Higher History: Scotland
The Impact of the Great
War 1914-28
The Structure of the Scottish course
Four Units
1. Scots on the
Western Front
2. Effect of the war
on Scottish Society
3. Effect of the war
on industry
4. Effect of the war
on Scottish Politics
The exam
• Worth 1/3 of exam
• You will be given
three source handling
questions worth 20
marks in total
• Evaluate the
Usefulness (6),
Comparison (5), How
Fully (9)
• Roughly 45 minutes
(of 2hr 20 exam)
Part 1: Scots on the Western Front
Checklist:
o Scotland before the
war
o Recruitment
o Experience of War
o Battles of Loos and
Somme
o The Kilted Regiments
o Scots personnel –
leaders
o Scots personnel overall contribution
We are learning to…
Describe Scotland on the eve of WWI
I can…
Summarise the Scottish people, politics,
economy and martial traditions
Scotland before the war
Everybody divide a double page into four
sections with the following headings
1. People
2. Economy
3. Politics
4. Scottish Identity
The class will split into four ‘expert groups’ who
will look at one factor in depth (resource 1)
Academic Target – collect at least 5 detailed
points on your expert topic in 10 minutes
Social Target – discussing the material
Scotland before the war
Return to your group.
Now each group member will have a chance
to teach their expert topic to the rest of
the group
Each group member should fill in the
relevant section as they are taught the
information
Academic Targets –
Teach your expert topic
Complete the remaining three sections
Social Target – listening to the expert
Eve of the War - Quiz
1. What were living conditions like in Scottish cities?
2. What was happening to the rural Scottish
population?
3. What was the Scottish economy dependent on?
4. What was the Clyde famous for?
5. Which party received the majority of Scottish votes
in elections?
6. Why were the Tories/ Conservatives unpopular?
7. What sort of things were associated with the
Scottish identity?
8. What was the reputation of Scots soldiers?
Individual Accountability
Write a tweet (140 character summary) of all
four aspects of Scotland before WWI.
1.
2.
3.
4.
People
Economy
Politics
Scottish Identity
Group Processing Question:
What would you change about your approach
to the task if you did an expert group task
again? Discuss your answers.
Voluntary Recruitment
Background: Individual note
When war broke out in 1914, the British
Army numbered only 100,000 men and was
vastly outnumbered by Germany and her
allies.
The government immediately set about
encouraging all young fit men to volunteer;
however not all recruits were motivated by
government propaganda posters
There were a number of reasons why men
wanted to join up in 1914;
We are learning to…
Explain why men signed up for war in high
numbers
I can…
I can make at least three, relevant
factual points which are developed
Voluntary Recruitment
Each group will have a sheet detailing 10
reasons (resource sheet 2) for voluntary
recruitment
Starting with person number 1 and reason
number 1, the person reads out the reason then
summarises it on a small card/ piece of paper.
The card is then placed in the middle when all
group members are happy they understand.
Academic Targets –
Read/hear and summarise reasons for joining up
Social Target – checking for understanding
Individual Accountability
You should ensure each person has at least
three detailed reasons for ‘joining up’ in their
jotter.
Now go to Unit Assessment Task, AS 2.2
Group Processing Question:
How well did your group do in checking
everyone’s understanding? What could
improve it?
We are learning to…
Describe Life in the Trenches
I can…
I can create a list of factual & relevant
information
Life in the Trenches
Background: Individual note
War very quickly reached stalemate in late
1914 when both sides dug deep ditches, or
trenches, in order to secure land and protect
themselves.
These trenches stretched around 400 miles
from the English Channel to Switzerland
‘Trench Warfare’ was unique to the WWI
experience, and living conditions were awful
for Scottish troops.
Life in the Trenches
We will watch a short clip about life in the Trenches.
Take Notes.
https://www.youtube.com/watch?v=XiyWP7EM0tg
Then your group will produce group lists of facts
about life in the trenches with the aim of producing
the highest number of facts.
Academic Targets –
Watch and take notes about Trench Life.
Compile group list of facts
Social Target – active listening
Group Processing Question:
What would you change about your approach to the
task if you compiled a group list? Discuss your
answers.
Important point
• Although life in the trenches is a very big part of
N5 history, in Higher only one mark max will be
awarded for talking about conditions in the
trenches in an issue 1 question – don’t make the
mistake of listing lots of N5 points!
• Homework Task: Try and find online, at least
three Scottish Specific experiences of soldiers
in WWI. We will go over this tomorrow.
• Some names of Scottish Regiments – The
Cameron Highlanders, the Black Watch, the
Gordon Highlanders, The Highland Light Infantry,
The Scots Guards, Argyll & Sutherland
Highlanders
The Kilted Regiments
Task 1
Share with your group what you
found out for homework.
Task 2 Class Builder – ‘3 stay,
1 stray’
Your teacher will then ask one
group member to travel round
the other groups, sharing a
group list of information on the
kilted regiments
We are learning to…
Describe features of two key WWI
battles
I can…
Teach the key points of one battle
Complete A.S. 2.1 – A Paired task involving
description of the Battle of Loos
Battles: Loos & The Somme
Two of the most important battles that Scots were
involved in are included in the Higher.
You will have one Battle to become an ‘expert’ on
using a fact sheet (resource 3). Your teacher will
group together expert groups.
You must create a learning resource which gives what
you believe to be the key facts about the battle.
(hints – dates, leaders, weapons, casualty figures)
Academic Targets –
Become an expert on a WWI Battle & create a
learning Resource.
Social Target – checking for understanding with
other experts
Group Processing Question:
Was this attempt at expert groups better than the
last? If so, why? Discuss your answers.
Battles
Now you will be paired with a contrasting
expert and you will both teach each other
the key facts about this battle.
Academic Targets –
Impart your expert knowledge on a pupil.
Learn from your expert partner.
Social Target – active listening
Asking questions
Now go to Unit Assessment Task, AS 2.1
1. The Battle of ______ started on ________.
It lasted until ________. The leader(s)
was/were ____________. The type of
soldiers involved were ___________.
2. At the battle, _______ was used for the
first time. It was effective/ ineffective
because________.
3. The Battle of ______ was largely
successful/ unsuccessful. I would say this
because _______.
4. At this battle, _________ troops were killed
or injured. _________ of these were Scots.
We are learning to…
Describe the role of Scottish military
personnel
I can…
Reach a decision about Haig’s impact on
warfare based on evidence
Write an MP’s speech about Scotland’s
role in WWI
Scottish Military Personnel
(People)
• The final part of Issue 1 requires you to
know about the Scottish soldiers’
contribution to the war
• You should be able to talk about the
leaders of the Scots, as well as the
casualty & death rates.
• First, we will have a look at General
Douglas Haig – a Scottish military leader
• https://www.youtube.com/watch?v=cHkOG
7adupI
Field Marshal Douglas Haig
• Douglas Haig was born in Edinburgh on 19 June
1861 into a wealthy family who owned a whisky
business. He studied at Oxford University.
• On the outbreak of war in 1914, Haig was
commanding the BEF's 1st Army Corps, whose
overall commander was Sir John French. By the
end of 1915, it was clear that French was illsuited to the role, and in December Haig was
appointed commander in chief in his place.
• Haig served as commander in chief of British
Home Forces from 1918 until his retirement in
1921. He was created an earl in 1919 and died on
28 January 1928.
Haig – military hero or donkey?
Each group will have a sheet (resource sheet 4)
detailing both sides of the argument – Haig as a great
military leader & Haig as a villain.
As a group you will discuss each in a Round Robin
Style then decide upon which argument your group
support
You will present your decision to the class, using
three pieces of strong supporting evidence in your
own words
Academic Targets –
Discuss information about General Haig
Use evidence to support our argument
Social Target – reaching consensus
Group Processing Question:
Which group members struggled with reaching
consensus? Discuss your answers.
Scottish Deaths & Casualties (People)
Argument: ‘Britain could still have won the war
without the Scots.’’
Your group have been given the task to write a speech
for an MP to read in parliament which shows this is not
the case.
You must use 5 points of evidence from Resource sheet
5.
Everyone in the group must agree on the points and their
importance.
Academic Target –
Write a group speech using presented evidence
Social Target – reaching agreement
Group Processing Question:
Was this attempt at reaching agreement any easier? If
so, why? Discuss your answers.
Ladies and Gentlemen of the chamber, today I will speak
on the contribution of the Scots to the First World War.
I wish to respond to the statement made earlier in the
week that ‘Britain could still have won the war without
the Scots.’’ I find this argument historically inaccurate
and quite frankly insulting. If we look at the evidence it is
clear that the eventual victory of the Allies was partly to
do with the contribution of Scots soldiers.
My first point is that…
Issue 1 complete!
http://www.bbc.co.uk/education/guides/z
3nssbk/video
You may now wish to complete
Assessment Portfolio Tasks AS 1.1, 1.2
and 1.3 using historical sources, however
these can be done with any issue.
Part 2: Domestic Impact of War –
Society and Culture
Checklist:
o Recruitment and
conscription
o Pacifism and conchies
o DORA
o Women
o Death and Losses in
Scottish society
o Commemoration and
Remembrance
We are learning to…
Describe the government response to the
recruitment crisis
Describe the Scottish reaction to
conscription
I can…
Answer questions & share answers with
my group
The Military Service Act
Individual Note
This law was passed in January 1916 and came
into force on March 2, 1916. The Act specified
that men from 18 to 41 years old were liable
to be called up for service in the army unless
they were married, widowed with children,
serving in the Royal Navy, a minister of
religion, or working in one of a number of
reserved occupations. A second Act in May
1916 extended liability for military service to
married men, and a third Act in 1918 extended
the upper age limit to 51.
Task 1: Each group member answer the
corresponding question. Come up with lists
of possible answers rather than one.
1 – why do you think the government
suddenly decided to introduce
conscription?
2 – why would only men 18-41 be eligible?
3 – why was each group exempt i.e.
widowers?
4 – Which groups/ people in Scotland
might object to conscription and why?
Task two: share your ideas
Starting with number 1, go round the
group and present your a) question and b)
ideas/ findings to the others.
Academic Task: share answers to
individual questions
Social Task: active listening &
challenging
Task Three
Inevitably, conscription or military service
was not welcomed by all and it seemed to be
particularly unpopular in Scotland.
Academic Target:
• each group member needs a different
colour set of post its
• As a group, try and cover your whiteboard
with as many reasons as you can as to why
conscription was unpopular.
Social Target:
Taking Turns
How did we do?
Individual accountability – how many post
its in your colour are on the board?
Group processing – how many did your
group produce collectively?
Your teacher will now collect ideas from
the class and display on the board.
Why was conscription unpopular?
Individual Task: Choose the 5 strongest
reasons from the class ideas and write
them into your own notes.
We are learning to…
Explain why some men objected to
fighting in the war
Describe the treatment of Pacifists and
conscientious objectors
I can…
Summarise & Teach the story of a conchie
Draw out 5 key facts
Conscientious Objectors
Individual Note:
Conscientious Objectors was the name given to
men during the war who refused to be
conscripted into the British Army.
Some men were already exempt (those who were
physically or mentally unfit to fight & those who
did jobs of national importance i.e. coal mining,
skilled farm work).
Conscientious Objectors were nicknamed
‘conchies’ in Britain.
Usually men objected for moral reasons
(socialists/ pacifists) or for religious reasons
(i.e. Quakers.)
1.
2.
3.
4.
Jim Preece – a conchie and Quaker
Archie Walsh – a conchie and pacifist
Claire Wood – daughter of a conchie
Stephen Green – anti-conscription
protestor
Academic Task – Summarise your person’s
story, ready to teach to your group.
Task One:
Each group member will read the story of a
conscientious objector during the Great War.
You need to summarise the story in your own
words and share it with your group members.
Then group members will come up with lists of;
 5 key facts about the treatment of your
‘conchie’
 Start them with
 ‘some conscientious objectors…’
Key facts – Conscription &
Conchies
• In 1916 approximately 14,000 conscientious
objectors appeared before tribunals.
• Around 7,000 conscientious objectors agreed to
perform non-combat duties, often as stretcherbearers in the front line.
• More than 1,500 pacifists refused all military
service. These ‘absolutists’ opposed undertaking any
work whatsoever that helped Britain's war effort.
• Across the UK almost 6,000 conscientious
objectors were court martialled and sent to prison.
• Conditions were harsh and at least 73 died because
of the treatment they received.
Individual Task: Treatment of conchies
Now use your story and what you’ve heard
from others to make a list of 10 key facts
about the treatment of conchies.
1
2
3
4
5
6
7
8
9
10
We are learning to…
Identify the ways in which the
government exerted more control over
people in wartime (DORA)
I can…
Complete a paired task on aims &
reactions
Complete an individual copy & complete
task
DORA
The Defence of the Realm Act
Individual Note
What was it? A law passed by the British
government giving them more control over
people’s lives.
When? 8th August 1914, four days into
WWI.
Why? It was believed that during war,
the government needed to exert more
control over the country i.e. to stop spying
Paired Task - DORA
Use resource 7 about DORA, which contains 6
parts of the law.
Number 1 – your job is to identify the aim of
each part – why did the government choose to do
this?
Number 2 – job is to identify the reaction to
each part – would people be happy with this? If
not –WHY?
Academic Task – Explain aims or reactions to
DORA laws then share with partner.
Social Skill – Communicating clearly & active
listening
Individual Task
copy & complete this four times for four parts
of DORA
One restriction introduced as part of DORA
was ________. The purpose of this was to
__________ however it was unpopular
because __________.
Each of these would get 1 mark in a how fully
question where you use your own knowledge.
https://www.youtube.com/watch?v=O8r_ByZ
OXjg
Women & WWI
Individual Note
• Prior to WWI, women had occupied a
secondary role to men in Scottish society
• Women held few important jobs in society
and most women worked in domestic
service or similar
• When war broke out in 1914, thousands of
men left their jobs to fight on the
Western Front meaning that the British
government had to rely on women to fill
the gaps in the workforce
We are learning to…
Explain how women contributed to
Scottish Society during the war
I can…
Collect information on one aspect of
women
Teach it to my group
Complete an individual quiz
Task: Scottish Women
• Your group needs to investigate four
areas.
• Divide a double page into four sections;
1. The work of Scottish women
2. Reaction to women in the workplace
3. Famous Scottish Women
4. Rent Strikes
• If your group is a 3, number 2&3 can be
grouped together
• Each group member will have ten
minutes to read through their relevant
notes and summarise it into the right
section
• Then each group member will take it in
turns to share their information until
everyone’s double page is complete
• Then everyone will do an individual quiz
based on all 4 areas
Summarising
E.g.,
Women’s work was generally hard with low
wages and dangerous conditions, such as
working in munitions factories with TNT
but was vital to the war effort.
Women Quiz
1. Which industry was the biggest employer of
women during the war?
2. Why were men unhappy with women replacing
them in the workforce?
3. Why is Elsie Inglis remembered for her role in
the war?
4. Why did women refuse to pay rent during the war
in Scotland?
5. What was the outcome of the rent strikes?
6. Why was munitions a particularly dangerous job
for Scottish women?
7. What was the ‘dilution’ issue?
8. What happened to women in the workforce when
the war ended?
Death, Losses and Commemoration
We are learning to…
Explain how Scotland remembered
those lost in the war
I can…
Complete a group reading task
Create a poster for the Poppy appeal
Task One: Group Reading
• Use resource 9 on losses
• Everybody reads section 1 individually
• When you are all ready, person 1
verbally summarises what they’ve read
to the rest of the group
• If everyone is happy that they
understand, move on to the next
section, this time person 2 summarises
• Repeat until end
Individual Task:
Poppy Appeal
Create a poster in your jotter which
encourages Scots to contribute to the
Poppy Appeal.
It should;
 Describe the military losses/deaths
of Scotland
 Describe the History of the Poppy
Appeal
 Explain why people should contribute/
what the Poppy Appeal does
This will provide your own information for revision in your
jotter.
Part 3: The effect of the war on
Industry & economy
Checklist:
o Effect of the war on
industry, fishing and
agriculture
o Price rises &
rationing
o Post war economic
difficulties
o The land issue in the
Highlands
We are learning to…
Explain the effect of the war on industry,
fishing and farming
I can…
Create a mind map detailing the effect of
war on industry
Help my group members recreate this
mind map
Complete a paired task on farming or
fishing
Task: The Effect of War Industry
• Every group member should take a section from
resource sheet 10
1. Coal, Iron, Steel & Textiles
2. The Shell Scandal
3. The Munitions of War Act
4. Threat of Strikes
• Each group member should create a mind map
on their area
• You will then explain your mind map to the rest
of your group and get them to copy it
• https://www.youtube.com/watch?v=wLWV0XN
7K1g
• So everyone should end up with 4 mind maps
Task: Farming or Fishing?
• Work in pairs
• One is a fisherman, one is a
farmer
• Work through the statements on
resource sheet 11
• You must decide whether these
are statements which apply to
the farming or fishing industry
during the war
• Individual Task:
• Now put into your jotter 3 key
facts about each of the
industries during WWI.
Wartime Industry –
Individual Note
• Scotland’s traditional heavy industries like coal,
steel, shipbuilding & textiles were given a boost by
wartime demand. The munitions industry in
particular employed a huge number of Scots,
however the Munitions of War Act restricted
workers by making striking and moving jobs illegal.
• Farming (agriculture) was also boosted by the war
as the German U-Boat attacks meant Britain had to
try and become self sufficient. Women & Conchies
helped produce food & fodder for the country.
• Fishing had been a successful industry before the
war but was adversely affected by the war. The
North Sea was all but closed due to the threat of
mines and important overseas markets like
Germany were lost.
Price Rises and Rationing
Invidual Note
• A real threat to Britain's food supplies and
Britain’s ability to continue the war effort
came in 1916 when a new campaign of
'unrestricted submarine warfare' began
with deadly effect:
• By August 1917, 1.5million tons of British
merchant shipping had been sunk.
• At one stage only four days’ supply of sugar
remained and a few weeks’ worth of flour.
• The shortage of many forms of food led to
long queues at the shops and rapidly rising
prices
We are learning to…
Describe the government’s approach to
rationing in Britain
I can…
Interpret a historical source
Create a mind map or diagram on rationing
Rationing
Group Task
• Each group member will use one
historical source
• Use resource sheet 12
• They need to draw out the key points
from that source and then summarise
them to the rest of the group
• Target – aim for 4 key points
Rationing
Individual Task
• Now create a mind map or similar
outlining the key aspects of rationing
that your group has discovered
• It should have 1-2 points on the
following
 How the government tried to deal with
shortages at first
 The aims of rationing
 What was rationed
 How it affected Scots
Post War Economic Difficulties
Individual note:
The war years of 1914-18 had provided a
temporary boom in Scottish industry,
particularly in shipbuilding, steel and farming
However, as soon as war ended in November
1918 orders for warships and munitions
suddenly ended
This meant that Scottish industry entered a
period of decline, resulting in mass
unemployment and economic difficulties
We are learning to…
Describe the post war economic decline
of Scottish Industry
I can…
Write a historical source which complies
with SQA standards
Post War Economic Difficulties: Task
• Work in pairs to write a source for the SQA Higher
History Exam on Issue 3, specifically post war
economic difficulties
• They have given you a sheet of facts (resource 13)
• An acceptable source for inclusion in the SQA paper
must be;
 No more than 140 words
 Contain 4 clear points in different sentences
 Contain at least two distractor sentences (which are
not about post war economic difficulties)
 In your own words (not copied from the factsheet)
 Be in a neat rectangular box
Example on next page
Pink – points of information
Yellow - distractor
Writing a source: Process
1. Work in pairs
2. Go through the factsheet and read
through each fact
3. Choose the four you wish to include
4. Make up two distractors (should be
slightly off topic or vague comments)
5. Write your source into a neat
rectangular box in both jotters
Accountability: when finished, swap your
source with another pair and try and
identify their four source points
We are learning to…
Explain why many Scots left Scotland in
the post war years
I can…
Extract the most important key points
from a primary source
Individual Task
decide whether these statements reflect what you
read in the article or not!
• The government was helping Scots to emigrate
by paying for it
• People in Scotland were worried about the
effects of emigration
• Only people from big cities like Glasgow left
• Unemployment was not a key reason for
Scottish emigration
• Scottish workers were highly sought after
overseas
• Every Scots emigrant went to Canada
Individual Task
decide whether these statements reflect what you
read in the article or not!
• The government was helping Scots to emigrate by
paying for it
• People in Scotland were worried about the effects of
emigration
• Only people from big cities like Glasgow left – rural
Highlands & North East experienced emigration also
• Unemployment was not a key reason for Scottish
emigration – it was a key reason
• Scottish workers were highly sought after overseas
• Every Scots emigrant went to Canada – many did but
many also went to England or other parts of the
Empire
Emigration Post War:
paired task
Use resource sheet 13 (newspaper article)
In pairs, agree on and highlight what you
believe to be the 8 most important facts
regarding post war emigration
Then write these in your jotter
Academic Target: agree upon and take
down 8 points
Social skill: reaching agreement
The Land Issue in the Highlands
Individual Note:
The land issue is closely related to post
war decline. The land issue was about
ownership (tenure) of crofts (small
farms) in the north of Scotland.
After the war, Highlanders felt entitled
to own their own land because of their
sacrifices on the Western Front. However
this didn’t happen and many Highlanders
left Scotland.
We are learning to…
Describe the ‘Land Issue’ in the Highlands
after the war
I can…
Change the format of written information
on the Land Issue
Answer knowledge questions on the Land
Issue
Group Task – Land Issue
Work in groups of four
Each person takes one slide from resource sheet 13
Your task is to change the format of the information
from that slide
Examples;
•
•
•
•
•
•
Written
Written
Written
Written
Written
Written
bullet
bullet
bullet
bullet
bullet
bullet
points > poster
points > mind map
points > storyboard
points > drawing
points > monologue
points > diary extract
When you are finished, present your formatted information
to the rest of your group in order from 1-4
Academic Task: change the format of written information
& present
Social Task: Active listening & asking questions
Individual Accountability
Quick Quiz: Land Raids
1. What did Highlanders want?
2. Why did Highlanders believe they would
receive land for their role In the Great
War?
3. Describe what happened during a Land Raid.
4. What did the Land Settlement Scotland
Act 1919 promise?
5. Why was the Act unsuccessful?
6. What did many Highlanders do in response
to the failure of the Land Issue?
Issue 3 complete!
• http://www.bbc.co.uk/education/guides/zspn
n39/video
Part 4: The effect of the war on
Politics
Checklist:
o The Independent
Labour Party
o The growth of
radicalism: Red
Clydeside
o Changing Scottish
Politics
o Support for Unionism
o The Crisis in Scottish
Identity
The Independent Labour Party
Individual Note:
As we know, the Liberal party gained the
majority of Scottish votes before the war.
There were a number of organisations
which made up the ‘Labour Movement’ in
Scotland.
The most radical (opposed to government)
was the Independent Labour Party. It was
formed by Scottish miner Keir Hardie in
the 1880s
The main Labour party supported the war
effort and even joined the wartime
coalition government in 1916. However, the
ILP remained opposed to the war
throughout.
We are learning to…
Explain who the ILP were and why they
stood against the war
I can…
Summarise an individual Note
Interpret anti-war quotes from the ILP
ILP Group Task
• Use resource 14, containing quotes from ILP
members from anti-war speeches
• Each group member you should take two
quotes each
• You should copy each source and then try to
put it into your own words
• Use the Structure;
• The ILP said “…” This means that…
• Then use a round robin to hear everyone’s
ideas
• Academic Task: Interpret and present an ILP
Quote
• Social Task: Active listening
ILP Group Task
• Now as a group, decide on 4 key
arguments that the ILP made
against the war
• Everybody write them in their
jotter under the heading
The Opposition of the ILP to the
First World War
Radicalism & Red Clydeside
Individual Note:
'Red Clydeside’ is the name given to a series of
disputes beginning in 1915, between the
government and the workers in factories and
engineering works in the Glasgow area.
The events of ‘Red Clydeside’ gave hope to people
who wanted change in Scottish society. It was a
major cause of the radicalisation of Scottish
politics (dramatic changes).
Many workers on the Clydeside formed a group
called the Clyde Workers Committee (CWC) who
played an important role.
We are learning to…
Describe the disputes which
characterised the ‘Red Clydeside’ era
I can…
Learn about one critical event of Red
Clydeside
Teach that incident to my group
Write an information leaflet on Red
Clydeside
Red Clydeside: Leaflet Task
Each group member should study one critical event
from resource 14
They should draw out the key aspects of the events
and then teach that section to the rest of their
group
Remember: teaching is not reading out word for
word nor is it giving people things to copy word for
word
Academic Target: Teach a critical event of Red
Clydeside
Social Target: Summarising, explaining events
Red Clydeside: Leaflet Task
Individual Task
Now, each person divide a piece of paper into 4
sections
You should now use each expert in your group to
make a leaflet which summarises the four critical
events
You will then use your leaflet as part of revision
Individual Note – Key Red Clydeside
Figures
• Keir Hardie – Lanarkshire miner and founder of
the ILP
• John MacLean – Schoolteacher & revolutionary
Socialist
• Davie Kirkwood – East End resident & prominent
socialist
• John Wheatley – Irish but lived in Glasgow, ILP
member
• James Maxton – Teacher from Glasgow’s southside
and Socialist
• Manny Shinwell – involved in George Square riot &
went to prison
Many of these men (underlined) won seats for the
ILP in the House of Commons in the 1922 election
after the war, mainly in working class areas like
Shettleston
This shows that their involvement in the Red
Clydeside Era changed Scottish politics because the
people that voted for them would probably have
voted Liberal before the war
Changing Scottish Politics
Lesson starter: answer the following
questions using your notes from Issue 1
(Scots on the W. Front )
1. Before the War, which party received
the majority of Scottish votes?
2. Which party were unpopular with the
working class? Why?
3. Why was the Labour movement small
before the war?
We are learning to…
Explain why Scottish people voted
differently following the war
I can…
Summarise the pre war and post war
voting patterns of Scots regarding the
three main political parties
Task: Changing Politics
Work in groups of four
Each person should look at one political party
and study the information in the Ballot Box
You should establish;
 Whether the party became more or less popular after
the war
 Why that was the case
 Which type of Scot was most likely to vote for them
Then you will present your findings to the rest of the group
in a Round Robin.
Academic Task: Extract information from a source &
present to group
Social Task: Verbally Summarising and listening
Individual Task
complete the following fact file on the fortunes (or misfortunes) of
each Scottish political Party after the war
Name of Party:
Pre War Popularity:
Post War Popularity: (use voting figures if you have them!)
Why they gained/ lost support:
Type of voter: (working class, middle class etc)
Support for Unionism
Individual Note:
Unionism in this issue is the idea of supporting the
United Kingdom and Scotland’s place within it.
Sometimes Unionism is described as the opposite of
Scottish Independence.
Unionism grew after the end of the Great War,
meaning the majority of Scots were happy to remain
as part of the UK.
This is also closely linked to the growth of support for
the Conservatives, as they were a Unionist Party.
We are learning to…
Explain why support for the British Union
increased in the post war years
I can…
Brainstorm ideas on the topic
Create a spider diagram or similar with
the ideas of the class
Why did Scots Support the Union?
• As a group, brainstorm the reasons for Scots
supporting the UK
• Some of them are very similar to the arguments in
1914 (although some are war specific)
• Start with no1 and work your way round
• Initial each reason to show your contribution
• Academic Target – brainstorm reasons for support
for Unionism
• Social Target – taking turns
Class Builder – Support for Unionism
Your teacher will collect reasons from
each group and everyone should add them
on to an individual diagram
Why did many
Scots support
the Union after
WWI?
War Specific reasons – add on to diagram
MOST IMPORTANT
• There was a feeling of mutually shared suffering of
the war with the other home nations – they had fought
and died together
• Religion was still a big part of most Scots’ lives and the
main church, The Church of Scotland, was strongly
pro-Union
• Most Scottish newspapers – e.g. the Sunday Post or
Weekly News were very pro-Union. These were read by
a large number of the population
Also important:
• The newly enfranchised voters (men 21+ and women
30+) did not seem to support Scottish Home Rule and it
seemed unpopular & old fashioned to them
• The popular parties in Scotland post war (Labour &
Conservatives) did not campaign on issues of Home Rule
so it was not widely discussed or on the agenda
• Traditions like The Royal Family were still popular in
Scotland, particularly with older people and people
perhaps felt more ‘British’ because of that
The Crisis in Scottish Identity
Individual Note:
The ‘Crisis in Scottish Identity’ after the war is
about a few things;
• Scottish confidence was low because of the
economic difficulties – could the Scottish
economy survive?
• Newspapers and politicians talked about ‘the end
of Scotland’ because of the industrial problems
• Scotland felt ‘old fashioned’ compared to more
bustling, modern economies
• Men returning from war didn’t really get a hero’s
welcome; they got unemployment and poor
housing
• Many Scots were leaving through emigration
We are learning to…
Explain what is meant by the ‘crisis in
Scottish Identity’ after the war
I can…
Read a historical source and highlight key
points
Match up agreements with a partner and
summarise in my jotter
Read, Write, Share, Pair:
Crisis in Scottish Identity
Read & Write (Individual)
Take one source each from Resource 16 –
Trevor Royle or Richard Finlay
With your source,
1. Highlight the four key reasons why Scotland’s
confidence was collapsing
2. Then write each one on a separate bit of paper or post it
Share & Pair (In twos)
Take turns of reading out your four key points to
each other
Try to pair them up i.e. do any of you and your
partner’s pieces of paper agree?
Check answers on next slide
Individual Accountability: Write down the
agreements in your own jotter under the heading
Why was there a crisis in Scottish Identity?
Why was there a crisis in Scottish
Identity?
• Scotland was no longer the ‘workshop of the empire’
because its key heavy industries like shipbuilding were
in serious decline
• Due to lack of opportunities, many Scots were
emigrating and reached a high of 550,000 in the 1920s
• Social problems – housing was poor and slums were
common in the cities. The promise of new homes for
returning soldiers – ‘Homes fit for Heroes’ did not
materialise
• Scottish confidence generally collapsed in the post war
years or was ‘shaken’