of a Youth Council?
10 What is a pressure group? Give an example.
11 What is the area represented by an MP called?
12 When a candidate goes out to persuade people to vote for them, they are said to be
.
13 What is a general election?
14 How many Members of Parliament are there?

15 What is a Secretary of State?
16 What is the Cabinet?
17 What are backbenchers?
18 List the processes that a bill goes through to become a law.
19 What is the purpose of the Budget?
20 Why is there a limit on the amount that the Chancellor of the Exchequer has to spend?
21 Pressure groups lobby MPs. What does this mean?
22 What is a referendum? Why are they not used for every decision that governments make?
23 What does a first past the post electoral system involve?
24 What is proportional representation? Suggest one advantage and one disadvantage of it.
25 Suggest two ways in which more people might be persuaded to vote.
90
Theme 2
2.2 The media

Specification link
l
The importance of a free press and the medias role in society; ownership of the
media and whether what is presented is influenced by owners or consumers;
arguments for and against censorship (1g)
Why freedom of information is necessary in a democracy (1g)
The press (the difference between quality and popular); television and the
Internet (1g)
The role of the media in shaping opinion (1g)
The media plays an increasingly influential role in shaping peoples responses to events.
In this section, students investigate this influence, its sources and outcomes. They
develop an understanding of how democracy can be affected if press freedom is limited.
This part of the course is readily accessible, as students can refer to and compare
different forms of media and how they influence public opinion.
91
What is the media?
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Objectives
4 Understand the scope of the media.
4 Understand that different media take different points of view on issues and events.
4 Consider the power of different media.
4 Evaluate this power.
Students need to understand that the media refers to ways of communicating with
large numbers of people.
It is a good idea to introduce the reliability of different media. Students should be
able to assess which forms are more reliable than others, and why. An effective way of
doing this is to compare a series of newspapers and their coverage of the same story.
Starter
Website resources for news reports include:
Use this activity to get students to think about the scope

of the media and how much they trust each form of
media.
www.bbc.co.uk
www.itn.co.uk
www.guardian.co.uk
www.independent.co.uk
www.thetimes.co.uk
www.thesun.co.uk
www.mirror.co.uk
www.channel4.co.uk
www.reuters.com
www.sky.co.uk
www.itv.co.uk
Main activity
Copymaster 41: Whos right?
Students read two reports on a football match and
analyse the information, noting that it is presented with a
different bias. The important thing for students to be
aware of once they have finished the copymaster is that
reporting can be biased. Students should be encouraged
to think about how political reports could also be biased.
As a follow up, collect newspaper reports on a
contemporary issue, or download articles from news
websites. Students can compare two reports for
similarities and differences. Facts in both reports could be
identified to see if they are the same in both cases. Have
some facts been left out? Why?
Plenary
As a class, discuss: Which form of news do you prefer?
Why? Which is most powerful?
Whats your opinion?: Newspapers are more powerful
now than they were a hundred years ago.
Prompts:
92
Is there more choice of news media today?
Do more people have access to news than they did a

hundred years ago?
When did newspapers views have more power?
Do people recognise bias more today?
Do people believe everything they read?
Whos right?
Copymaster 41
1 Read the two newspaper extracts below.

2 Underline parts of the text that both papers agree on in one colour. Use another colour
to underline parts that they disagree on. Highlight parts that are facts. Circle the parts
that are opinions.
United romp home

against a poor City
After a quiet, goal-less first half, the game
exploded into action in the fiftieth minute. The
City fullback, Jones, was rightly sent off for a
dreadful tackle that saw Uniteds centre
forward, Stoivic, rolling around in pain. The
incident was clearly in the penalty area and the
massed appeal of the home crowd confirmed
that the referee correctly gave the spot-kick. The
penalty was brilliantly converted by Delgrado.
The crowd roared out for United to attack the
weakened City team who were now down to 10
men. On the hour, they doubled their lead when
Stoivic smashed a 25-yarder past the stranded
keeper.
City got a consolation goal in the eighty-fifth
minute, but by then it was all over. A welldeserved win for United.
United go above City in the league for the first
time this year.
Plucky 10 men City

denied deserved point
City put United under pressure in the first half, coming
close to getting two goals. Only a dubious offside and
the bar prevented them from taking a half-time lead.
They continued in good form until the referee, Harry
Shield, made a second diabolical decision that cost
City the game. Stoivic clearly dived and rolled into the
penalty area after an innocuous challenge from
Jones, who was then wrongly sent off.
Now one goal and one player down, City fought
with great pride, coming close to getting the
equalizer until Stoivics deflected shot left the City
keeper stranded.
Two substitutions helped City fight back. They
deservedly pulled one goal back in the eighty-fifth
minute through Rogets clever header into the top
corner.
The United goal was besieged in the remaining
minutes and two goal-line clearances from United
sum up Citys bad luck. The team of heroes were
cheered from the pitch, but the away supporters
found time to let the referee know their feelings
about his performance.
United are now above City for the first time this
season, but City have two home games in hand.
3 Do the facts represent the areas that the two reports agree on?
4 Are some facts in one report left out of the other? Why do you think this is?
5 Why might opinions have been different in each report?
6 If this difference in reporting happens for a football match, could political events also
suffer from biased reporting? What problems could this lead to in terms of democracy?
93
Why should the press be free?
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Objectives
4 Understand the importance of a free press.
4 Understand circumstances in which governments restrict press freedom.
4 Consider the effect of such restrictions.
The Zimbabwe focus in the Getting you thinking section shows how democracy is
threatened if press freedoms are restricted. It is important for students to realize that
without free access to information, people cannot make informed decisions at
election time. To balance this, students are shown circumstances when some
censorship can be appropriate, but they need to understand that this should not be
resorted to often. It is easy enough to find examples of political reports that are
critical of government policies and/or ministers, which clearly demonstrates that the
UK media does accommodate dissenting voices.
Starter
Use this activity to identify Zimbabwes reasons for
restricting press freedom.
Main activity
Whats your opinion?: The media must always be free
to express a point of view.
Students work in groups to draw up a list of issues that
the press should be free to discuss and a list of those it
shouldnt.
They then draw up a law on press freedom. Compare the
different laws that the students have drawn up.
Plenary
Brainstorm reasons why press freedom is necessary for
democracy.
Active Citizenship
Research Reporters without Frontiers website
(www.rsf.org; see below) to identify countries which
limit press freedom. Find out why journalists have
been sent to prison.

The BBC News website includes up-to-date examples of
censorship throughout the world: http://news.bbc.co.uk
(search censorship).
Reporters without Frontiers is an organisation which
campaigns for press freedom. It reports stories of
journalists who are imprisoned around the world:
www.rsf.org.
Amnesty International also reports on journalists who are
prisoners of conscience: www.amnesty.org.uk.
94
Legal, decent, honest and truthful?
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Objectives
4 Understand that there are limits to what can be published.
4 Understand that there codes of practice for newspapers and television.
4 Understand that the law protects people from the media.
4 Consider whether the public is responsible for media interference in peoples lives.
4 Distinguish between the attitudes of the popular and the quality press.
Students are likely to be aware of celebrities who have been critical of the press
invading their privacy, and a discussion of this is an ideal way into the topic. Students
should understand the concepts of libel and slander; the former relates to written
material, the latter to spoken material.
Starter
Whos been in the papers recently? Lead a class

brainstorm on recent media stories about public figures.
What were the issues?
For more details about the work of the Press Complaints

Commission, visit their website at www.pcc.org.uk.
Main activity
The National Readership Survey provides information on

newspaper and magazine readership: www.nrs.co.uk.
Use Copymaster 42: Popular or quality? and a range

of popular and quality papers. This activity draws
attention to the different types of newspaper, the range
of stories they print and their approach to the stories.
Gather views from pairs of students and classify them.
Develop this discussion to identify the difference between
libel and slander.
Plenary
Brainstorm reasons why people buy papers. Does the
public have a responsibility for the behaviour of the press
because they buy more papers when they contain lurid
stories?
Whats your opinion?: Celebrities work hard to attract
media attention but they should be protected when the
press invades their privacy.
Prompts:
l
If celebrities use the media to increase their fame,

should they then complain when their private lives are
made public?
Is everyone entitled to privacy, whether they are

famous or not?
If celebrities work hard at staying out of the media,

should their privacy be protected?
Is it important for us to know about the private lives

of famous people?
95
Popular or quality?
Copymaster 42
Use the table to identify some of the differences between popular and quality newspapers.
Quality newspaper title
Price
Average sales
Owner
Popular newspaper title
Use the grid below to compare one quality and one popular newspaper. Look at the front
page of each paper.
Popular newspaper
Quality newspaper
How many different sizes and styles of lettering are

there on the front page? Describe the styles.
What grabs your attention?
How many articles are there on the front page?
What kinds of picture are used? Who are they likely

to appeal to?
What kinds of caption do the pictures have?
Are there adverts? What is being advertised?
What are the articles about? (For example, politics,

international news, personal stories, crime,
celebrities.)
Do you think the front page will attract people?
Give reasons.
What kind of information do you think readers want
from each paper?
96
What news?
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Objectives
4 Understand the influence of media ownership.
4 Identify factors which may influence the editors decisions.
4 Evaluate the behaviour of the media.
Students may not be familiar with the concept of editing the news. The influences on
editors are interesting to explore, from what makes a good local story, to possible
pressure to highlight stories, or to hide stories that could be damaging to advertisers.
Starter
Up-to-date circulation figures on all UK newspapers (local

and national) and other useful information can be
obtained from the Audit Bureau of Circulation website:
www.abc.org.uk.
Use this activity to introduce the idea that the media is

controlled by a small group of businesses.
Main activity
Copymaster 43: TV news desk
Reference texts such as Willings Press Guide and Who

Owns Whom, both available in reference libraries, have
details of media ownership.
Students will see the different ways in which editors can

prioritize events in the news. They can compare their
own rankings and time allocations with those of other
students and try to establish a consensus. They should
discuss how the order of items within a bulletin is
determined.
Plenary
Students work in pairs or groups to decide what might
happen if the media were controlled by:
a) one organization
b) two or three organizations.
Complete the discussion with reference to monopoly
legislation, which prevents too much power falling into
too few hands. Use the section Under control on page
97 of the Students Book to demonstrate this.
Students responses will contribute to Whats your
opinion?: Media owners have too much influence on
the way we think.
Active Citizenship
Monitor the TV news on two different channels for a
week. Is there a difference in the choice of stories and
the attitude to those stories?
97
TV news desk
Copymaster 43
You and your partner are national TV news editors. You have to decide which 10 of the
following 15 news stories you will include in a 15-minute bulletin, in what order they will
appear and how much time you will give to each story.
Story
Include? Y or N Rank
Time (minutes)
Pet dog pulls man from blazing car

Bomb scare in London pub
Forest fire in France kills three British holidaymakers
Pop star arrested on drugs charge
British film wins six Oscars
Liverpool striker sold for 15 million
Car factory closes two thousand jobs lost
New treatment for breast cancer will save 10 000 lives a year
UK teenagers have the highest pregnancy rates in Europe,
says report
Earthquake in Chile thousands homeless, many feared dead
Prince Charles denies he is to stand down in favour of
Prince William
Share prices fall as the price of oil rises sharply
MPs vote to ban smoking in public places
Pop concert raises 50 000 for refugees in Africa
Three killed in seaside funfair accident police investigate
Compare your selection with that of the other pairs.
1 Why did you prioritize some stories and not others?

2 Did the most important item always come first?
3 How would you define important? For example, the number of lives affected?
Celebrity status? How unusual the story is?
4 If dramatic pictures were available, would this affect the position of the story?
5 If you were the editor for a local news station, would you have changed the order?
Give reasons.
6 If you were the editor of a popular or quality newspaper, would the order be different?
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TV: information or entertainment?
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Objectives
4 Understand the influence that TV has on peoples understanding of what is going
on in the country.
4 Consider the effects of the increasing number of channels that are available.
4 Consider whether television and radio can influence voting patterns.
These pages look at the role of television. Students may not immediately consider TV
to be an information source: they tend to use it as a source of entertainment and
relaxation. How many of them watch the news or factual programmes? What are
their favourite types of programme? It is debatable how much political programmes
influence viewers voting patterns. Are students embryonic political views more likely
to be the product of their parents politics than media influences?
Starter
Ask students if they ever watch political programmes on
TV. Why, or why not?
Main activity
Students work in groups to develop a plan to encourage
young people to watch more programmes about current
affairs. This might be a storyboard for a programme, or a
plan for a channel for young people that integrates
cartoons, music etc. with current affairs programmes.
Plenary
Draw together the results of the students thoughts.
Whats your opinion?: Young people should watch
more news and current affairs on the television.
Prompts:
l
Should young people be better informed?
Can you contribute to society if you dont know

whats going on?
Are current affairs programmes too boring?
Can current affairs programmes be made more

interesting for young people?
Do you think you are old enough to understand

current affairs?
Active Citizenship
Students monitor television for a week and record
every time a Citizenship issue crops up. Summarize for
the students the parts of the course which have not
yet been covered.
Alternatively, if facilities are available, make a current
affairs video about a local, national or international
issue.
99
Can you say what you like?
Pages
100101
Objectives
4 Understand the impact of the Internet.
4 Understand the impact of the growth of Internet access.
4 Question the source of material on the Internet.
4 Consider whether the Internet should be censored.
4 Consider the implications of the Freedom of Information Act.
The Freedom of Information Act means that everyone has the right to see all
recorded information held by public authorities, such as government departments,
hospitals and doctors, politicians, schools and the police. It also includes other public
bodies like the Post Office and the National Gallery. Before the Act, people were
already allowed access to personal information about themselves, but this Act means
that they are also able to see non-personal information about public authorities and
bodies. Some information, such as court records and some business information, will
not be available if this knowledge could adversely affect things like criminal justice
cases or the United Kingdoms position abroad.
It is important that students think about the Internet in a balanced way. The ability
of the Internet to break through individual countries censorship is its great value.
Students should be able to see that the Internet can be an important tool for
democracy. Moving on from this, they should learn to judge the reliability of the
information they read there.
Starter
Whats your opinion?: People should be free to put

whatever they want on the Internet.
A useful starting point for researching information about

improving the freedom of information is the Charter 88
site: www.citizen21.org.uk.
Brainstorm the pros and cons of the argument. Take a

vote on the question.
Compare students views at the beginning and the end
of the lesson to see if they have changed.
Main activity
Copymaster 44: Can you trust this website?
This copymaster will help students assess whether the
websites they are looking at provide reliable information.
Give them a range of websites, including charities,
pressure groups, political parties, government
departments, businesses selling things and businesses
providing information about themselves. Students
address the questions on the copymaster and look
for bias.
Collect outcomes.
Plenary
Use the section Chinas solution (page 101 of the
Students Book). China has developed a system of
controlling the Internet. What effect does this have on
the Chinese and the process of democracy?
100
Can you trust this website?

Copymaster 44
Just because material is published on the Internet doesnt

mean that its true or accurate. Whoever wrote the website
might need to bend the truth to get their message across,
or they might not have researched the topic properly.
Look up the website addresses that your teacher gives you,
and use these questions to help you decide how reliable
each site is.
You can use this checklist whenever you want to evaluate
how trustworthy the information on a website is.
World Wide Web

1 What is this site trying to do? For instance, is its aim
to provide information, to entertain or to sell
something?
2 What kind of information does this website provide?
Does it contain facts or opinions?
3 Is there any way of knowing if the information is upto-date? Does it show when it was last updated?
4 Is there any way of knowing who wrote the website?
Is there an About us or Contact us option on the
site?
5 Can you do an Internet search on the author or
organization responsible for the site? If you know
more about the person who wrote it, you might be
able to judge their reliability more easily.
6 Is there any way of telling if the information is
accurate? Can you do an extra Internet search on the
information you find to make sure it is accurate?
7 Can you think of any reasons why the information
might be biased or inaccurate?
101
Whose views?
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Objectives
4 Investigate how people are influenced.
Tying all the topics in this section together, these pages look at how people can be
influenced by what they see and hear, and how this can affect decisions. The
balanced approach that students need to take is highlighted by asking them to think
about the stakeholders in any one issue. If people only listen to one side of a story,
they will not make an informed decision.
Starter
Students work in pairs to answer the questions and come
up with more speech bubbles. Ask them to record their
ideas on the board. An interactive whiteboard would be
useful if available.
Main activity
Whats your opinion?: I know what I think and no one
will change my mind.
In groups, students identify:
a) the dangers of this philosophy
b) the positive features of it.
Weigh up the different points of view. As a class, identify
examples where students have changed the way they
think about things.
Plenary
Select a local issue that has reached a conclusion.
Students identify the stakeholders and work out how
they were affected by the decision and subsequently had
to learn to live with the outcomes.
Homework
Students should do revision on The media for the exam
practice exercise, Copymaster 45 (to be given in the
following lesson). Students are given a variety of sources
to read and answer questions on, drawing upon the issues
explored in the section. The questions are a mix of short
and longer answer questions, as they will find in the exam.
all answers in the Media section of the Students Book.
Active Citizenship
Students find an opinion poll on something that
interests them. Do they agree with the majority or the
minority? Does it affect their views?
102
2.2
The media
Copymaster 45
Evidence 1
In 1982, the UK went to war when Argentina invaded the Falkland
Islands. The Islands had been administered by the UK since 1833
but are physically very close to Argentina. Oil had just been
discovered, so the Islands had become more important.
Evidence 2
Every evening, a spokesperson reported the war on television. He
just read a report that gave the information the government
wanted to be heard.
Evidence 3
The Sun newspaper took a very aggressive line on the war and
celebrated every success with dramatic headlines:
INVASION!
IN WE GO!
GOTCHA
Britain 6
Argentina 0
1 a) What is a popular newspaper?

(See Evidence 4.)
b) How are popular newspapers
different from quality
newspapers?
2 a) The spokesperson on the
television news reported what
the government wanted to
be heard. Why do
governments sometimes limit
the information they give out?
b) In what circumstances is this
right or wrong? (See Evidence
2.)
3 a) What does the editor of a
newspaper do?
b) Why is the editor powerful?
c) Why are newspaper owners
powerful?
d) Why are readers powerful?
(See Evidence 4.)
e) Do you think the editor was
right to change the headline?
Explain your view.
4 Popular newspapers just
encourage people to do their
worst.
opinion, showing that you have
A report came into The Sun office that an Argentinian ship, the
Belgrano, had been hit. One of the staff cried out, Gotcha! The
editor heard it and made it the headline.
News started to come in that many Argentinians had died. The
headline no longer seemed appropriate, so the editor changed it. As
he was doing this, the papers owner walked through the office and
said it didnt need replacing. The editor disagreed and the headline
was changed.
Evidence 4
The Suns editor seized the chance to fight a war for circulation by
attacking the Daily Mirror, which was the only popular paper that
was against the war.
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2.2
The Media
Copymaster 46
1 Give two examples of the media.

2 How has the media changed over the last 100 years?
3 Why is the media powerful?
4 What does the Universal Declaration of Human Rights say about press freedom?
5 How does restricting press freedom affect democracy?
6 Give an example of a country which restricts press freedom.
7 Are there occasions when restricting press freedom is acceptable?
8 What is the difference between libel and slander?
9 List three ways in which popular and quality papers are different.
10 How do most people decide which newspaper to buy?
11 How do tell-it-all stories about celebrities affect the sales of popular papers?
12 What is bias?
13 What is a spin doctor?
14 How can advertising influence the contents of a newspaper?
15 Why are there rules about press ownership?
16 What is the main effect of the Freedom of Information Act?
17 What is the main effect of the Data Protection Act?
18 Why is it important to check the source of information on websites?
19 What is an opinion poll?
20 What is a stakeholder?
104
Theme 3
The global village
3.1 Global business

Specification link
l
How the economy functions, including the role of business and financial
services (1e)
Global trade, debt, participation and protest, e.g. fast food, sportswear, arms,
film, music (1j)
An understanding of the workings of the economy provides students with material that
will help them to make judgements when putting their democratic rights into practice.
Students should be aware of the inter-relationships within the economy. These include:
the fact that production, earnings and spending are related parts of the process; the fact
that government spending depends on taxation; the effects of inflation and
unemployment; the influence that the rest of the world has on the UK economy.
Students should appreciate that the international economy can lead to inequity.
People without power may need protection from the pressure imposed by businesses that
are in search of profit. Strategies to increase equity, which can be used by businesses
themselves as well as other organizations such as Fairtrade, should be explored.
105
What is an economy?
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Objectives
4 Understand what makes up an economy.
4 Understand how individuals contribute to the economy.
4 Understand what individuals receive from the economy.
4 Consider your personal role in the economy.
Defining an economy is quite a difficult task. Hence these pages first look at
individuals and explore their contribution towards making up an economy. The size of
an economy is usually stated as numerical data but here it has been simplified.
The text explores our roles as consumers, producers and citizens. You may wish to
ask the class what their relatives do as producers and explore what big and small
spending they have done lately.
Our economy is made up of both public and private sectors. Students need to
understand why we have a public sector and how it is financed.
Starter
Very poor people tend to miss out on education and

have poor health. Will giving them health care and
education help them to look after themselves?
Should all children be given a good start in life?

Students work in groups to brainstorm and feed back
answers to the class.
Main activity
Students draw a stick man version of themselves at the
centre of a spider diagram. On red legs, students write
things they take from the economy, from shopping to
education, the use of street lamps and healthcare. On
blue legs, they write things they put into the economy,
remembering the lessons on taxation. Do they do any
form of work or volunteering? Have they any savings?
Gather all the contents of the legs. An interactive white
board would help you to create a spider diagram for
the class.

A useful online resource for the whole of 3.1 Global
business is the Be real game. Students use skills and
knowledge from the classroom in simulated work
situations where they have to think about personal and
business financial planning. See www.realgame.com.
Local councils provide information on expenditure and
revenues. Visit www.lgiu.gov.uk for local government
information.
Ask the students who provides each item that they take
from the economy. Is it the government or private
business? Show the distinction between the public and
private sectors. Ask why the government provides services.
This activity serves as an introduction to equity and the
need to help people who cant look after themselves.
Plenary
Whats your opinion?: Taxes are just a burden. They
should be as low as possible.
Prompts:
106
Should I be able to keep all the money I earn?
Should there be help for people who cant look after

themselves?
Would it be better if everything was shared more

equally?
Who does what?
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Objectives
4 Understand how people and resources are organized to produce goods and
services.
4 Understand that businesses are interdependent.

4 Recognize the interdependent nature of organizations in the local community.
4 Investigate these inter-relationships.
These pages explore the way in which people and businesses are organized by using
the context of a local shopping street. It is important for students to see how
businesses can be dependent on each other. Students also need to understand why
specialization occurs. A survey of their local shopping centre will help students to see
the interdependence within their community. The lesson can be based on material in
the book, a visit to the local shopping centre or a visit by a person who runs a local
business. All will provide the information to back up the lesson.
Starter
Brainstorm the question, What links do you have with
local businesses?
Active Citizenship
The lesson encourages students to look at their local
community and work out how it functions as part of
the economy.
Main activity
Using the Students Book, field research or information
from someone involved in a local business (who might be
there to provide information), students should find out
how businesses are interconnected and connected with
the local community. Could they do without each other?
If not, why not?
Using the school or local business, use the questions in
Check you understanding to work out why people do
different jobs and how, by doing so, an organization
becomes more efficient.
Plenary
Brainstorm specialization in another business. Choose
one of relevance to the local area.
Whats your opinion?: People would be happier if they
were responsible for making the whole product rather
than just part of it.
Prompts:
l
Do people prefer to see the product they have made?
Is it more interesting to be part of a team?
Can sitting on a production line be very boring?
Will things be of higher quality if people are

personally responsible?
Is specialization OK if there is teamwork involved?
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Sharing success or failure
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Objectives
4 Understand the consequences of business success for individuals, communities
and beyond.
4 Understand the consequences of business failure for individuals, communities and

beyond.
4 Appreciate that economies, whether local, national or international, are always

changing.
These pages first look at how successful businesses help individuals, communities and
the country. The focus then turns to an industry in decline, leading to the concept of
changing markets. It would be useful to illustrate changing markets with examples
from the local community. What were the main industries of the area 10, 20, 30
years ago? Have there been redundancies in the area? Are people being retrained?
Starter
Can businesses make more profit if the local

community is on their side?
Will the local community be better off if local

businesses are doing well?

Brainstorm: Whats going on? Ask students to identify
how the town is changing and how it is affecting local
people.
Active Citizenship
Main activity
Use Copymaster 48: Booms and slumps 2. Students
work in groups to identify the causes of each event and
possible solutions to the problems. Discuss the students
ideas and solutions in the class feedback. Project the
image of the town from Copymaster 47 and annotate
with ideas. If an interactive whiteboard is available, use
this to save the class ideas.
Then use Copymaster 49: Booms and slumps 3. In
groups, students read the examples of change taking
place and answer the questions posed.
Are there any major changes going on in the local area?

What do the students think about them? Students
should find out how can they make their voices heard.

For information about local change, try the local councils
website or search the Internet with the names of local
developments.
Once they have completed this, they draw up a table

showing how growth can be assisted. They should also
identify people who lose out from growth.
Plenary
Relate these changes in the economy to the local area.
Are new businesses coming in? Are businesses closing
down? What effect is it all having on local people?
Whats your opinion?: Businesses just want to make a
profit.
Prompts:
108
Do businesses need to make a profit to survive?
Why should businesses work closely with their local

community?
Will people work more efficiently if the business they

work for is involved in the community?
Road haulage cuts

back on employees.
Booms and slumps 1

The domino effect
Steel works lay

off employees.
Local caf
closes down.
Dixons, worried
about the fall in sales of
white goods in the town,
decide against opening
up a superstore.
White goods repair

business takes on
new employees.
Gl
o
o
m
T
o
w
n
Copymaster 47
Numbers signing
on for college
courses increase.
House prices
fall in town.
Council cuts back

on road repairs.
109
Booms and slumps 2

Copymaster 48
People wish to le
a
search of jobs e ve town in
lsewhere
ecause
Less steel being transportediob
steelworks has cut product n
More unemployed looking
to develop new skills
Fewer staff want

lunchtime meals
The demand for steel dro

when the shipbuilders c ps
lose
Less tax collected from businesses

People try to make their
washing machines, fridges
and freezers last a bit
longer and do not replace
them so regularly.
ying
u
b
t
s
in
a
g
a
e
id
c
More people de
hing
s
a
w
d
n
a
s
r
e
z
e
new fridges, fre
ore
m
g
in
v
a
s
e
r
a
le
machines. Peop
ied about
r
r
o
w
e
r
a
y
e
th
money as
.
losing their jobs
1 What do you think could have caused each of these events in Gloom Town?
2 Can you think of any solutions to these problems?
110
Booms and slumps 3

Copymaster 49
Going for growth

Read the eight stories about people and companies living in Boom Town.
Underline the text within the stories in different colours. For example, use:
l
l
l
l
green for a problem that comes from the growth

red where businesses are investing in buildings, equipment or training
blue where the council or government is spending money
Story 4: The homeless person
selling The Big Issue. I left
grey if there are losers from the growth.
Then answer the questions at the bottom of the page.

Story 1: The cable company
laying cables. Joe is one of
5000 people working for gangs
of subcontractors who are laying
50 kilometres of cable a day in
British towns and cities. This
work pays well, but we are under
pressure to meet deadlines.
Some car drivers complain that
we cause traffic jams, and now
pressure groups are accusing us
of damaging trees by cutting
through roots, says Joe.
Boom town
Story 2: The Royal Dock plc.

Coal from America and cars and
computers from South East Asia
all come through the docks.
These products are for
distribution throughout the UK.
Its a far cry from the days when
we exported coal and steel and
imported cotton. The new local
Japanese car plant is thinking of
using our port to send cars to
other European Union countries.
Story 3: The plumber. Business
has really picked up. More old
houses are being done up and
there are plenty of new houses
being built. Ive just replaced my
old van and taken on a new
worker just out of college.
1 What opportunities are there for people during

economic growth?
2 Why do we need investment by businesses and

government to support economic growth?
3 What are the negative sides of growth?

school with no qualifications or

skills. I didnt get on with my
parents, which was made worse
by being at home all day as I
had no job. I had to leave. That
was two years ago.
Story 5: The local college. The
number of students applying for
places continues to increase. The
college has set up new courses in
Information Technology and in
Sports and Leisure. The old car
mechanics courses have been
dropped and the college will
invest in turning the workshops
into an IT centre of excellence.
Story 6: The car dealer. People
have more money these days and
I sell more new cars. Im building
an extension to my showroom.
Many families round here have
two cars. That helps explain why
traffic comes to a standstill at
certain times of the day. I am
pleased they are building the
motorway by-pass, although the
petrol station owner down the
road isnt so happy.
Story 7: The multiplex cinema
complex. This centre, owned by
a large multinational company,
opened one year ago and has
10 cinemas, a restaurant,
nightclub and bowling alley. A
local privately-run city centre
cinema closes and its land is
sold for redevelopment.
Story 8: The road construction:
A new road is being built to
relieve traffic congestion.
111
When prices rise
SB pages
116117
Objectives
4 Understand what causes inflation.
4 Understand the problems that inflation causes for people, businesses and the
government.
4 Understand how it might be controlled.

The key point that students need to understand is that inflation means that the value
of money decreases. They should also appreciate that there are positive and negative
effects, and that sometimes controls need to be put in place to avoid sections of the
population losing their jobs or being financially excluded.
Starter
Students work out answers in groups. Then they share
outcomes and draw conclusions about prices and pay.
Main activity
Discuss the section How does inflation happen? (page
116 of the Students Book). Follow the circle to show the
links. Use some current examples to help understanding.
With the help of the class, recreate the diagram on the
board. Involve the students by asking individuals to add
the next link. An interactive whiteboard would be helpful
in the process as the work can then be saved.
Active Citizenship
Students ask parents, grandparents or older friends
about the size of their first pay cheque, and what they
could buy with it. They compare how much these
things would cost today and how much people earn.
Are we better off?

Information about inflation can be found at
www.hm-treasury.gov.uk.
Ask groups to represent:

l
someone who is saving
an older person on a pension
a business
someone who has borrowed money to buy a house.
Work out how each group would be affected by

inflation.
Then ask students to take the solutions from the section
What can be done to control inflation? (page 117 of
the Students Book) and explain the effect of each one.
Plenary
Whats your opinion?: Inflation creates more winners
than losers.
Prompts:
112
Is it fair that people who can afford to buy houses

should benefit?
Why should people who live on fixed incomes, like a

pension, suffer?
Does it make life difficult for businesses?
Does it keep businesses on their toes?
Does it matter much if it is happening everywhere?
Making ends meet
SB pages
118119
Objectives
4 Understand why people borrow money.
4 Understand the effects of debt.
4 Work out what can be done to prevent families and individuals from becoming
excluded from the United Kingdoms economic system.
Most families get into debt, but for some it will be difficult to pay back their debts.
These pages look at individuals and their borrowing. Students could think about their
own budgets. If they have pocket money or a Saturday job, how do they work out
how to spend the money?
The idea of citizens being economically excluded should be discussed and students
could offer suggestions as to how to reduce the problem. The solutions will have
costs and students could evaluate these. They could also think about what the effects
of not providing solutions might have on the economy.
Students should remember from Theme 2.1 that the government, like individuals
and businesses, has to balance its budget.
Starter
Students work out their income and expenditure for a
week or a month. What happens if their spending is
more than their income? What happens if families spend
more than they earn?
Main activity
Copymaster 50: Fair shares?
Students work in groups to look at how and why the
government spends money on supporting people by
providing education, health and social protection.
Plenary
Use the section Providing real opportunities (page 119
of the Students Book) to brainstorm the effect of policies
such as these.
Whats your opinion?: Redistributing income is so
unfair. I work hard for my money: why should I help pay
for people who dont work?
Active Citizenship
Students find out about charities which look after
people in their local area. How do volunteers help the
organizations?
Ask a representative of an organization to come into
school, so that students can find out why people
volunteer.

Links to all government sites, from which you can access
departments, topic sites or use search facilities, can be
found at www.ukonline.gov.uk.
The Child Poverty Action Group can be found at
www.cpag.org.uk.
Shelter is at www.shelter.org.uk.
Prompts:
l
If one person has more than they need to provide for

their basic needs, should their taxes be used to help
people who cant?
If children miss out on education, what chances do

they have in later life?
Should children always be looked after?
Should people be given help to look after themselves?
Are people responsible for their own future?
113
Fair shares?
Copymaster 50
For every 100 spent in Britain, some 13 is spent by private businesses in order to buy
new equipment and buildings. Another 50 is spent by individuals on consumer products.
This leaves around 37 which is spent on our behalf by the government. Most of this
comes from taxes paid by people and businesses.
How should we spend our taxes?

1 Why might it be difficult to cut
spending on social protection?
2 If the economy were growing, what

would you expect to happen to
spending on social protection? Why?
What happens when the economy is
in decline? Why?
3 If the government stopped spending

money on education, it would be able
to give everyone in the UK 750 a
year. It costs at least 2000 per year
to keep a child at school. In what
different ways would parents react if
they now had to pay 2000 each year
for every child they had in school?
4 What is the government trying to do

when it spends money on things like
education, health and social
protection?
Debt interest
Social security
Other expenditure
Transport
Law and
order
Defence
Health and
personal
social
services
Education
Industry, agriculture
and employment
Housing, heritage
and the environment
Where does the money come from?

1 Roughly what percentage comes from
Other financing
taxes on our incomes?
2 A 2p increase in taxes on earnings

would raise 1 billion. If it were spent
on education, there would be better
textbooks, more computers and
smaller class sizes. What is your
opinion of this?
Borrowing
Income tax
Corporation tax
Council tax
Other taxes
and royalties
3 Why might people who have

grown-up children, or no children
at all, disagree?
4 Why does the government try to

redistribute income?
Excise duties
Social
security
contributions
Business rates
VAT
114
Can the world be fairer?
SB pages
120121
Objectives
4 Understand the extent of poverty in some LEDCs.
4 Understand how the debt problem came about.
4 Understand how debt can make the situation worse.
4 Consider the impact of cancelling debt.
These pages start with data comparison between the UK and Niger. The figure for
how much the economy is worth per citizen is based on GDP (Gross Domestic
Product) per capita figures. The text explores why Niger is one of the worlds poorest
countries and is placed at the lower end of the category known as an LEDC a less
economically developed country. The issue of how a country can get into debt is
then introduced. Recent campaigns about cancelling international debt are
mentioned.
Starter
Government and government-funded websites with

information on debt are: www.dfid.gov.uk; a
development website, www.globaldimension.org.uk;
and www.hm-treasury.gov.uk.
Students work in groups to explore how a country might

spend the money it has borrowed.
Main activity
The World Bank at www.worldbank.org has a schools

section.
Copymasters 52 and 53: The debt dilemma 2 and 3
See also Oxfam at www.oxfam.org, and Oxfam

education at www.oxfam.org.uk/coolplanet/.
Students work through the activities on both

Copymasters and produce a presentation showing how
they think the problems of debt could be resolved.
See also www.one.world.org.
Plenary
Students present their ideas to the class and discuss
them.
Whats your opinion?: Debt should only be cancelled
in countries where peoples human rights are respected.
Prompts:
l
Does it matter what a countrys government is doing

if people are starving?
Should money be given to charitable organizations to

help people if the government wont?
Will cutting off resources only make things worse in

the long-run?
Should money only be given if the government

promises to provide evidence of how the money has
been spent?
Should debt cancellation happen in stages as a

country shows that its human rights situation is
improving?
115
The debt dilemma 1

Copymaster 51
The government of a less economically developed country (LEDC) has been lent some
money to help the country develop. It will have to pay the money back, with interest, in a
few years time so it needs to think carefully about how it spends it.
Many countries spend the money they borrow in ways that dont earn enough to make
the repayments. In countries where many people live in poverty, its a challenge to make
the economy successful.
The pictures show how the money could be spent. In pairs, answer these questions:
1 Will spending the money in these ways help the country?

2 Will any of these programmes help the country to pay back the debt? Explain your
answer.
3 How would you advise the government to spend the money?
116
A new palace for the president
Better healthcare for everyone
Better education for everyone
More defence equipment
Better transport links
More modern industry
The debt dilemma 2

Copymaster 52
Whos entitled to debt relief?
Asia
Lao PDR
Myanmar
South and
Central America
Bolivia
Guyana
Honduras
Africa
Benin
Burkina Faso
Burundi
Cameroon
Central African
Republic
Chad
Comoros
Cte dIvoire
Democratic
Republic of
the Congo
Ethiopia
Gambia
Ghana
Guinea
Guinea-Bissau
Liberia
Madagascar
Malawi
Mali
Mauritania
Mozambique
Nicaragua
Niger
Rwanda
So Tom
and Prncipe
Sierra Leone
Somalia
Sudan
Tanzania
Togo
Uganda
Zambia
Paying the debt
1 Imagine that the government had to pay
In the United Kingdom
a quarter of the money it raises in taxes

to pay off a debt and its interest. What
effect would this have on the people
who live in the country?
2 Decide how you would change these
spending plans to take account of the
debt repayment.
In the UK, the government uses the money

it raises from taxes to provide services for
the country. The pie chart shows how the
UK government spends this money in an
average year.
Other
expenditure
Debt interest
Social security
Transport
Law and
order
Defence
Health and
personal
social
services
Education
Industry, agriculture
and employment
Housing, heritage
and the environment
In Nicaragua
l Over half of the population live below
the poverty line
l Two fifths of poor children are
malnourished
l Three quarters of the poor live in rural
areas, and half of these are extremely
poor, unable to meet their daily food
needs
l Over half of government revenue goes
into servicing the $6 billion debt.
3 What effect do you think that this has

on the people and the economy of
Nicaragua?
117
The debt dilemma 3

Copymaster 53
Whats the answer?

Just cancelling the
debt is not a simple
answer. People who
borrow money have to
be trusted. If its not paid
back, it may be hard, or
more expensive, to
borrow again.
The debts must be

cancelled. The money
should be spent on
helping the country
to develop.
We must work out

a way to repay without
hurting the country
too much.
Before we lend
money, we should
make sure that it will
be used to develop
the country, not just to
feed people.
We will lend money

if the country sorts out
its economy.
We should help
countries to export
their products to more
developed countries.
If we cancel all the

debt of the poorest
countries, what about
those countries that
are nearly as poor?
If the money from

reducing debt
repayments is used for
health and education,
people will be better
placed to help the
country develop.
Whats the point of

cancelling the debt of
countries that are at
war? The extra money
will just be spent
on fighting.
Richer countries
cant stand buy and
watch people starve.
If the country is
corrupt, the money may
not be used to benefit
the country anyway.
1 What problems are there if a countrys debt is cancelled?

2 What problems are there if the debt is not cancelled?
3 Cut out all the speech bubbles and put all the ones you agree with in one pile and the
ones you disagree with in another pile. Use the two piles to create a presentation which
looks at both sides of the problem.
118
Globalization
SB pages
122123
Objectives
4 Understand the impact of globalization.
4 Understand the connections between our daily lives and countries around the
world.
4 Consider the role of business in globalization.

4 Understand how stakeholders have different perspectives.
These pages look at the benefits and concerns associated with globalization. Different
views are presented on whether the benefits outweigh the concerns. Increasing trade
increases the growth of the world economy and helps to reduce poverty. It follows
that decreasing trade will make the world poorer. This explains why international
trading organizations have been set up. However, are big businesses exploiting the
cheap labour found in LEDCs? Who has the real power: workers, consumers,
producers or nations?
To extend the scope of this topic, students could explore the view that
globalization means we often ignore locally produced goods in favour of those
produced elsewhere. This can have a knock-on effect on our environment, with more
pollution from extra transport and packaging. Students could visit their supermarket
and select vegetables that can be grown locally. Where do they actually come from?
The Sustain website (see below) provides good information about this.
Starter
Brainstorm: Who has an interest in our school?
Main activity
Copymasters 5455: From whose viewpoint? 12
Students think about the views that different groups,
called stakeholders, will have about a particular business.
Some of these views will be shared by different
stakeholders, while others will be in conflict.
As an introduction, students can use the diagram to
think about the organization of the school, substituting
customers for students, shareholders for governors
and management team for staff, etc. They complete
the table about shared and conflicting interests before
explaining their answers, using the questions at the
bottom of the copymaster as prompts.
Students should then complete the same activity for a
business, which can be local, national or international.
Students could research the different stakeholders by
using newspapers, TV programmes or the Internet.
Prompts:
l
Why do governments welcome global companies

when they want to set up a factory?
Can big businesses control their suppliers when they

are making products in LEDCs?
Is any job better than no job?
Is it OK if the businesses make sure that the

employees are treated well?
Should there be rules about who is employed in the

factories?
Active Citizenship
Students check out the supermarket shelves and make
a list of products that come from LEDCs. They work
out the pros and cons, from both the consumers and
producers point of view, of buying these products.
They write to the public relations department of the
supermarket chain to ask how they are dealing with
some of the issues raised.
Plenary
Ask students to think about stakeholders in the context

of global business. Who are the stakeholders of a
company importing beans from Kenya to sell in
supermarkets? What potential sources of conflict are
there?
For information on global business issues see:

www.sustain.org
www.nike.com
www.bodyshop.co.uk.
Whats your opinion?: Global companies should not

be allowed to employ people in LEDCs.
119
From whose viewpoint? 1

Copymaster 54
A stakeholder is a group of people or an organization interested in the way a business

operates. Stakeholders want something from the business.
Sometimes the different stakeholders in a business have shared objectives or things in
common, but often there is conflict. For example, in a school the teachers and local council
both want students to receive the best education. However, teachers may want more
money for resources; but the council may not have the budget to pay for them because it
has commitments elsewhere.
Your school is an organization with a range of stakeholders. Complete the spider diagram
to show who they are.
Shareholders (owners)
Customers
Local government or council
Employees
School
Environmental pressure groups
Suppliers
Central government
Community
Management team
Complete the table to show where there are shared and

conflicting interests.
Key
X = conflict
? = possible conflict
/ = things in common
Central
government
Environmental
pressure groups
Community
Customers
Employees
Suppliers
Shareholders
(owners)
Management
team
Central
government
Environmental
pressure groups
Community
Customers
Employees
Suppliers
Shareholders
(owners)
Management
team
120
From whose viewpoint? 2

Copymaster 55
Choose one of the following scenarios, or choose another business organization you
know about.
l Scenario 1: a supermarket company wants to build a new store.
l
Scenario 2: a chocolate company wants to import cocoa at the lowest possible price.
Scenario 3: a local health authority wants to close the hospital in a small town.
Scenario 4: a washing machine manufacturer wants to stop production locally and have
products made in Malaysia.
Complete the spider diagram.

Shareholders (owners)
Customers
Local government or council
Environmental pressure groups
Employees
Business or
organization
Suppliers
Central government
Community
Management team
Complete the table to show where there are shared and conflicting interests.
Central
government
Environmental
pressure groups
Community
Customers
Employees
Suppliers
Shareholders
(owners)
Management
team
Central
government
Environmental
pressure groups
Community
Customers
Employees
Suppliers
Shareholders
(owners)
Management
team
1 Who do you think are the main decision-makers?

2 Who do you think has the most say?
3 Can the opinions of some groups affect the decisions of others?
Key
X = conflict
? = possible conflict
/ = things in common
4 What could stakeholders do if they disagreed with any decision or action taken?
5 Who are the winners and losers, and why?
121
Sweet shops and sweatshops
SB pages
124125
Objectives
4 Understand how global trade can be unfair.
4 Consider how inequalities can be reduced.
4 Investigate how individuals can help.
This spread looks at how two products that students buy, sweets and clothes, may
well be made by employees whose wages are so low that they are kept in poverty. It
refers to pressure groups and fair trade campaigns. The Copymaster activities help
illustrate the issues in a practical way.
Starter
Use Getting you thinking to identify some of the
problems faced by people working in cocoa bean
farming.
Active Citizenship
Using the Internet, students research a multinational
company. They should find out whether it has an ethical
policy and what that says. They should also discover
what other people think about how it behaves.
Main activity
Use Copymaster 56: Child Labour, which shows
students how to make paper bags. They learn what
payment they would receive if they were child labourers
in India. Give students 10 minutes to make as many bags
as they can. Tell them they can earn one rupee for every
10 bags they make. After 10 minutes, calculate their
earnings. You could offer to pay them in rupees or in
pounds. (80 rupees = 1). Students then calculate the
daily rate of pay by multiplying their 10 minute wages by
6 (the hourly rate) and the hourly rate by 10 (the daily
rate).
Plenary
www.globalgang.org.uk (This site has a student

friendly approach)
Discuss the questions on the copymaster as a class.

Whats your opinion?: People in the UK should
boycott companies that sell dirty clothes and trainers.
Prompts:
122
Why shouldnt people buy them if they are

fashionable?
Should we be responsible consumers and not buy

things if we think the people who make them are not
being treated properly?
If we dont buy them, will people in LEDCs be out of

a job and go hungry?
Are there alternatives from places where people are

treated well?
Is the information we use to make our decision

reliable?
There are numerous sites worth exploring. These ones are

on global trade:
www.fairtrade.org.uk
www.sustain.org
www.newint.org
www.bodyshop.co.uk
www.cafod.org.uk
www.christianaid.org.uk
The following have features on child labour:

www.fairtrade.org.uk
www.unicef.org.uk
www.oxfam.org.uk.
Child labour
Copymaster 56
In countries like India, children often work because without this income their families
wouldnt survive. People in MEDCs (more economically developed countries) buy products
from businesses that employ child labourers and that pay low wages to workers.
Banning all child labour could bring its own problems: it wouldnt help children and
their families out of poverty. Oxfam, for example, believes the best way of solving the
problem is to end the poverty that forces children to work, so that they are free to go to
school. If education, health and fair business opportunities are encouraged, this could
ultimately help reduce child poverty and the need for their labour.
How many paper bags can you make in ten minutes?

How to make a paper bag
Take a sheet of A4
or A5 paper. Fold
the sides of the
paper to the
middle, glue edge
and then flatten.
Turn up bottom
edge about 6cm,
make a crease (see
horizontal dotted
line) and then
unfold. Now fold
up the bottom
corners to the
crease and then
unfold these.
Tuck the corners

up inside the bag.
Turn one flap
upwards so you
are left with two
flaps (A and B in
the diagram).
Fold the upper

flap down on itself
so that it reaches
the middle line.
Fold the lower flap

B to overlap with
the upper flap and
glue.
A
B
After 10 minutes, ask your teacher how much you have earned. Multiply this figure by 6 to find
out your hourly rate, and again by 10 to calculate how much you would be paid for a days work.
Prices in Calcutta
Rupees
Rupees
1 kilo rice
3.00
Cheap sandals
1 litre milk
2.00
Doctors fee
1 chicken
20.00
6 oranges
10.00
4.00
Room rent in a bustee* per month
50.00
2.00
Primus stove
50.00
6 bananas
1.00
1 litre paraffin
Cup of tea
0.50
Shirt
2.00
30.00
*accommodation in a room shared by many employees. It has very few facilities.
1 What would this money buy in the UK?

4 What should be in a fair trade charter?
2 What do you think about the level of pay? 5 What might happen if all child labour
were banned?
3 How do you feel about buying products,
such as footballs, made by children?
6 Is fair trade a solution to the problem of
child labour?
123
Worth a protest?
SB pages
126127
Objectives
4 Understand the arguments behind anti-globalization protests.
4 Consider the pros and cons of their activities.
4 Consider whether to make an ethical purchasing choice.
Pressure groups often provide the other side of an issue, in this instance,
globalization. More able students could debate the arguments between the
anti-globalization movement and international trade organizations.
Starter
Homework
Brainstorm student knowledge on protestors motives at

G8 summits and other occasions.
Students should do revision on Global business for the

exam practice exercise, Copymasters 5859 (to be given
in the following lesson). Students are given a variety of
sources to read and answer questions on, drawing upon
the issues explored in the section. The questions are a
mix of short and longer answer questions, as they will
find in the exam.
Main activity
Use Check your understanding (SB page 127).
Copymaster 57: What matters to you?
This activity links the three sections on globalization in
the Students Book. Students are given a situation where
they have to choose between a variety of products to
buy. The impact of each purchase is described to show
the responsibilities that consumers have. Once each
group has decided on their purchase, they should present
their decision to the class. Students need to consider:
l
the need to look after the local community
legality
environmental concerns
exploitation of workers
the fact that one business is a local employer
cost.
Plenary

all the answers in the Global business section of the
Students Book.

For more information on international financial
organizations, see:
www.worldbank.org
www.wto.org
www.imf.org.
For other international development sites, see:
www.dfid.gov.uk
www.one.world.org.
Whats your opinion?: The European Union has much

higher import taxes on chocolate than cocoa beans. It
should continue to do so.
Prompts:
124
Should countries in the EU protect jobs at home by

putting taxes on chocolate products from other
countries?
A country which grows cocoa beans could make more

profit if it processed the beans into chocolate. Should
we encourage it to do so by removing the tax?
Without the tax, European companies might start

producing chocolate in LEDCs. How would this help?
What matters to you?

Copymaster 57
Your class is fed-up with the state of your classroom. The tutor group representative takes
your issues to the School Council and they give you permission to seek funding to
redecorate the classroom. Your representative goes to the headteacher, who gives you 50.
Your representative then contacts the Friends of School, who are prepared to put in 100.
All these funds are conditional on them agreeing with your plans. You also obtain
sponsorship from a local business worth 50. The grand total promised now stands at
200. Any shortfall will have to be made up with donations from the class of 25 students.
Now the class has to come up with a plan. After some research in the local DIY superstore,
you find the following options for paint.
l
Duralux paint is produced locally. It is a well-known and

reliable brand and has been used regularly in the TV
programme Change That Room. It is an important
employer in the town and you are aware that local suppliers
depend on the success of Duralux. The company also
sponsors the local community leisure centre. However, it
was reported in the local paper that Duralux paint was
recently fined for pollution. Cost 95.
Pricewatch paint is made in China. There was a recent TV
documentary about poor working conditions in Chinese
factories and Pricewatch was one of the companies
involved. Cost 70.
Ecopaint helps protect the environment. This means extra

production costs. Cost 120.
Fairtrade paint is made in Bangladesh: the workers in the

factory have good working conditions and receive above
average wages for the region. They are recommended in a
fair trading website. Cost 120.
You cannot paint the room yourself because of health and

safety regulations, so you have made enquires and come up
with the following options:
l
Local painter and decorator 155
A former student who has recently left school and is

unemployed and will do it for cash 130
Volunteers from the community play centre who will

charge 180 and use the money to buy play equipment.
In groups, you must make your choice of paint and the

painters and work out the contribution from each member
of the class. You should write down the reasons for your
choice and present them to the class. At the end there will
be a vote to decide which paint and painter you will use.
After the vote, discuss

these questions.
1 Which products have
a fairer attitude to
employees?
2 Which is the most

environmentally
friendly solution?
3 Why is the price

important to the
consumer?
4 Why might it be
wrong to pay cash to
the unemployed
person?
5 Would your decision

be different if you
were able to raise an
extra 100 from
sponsorship?
6 How could the paints

be labelled with more
information about the
environment and
working conditions of
employees? How
could this be
monitored, and who
should be responsible?
7 Do you ever consider

fair trade when you
buy products?
125
Global business 1
3.1
Copymaster 58
Evidence 1
1 a) Explain the term inflation in
Doctors and nurses will get an

inflation-busting pay rise but there
wont be any more money for health
authorities to cover these pay rises.
Evidence 1.
b) What effect would the
inflation-busting pay rise
have on the buying power of
health workers?
A government spokesperson said that this would mean

that staff who delivered patient care would get pay rises
well above inflation.
Doctors, dentists, nurses, midwives, health visitors,
therapists and other health professionals will all receive
higher pay than theyve had for some time.
The policy aims to help attract experienced staff
nurses, as it makes it more worth their while to
continue nursing in the NHS.
c) Health authorities are

responsible for running the
hospitals. If the government
does not give them extra
money to cover the pay rise,
what will happen to the other
services they provide?
2 a) Which tax brings in most

revenue for the government?
Evidence 2
Where does the money come from?
Borrowing
Other financing
Corporation tax
Income tax
Council tax
3 a) What is a general election?

Social
security
contributions
Excise duties
VAT
Evidence
xxxxxx 3
And now for the election

2bn extra for NHS and schools
2bn tax cuts to help low paid
2bn boost for motorists.
The Chancellor of the Exchequer put the government
on course for a stunning victory in a spring general
election. In his budget speech he announced tax
cuts and spending increases in the biggest giveaway
for years.
126
c) Which taxes are paid to local

government?
d) If some people do not pay
their taxes, how does it affect
other people?
Other
taxes and
royalties
Business rates
b) What is the difference

between income tax and value
added tax (VAT)?
b) Why do you think that the

governments plans in
Evidence 3 are likely to help it
to win an election?
c) If the government cannot pay
for everything out of the
revenue from taxation, where
else can it find the money?
4 The government must spend

more on transport.
opinion, showing you have
3.1
Global business 2
Copymaster 59
The story of how small-scale cocoa

growers in Ghana got to own a
chocolate company in the UK
Delicious fair trade Divine milk chocolate, made by The Day
Chocolate company, was launched with enthusiastic support
from The Body Shop, Christian Aid and Comic Refief.
Heres how it all happened
Getting It Together
Cocoa growers pooled resources to set up Kuapa
Kokoo, a farmers co-operative that would trade its own
cocoa so it could get a better price on the market for
the cocoa and could help them to improve their lives.
A Fair Deal
Fair trade means they are paid a price that covers
the cost of producing the cocoa and have the
security of a long term trading contract.
A Choc of Ones Own
The farmers decided to create a chocolate bar of their own, and
with support from Twin Trading, Comic Relief, the Body Shop
and Christian Aid, they set up The Day Chocolate Company.
A First for Fair Trade
The fact that the farmers own shares in the company is unique
in the fair trade world. Kuapa Kokoo has a meaningful input into
how Divine is produced and sold, and shares in the profits.
Pa Pa Paa The Best of the Best
Kuapas motto is pa pa paa which means best of the best in
their local language. You get the best of the best chocolate and
the cocoa farmers get a fair and secure price for their crop.
Where to Get Your Hands on Divine
Divine is now stocked in over 4500 outlets, including Sainsburys,
the Co-op, Somerfield, Morrisons, Safeways and Asda, NUS shops
and in independent, wholefood and fair trade shops.
The Day Chocolate Company, www.divinechocolate.com
1 a) How does the Day Chocolate Company make a profit?

b) Is profit the only thing that matters to the people who run the company?
2 a) What is meant by fair trade?

b) Why is trade sometimes not fair?
3 a) Which charities helped the Day Chocolate Company?

b) Why do you think they support the company?
c) How do you think the charities support helps the company?
4 Why do you think the Day Chocolate Company decided to make its own chocolate bar
instead of selling cocoa to one of the big chocolate companies?
5 Why do you think shops stock Divine Chocolate?

6 Trade is almost always unfair. Do you agree with this view? Give reasons for your
opinion, showing you have considered another point of view.
127
3.1
Global business
Copymaster 60
1 What is the economy?

2 Why is competition powerful?
3 Is competition always fair? Explain your answer.
4 What is the difference between the private and public sector?
5 Why do businesses need to make a profit?
6 What is meant by the division of labour?
7 Why are businesses often interdependent?
8 Why do some businesses close down and new ones begin?
9 What is inflation?
10 Who: a) does well out of inflation, and b) is hurt by inflation?
11 Explain two ways in which inflation can be controlled.
12 What is economic growth?
13 Why does the government spend money on providing people with health and education?
14 Why should people be careful when they borrow money?
15 How does reducing debt help LEDCs?
16 Why is it difficult for the economies of LEDCs to grow?
17 Why does globalization make some businesses very powerful?
18 Why do some people think global brands can harm the culture of LEDCs?
19 What is the difference between free trade and fair trade?
20 Should people boycott products made for multinational companies in LEDCs? Explain
your answer.
128
Theme 3
The global village

Specification link
l
Local, national and global issues; participation and protest, e.g. sustainable
development, Local Agenda 21 (responsibilities of local authorities to improve
sustainable development) (1j)
Sustainable development provides the focus for environmental issues, as it is such a

wide-ranging concept. This section asks students to be aware of how environmental
issues have an impact at local, national and international level. While knowledge of
individual issues is important, students should be able to evaluate the outcomes in terms
of the big picture. The objectives of Agenda 21 and Local Agenda 21, for example, are
as important as the activities being carried out within them.
129
What is sustainable development?
SB pages
128129
Objectives
4 Understand the meaning of sustainable development.
4 Understand that choices have to be made to achieve sustainability.
4 Consider how such choices can be made.
One way to introduce the idea of sustainability is to ask the students to imagine the
entire population of their school has to survive on a remote desert island. There is
plenty of food (fish and fruit) and water, but they must depend on timber from trees
for all cooking and heating. What will happen if they chop down trees faster than
nature replenishes them? Students should understand that although developments
which improve our situation today are welcome, to be sustainable they also have to
protect the needs of future generations.
Starter
Ask students: Where have you been on holiday? What
effect has tourism had on the places youve visited?
Whether students have been to places in the UK or
abroad, the question is equally relevant.
Should taxes be lower on products which use

sustainable energy?
Should the tax be the same on all forms of energy

and people be left to make a responsible choice for
themselves?
Main activity
Active Citizenship
Copymaster 61: Sustainable tourism
Students extend their research into sustainable

tourism by contacting relevant organizations. They can
make this project the basis of the Citizenship Activity.
This explores the topic of sustainable development by

looking at tourism. Students should understand that the
subject of tourist development can be viewed from many
different perspectives. By choosing an LEDC where there
are questions to be asked about the nature of tourist
development, students could apply the stakeholder
model seen on Copymaster 54 to explore the issues. For
example, there are tensions between improving local
economies and protecting the environment; exploring
different cultures and debasing traditions by turning
them into theme parks; developing land and displacing
local populations.
Students should work in groups to discuss sustainable
tourism and feed back responses to the questions. They
should use the spider diagram on page 128 of the
Students Book to work out how each of the examples
achieves sustainability.
Plenary
Brainstorm ways in which we can help to achieve
sustainability in our daily lives. You could introduce the
issue by referring to Toyotas Prius; the hybrid car.
Whats your opinion?: We should pay higher taxes on
energy from non-sustainable sources.
Prompts:
130
Would people cut the amount of energy they used if

prices were increased because the tax was higher?
Would people switch to other sources of power if

prices were lower?
Homework
Copymaster 62 Our local area
Students should collect responses in preparation for the
next lesson.

www.tourismconcern.org.uk
www.ecotourism.org.
An interactive game about sustainable tourism is at:
www.eduweb.com/ecotourism.
See also:
www.comicrelief.org.uk
www.oxfam.org
www.christian-aid.org.uk
www.cafod.org.uk
www.actionaid.org
www.sustainableworld.com
www.worldbank.org
www.tidec.org.
Sustainable tourism
Copymaster 61
Mexico offers fantastic beaches and resorts, spectacular landscapes, ancient ruins and
much more. Its popularity as a tourist destination is on the increase, which can help
Mexicos economy. Is there a downside? Are tourist developments harming the
environment? Are local people happy with the changes?
Is tourism good for Mexico?

Read these views.
YES!
NO!
MAYBE
Jorge Ayanegui, director of

tourism:
Ive been the director of the
tourism department here for 18
months. I came to Huatulco from
Mexico City and I enjoy it. Its
relaxed and safe, and the tourism
development is really successful.
After 16 years of work, we have
the infrastructure in place: excellent
roads, clean water and beautiful
hotels. Weve created jobs for many
local people.
About 75% of our visitors come
from Mexico, but the number of
foreigners is increasing.
Three-quarters of the land here is in
conservation areas. We have a
national park with 30 000 acres of
land and ocean; its Mexicos only
national park with both.
Araceli Dominguez, hotel owner

and environmentalist:
Development is in tourism, not
housing, hospitals, garbage, and so
on. Everything is now private land
and most property is owned by
foreigners. The seafront is blocked
by all-inclusive hotels, where guests
are kept like theyre in jail. The
community hardly benefits.
They are creating two worlds. In
one, there are beautiful buildings but
no longer any mangrove forests,
which they cut down to make way
for the hotels, and no energy or
water conservation. In the other
world, 80% of the people live in
terrible conditions. They earn only 50
pesos (4) a day and 70% have no
light, water or sewage system.
Marina Garca, seamstress:

I used to work in a general
store, selling groceries to my
neighbours. My village was right
on the beach and had 500
families. It doesnt exist
anymore. Theres now a
restaurant called Ocean View on
the beach where our house was.
In 1989 the government
moved us here, into the town they
built. My father was a farmer. He
can tell you how the tourism
offices were built on his land.
Now my husband and I own
a souvenir stall and a craft stall
in the market. Some months we
make enough to get by. At other
times we dont even make
enough to pay the 1000 pesos
(80) shop rent.
Adapted from Tourism Concern
1 Make two lists: one about the positive things tourism has brought, the other about the
negative side of tourism.
2 To improve the negative things, what changes need to be made?
3 Could these changes make tourism more sustainable? Give reasons.
Is ecotourism a sustainable solution?
Ecotourism cares about:
l the quality of life for the people living in the holiday destination
l the environment
l the quality of experience for the tourist.
Many tourist companies are now offering ecotourism. Do some research into this by
collecting travel brochures or searching the Internet. Produce a poster showing some of the
successes of ecotourism.
You may like to look up www.tourismconcern.org.uk and www.ecotourism.org.
131
Local solutions to global problems
SB pages
130131
Objectives
4 Understand Local Agenda 21.
4 Understand the range of activities that can help the local environment.
4 Discover what LA21 activities are taking place in the local area.
4 Consider whether these activities may have a knock-on effect on the national and
international environment.
Local Agenda 21 is the local version of Agenda 21 an international agreement
made at the first Earth Summit held in Rio de Janeiro in June 1992. This conference
agreed that changes were necessary to tackle environmental, social and economic
problems around the world. In the UK, the majority of councils are preparing their
own Local Agenda 21, based on the action and concerns expressed by people in their
community. The hope is that, through everyones participation and effort, progress
will be made to improve our quality of life.
Students could interview their local LA21 officer and find out what projects are
being planned and how they will impact on individuals and the environment.
Starter
Copymaster 62: Our local area
For homework at the end of the previous lesson,
students should have collected responses in preparation
for this lesson. Gather answers to Questions 1 and 2 and
discuss outcomes.
Main activity
Students work in groups on Question 3 to identify five
ways of improving their local area. Group students
according to where they live so their proposals can be
relevant.
If ICT facilities are available, students can research Local
Agenda 21 activities and compare them with their own
ideas. Without ICT facilities, prepare some information
about these activities in advance.
Plenary
Discuss the match between students ideas and Local
Agenda 21.
Active Citizenship
The questionnaire on Copymaster 62 provides an
ideal starting point for students Citizenship Activity.
Students can work in groups to identify an activity,
use questionnaires to discover what others think, and
work out what it would take to put it into practice.
This can involve discussions with the local council. Get
your local councillor involved; he or she could explain
how the council would debate and implement any
decisions.

Details of LA21 projects that young people are involved
in can be found at www.la21.org.uk.
Statistics relating to environmental issues can be found
on the DEFRA website at
www.defra.gov.uk/environment/statistics.
Information about LA21 projects and consultations can
be found on local council websites.
Whats your opinion?: Local solutions are likely to be

more successful than global solutions.
Prompts:
132
Are local people more interested in their local area

than in places further away?
Can working on a local basis have an impact on

global problems?
Are local problems the same as global problems?
Are there issues which need to be dealt with at

national or international level?
Do people take issues more seriously if they feel

everyone is doing the same thing?
Our local area

Copymaster 62
Use this table to find out what three students in your group feel about
your local area, and compare their comments with those of three adults.
List three things you like
about your local area.
List three things you dont

like about your local area.
Do you have any suggestions

for how the local area could
be improved?
Person 1
Name:
Person 2
Name:
Person 3
Name:
Person 4
Name:
Person 5
Name:
Person 6
Name:
Once you have completed your

questionnaires, gather together
everybodys results.
1 What were the top three things that

people liked?
2 What were the most common things

people disliked?
3 Think of five suggestions to improve

the local area.
4 Compare these results with your local

councils work on Agenda 21. Are the
targets the same?
You could develop one of your suggestions
as your Citizenship Activity.
133
Waste not, want not
SB pages
132133
Objectives
4 Understand the local environmental problems associated with waste disposal.
4 Consider some sustainable solutions.
Historically, the preferred methods of waste disposal have been to dump it in landfill
sites or to incinerate it. With increasing worries about pollution and the environment,
other, more sustainable, methods are being investigated. These pages explore some
of the issues. Students should be able to say whether the various waste disposal
methods detailed are sustainable or not, and be able to give reasons.
Starter
Students work in groups on the questions relating to the
three short case studies. They feed back their responses.
Main activity
In groups, students discuss local recycling. What can be
recycled? What does the council collect? Could they do
more? Do people recycle as much as they can?
If ICT facilities are available, check what the local
authority does with waste. If not, find out before the
lesson and give students the information. Evaluate the
local authoritys activities using information from the
Students Book, and the questions in the sections Action
and Check your understanding on page 133.
Plenary
Whats your opinion?: Households should be fined if
they dont recycle their waste.
Prompts:
l
Do people who recycle their waste reduce

environmental problems for everyone else?
Should people take responsibility for their own

actions?
Would fining people add to the costs because the

council would need inspectors to check on peoples
recycling?
Do people who dont recycle create more problems in

the long run?
Why is it really important to reduce the amount of

waste going into landfill sites?

Friends of the Earth provide information on alternative
waste disposal methods at www.foe.co.uk.
134
Car crisis?
SB pages
134135
Objectives
4 Understand the range of problems created by traffic.
4 Consider some sustainable solutions.
Students should be aware of the real cost of motoring and the problems car use will
undoubtedly create in the future. They should be encouraged to give their own
opinions on car use and on the amount of traffic in their area. Do they use public
transport? Is it safe to cycle? Would they like to have their own car in the future?
How would they improve transport locally?
Starter
Would the cost of more roads be greater than the

cost of congestion?
Would the environmental cost of building more roads

be higher than the cost of congestion?
Brainstorm:
a) Why do people use public transport?
b) Why do people use their cars?
Having drawn up these lists of reasons, ask students
what could be done to encourage more people to use
public transport. Their answers will contribute to the
activity Whats your opinion? in the plenary activity
suggested below.
Main activity
Copymaster 63: A web of consequences
Students work in groups, using the material from the
Students Book, to plan a more sustainable transport
strategy for the local area, with a rationale. The
copymaster is a source of reference to help students
appreciate the real cost of car use. It will help them to
develop a rationale for their proposals. It is also a model
for web diagrams they can create when they look at
other topics.
Active Citizenship
Copymaster 64: Safer journeys to school
An increasing number of parents now ferry their
children back and forth to school each day. Many
parents perceive the streets around schools as
dangerous because of the amount of traffic and dont
encourage their children to cycle to school. This
copymaster outlines how schools might decide on a
plan of action, and encourages students to develop
the plan into their Citizenship Activity.
l
Should the government use road pricing to reduce the

amount of traffic on the road?
Students could also be asked to think about counter

arguments. For example, for some people, using a car is
the only option because of the absence, infrequency or
unreliability of public transport.
Students can research up-to-date information on road

safety and accident statistics on the Royal Society for the
Prevention of Accidents (RoSPA) site at:
www.rospa.org.uk.
Plenary
Transport 2000 provides comprehensive information

about current campaigns and projects. See:
www.transport2000.org.uk.
Students present their proposals and rationale.

Whats your opinion?: Building more roads is the only
solution to the UKs traffic problems.
Prompts:
l
Traffic jams add to the cost of everything we buy

because they delay delivery vehicles. Would more
roads reduce the cost?
Should businesses be encouraged to move their

products by train?
See the National Cycling Strategy at:

www.nationalcyclingstrategy.org.uk.
For information about government policy and strategies
for transport, visit the Department of the Environment,
Transport and the Regions website at: www.detr.gov.uk.
135
A web of consequences
Copymaster 63
Use this information to write an article, or do a presentation, called The hidden costs of
motoring.
You could expand on the information here with other details. For example:
l
local traffic management
sustainable solutions.
More need
for car and
car-use
Families
move out
Quality of
life in city
centres
declines
City centres
depopulated
People without
cars unable to
access
out-of-town
Large stores,
including
supermarkets,
move to
out-of-town
Impact on
city centres
The real
cost of the
motor car
Fewer people
cycle to work
Impact on
health due to
inactivity
Streets
choked with
cars
Parents see
streets as
dangerous
Air pollution
Fewer places
for children
to play safely
Increased use of
car for getting
children to
school
Increase in chest
and breathing
problems
Slower
journeys
Children less
active and less
healthy
Longer
working day
Increase in
demand on
NHS
Increased
stress levels
Road rage
Increased
police work
More
demands on
taxpayers
What about the other side of the story? Why dont people use public transport?
Why do people want to use their cars so much?
136
Safer journeys to school

Copymaster 64
What can be done?

l
Include a safer routes map in the school prospectus
Set up a school journey noticeboard
Look at travel choices and safer routes to school as part of classwork
Hold regular walk to school events
Create car-free entrances
Hold cars back until pedestrians and cyclists have left school in safety
Request crossing patrols at difficult crossing places
Provide adequate storage for school books, cycling gear and outdoor clothing
Install secure cycle shelters
Hold regular cycling events
Provide public transport information at school
Introduce a code of behaviour for school bus users
Set up a parents car-sharing scheme
Set up a parent-run minibus.
Adapted from Department of the Environment, Transport and the Regions website,
www.detr.gov.uk
1 How practical are these suggestions? Are there arguments for and against?
2 Choose one of the suggestions and decide who could make it happen.
What role could the school, students and parents play?
3 Plan a way of turning the suggestion into a project. Use pages 815 of the
Students Book to help you.
137
We all share the same air
SB pages
136137
Objectives
4 Understand that all countries are interdependent with respect to pollution and
global warming.
Students should appreciate that the concept of neighbourliness applies not only to
their local street but also to international relationships. These pages describe some
possible effects of global warming. Global warming and its impact is a complex topic.
There is much debate about the issue and a wide range of opinions.
Starter
Students work in groups to discuss:
Further information on global warming and climate

change can be found at:
why pollution is a problem
why global warming is a problem.
They report back to identify issues as a background for

further activities.
www.defra.gov.uk/environment/climatechange/schools
www.greenpeace.org.uk
Main activity
Whats your opinion?: Global warmings great. It
means we have long hot summers.
Set up a debate on this topic. Those supporting the
motion may be encouraged to take a humorous approach
because the argument is weak and it may leaven a debate
which may have been discussed in other subjects. If there
is time and ICT facilities are available, research will give
some more evidence for the motion. The Students Book
contains material opposing the motion.
Plenary
What has been happening in the UK? Brainstorm any
events that may have been caused by global warming.
What can we do to reduce it?
Homework
Students should do revision on Environmental issues for
the exam practice exercise, Copymaster 65 (to be given
in the following lesson). Students are given a variety of
sources to read and answer questions on, drawing upon
the issues explored in the section. The questions are a
mix of short and longer answer questions, as they will
find in the exam.
all answers in the Environmental issues section of the
Students Book.
138
3.2
Copymaster 65
1 a) Using Evidence 1, identify and
Evidence 1
Attitudes to road transport and the environment:
Great Britain
Percentages
Agree
strongly/
agree
Neither
agree nor
disagree
Disagree
strongly/
disagree
Cant
choose/not
answered
Building more roads just

encourages more traffic
49
18
27
Driving ones own car is too

convenient to give up for the
sake of the environment
32
29
31
The government should build

more motorways to reduce traffic
congestion
30
23
42
For the sake of the environment,

car users should pay higher taxes
20
23
53
Social Trends 29, ONS, 2000
Evidence 2
Edinburgh rejects congestion plan

The residents of Edinburgh have voted against
the introduction of congestion charging in the
city by a margin of about three to one.
About 290 000 residents were asked if they were in
favour of cordons, similar to those in London and under
consideration in Bristol.
More than 74% of those who voted rejected the
councils plan.
The turnout for the postal ballot was 61.8%. There were
133 678 votes against and 45 965 in favour of the plan.
BBC News website
Evidence 3
High cost for the poor

Running a car can use up to 25% of household spending for
poor families, so they have little to spend on other things.
Poorer people have many challenges which mean they need
a car. They have to deal with night shifts, when the buses
dont run any more. Many live in rural areas where there are
no buses. Trying to manage work, child care and shopping
can be very difficult without a car, so the high cost of running
a car can have a serious impact on peoples lives.
explain two points of view

that the public holds about
the use of cars.
b) Which two views contradict
each other? Why?
c) Why will limiting car use help
the environment?
2 a) Why do you think an attempt

was made to introduce a
congestion charge in
Edinburgh (Evidence 2)?
b) There would have been
winners and losers from the
scheme. Identify two groups
of winners and two groups of
losers. Explain how the
congestion charge would have
affected each group.
c) What effect do you think a
congestion charge would have
had on the city:
l as soon as it had been
introduced?
l after the scheme had been
running for a while?
3 a) How was the decision not to

introduce a congestion charge
made?
b) How did the turnout compare
with that of the last general
elections?
4 a) Why are the poor hardest hit

financially by rises in motoring
costs?
b) Why are the poor likely to be
dependent on their cars?
c) How might the poor be
affected if they could no
longer afford to run a car?
d) How could the government
help to solve these problems?
5 Traffic is damaging the

environment and costing
businesses time and money.
Everyone should have to use
public transport.
Do you agree with this view?
Give reasons for your opinion,
showing you have considered
139
3.2
Copymaster 66
1 What are renewable resources? Give two examples.

2 Why is it important to find sustainable solutions to environmental problems?
3 Give an example of how being sustainable can mean hard choices.
4 Name one pressure group that is interested in environmental issues.
5 What is Local Agenda 21?
6 Give one example of an activity which has taken place through Local Agenda 21.
7 How is this activity helping the local, national or global environment?
8 Why is disposing of rubbish in landfill sites a problem?
9 Why is burning waste not an environmental solution to the disposing of rubbish?
10 What does biodegradable mean?
11 Why is it important to recycle waste?
12 Identify three hidden costs of motoring.
13 Suggest two ways in which parents might be persuaded not to drive their children to
school every day.
14 How could people be persuaded to use public transport more?

15 How might road pricing help overcome the problems of congestion?
16 What does global warming mean?
17 What causes global warming?
18 Identify two problems global warming appears to be causing.
19 Name two fossil fuels.
20 What is the Kyoto Protocol?
140
Theme 3
The global village

Specification link
l
opportunities for individuals and voluntary groups to bring about social change
locally, nationally, in Europe and internationally (1f)
the UKs relations with Europe, the Commonwealth and the United Nations, and
the work of these organizations, e.g. disaster relief, peacekeeping (1i)
The UK works in close cooperation with a range of international organizations. By

starting with the EU, students can build their understanding from more local
relationships to world relationships. The focus is on the UKs links to these organizations
rather than a detailed knowledge of the workings of the organizations. Coverage of the
EU should include some aspects of decision-making in order to complete the picture of
democratic processes in the UK. Students should be able to evaluate the contribution of
these organizations in different scenarios.
Students should be aware that there are many organizations which aim to bring
about social change in local, national and international situations. Links should be made
with the section on pressure groups in Power and politics as well as to the students
own Citizenship Activities.
141
The European family
SB pages
138139
Objectives
4 Understand how the institutions of the EU work.
4 Understand how power is distributed among the institutions.
4 Consider why the rules should be the same across the EU.
These pages give an introduction to the European Unions institutions and the need
for regulations, produced by the institutions to create a level playing field. Students
should note that the power lies in the hands of the Council of Ministers, not the
European Parliament.
Starter
Copymaster 67: The European Union
Students identify EU member countries and add the year
when they joined.
Main activity
Copymaster 68: A level playing field
This activity helps students explore why it is important for
EU businesses to compete on equal terms. The cards list
different factors that affect the ability of firms to
compete with those in other countries. The list of rules
that students decide upon could be compared with EU
regulations, which cover pollution, labour laws and
trading standards.
Plenary
Whats your opinion?: Countries which trade together
should all have the same rules for running businesses.
Prompts:
l
Should one country be able to sell its products at a

lower price because children work in factories and are
not paid as much as adults?
Is it important that all countries produce things that

are safe for consumers to use?
There are rules about how long people can work for.
Should people be able to decide for themselves?
Businesses are competing with each other and usually

want to keep the cost of their products down. Should
they worry about how much pollution they produce?

The European Union: www.eu.int
The European Commission in the UK: www.cec.org.uk
142
The European Union

Copymaster 67
1 Identify EU member countries and add the year when they joined.
A
Y
S W
E D
E N
ICELAND
N O
R W
FINLAND
RUSSIAN FEDERATION
EST.
LAT.
D E N MA R K
IRELAND
UNITED
KINGDOM
LITH.
R.F.
BELARUS
NETH.
BEL.
POLAND
GERMANY
FRANCE
SLOVAKIA
MOL.
SW.
L.
AUSTRIA HUNGARY
SL.
ROMANIA
CR.
B.-H.
IT
A.
UKRAINE
CZECH
REP.
LUX.
S.M.
BULGARIA
A
MAC.
S PA I N
PORTUGAL
AL.
GREECE
TURKEY
MALTA
A.
AL.
BEL.
B.-H.
CR.
EST.
LAT.
LITH.
L.
LUX.
MAC.
MOL.
NETH.
R.F.
S.M.
SL.
SW.
ANDORRA
ALBANIA
BELGIUM
BOSNIA-HERZEGOVENA
CROATIA
ESTONIA
LATVIA
LITHUANIA
LIECHTENSTEIN
LUXEMBOURG
MACEDONIA
MOLDOVA
NETHERLANDS
RUSSIAN FEDERATION
SLOVENIA
SWITZERLAND
143
A level playing field

Copymaster 68
If a group of countries belongs to a trading area like the EU, they all need to follow the
same regulations for business. Without these regulations, there would be unfair
competition.
Decide how businesses in a trading area would be affected by the statements below. Think
about the costs of running a business in each situation. For example, if one business
employed children in factories, it would be paying less money in wages than a business
which wasnt allowed to employ children. The business employing children would make an
unfair profit.
Present your ideas to the class. As a class, draw up a list of rules for member countries.
Compare these with existing EU regulations.
Some countries allow

children to work in
factories.
Some countries have

better social services
than others.
People in different
countries speak
different languages.
Countries dont all use

the same currency.
Some countries cause

more pollution than
others.
Some countries have

better transport
networks than others.
Some countries have

better education
systems than others.
Some countries have

stronger rules about
the quality and safety
of products made
there.
Some countries have

more efficient
businesses which make
more from the same
resources than others.
Prices vary from

country to country.
Businesses want to
build more new
factories in some
countries rather
than others.
Some countries have

more people
unemployed than
others.
144
Citizens of Europe
SB pages
140141
Objectives
4 Understand how citizens in the UK are affected by European Union regulations.
4 Understand how businesses in the UK are affected by European Union
regulations.
4 Consider the pros and cons of the Euro.

As citizens of the European Union, it is important that students understand
something of the UKs place in Europe. Students should be aware of their rights as
EU citizens.
Starter
Whats your opinion?: I am a European.
Give students five minutes to identify relevant issues from
pages 140 and 141 of the Students Book. They should
also contribute ideas from their own knowledge. Try to
help students identify fact from fiction. Students should
make a list of points of which they are uncertain, and
check them out for homework.
Main activity
Use Check your understanding to identify the main
features of the Euro and European citizenship. If ICT
facilities are available, students can research current
attitudes to joining the Euro.
Plenary
Students provide their ideas about the pros and cons of
the EU.

For more information about the EU, students can visit:
www.europa.eu.int
145
The Commonwealth
SB pages
142143
Objectives
4 Understand how the Commonwealth has changed since its origins.
4 Understand the type of work it does today.
4 Consider the outcomes of the work of the Commonwealth.
The Commonwealth is a more extensive organization than many people realize.
Countries currently want to join. These pages look at its members and a sample of its
activities.
Starter
Use the picture of Elizabeth Namwala from Getting you

thinking and discuss the questions.
The main website for the Commonwealth:

www.thecommonwealth.org.
Main activity
Copymaster 69 Why be a member of the
Commonwealth?
Students are asked to investigate the activities of the
Commonwealth with reference to one country. The
Commonwealth website at
www.thecommonwealth.org is a useful source of
information. Students will need to look at the
Commonwealth programmes and decide how they will
help the country concerned. They should then write their
reports under the headings listed on the copymaster and
draw conclusions about the benefits of membership.
The activity can be used to develop ICT skills, as students
can cut and paste information and images to use in their
reports. If facilities are not available for students to write
their reports, the material can be gathered for writing up
in the classroom or for homework.
Plenary
Brainstorm reasons why democracy is such an important
mission for the Commonwealth. Refer students to pages
9293 of the Students Book (Why should the press be
free?).
Whats your opinion?: The Commonwealth is the
same as it has always been.
Prompts:
146
Are there new members?
What sort of activities has it developed to help people

in member countries?
Is the structure still the same?
Is the head of the Commonwealth still the same?
Why do people want to join?
Why be a member of the

Commonwealth?
Copymaster 69
More countries want to join the Commonwealth. Why?

Find out by focusing on one country.
United
Kingdom
C anada
Antigua and Barbuda
The Bahamas
Barbados
Dominica
Grenada
Jamaica
St Kitts and Nevis
St Lucia
St Vincent
and the Grenadines
Trinidad and Tobago
The Gambia
Belize
Guyana
Cyprus
Malta
Pakistan
Fiji
Kiribati
Nauru
Samoa
Solomon Islands
Tonga
Tuvalu
Vanuatu
Bangladesh
India
Nigeria
Sri Lanka
Sierra Leone
Ghana
Cameroon
Maldives
Uganda
Kenya
Tanzania
Zambia
Botswana
Malaysia
Brunei
Singapore
Seychelles
Papua
New Guinea
Malawi
Mauritius
Namibia
South Africa
Mozambique
Swaziland
Lesotho
The Commonwealth
A u st r al i a
New Zealand
1 The Commonwealths website address is www.thecommonwealth.org. It tells you

about the members, how it works and the various programmes it organizes. Choose a
country from the list under the Members button on the Who are we? page.
2 Collect information about the country.

3 Look at the programmes that the Commonwealth runs, and gather information to
explain how they will help the country you have chosen. Organize your work under the
following headings:
l
Helping people
Helping young people
Helping businesses
Helping countries.
4 Write a report explaining how the Commonwealth helps your selected country and why
you think other countries want to join the organization.
147
A united world?
SB pages
144145
Objectives
4 Understand the work of the United Nations.
4 Consider its role in the world.
These pages look at the range of work carried out by the UN by presenting some
examples. The UN is often in the news when it is involved with peace keeping,
through its work with refugees etc. A good starting point may be to ask students
what they know about UN blue helmet forces at work in the world.
Starter
Copymaster 70: Global solutions?
This copymaster has four pictures showing a range of
issues. Add some more recent ones if possible. Answer
Questions 1 and 2.
Main activity
Students should work in groups to develop a
presentation which answers the remaining questions on
the copymaster. After the presentations, the class could
draw up a table of strategies for international
cooperation and how they might be used to influence
events.
Plenary
Whats your opinion?: Countries should not be
allowed to be members of the UN if their populations
human rights are not respected.
Ask students what is meant by human rights and their
views on countries where they are not respected. Give
some examples of such countries, preferably using those
currently in the media. Zimbabwe is a member of the UN
despite having been excluded from the Commonwealth.
Discussion should be around the idea that you can
influence people more if they are in an organization, but
exclusion might put pressure on them to behave better.
Active Citizenship
Use information from the UN CyberSchoolBus (see
below) to set up a Model UN conference on a topic of
your choice.

The variety of work the UN does includes environmental,
development and scientific programmes, which are
detailed on its website at: www.un.org.
The UN site for teachers and students provides a wealth
of information and ideas for Citizenship activities:
www.un.org/Pubs/CyberSchoolBus/index.html.
148
Global solutions?
Copymaster 70
1 What is happening in the pictures?

2 Who is affected by what is going on?
3 What needs to be done in each case?
4 How can individuals or groups help to change things?
149
Global crisis: global action
SB pages
146147
Objectives
4 Understand the work that the United Nations does to combat HIV/AIDS.
4 Consider the type of activities that work most effectively.
The UNAIDS programme is studied here so that students can explore the work of the
UN in more detail. Students should be aware of the global impact of the epidemic
and the inequalities in healthcare that exist.
Starter
Dying of ignorance (SB page 146)
Brainstorm the effects that high levels of HIV/AIDS can
have on a country. Students should think about economic
effects as well as personal ones.
Main activity
Check your understanding (SB page 147)
Students should use the case studies on page 147 to
inform their answers to the questions. Students draw up
a list of criteria for the type of help that needs to be
provided.
Plenary
Whats your opinion?: Raising awareness of HIV/AIDS
is the most important thing to do when dealing with the
disease.
Prompts:
l
Is it important to raise awareness in order to prevent

people taking risks?
Is it important to raise awareness to encourage people

to get treatment?
Is it important to work more closely with groups of

people who are at risk?
Should charitable organizations offer treatment?
Should charitable organizations train people to advise

sufferers and those at risk?

The UNAIDS website provides further information about
the programme at:
www.unaids.org
The Terence Higgins Trust can be contacted on
0207 242 1010 or via their website at:
www.tht.org.uk
150
A louder voice
SB pages
148149
Objectives
4 Understand how individuals can work with international organizations to help
bring about change in the world.
4 Consider the work of specific pressure groups.

Amnesty International and Greenpeace are used as two examples to show how
people and groups can influence events. Students should be encouraged to consider
how other situations could benefit from the activities of pressure groups. This lesson
builds on previous focuses on pressure groups (see Students Book pages 7475 and
8485).
Starter
Use Getting you thinking to brainstorm questions.
Focus on the last one, which looks at how students can
help an international pressure group.
Main activity
Copymaster 71 Poetry for persuasion
Begin by discussing the different strategies that
organizations might use to persuade people. The poem
can be used as a focus in order to identify ways of
making an impact.
Students then work in groups to decide on an issue that
they would like to campaign for. They should put
together a range of strategies, including a poem, which
would help persuade people to take an interest.
This copymaster could be developed to form the basis of
a Citizenship Activity.
Plenary
Students should finalize their work and make their
presentations to the rest of the class. If outsiders are
available, it will add to the reality of the experience.
To provide evidence of learning, students could produce
a report summarizing their work in terms of the way that
pressure groups work.

all answers in The UKs place in the world section of the
Active Citizenship
Students run a competition for poetry or artwork
about issues related to a pressure group. If a small fee
is charged for entry, the proceeds might be donated
to a democratically selected charity.
Students Book.

The UK branch of Amnesty International can be
contacted at:
99119 Rosebery Avenue
London
EC1R 4RE
www.amnesty.org.uk.
The UK branch of Greenpeace can be contacted at:
Canonbury Villas
London
N1 2PN
www.greenpeace.org.
If students need longer to complete the activity, use

Whats your opinion?: Pressure groups always try to
improve things for everyone. Ask students what prompts
they would use to build an argument.
Homework
Students should do revision on The UKs place in the
world for the exam practice exercise, Copymasters
7274 (to be given in the following lesson). Students are
given a variety of sources to read and answer questions
on, drawing upon the issues explored in the section. The
questions are a mix of short and longer answer
questions, as they will find in the exam.
151
Poetry for persuasion

Copymaster 71
There are all sorts of different ways of persuading people of your point of view, for
example, adverts, special offers, messages of horror, fun and information. Poetry can do it,
too.
This poem was written by a mine clearer. It carries a powerful message a clear plea for
people to stop using mines in war zones. The fall in the manufacture and trade in mines
confirms the effectiveness of the strategies used by pressure groups against anti-personnel
mines.
Have a look at the website of the International Campaign to Ban Mines at www.icbl.org
to see some of the strategies it uses to spread the message.
Two Steps
Id never been here before
To this place my family call home
A refugee family for seven years
Its only six since I was born
But he ran too fast for me to follow

So I cut the corner fine
Just two steps then a blinding flash
I stepped onto a mine
I met my cousin for the first time

We laughed we played we ran
He told me stories of his life in the war
This boy had lived the life of a man
I tried to stand but I could not

I looked and saw my foot had gone
Will I never run or jump again?
What will I tell my Mom?
He spoke quietly of guns of fear and of noise

Of being chased from his bed at night
Of leaving his home with all they could carry
And of living with hunger and fright
My senses screamed with scorching pain

My cousin came and lifted me from the ground
He carried me back to my uncles house
With my blood spurting all around
He said follow me Ill show you things

But take care to stay on the track
But hurry now as quick as you can
We must do this before Dad gets back
I nearly died the doctor said

But my fast young cousin saved me
Now I must learn a different life
Chris North, Humanitarian Deminer.
Choose a charity or issue that you would like to support.

Put together a campaign, including a poem, to get your message across to the world.
Prepare to present your campaign to the rest of your class.
Afterwards, write a report about what you did. Explain how and why you felt that it
worked and what else you might have done to make it more effective. Why do different
strategies work for different people?
152
3.3
The UKs place in the world:

Europe
Evidence 1
1 a) Underline the names

of the countries which
are members of the
European Union.
A
Y
S W
E D
E N
ICELAND
N O
R W
FINLAND
RUSSIAN FEDERATION
UNITED D E N MA RK
KINGDOM
c) Shade two countries

that would like to join
the European Union.
LITH.
R.F.
BELARUS
NETH.
BEL.
P OL AND
GERMANY
FRANCE
SLOVAKIA
MOL.
SW.
L.
AUSTRIA HUNGARY
SL.
ROMANIA
CR.
B.-H.
IT
A.
UKRAINE
CZECH
REP.
LUX.
S.M.
BULGARIA
A
MAC.
S PAIN
PORTUGAL
b) Draw a circle round

two countries that are
not members of the
European Union.
EST.
LAT.
IRELAND
Copymaster 72
AL.
GREECE
TURKEY
2 a) What is the Euro?

b) Give one reason why
some people think the
UK should join the
Euro. Then give one
reason why the UK
should stay out of
the Euro.
MALTA
A.
AL.
BEL.
B.-H.
CR.
EST.
LAT.
LITH.
L.
LUX.
MAC.
MOL.
NETH.
R.F.
S.M.
SL.
SW.
ANDORRA
ALBANIA
BELGIUM
BOSNIA-HERZEGOVENA
CROATIA
ESTONIA
LATVIA
LITHUANIA
LIECHTENSTEIN
LUXEMBOURG
MACEDONIA
MOLDOVA
NETHERLANDS
RUSSIAN FEDERATION
SLOVENIA
SWITZERLAND
Evidence 2
The Euro is the currency used by 12 member states of the
European Union. It was adopted on 1 January 1999 and
came into general use on 1 January 2002. The name Euro
was chosen by the European Heads of State of Government
at the European Council meeting in Madrid in December
1995. It aims to help countries to trade more openly with
each other.
Adapted from EU website: www.europa.eu.int
c) What do you think

about joining the
Euro? Give your
reasons.
3 One of the reasons for

forming the European
Union was to avoid
member countries
fighting each other after
the Second World War.
Why do you think it has
been successful?
4 The European Union

wants countries to be
able to trade fairly with
each other.
a) What does it do to
create a level playing
field?
b) Why is it important
that the countries
have the same rules
about how
businesses work?
153
3.3

the Commonwealth
Evidence 1
Examples of Commonwealth Projects
The Chandigarh Technology Centre in India offers
affordable courses in programming, e-commerce and
m-commerce (commerce conducted via mobile
phones). A scholarship fund will be set up for
disadvantaged young women and men.
Evidence 2
Young People and HIV/AIDS
The Commonwealth Youth Programme makes it
possible for young men and women who are HIVpositive to meet with people the same age in schools,
youth groups and churches in East and Southern
Africa. It provides training on the dangers of HIV, and
offers support and advice to those already carrying
the virus. The programme has been copied in Asia
and India.
A toolkit called Gender and Relationships has been
put together to help the young people help others. It
stresses the need for young people to make
responsible and informed decisions about their sexual
behaviour.
Copymaster 73
1 a) What is the
Commonwealth?
b) How did it begin?
2 a) Use the Evidence

examples to explain
how the
Commonwealth
helps people in its
member countries.
b) How do these
projects make the
countries better
places to live? (Think
about the ideas you
learned in 3.1 Global
business.)
3 a) What is happening to
membership of the
Commonwealth?
b) Why do you think it
is changing?
Evidence 3
Promoting investment
Since 1995, the Commonwealth has raised over 300
million for private investment in small and mediumsized businesses. This has helped development in:
l
fish and dairy farms, horticulture, bus services,

cellular phone systems and hotel management in
Africa
telecommunications, information technology and

port development in South Asia
agriculture, agro-processing, mining, fisheries and

other enterprises in the Pacific
an insurance company in the Caribbean.
Commonwealth website:
www.thecommonwealth.org
154
3.3

the UN
Evidence 1
Copymaster 74
1 a) What is the United
Protecting the worlds vulnerable people

Protecting the 22 million uprooted people is the work
of United Nations High Commission for Refugees
(UNHCR). It ensures the basic human rights of these
people and prevents refugees being returned to a
country where they face persecution. In the longer
term, UNHCR helps people return to their homeland,
integrate in countries of asylum or resettle in another
country. It also seeks to provide at least a minimum of
shelter, food, water and medical care in a refugee crisis.
Evidence 2
UN peacekeeping
United Nations peacekeepers, wearing the UN blue
helmets or berets, are sent to help keep peace
agreements and ceasefires. They also keep opposing
armies apart, and put fighting on hold during peace
talks.
The UN does not have an army. Member states provide
troops and equipment, for which they are paid from a
special peacekeeping budget. Police officers, election
observers, human rights monitors and other civilians
sometimes work alongside military personnel in
peacekeeping operations. It is a dangerous business:
since 1948, over 1580 UN military and civilian
peacekeepers have died while carrying out their duties.
Evidence 3
Payment of contributions
Many member states fail to pay their contributions on
time and in full for a variety of reasons. These include
being unable to organize the payment, and simple
poverty. Others have withheld payments as a pressure
tactic or to make a political point. The UNs continuing
financial crisis includes all of these elements, but it is
increasingly serious. The financial state of the United
Nations remains uncertain. This threatens the
organizations ability to carry out the work given to it
by its member countries.
Nations?
b) How is it organized?
2 a) Explain the work of

the United Nations
High Commission for
Refugees.
b) Why is it necessary?
3 a) How does the UN

help to keep the
peace?
b) How does its work
improve peoples
lives?
4 a) Why do some
member states not
pay their
contributions?
b) What effect does this
have on the work of
the UN?
5 Countries should all

work together to make
the world a better place
for people to live.
statement? Give reasons
for your opinion,
showing you have
considered another
point of view.
UN website: www.un.org
155
3.3

Copymaster 75
1 How many countries belong to the European Union?

2 Give two objectives of the EU.
3 Name two countries that are planning to join the EU.
4 Which is the main decision making body of the EU?
5 What is an MEP?
6 Which EU organization is an MEP part of?
7 Why is there a need for common regulations in the EU?
8 What is the Euro?
9 Name two rights of being a European citizen.
10 Name two objectives of the Commonwealth.
11 How does the Commonwealth help people?
12 Name two aims of the UN.
13 What is the UN Security Council?
14 Why does the UN need to intervene in countries affairs?
15 How does the UN help to keep the peace?
16 Give two ways in which the UNAIDS team helps people.
17 What does the UN do to protect peoples human rights?
18 Name two international pressure groups.
19 What makes international pressure groups successful?
20 How can individuals help?
156
Answers to quizzes
1.1
1
2
3
4
5
6
7
8
9
10
11
12
A community is a group of people who are in close

contact and who share common interests and values.
Answers might include: school; local neighbourhood;
religious groups; the country; the EU; a supporter group
etc.
Around 10%
A multi-cultural community is made up of people of
different cultural or ethnic groups.
Emigration means leaving your homeland to live in
another country.
Immigration provides a workforce and introduces new
ideas to a country.
The UN Declaration of Human Rights says that everyone
should be free to follow their own religion or have none.
The UK has religious diversity because people have come
from abroad and settled here over many years.
Identity means who or what someone is.
An identity card establishes someones identity.
Identity can lead to conflict because people are often
afraid of others who are different, for example, because
of their religion, ethnicity, homosexuality etc.
Conflict can be resolved by law or by work within the
community. In Leicester, a public education programme
was put in place. In Bradford, Christians and Muslims
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have worked together to overcome conflict. Other

examples are acceptable.
Identity can lead to conflicting loyalties when an
individual has dual heritage, i.e. parents of different
religions, ethnicity or nationality.
Prejudice means thinking unfairly about someone. An
example of this is negative playground discussion about
people who are different.
Discrimination means treating people differently for
unjust reasons. An example is not selecting people for a
job because they are of a different religion, ethnicity or
sexual orientation.
Persecution means making people suffer because they
are different. An example of this is homophobic bullying.
The three main laws are: Sex Discrimination Act, Race
Relations Act, Disability Discrimination Act.
These laws can be used when an individual is not
selected for a job because of their gender, ethnicity or
disability.
Compensation makes amends for discrimination. It is
usually a financial payout.
A person might receive compensation if they have
suffered discrimination and a court finds in their favour.
Roles, rights and responsibilities
The Universal Declaration of Human Rights was drawn

up at the end of World War 2 to prevent such dreadful
events happening again.
The Declaration has been broken in many ways, e.g.: the
use of child soldiers; beating children; unequal pay; racial
discrimination. These are examples from the Students
Book, but there are many other possible answers.
It is difficult to enforce the Declaration if the
government of a country is unwilling to enforce it.
The Human Rights Act brings the European Convention
on Human Rights into UK law.
You can get married at 16 and own a pet at 13.
The Race Relations Act, Sex Discrimination Act and
Disability Discrimination Act all turn human rights into
legal rights.
Responsibility is something that it is your duty to do or
look after.
Responsibility is not taken seriously when an individual
ignores the wellbeing of others or when other peoples
religious views are not respected.
The right to education comes with the responsibility of
not disrupting lessons and stopping others learning.
Clean water is a right something you need. Cola is
something you want, but dont need.
The Trade Descriptions Act stops businesses making
inaccurate claims about their products and misleading
the consumer.
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A Citizens Advice Bureau gives free advice to people on

a wide range of problems, including consumer issues.
You are not entitled by law to take things back just
because you have changed your mind. However, many
shops will let you do so if you keep the receipt and do
not damage the product.
Trade unions aim to look after the interests of a group of
employees.
A pressure group is a group of people with a common
interest. It works to promote their interests.
Any two of the following: Equal Pay Act, Sex
Discrimination Act, Race Relations Act, Health and Safety
Act.
The UK has not signed the Social Chapter because it
would push up business costs, which would make it
harder to sell things made in the UK and therefore cut
the number of jobs needed.
A contact of employment is an agreement between an
employer and employee about a job and working
conditions.
A business needs rules about how its employees behave
because they represent the business and need to carry
out their jobs properly in order for the business to work
smoothly.
Dismissal occurs when an employee has broken his/her
contract. Redundancy occurs when a job is no longer
required.
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People obey the law because of religious or moral

beliefs, and because they are afraid of being caught,
shamed and losing their good name by breaking the
law.
Laws change because of new developments and
changes to the way people think.
Criminal law deals with offences which break the law, so
the state prosecutes. Civil law deals with disputes
between people.
12 people sit on a jury.
Jurors are selected at random from the electorate.
There is no jury in most civil cases.
Serious criminal offences are dealt with in Crown Courts.
A defendant is the person charged with an offence.
A barrister represents clients in court. A solicitor gives
legal advice and may represent clients in court.
Probation officers write reports on defendants and
supervise offenders in the community.
A magistrate can give a sentence of up to 6 months in
prison, a community service order, an ASBO, a fine of up
to 5000 and a discharge either conditional or
absolute.
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The maximum sentence in a Crown Court is life

imprisonment.
A jury is not used in a Crown Court when the defendant
pleads guilty.
A recorder is a barrister or solicitor with at least 10 years
experience who acts as a part-time judge.
Mitigating factors are factors which might excuse an
action. Stealing food because you are extremely hungry
and too poor to buy it is an example.
Mitigating factors might lead to a lesser sentence.
A community sentence means that an offender is not
sent to prison but has to work in the community under
the supervision of a probation officer.
A conditional discharge means an offender must stay
out of trouble for a specific period of time or they will
be punished for the original offence.
Rehabilitation is important because it aims to prevent
someone offending again and restores them to normal
life.
If an offender does not believe they have had a fair trial,
or considers the sentence to be too harsh, they might
appeal.
Power and politics
An election is the selection of one or more person for an

official position by voting.
Representative democracy is a type of democracy in
which people can choose someone to represent them.
A manifesto sets out the aims and policies of a political
party.
A ward is an area represented by a councillor.
People go to a polling station to vote in an election.
Local councils raise money from the council tax and
business rates. They sell some services and receive
money from central government.
You might contact your local council by talking to your
councillor, contacting the government department which
deals with an issue, going to a council meeting, or going
to a cabinet meeting.
An ombudsman investigates complaints against the
government or public organization.
A Youth Council discusses what is going on in the local
area and puts their ideas to the local council.
A pressure group is a group of people who try to change
public opinion or government policy to their own views
or beliefs. Greenpeace is an example.
An MP represents a constituency.
Canvassing.
A general election is an election for a new government
in the UK.
There are 646 MPs.
A Secretary of State is an MP who is in charge of a
government department.
The Cabinet is a group of MPs who head major
government departments. It meets weekly to make
decisions about how government policy is carried out.
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Backbenchers are MPs who dont have jobs in

government or are members of the opposition.
A bill goes through First reading and Second reading in
the House of Commons, Standing Committee, Report
Stage, First and Second reading in the House of Lords
(then back to the House of Commons if there are
changes), Third Reading, and finally Royal Assent.
The Budget is written by the Chancellor of the
Exchequer and decides how the government will raise
and spend money each year.
The amount the Chancellor has to spend is limited by
the amount that can be raised in taxes or borrowed.
Lobbying is trying to persuade MPs to support the views
of a pressure group.
In a referendum, all the electorate vote on a particular
decision. It would be very awkward and unnecessary to
use this system for every single decision.
First past the post election means that voters have one
vote and the party which gets the most votes wins the
seat.
Proportional representation allocates seats according to
the number of votes for each party in an area. It means
that votes are more accurately represented in
government. It can lead to weak government because
lots of small parties have votes and no one may have a
clear majority.
People may be persuaded to vote if the process was
more convenient. This could be achieved by having
Sunday voting, online voting, and polling stations in
convenient locations, such as supermarkets.
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Any of the following: TV, newspapers, radio, Internet,

magazines.
There are many more types of media today than there
were 100 years ago and it is more readily available.
There were only newspapers 100 years ago.
The media is powerful because it is owned by a few
large groups and it interprets the news for us.
The UDHR says that the media should be free to express
views and ideas.
Restricting press freedom means that people do not
have access to information and therefore their decisions
are influenced when they vote.
Zimbabwe, China and Russia restrict press freedom.
It may be acceptable to restrict press freedom in order to
protect national security; in times of war, for example,
because the enemy might find out more than you want
them to know.
Libel is written and slander is spoken.
Popular papers tend to have big headlines, short stories
and a selection of stories that appeal to their readers.
Quality papers usually report the important things that
are happening and give more detail. They are less
sensational than popular papers.
People usually buy papers which reflect their views.
People buy more papers when they have sensational
stories on their front pages.
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The media
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Bias favours one point of view over another.

A spin doctor tries to get particular stories into the press
and makes bad news sound better.
Advertising may affect the views of the media because
people who are paying for the advertising may not be
happy if a newspaper, for example, has stories that are
critical of their product.
There are rules about press ownership because the
government wants to ensure that the media is not all in
the hands of one or two organizations. This is to ensure
that the public sees more than one point of view.
The main effect of the Freedom of Information Act is
that there is open access to information about people,
businesses and government.
The Data Protection Act limits the ways that information
stored on a computer can be used.
Information on websites may be put there by pressure
groups and people with specific interests. It is important
to know the source so you can make a decision about its
validity.
An opinion poll questions a sample of the population to
find out their views.
A stakeholder is a person or group who has an interest
in a decision that is being made.
Global business
The economy is made up of all the organizations that

provide goods and services and all the individuals and
organizations that buy them.
Competition is powerful because it means that
businesses make products that people want to buy. If
people dont want them, they will stop being made.
Competition isnt always fair. People who have little
money may not be able to get what they need, so the
government has to help.
The private sector is owned by individuals or
shareholders. The public sector is owned by government
and local councils.
Businesses need to make a profit in order to survive. If a
business doesnt make a profit, it will close because it
costs more to provide its products than it earns from
selling them.
Division of labour means that employees concentrate
on specific tasks and become very efficient at them.
Businesses are interdependent because they buy
resources from each other, such as banking, advertising,
supplies etc.
Businesses that dont make enough profit will close
down. New ones open up when someone has a bright
idea and sees an opportunity.
Inflation is a general rise in prices.
People who have borrowed money do well out of
inflation because the value of their loan falls. People on
fixed incomes like pensions suffer when prices rise
because their money doesnt go so far.
Inflation can be controlled by putting up interest rates,
keeping business costs down and making sure there are
enough skilled people to work or wages will rise.
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Economic growth happens when a country produces

more goods and services from year to year.
The government spends money on health and education
to give everyone a fair chance in life.
People need to be careful about borrowing because they
must be sure they can pay it back. Interest rates may go
up so repayments may rise.
Reducing debt in LEDCs means they have more money
to spend on people in the country as they dont have to
repay so much.
It is difficult for LEDCs to grow because they often
produce one main primary product for export, such as
bananas, coffee or copper. If world demand falls, the
country does not earn as much so there is less to spend
on healthcare, education, etc. MEDCs also make it
difficult for LEDCs to export manufactured products to
them.
Globalization gives big companies the opportunity to
produce their products all around the world, wherever
costs are lowest. They are able to keep wages down, fix
high prices if there is no competition or fail to protect
the environment if there are no laws to do so. However,
they do not all behave like this.
Some people think global brands can harm local culture
because they encourage people to behave differently.
Free trade is not restricted by taxes or other limits on
imports. Fair trade is a way of buying and selling
products which aims to pay the producer a fair price.
Boycotts often put people out of work and make their
lives harder so they can do more harm than good.
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Renewable resources are resources that can be replaced

or restored. Trees and wind power are renewable
resources.
Solutions should be sustainable so that the way we live
now does not damage the environment for the future.
Sustainability can mean hard choices, such as the choice
between cutting down trees for firewood to cook for
the family or leaving them to grow and preventing soil
erosion. Another example is making the decision to pay
more for things we want to cover the cost of sustainable
production.
Greenpeace is interested in the environment. Other
examples are acceptable.
Local Agenda 21 is the development of environmental
projects across the country to help us meet
environmental targets.
Any of the following: walking bus, rooftop gardens,
reducing the use of fossil fuels.
It is making people use cars less/reducing waste/looking
after the natural environment.
Landfill is a problem because many things take a very
long time to degrade and others give off methane gas,
which is a greenhouse gas.
Burning waste creates airborne pollution.
Biodegradable materials break down naturally through
the action of bacteria.
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Recycling avoids the pollution associated with landfill

sites and incineration and makes the most of existing
resources.
Three hidden costs of motoring are: pollution affecting
peoples health; increased greenhouse gases; congestion.
Any of the following: Parents might not drive their
children to school if public transport was improved, bike
riding was safer, there was a reliable walking bus, or if
road pricing made driving a car more expensive.
People would use public transport more if it were
quicker, more regular and cheaper than the alternative.
Road pricing can persuade people to stop driving if it
makes the journey more expensive than public transport.
People might also share cars to share the cost.
Global warming is a rise in the average temperature of
the worlds surface.
Global warming happens when we burn fossil fuels
which produce carbon dioxide.
Any two of the following: Global warming creates water
shortages, a rise in sea level, hurricanes, flooding and
droughts and well as insect borne disease.
Coal, natural gas and petrol are fossil fuels.
The Kyoto Protocol is an international agreement to
reduce the emission of greenhouse gases.
There are 25 countries in the European Union.

Any two of the following objectives: The EU aims to
promote economic and social progress, give the EU a
voice on the international scene, introduce EU
citizenship, develop an area of freedom, and provide
security and justice for all members.
Any two of the following: Turkey, Croatia, Bulgaria and
Romania want to join the EU.
The EUs main decision making body is the Council of
Ministers.
An MEP is a Member of the European Parliament and
represents a constituency in Europe.
The European Parliament.
Common regulation is needed so businesses can
compete fairly and efficiently and customers know what
is happening.
The Euro is the currency used in 15 EU countries.
Any two of the following rights of an EU citizen:
freedom of movement and residency; the right to vote
and stand for election in the country of residence; the
right to receive help from representatives of the EU
when abroad; the right of appeal to the European
ombudsman.
Any two of the following objectives of the
Commonwealth: a source of practical help for
sustainable development; a force for making democracy
work; a platform for building global agreement.
The Commonwealth has a range of projects to support
people, such as The Commonwealth Fund for Technical
Co-operation and the Commonwealth Youth Credit
Initiative.
Any two of the following aims of the UN: to maintain
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international peace and security; to develop friendly

relations among nations; to co-operate in solving
international problems and promote respect for human
life; to be a centre for harmonizing the actions of
nations.
The Security Council is made up of five permanent
members (including the UK) and 15 non-permanent
members which are elected for two years at time.
The UN intervenes to keep the peace when countries
cannot reach agreement. It oversees international
disputes, suggests ways forward and is responsible for
peace keeping.
The UN has no troops of its own. It calls on member
countries to contribute personnel for peace keeping
missions.
The UNAIDS team runs projects to educate people and
cares for those with HIV/AIDS.
The UN protects peoples human rights by helping
refugees, looking after child soldiers and supporting
development and trade, among other things.
Any two of the following international pressure groups:
Amnesty International; Greenpeace; Red Cross; Friends
of the Earth.
International pressure groups are successful if they
campaign effectively. The most important is for their
activities to be noticed, so they have to attract the
attention of the media. Some activists, from Greenpeace
for example, sometimes break the law to do this.
Individuals can support a pressure group by making
donations or joining in. Amnesty International asks
people to write to governments about the release of
prisoners of conscience around the world, for example.

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citizenship

About the Citizenship Today author team

The publishers gratefully acknowledge the following for permission to

How to use this book

Theme 1 Human rights

1.1 Communities and identities

What is a community? (SB pages 2223)

1.2 Roles, rights and responsibilities

What are human rights? (SB pages 3637)

Protecting the customer (SB pages 4243)

1.3 Criminal and civil justice

Whats the point of law? (SB pages 4849)

Theme 2 Power, politics and the media

Taking part (SB pages 6465)

Making a difference (SB pages 8485)

2.2 The media

What is the media? (SB pages 9091)

3.1 Global business

What is an economy? (SB pages 110111)

3.2 Environmental issues

What is sustainable development? (SB pages 128129) 130

Waste not, want not (SB pages 132133)

3.3 The UKs place in the world

The European family (SB pages 138139)

Citizenship and the school curriculum

HarperCollinsPublishers Ltd 2006

Citizenship and making values explicit

Democracy and autocracy

Cooperation and conflict

Equality and diversity

The rule of law

Rules, law and human rights

Freedom and order

Individual and community

Power and authority

Rights and responsibilities.

Seeing other subjects through Citizenship

HarperCollinsPublishers Ltd 2006

Students should ask themselves questions such as:

How does this link to rights and responsibilities?

What ethical values are evident here?

How does this knowledge link to individuals responsibilities to wider

People have the responsibility of restricting their energy consumption.

Some people are at risk of losing everything.

Who teaches Citizenship?

Parents and guardians

The Edexcel GCSE short course in

is based on the Key Stage 4 Citizenship Programme of Study in the National

builds on best practice in the teaching and learning of Citizenship in schools

is based on lively and topical themes

is structured to encourage students of all abilities

has innovative, flexible internal assessment, encouraging the use of presentations

allows assessment of a compulsory part of the curriculum

permits both internally and externally assessed work to be based on a single

provides opportunities to deliver Key Skills.

Citizenship: knowledge and understanding

the importance of playing an active part in democratic and electoral processes

HarperCollinsPublishers Ltd 2006

the rights and responsibilities of consumers, employers and employees

the wider issues and challenges of global interdependence and responsibility,

These elements are contained in the Edexcel specifications three Themes:

the need for mutual respect and understanding;

issues relating to discrimination on grounds of race, gender, or disability.

1.2 Roles, rights and responsibilities