Third Level Social Studies
Significant Aspect of Learning: Understanding the principles of representative democracy,
participation and citizenship by practising democracy through electoral participation and active
citizenship in the school and local community.
Experiences & Outcomes
I can use my knowledge of current social, political or economic issues to
interpret evidence and present an informed view. SOC 3-15a
I understand the arrangements for political decision making at different
levels and the factors which shape these arrangements. SOC 3-18a
I can discuss the extent to which my choices and decisions are influenced
by the ways in which I am informed. SOC 3-17b
To help me develop an informed view, I am learning about the techniques
used to influence opinion and how to assess the value of my sources, and I
can recognise persuasion. LIT 3-08
I can persuade, argue, evaluate, explore issues or express an opinion
using a clear line of thought, relevant supporting detail and/or evidence.
LIT 3-29a
Class Debate: Rights and Responsibilities
What rights do we have in our school and local area and whose
responsibility is it to protect them? Pupils discussed their role both
in society in general and in the school before carrying out research
and holding a more formal class debate; thereby building on their
previous experience of debating in other curriculum areas.
Teacher’s voice: The learner presented a persuasive and
informed argument for young people’s rights and responsibilities
to be fully respected in the local community and in society as a
whole. They understood and engaged with concepts such as
legal rights and moral responsibilities. In this way, the learner
recognised their own rights and responsibilities as a citizen.
Learner’s voice: “I planned my letter before writing it out
properly. I organised my ideas and the points I wanted to
make about a problem in our local area. I was really pleased
when I got a reply. It made me feel I was being taken
seriously.
Teacher’s Voice = blue
Learner’s Voice = red
Learning statements:
Recognises their own rights, responsibilities and can describe the ways in
which citizens can participate in politics and the ways in which political
decisions are made in Scotland and the UK.
Assesses the evidence developed in arguments about current affairs, the
environment or key turning points from the past to develop their own
informed ideas.
Considers a range of arguments and points of view to develop their own
balanced view of a social, political, environmental or economic issue.
Recognises the existence of bias and exaggeration in the media and can
identify, with examples, evidence from relevant media sources.
Evaluates, compares and contrasts a range of evidence related to an issue
and uses it to come to a balanced view.
Learner’s voice: “I was happy with my contribution to the class
debate because I said a lot and persuaded others that I was
right. I learned a lot about the rights and responsibilities of a
citizen. It was quite tricky taking on board what the other team
said and thinking of how to argue against it”.
Persuasive Letters to Local Councillors
Pupils were taught how to construct formal letters using an
appropriate style and layout. Issues raised were based on
pupils’ local area and those already discussed in previous
learning, debates and discussions. Issues local councillors
were asked about included the following:
1.
2.
Daily duties in the council
How budget and spending is divided in the local
wards
3. Flooding problems in Hyndland
4. Dog fouling in Broomhill
5. Loose paving slabs in Hughenden
6. Pot holes in Kelvinside
7. Glasgow and the Commonwealth
8. The independence referendum
9. Energy saving and recycling in Hillhead and
Hyndland
10. Anti-social Behaviour in Scotstoun
Persuasive Letters to Local Councillors:
Teacher’s voice: Writing letters to their councillors
enabled pupils to engage in democracy at a local level
by making an effective contribution to the debate on
local issues. Literacy skills were also enhanced in the
process. The number and detail of councillors’ replies
was surprising and even inspired a class visit.
The learner was able to construct a letter in an
appropriately formal tone and with a clear line of
thought. Ideas and relevant information were
effectively structured and reflected principles of active
and responsible citizenship. Through class discussion,
the learner talked about receiving the letter and how
they realised that they can ‘make a difference’. From
this, they concluded that they should take a greater
interest in issues of local and national importance.
A Local Councillor’s Visit: Question Time
Teacher’s voice: Following on from the letters to
local representatives, pupils invited councillors into
school to discuss local and some wider national
issues. Pupils then prepared for a ‘Question Time’
event by working in groups to construct questions
that would inspire debate about the role played by
councillors in the local community. The learner
played a prominent part in this process, devising
and asking a number of questions relevant to
representative democracy, such as how money
raised through council tax is used to maintain and
improve the local environment. The learner’s
contribution also prompted lively discussion about
councillors’ varying views on the independence
debate. In discussion with their peers, the learner
showed increased awareness that participation in
such dialogue helps to clarify important issues as it
“makes it easier to understand each side’s point of
view”. They compared and contrasted a range of
evidence relating to the local issues discussed and
developed their own point of view in light of this.
Media Campaigns in a Democracy
Teacher’s voice: Pupils became aware of how the media
can affect campaigns and decision makers. They discussed
ways in which we can demonstrate and engage in
democracy peacefully. Pupils were asked to research and
study party election broadcasts and how they effect
campaigns. Through questioning, the learner was able to
reason how a variety of media are used by political parties
and the ways in which the use of emotive language can
help influence the electorate. In this way the learner
developed their understanding of bias and exaggeration.
Learner’s voice: “I
really enjoyed our
‘Question Time’ debate
because it helped me
understand how
decisions are made
locally and nationally.
There isn’t enough
money to improve
everything so there has
to be a way for the
council and government
to decide how tax
payers’ money should
be spent”.
Learner’s voice: “I didn’t
realise there were so
many ways in which
political parties try to
persuade people to vote
for them. I learned how
election broadcasts use
simple ideas and
persuasive language to
get you to agree with their
point of view. I now
understand better that
media campaigns can be
biased in favour of a
particular point of view”
‘Virtual Town’ and Roles within Society
Teacher’s voice: Pupils assumed fictional roles within a community and debated whether they
would be for or against the introduction of a new supermarket, before casting their vote. The
learner recognised their own responsibilities and others’ contributions to the decision making
process. The learner also produced a campaign poster presenting particular arguments in
support of the supermarket.
Peer assessment: “I really
liked their posters
summarising the arguments
for building the supermarket
because it helped me to
understand the reasons why
a new supermarket would
be a good thing. Well
done”.
Class Election: Campaigning, engaging and participating in democracy.
Election Speech:
Teacher’s voice: The learner wrote a short political party speech to present to the class and
used a few rhetorical techniques to make their point:
Teacher’s voice: Pupils created a manifesto from a party political perspective to meet the needs of
the class and the school in general. Their posters were to build on what they had learned about
election campaigns. Each political party chose a speaker to represent them and their speeches
were to be written and presented to the rest of the class. In continuation of the assessment on
how media can affect democracy and campaigns, pupils were encouraged to create and edit their
own party election broadcasts. In this way, they were able to transfer skills from elsewhere in the
curriculum. Broadcasts were uploaded onto GLOW to be shared with others. The learner’s
participation in the writing of the manifesto, production of a campaign poster and election speech
demonstrated their ability to contribute effectively to the democratic process by considering a
range of local and national issues in order to draw informed conclusions.
Pupil Group assessments:
Pupils assessed each other’s work in order to make an informed choice and vote as part of
the election. This was a group discussion and gave them an opportunity to reflect of each
other’s work.
Self-Assessments:
Pupils also assessed their own individual work and how they performed in their group
presentation and election.
Learner’s voice: “I learned that
an election campaign has to be
well organised and properly run
to have a chance of succeeding.
There are lots of ways to
influence voters’ opinion but they
all have to present a political
party’s ideas in a way that is
clear and easy to understand.
Our campaign was based on a
few straightforward ideas that we
worked hard to convince our
class were best for them. I really
enjoyed debating these points
with the other candidates”.
Learner’s voice: “I used some of
the techniques I had learned
about when we studied election
campaigns in class. I was happy
with how my speech went and got
a big cheer at the end. Being a
part of the election campaign
made me understand the
differences between the main
political parties and what each of
them stands for.”