UK Parliament Week 2018

Transcription

1 Houses of Parliament Houses of Parliament UK Parliament Week 2018 Primary School Resource Booklet #UKPW18 Primary Resource Booklet UK Parliament Week 1

2 2 Primary Resource Booklet UK Parliament Week #UKPW18

3 Welcome to UK Parliament Week 2018 We are delighted that your organisation is taking part in UK Parliament Week this year. How you take part is entirely up to you - there is no limit to what you can do. This resource is designed to help you with your event or activity from start to finish. Whether you re coming up with an idea, planning an event or trying to promote it to the right audience, we ve got some tips and advice to help you along the way. Find us on social media Keep up to date with plans for UK Parliament Week by following us on We want to hear from you too! Once you ve received your kit, share a picture of you with your UK Parliament Week placard and keep us up to date on your preparations using our hashtag #UKPW18. Make sure you post lots of pictures of your activities during the week, and you could be featured on one of UK Parliament s social media channels or in future publications! Tell us how it went Look out for our partners survey, which we ll be sending out at the end of UK Parliament Week. We really want your feedback so that we can continue making improvements to ensure that UK Parliament Week is even bigger and better next year! Stay in touch If you have any questions please do get in touch. We re happy to advise and support you as much as we can. ukparliamentweek@parliament.uk or call on Primary Resource Booklet UK Parliament Week 3

4 Welcome to UK Parliament Week 2018 Every year, UK Parliament Week hosts a programme of events which aims to foster closer engagement between the public and the UK Parliament. In its eighth year UK Parliament Week is set to be bigger than ever with thousands of organisations taking part in every constituency across the UK. Our partners will be running activities, exhibitions, workshops and discussions - as well as events with MPs and members of the House of Lords - that explore what the UK Parliament means to individuals and local communities. We are excited to welcome several uniform organisations as official partners this year, all of whom will be producing their own special UK Parliament Week booklet and badge. This year, as well as a number of faith organisations, we re also partnering with The British Youth Council to bring young people a unique and inspiring experience as they celebrate UK Parliament Week. We look forward to seeing how you celebrate with us this year. There is something for everyone this UK Parliament Week, take part in the online conversation using the hashtag #UKPW18. Rt Hon. John Bercow MP Speaker of the House of Commons Rt Hon. Lord Fowler Lord Speaker

5 Contents Welcome to UK Parliament Week What is the UK Parliament? 6 What is democracy? 8 Activity: The painted classroom 8 Activity 9 UK Parliaments and Assemblies 10 Activities 11 Assemblies 13 It s not fair! 13 Let s make a law 14 Activities 14 Debates 19 Debate: Warm-up games 19 Debate: Changing things and getting your message across 20 Debate: House of Commons in Action 23 Vote Vote 100: Posters 27 Vote 100: Letters 30 Vote 100: pageant 32 Vote 100: Celebratory feasting! 33 Vote 100 colouring page 35 Campaigning 36 Ballot box 38 Ballot box activity: Hold a class referendum 38 Quiz 40 Art activities and games 41 Useful Links 43 Notes 44

6 The UK Parliament What is Parliament? The UK Parliament is made up of three parts; The House of Commons, The House of Lords, and The Monarch. Parliament s role includes checking the work of government, making laws and debating issues. This is the Parliament for the whole of the United Kingdom made up of Great Britain (England, Scotland and Wales) and Northern Ireland. The first English Parliament was established over 750 years ago in 1265 and over time Wales, Scotland and Northern Ireland joined together. The voting age to elect people to the UK Parliament is 18. House of Commons The House of Commons is the publicly elected chamber of the UK Parliament. Members of the Commons debate the big political issues of the day and proposals for new laws. There are 650 MPs, one to represent each constituency. 6 Primary Resource Booklet UK Parliament Week #UKPW18

7 What s the difference between Parliament and Government? The Government is in charge of running the UK. The Prime Minister chooses a team of MPs and members of the House of Lords called ministers to help him or her do this. Different ministers are responsible for different things like transport, education or environment. There are ministers for each Government department in the House of Commons and the House of Lords. Parliament s job is to check and challenge what the Government does to make sure it is working well for everybody. Parliament examines what the Government is doing, makes new laws, holds the power to set taxes and debates the issues of the day. The House of Commons and House of Lords each play an important role in Parliament s work. The Monarch The Monarch, currently the Queen, attends Parliament once a year to open Parliament. She reads the Queen s Speech which is the UK Government s proposed legislation for the year. She also meets with the Prime Minister once a week to sign off any new legislation throughout the year. The House of Lords The House of Lords is the second chamber of the UK Parliament. It is independent from, and complements the work of, the elected House of Commons. The Lords share the task of making and shaping laws and checking and challenging the work of the UK Government. The House of Lords is made up of about 800 members called Peers. Peers have an expertise or knowledge in a subject area which they are chosen to represent. Primary Resource Booklet UK Parliament Week 7

8 What is democracy? Suitable for: Lower Primary Aim: To explore and understand the need for systems of democratic decision-making How long: 15 mins for story and discussion, variable for further activities Curriculum link: England - Citizenship, British Values, PSHE and Government & Politics, History Northern Ireland - Local and Global Citizenship, History Scotland - Social Studies, Modern Studies, PSE, Citizenship, History Wales - Global Citizenship, Personal and Social Education Framework, History Activity: The painted classroom This introduces the idea of democracy through a fun short story followed by discussion, craft and writing activities. Story Miss Crispin s classroom was in a terrible state! Just one week before she had been showing the class how to make a frothing, foaming, volcano and five groups had made five magnificent fire-mountains. Victoria s group had made the biggest which was nearly as tall as her but she was so excited that she put in too much of the special ingredients and whoosh, up went the volcano throwing vinegar, baking soda, soil and food colouring, lots of food colouring, all over the classroom. Buzzy, Miss Crispin s Labrador dog, was visiting that day and he became very excited, rushing around the room, knocking over all the other groups volcanoes and setting them off until the whole room was a mucky murky mixture of mess! Oh dear! Since then the class had been having their lessons in the hall while their classroom was cleared out and cleaned. Now they were going back to their own room for the first time and when they all arrived, Miss Crispin had a piece of news for them. We re going to paint the room whatever colour we want, to make it look bright and new again. The class were very excited by this news and they were even happier when, with a flourish, Miss Crispin pulled a sheet off a big pile of paint tins and brushes and they saw all the colours they could choose from. So let s decide which colours we want to paint the room. Who has an idea? Come up and have a look. The whole class gathered round the paint tins and looked and looked. No one said anything until Alan piped up, Can we try them out Miss Crispin? You can t really make up your mind til you seen them on the wall can you? An excellent idea Alan; yes, take a paint brush and try out a small patch. Buzzy! Stop sniffing round those paint cans. Children, I ll just take Buzzy out of the room we don t want a repeat of the volcano incident do we? Miss Crispin and Buzzy left the room. All the children rushed to the paint pots and brushes and started painting the walls. You see, when Miss Crispin said, try out a small, patch she was talking only to Alan but everyone thought she meant that they could all try painting the walls! Everything was fine at first with different patches of colour here and there around the room but soon David s blue patch grew until it was next to Michelle s red, and Samina s green bumped into Jacob s yellow which started mixing up with Stefan s black. Before long the walls were covered in paint all different colours running together and making a dark, sludgy purple-y-grey mess! 8 Primary Resource Booklet UK Parliament Week #UKPW18

9 Oh dear. Miss Crispin took a while getting back because she had to take Buzzy outside to do his business before settling him in the Head s office. When she walked back in she had to use her special voice, the one that was so quiet yet powerful that it cut through all the arguments and shouting in the classroom, Stop right now. I said stop! Silence. The children looked around and saw what they had done and what a mess they had made. If anything it was worse than after the volcano explosion a week before. Their once lovely bright and fun classroom was dark, messy and sad. Oh dear. Miss Crispin was not one to live with Oh dear for very long and straight away she thought of a way to make this terrible mess into something good. Here s what she said: You have made a mess and I can tell you why. You didn t work together, you didn t plan and you didn t agree first. There s enough paint left to paint the whole room nicely in one or two colours but first you have to tell me how you will decide which colours. Over to you. And over to you! Activity 1. You might wish to stress that this is a made-up story, not a real one to reassure the children that you wouldn t let them use dangerous things in school nor leave them alone. Discuss the story, focussing on the end. How would your class decide together which colour to paint the room? Accept and value all ideas, drawing out the theme of democracy which means: Letting everyone have their say Agreeing a set of rules for how to make a decision Accepting the final decision even if you don t get what you want Explain that the word democracy comes from the Greek language because the Ancient Greeks were one of the first people to use a form of democracy: Dem means people in Greek and Crat means rule or ruler so the word means rule by the people. 2. Depending on the age group children could, Create decorated signs in a variety of media, Democracy - rule by the people Write or tell their own version of the end of the story: how do the class come to a joint decision? Older children could write a short paragraph, Democracy is important because Primary Resource Booklet UK Parliament Week 9

10 UK Legislatures Suitable for: Lower to upper primary Aim: To teach the location and roles of UK national parliaments and assemblies How long: 15 minutes including discussion for first section, variable if extension used. Curriculum link: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework Activities 1. Working on their own or in groups, children complete the activity sheet, writing the name of the parliament or assembly in the appropriate place on the map. When complete share the results and discuss: Which Parliament or Assembly is nearest to us? Which Parliament/s and/or Assemblies work for people in our area (include the UK Parliament as well as other National Parliaments and Assemblies if relevant)? What other elected groups have you heard of? (School council, local council, parish council, European Council etc.) Why do we need councils, assemblies and parliaments? (They are a way of making democratic decisions that affect large numbers of people in the local area or nationally and internationally.) UK Parliament This is the parliament for the whole of the United Kingdom made up of Great Britain (England, Scotland and Wales) and Northern Ireland. The first English Parliament was established over 750 years ago in 1265 and over time Wales, Scotland and Northern Ireland joined together. The voting age to elect people to the UK Parliament is 18. National Assembly for Wales Commission Welsh Assembly The National Assembly for Wales, known as the Welsh Assembly, was established in The men and women elected to the assembly are known as AMs (Assembly Members), in the Welsh Language: Aelodau y Cynulliad. The voting age to elect people to the Welsh Assembly is 18. Scottish Parliamentary Corporate Body Northern Ireland Assembly Commission Scottish Parliament The modern Scottish Parliament was established in The men and women elected to the parliament are known as MSPs (Members of the Scottish Parliament). Scottish people aged 16 and over can vote in elections to the Scottish Parliament. Northern Ireland Assembly The Northern Ireland Assembly was established in The men and women elected to the assembly are known as MLA (Members of the Legislative Assembly Legislative means rule-making). The voting age in Northern Ireland to elect people to the Assembly is Primary Resource Booklet UK Parliament Week #UKPW18

11 Activity Can you write the names of the Parliament or Assembly in the proper place on the map? Primary Resource Booklet UK Parliament Week 11

12 Extension For older children Working in pairs or individually children identify their appropriate Assembly and/or Parliament members. Details of Westminster MPs can be found at For members of the Welsh Assembly: For members of the Northern Ireland Assembly: For members of the Scottish Parliament: Children write to the appropriate Member inviting them to visit the school or to send information about their work. Collect and send the letters selecting one to be the cover letter, or write this yourself. As a further activity, children can prepare questions for their MP, working in groups or on their own. Encourage open questions that will stimulate discussion. They can be about the role of the Parliament or Assembly, the Member s working life or an issue that the children are concerned about. Suggestions include: What do you do all day? What s the best part of your job? What s the worst part of your job? What s the Parliament/Assembly building like? In your opinion, should the voting age be changed? What s the biggest thing you re working on that affects school children? Can we be involved in democracy even though we re too young to vote? For more useful links and resources visit ukparliamentweek.org/resources 12 Primary Resource Booklet UK Parliament Week #UKPW18

13 School Assemblys It s not fair! Suitable for: Whole School Aim: To explore the idea of fairness, the bedrock of democracy How long: 10-15mins Curriculum link: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework A version of this assembly first appeared on the Assemblies website ( where you will find many other assemblies linked to democracy and citizenship. Host the assembly in four steps: 1. Ask the children some simple open questions to which most will be able to respond. Ask them to put their hands up and wait to be selected to answer. Questions might include: What s your favourite food? Which is the best games console? Which sports do you most like playing? Which is the best school subject? What s your favourite book? What s your favourite game? What are you most looking forward to? The important point is that you should only select one particular group to answer such as girls, boys, children from one class, or children sitting in one small part of the space. Ask if anyone has noticed anything unusual about this question and answer session. If necessary, prompt the children by saying, It s something to do with who I m asking to answer. To help make the point, continue to ask only that group to answer this question. Admit that you have only been asking one group of children and ask for a show of hands to the question, Who thinks that I should also take answers from the boys/girls/people over here etc.? Make it clear that this time you will take all the responses! 2. Ask if anyone can suggest why everyone should be included in answering questions. Take and value all the children s responses and draw out the idea of fairness. Ask some of those who were excluded what they thought and felt about not being asked. You could also ask the included children for their thoughts. 3. Explain that throughout history different groups of people have been excluded from the right to vote. First only rich land-owning men could vote, then poorer land-owning men were also allowed to vote; later, in the early twentieth century (about 100 years ago), all adult men and some women were given the vote, then all adults and so on until today, when in most UK elections all people 18 years old and over can vote. 4. Quiet time of reflection Imagine that only girls or only boys were allowed to answer questions in school all day, every day, or only people with dark hair, or only people with birthdays in July... what would that feel like? It has taken a long time for democracy to reach all adults in our country. What do you think should be the next step? Voting at 16, or 12, or even younger? Are there things you can vote for already, such as school council elections? Primary Resource Booklet UK Parliament Week 13

14 Let s make a law Suitable for: Upper Primary Aim: To introduce the stages of law-making, illustrating the work of Government, Parliament, the Courts and the Crown How long: 30 to 45 minutes but variable depending on age, the number of activities and the amount of explanation and discussion. Curriculum link: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework Law making in the UK is a complex business involving Government, Parliament, the Courts and the Crown. We have tried to strike a balance between reflecting the complexity of the process and focussing on the essentials to reveal how Parliamentary democracy works. Please note that this is a simplified version; for a deeper understanding of the stages of passing a law, see Activities 1. Introduce the topic of how laws are made. You are using an imaginary example of a new Political Party called the 21st Century Party, known as Party 21. Read out the description below. At each stage, and depending on their ability and knowledge, ask the children what the phrases in bold mean and discuss. We have provided simplified explanations in the glossary. Political Parties agree their ideas they put them in a Manifesto which they offer at a General Election. One of Party 21 s Manifesto Pledges is that all children should receive five free books every year to encourage reading. The Free Books Bill is discussed by Members of Parliament in the House of Commons chamber and in special groups called Committees. They win the election and form a Government and their leader becomes Prime Minister. The Bill goes to a vote and the government wins. This doesn t always happen! The Bill now goes to the House of Lords which is made up of people from all walks of life including experts on many issues, some of them are former members of the commons. If they think there are problems with the Bill it goes back to the House of Commons for further debate and perhaps changes. In the end, if the two sides disagree, it is the House of Commons that has the final say because its members are directly elected by the people. They scrutinise the Bill, taking time to go through every word. The Bill now becomes law receiving what is known as Royal Assent agreement by the Monarch (The Queen or King). Free Books for children is now law. It is now up to the courts to uphold the law and sometimes allow challenges it if it doesn t work very well. 14 Primary Resource Booklet UK Parliament Week #UKPW18

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16 Glossary Bill: A detailed proposal for a new law or to change an existing law. Committee: Small group of MPs who examine and discuss Bills. They report their findings to Parliament. Courts: Part of the legal system that determines guilt or innocence if someone is accused of breaking the law. Debate: A formal discussion with rules, followed by a vote in the Commons this is known as a Division because the MPs divide into different rooms to show whether they agree or disagree with the motion. General Election: When everyone over the age of 18 in the UK can vote to elect people to Parliament. Government: Also known as The Executive, it is chosen by the Prime Minister to plan laws, make important decisions and lead the country. House of Commons: The part of the Parliament building in Westminster where Members of Parliament meet and debate. It also means the Members of Parliament, not just the building they meet in. House of Commons chamber: The place in the Houses of Parliament where all MPs can meet to debate and vote House of Lords: The second chamber made up of former MPs and others who have particular experience and expertise. Its job is to examine laws sent by the Commons, suggesting changes and pointing out any errors. They have their own Select Committees. Law: A rule that must be obeyed, supported by the courts. Manifesto: A document that says what the party would do if elected. Member of Parliament (MP): Someone elected to the House of Commons. Ministers: Chosen by the Prime Minister, they have responsibility for specific areas of government business such as Health, Education, Defence, Environment and the Economy. Political Parties: groups of people with shared ideas and beliefs who come together to become involved in how the country is run. Prime Minister: The leader of the country, chosen by the majority party; usually, the leader of that party. Royal Assent: When the Monarch (Queen or King) accepts the Bill on behalf of the whole country and it becomes law. Scrutinise: This means to carefully examine something such as a document or Bill. Extension If you were in Parliament, what law would you like to suggest? This could be a written exercise, small group and/or whole class discussion. 16 Primary Resource Booklet UK Parliament Week #UKPW18

17 2. Ordering activity Split the class into groups and give each group a copy of the eight cards below. Their task is to order the cards into the correct sequence, showing the passage of a Bill from Manifesto to becoming law. Manifesto pledge General Election Government propose Bill House of Commons debate House of Lords scrutiny and debate Royal Assent Bill becomes law Law is interpreted by courts (Judiciary) Primary Resource Booklet UK Parliament Week 17

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19 Debates Debate: Warm-up games Suitable for: children aged 7 and above Aim: To help children develop debating skills through games and exercises How long? 10 minutes to 1 hour, depending on the number of activities used Curriculum links: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework Here are some quick warm-up games and exercises to get students thinking, and to lay the groundwork for more formal debating. Warm up your voice Debating is a vocal business so use these fun tongue twisters to get everyone warmed up and speaking clearly. The class stands in a circle as you conduct the tongue twisters, repeating and speeding up as you go until it all falls apart! Red leather, yellow leather Seventy-seven benevolent elephants She sells seashells on the seashore Wayne went to Wales to watch walruses Vote with your feet Get the class up on their feet and assign one side of the room as For and one as Against. Flash up on your interactive whiteboard or call out a range of quick-fire proposals for new laws. The class must vote with their feet, immediately moving to the appropriate side of the room. You could choose topics that are relevant to your school or area, or use these topics: Tests should be brought in for people wanting to use skateboards All those aged under 16 should watch no more than five hours of television a week School uniform should be banned in all schools School uniform should be compulsory in all schools Owners of large dogs should pass a test to prove they are able to control them The wearing of cycle helmets should be enforceable by law There should be an equal number of female and male Members of Parliament The working week and weekend should be swapped a two-day week and a five-day weekend Students should be free to leave school at 12 and get a job Private car ownership should be banned to protect the environment Extension After each vote ask one or two people from either side to explain why they voted that way. Give students the opportunity to change sides if they wish. Primary Resource Booklet UK Parliament Week 19

20 Debate: Changing things and getting your message across Suitable for: older primary and middle school students Aims: To underline the importance of having a clear motion when debating. To introduce the idea of campaigning, exploring how views can be conveyed and people influenced. How long? minutes Curriculum links: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework Before you begin Before the session, select the motion(s) for the debate. These may have grown out of the other exercises in these resources or be local issues affecting either the community or the school. If you prefer you can use one of the following proposals for a new law: All school classes should have a pet so that children can learn about looking after animals Every school should provide children with bikes and cycle training School holidays should be longer School holidays should be shorter All pupils should be provided with tablet computers for use at school and at home All pupils should be provided with virtual reality headsets to make learning more interesting Children will work in small groups of 3 to 5. You can give each group the same motion or each group can have their own. 1. Whole class discussion Ask what a motion is in a debate. Draw out the fact that it is a statement that gives the topic for debate. Ask which of the following could be debate motions: Children should get a free apple each day I m happy I m looking forward to the holidays Cyclists should have to wear helmets by law Point out that the word should can help turn an idea into a motion: Idea: Wearing cycle helmets is a good thing. Motion: Cyclists should have to wear helmets. Our local MP and our local Members of the Youth Parliament attended. They helped us understand that politics is relevant to everyone and that everyone has an influence. UK Parliament Week Participant 20 Primary Resource Booklet UK Parliament Week #UKPW18

21 2. Task setting and small group work Point out that in a debate the side proposing the motion (those who are for it) will want to get their message across in a clear way that will persuade people that it is right. Those opposing (against) the motion will want to do the same thing from their point of view. So the motion has to be thought about and discussed fully with all the for and against points considered carefully. Only once this has happened can a vote be taken to decide whether the motion is carried (agreed to) or not. Explain that their next task is to take their motion and work out the most important thing they can say to support it. To do this they will need to think about: Why it s important What difference it will make Who it will help If it would cost anything and why it would be worth spending money on 3. The rest of this lesson plan focuses on slogans. Explain that these are short phrases that are easy to remember. They can be used by supporters of a motion to get their message across in a memorable way. Examples: Motion: All school classes should have a pet so that children can learn about looking after animals. Slogan: Pets every class should learn how to care! Motion: School holidays should be longer. Slogan: Longer holidays make happier learners! 4. Introduce the idea of campaigning, explaining that a campaign is a set of activities to achieve a goal. Refer to any campaigns that the children may be aware of locally (such as keeping a school open), nationally (anti or pro badger cull, general election or talent show Twitter campaigns), or historically (votes for women, abolition of the slave trade). Ask what methods are used by campaigners to get their message across and talk about press releases, social media, advertisements and posters, radio and TV interviews. Development: Working in their groups or individually children can create an attractive poster using the slogan and adding Vote for... with their chosen motion below. They should think about any design or illustration details that will help the poster to stand out. Timing is flexible depending on the media used. This can be a continuing task to which children can return at different times. Small groups can research a range of campaigns by charities and other organisations that have a message they are trying to get across. What techniques do they use to persuade people? What makes a good campaign? Timing is flexible and development activities can be worked around other tasks as time is available. For more useful links and resources visit ukparliamentweek.org/resources Primary Resource Booklet UK Parliament Week 21

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23 UK Parliament, Catherine Bebbington Debate: House of Commons in Action Aim: To bring the working of the Common s chamber to life in a simple role play Suitable for: Any with ability to read the cards How long: 30 minutes Curriculum links: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework 1. Arrange chairs or benches to create a mock House of Commons chamber with rows facing each other and a chair for the Speaker at the head. The Speaker s chair could be grander than the others. Select the various roles and give out copies of the cards below. The selection can either be completely random depending on the cards dealt, or you can ask for volunteers for the roles of Speaker, Prime Minister and Leader of the Opposition. 2. The Speaker takes up her or his seat. The Prime Minister then chooses five class members to be in the Cabinet The Leader of the Opposition chooses five class members to be in the Shadow Cabinet Give out the remaining cards to Back Benchers The Prime Minister sits close to the front on the Speaker s right surrounded by members of the Cabinet. Other MPs on the Government side sit behind the Prime Minister The Leader of the Opposition sits close to the front on the Speaker s left surrounded by members of the Shadow Cabinet. Other MPs on the Opposition side sit behind her or him. The Speaker calls everyone to order by saying, Order, order and then reads her or his card, followed by the Prime Minister and the Leader of the Opposition. Then anyone else who wishes to read their card should stand to get the Speaker s attention, they may only speak if the Speaker indicates that they can. If things get rowdy, the Speaker can tell off the MPs with Order, order, requiring them to behave. If it all gets too raucous the Speaker can clear the chamber sending everyone out (or to the back of the room!) until they calm down. If a backbencher reads out the wildcard, the Speaker should tell them to apologise for un-parliamentary language. If they refuse, the Speaker suspends them by sending them out of the chamber. Primary Resource Booklet UK Parliament Week 23

24 Cards You will need to copy and cut out one for each class member, duplicating back-bencher roles. Cabinet and Shadow Cabinet members can choose which departments they run such as Health, Education, Culture Media and Sport, Defence, The Treasury (Economics), or Foreign Affairs. Speaker of the House of Commons I am the Speaker of the House of Commons It is my job to keep order so that debates run smoothly and fairly. I decide who may speak next. Although I am an MP I must not take sides so I am not allowed to be a member of a party. Prime Minister As Prime Minister I am head of Her Majesty s Government and am in charge of all Government departments. I am the leader of the party with the support of the majority of MPs. Leader of the Opposition I am the leader of the main opposition party in Parliament. It is our job to hold the Government to account. One way we do this is by asking the Prime Minister questions on Wednesdays Prime Minister s Questions (PMQs). Cabinet Minister (x 5) I am a member of the Cabinet the small group of senior members of the Government. I was appointed by the Prime Minister to be responsible for Shadow Cabinet Minister (x5) I am a member of the Shadow Cabinet. I was appointed by the Leader of the Opposition to be responsible for 24 Primary Resource Booklet UK Parliament Week #UKPW18

25 Government party backbencher Opposition party backbencher I am an MP who is not in the Cabinet so I don t have extra responsibilities in the Government. I take part in debates and work for my constituents whether they voted for me or not. I nearly always support my party in debates and votes. I am an MP who is not in the Shadow Cabinet so I don t have extra responsibilities in the Government. I take part in debates and work for my constituents whether they voted for me or not. I nearly always support my party in debates and votes. Independent I am an MP who doesn t belong to a political party. I persuaded enough of my constituents to vote for me and I work hard for them. Backbencher who was in the Cabinet I am a Backbencher who used to be in the Cabinet but I strongly disagreed with the Prime Minister and so resigned. We both agreed that this was the right thing to do. Sometimes I vote against my party because I believe they are wrong. Backbencher who was in the Shadow Cabinet I am a Backbencher who used to be in the Shadow Cabinet but I strongly disagreed with the Leader of the Opposition and so resigned. We both agreed that this was the right thing to do. Sometime I vote against my party because I believe they are wrong. Backbencher Wildcard I am a Backbencher who thinks that the Prime Minister has not told the truth so I am calling the Prime Minister a liar. Primary Resource Booklet UK Parliament Week 25

26 Vote 100 What is Vote 100? 2018 marks 100 years since the UK Parliament passed a law which allowed the first women, and all men, to vote in elections for the first time: the Representation of the People Act It wasn t until ten years later, in 1928, that women and men over 21 were given the right to vote on an equal basis with the Equal Franchise Act. Throughout 2018, the UK Parliament is celebrating these important landmarks with the Vote 100 programme, which includes UK Parliament Week. We ve produced some special Vote 100 resources for you to celebrate Vote 100 during your UK Parliament Week activities! 26 Primary Resource Booklet UK Parliament Week #UKPW18

27 Vote 100: Posters Suitable for: Mid to older primary Aim: To focus on the importance of the 1918 Representation of People Act and the events leading up to it. How long: 30 minutes or more Curriculum link: England - Citizenship, British Values, PSHE and Government & Politics, History Northern Ireland - Local and Global Citizenship, History Scotland - Social Studies, Modern Studies, PSE, Citizenship, History Wales - Global Citizenship, Personal and Social Education Framework, History 1. Refer to the Assembly, It s not fair! on page 13 if the children are aware of it and ask them to remind you what it was about. If they have not experienced it, create your own version in class by asking questions and only selecting certain groups to answer girls, boys, or children in one particular part of the room. To make the point very clearly you could choose the same child to answer every question! Discuss the importance of fairness and inclusion. 2. Explain that this year marks 100 years since the first women were able to vote in UK Parliamentary elections. Ask the children why they think it is important to remember and celebrate this. Value all responses and make the point that without the vote, women could not influence the laws and government of the country. They depended on men who did have the vote and were represented in Parliament; so how did women get the attention and interest of Parliament in order to get the law changed so that they could the vote? 3. Petitions See This is designed for secondary age students but the short film and the four questions that follow are suitable for primary age with further explanation where needed. Talk about petitions what are they; do the children know of any; have they signed any? Point out that petitions are an important part of democracy which is not just about voting. Stress that anyone can start a petition regardless of whether they are old enough to vote. Teachers Resource Booklet UK Parliament Week 27

28 3. Posters In an age before social media and television supporters of votes for women used printed posters to help get their message across. Show some of these which can be found at Working in groups or solo, students create their own Votes for Women posters focussing on the message of fairness. They should include a bold headline Votes for Women, a message of their own devising which makes it clear that it is unfair to deny women the vote and a striking image that will draw attention to their poster. Extension Point out that only some women were given the vote in 1918 those over 30 years old who owned property or were married to property owners. Many ordinary working women did not get the vote until ten years later. Another focus for posters could be Working women demand the vote. The Suffragette colours were purple, white and green. Purple was said to represent royalty and so demonstrated loyalty to the Crown, white was for inner purity, and green represented Spring and therefore hope. Can students build their designs around these colours? Did you know that the Suffragist colours were red, white and green? You can try using these colours as an alternative. This is a fantastic opportunity to give our young people a greater understanding of what Parliament is and how it operates, how they can get involved and have a voice on issues that are important to them. UK Parliament Week Participant 28 Primary Resource Booklet UK Parliament Week #UKPW18

29 Activity Sheet Primary Resource Booklet UK Parliament Week 29

30 Vote 100: Letters Suitable for: Mid to older primary Aim: To consider the reasons that many people felt strongly about votes for women, expressing these in persuasive writing. How long: Half an hour or longer Curriculum links: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework 1. Recap the essentials of the journey that led to some women being given the vote in You can use the short film at or run through some basic facts and dates on the next page. 2. Children write a letter as if from someone involved in the campaign for women s suffrage. They write as if they are: Someone who signed the 1866 Petition writing to her or his brother who is against Votes for Women. The letter should explain clearly why they think the issue is important and try to persuade the bother to also sign. Someone in prison for protesting outside Parliament writing to their MP asking him to grant women the right to vote. The letter should be respectful and give the arguments clearly and strongly. Someone who saw Emily Wilding Davison knocked down at the Derby writing to a friend, expressing sadness and giving reasons why her death should bring the struggle to an end by allowing votes for women. A maid or factory worker in 1918 writing to their MP expressing their disgust that only certain women over 30 are allowed to vote. The letter should clearly set out why the writer believes that all women should now be able to vote. I realised when taking part in our School Council Summit that I wasn t representing myself, nor even the school, but every young person in Halton and even the country. I think that sums up one Year 9 pupil s thoughts! UK Parliament Week Participant 30 Primary Resource Booklet UK Parliament Week #UKPW18

31 The fight for Votes for Women 1832 The first petition to Parliament asking for Votes for Women is rejected A new petition presented by John Stuart Mill, MP. Rejected but societies form to try to achieve women s suffrage (an older term for the right to vote). This petition is considered to be the start of the process that led eventually to women being able to vote Part of the UK, the Isle of Man, grants votes for Women. Leading campaigners are arrested; Deeds, not words and Votes for women become well known slogans The word suffragette is invented by a newspaper to describe women campaigners arrested for protesting outside the House of Commons The start of hunger strikes; women who are imprisoned for protesting refuse to eat. Some are forced to eat through tubes down their throats A Votes for Women bill is passed by Parliament but Herbert Asquith, the Prime Minister does not allow it to become law Emily Wilding Davison who has been arrested nine times and force-fed fortynine times, steps in front of the King s speeding horse at the Derby. She is knocked to the ground and dies four days later. It is thought that she was trying to attach a banner to the horse. Tens of thousands line the streets as her coffin passes by. The First World War begins; campaigning stops to support the war effort. February 6th: the Representation of the People Act is passed, allowing men over 21 and some women over 30 to vote. Nov 11th: World War One ends. All women over 21 finally get the vote. Primary Resource Booklet UK Parliament Week 31

32 Vote 100: pageant Suitable for: all primary Aim: To celebrate the struggle of Suffragists and Suffragettes and emphasise the power of people coming together for democratic change How long: Variable depending on extent. Curriculum link: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework Explain the difference between the two words Suffragist and Suffragette. They shared the same aim but over time developed different methods to achieve it. Suffragists emphasised the importance of peaceful protest through meetings, marches, banners, posters and lobbying (meeting with and writing to influential people). Suffragettes did all these things but also engaged in civil disobedience refusing to move their marches and meetings when ordered to do so. Some also broke the law by setting fires and breaking windows. Both sides suspended campaigning at the time of the First World War, demonstrating that they were patriots who only wanted their country to be fair to all. Point out the major difference between the Suffragettes and any group that engages in illegal activity today: any man or woman can make their voice heard through voting. This was not the case for women before 1918 and so they had to use different methods to get their message across. Discuss these points so that the children have a genuine sense of the importance of the issue at the time the reason why they are celebrating today. To mark and celebrate the centenary of Votes for Women hold a pageant including some or all of the following elements: Dressing in the suffragettes colours of purple, white and green Creating banners bearing slogans such as Votes for Women, and Deeds not Words or make up your own slogans calling for women to be allowed to vote Chant Votes for Women and Deeds not Words as you march As a class, make up your own chants to get the message across Plan the route of your march Make the march part of a gala with stalls, speeches and money-raising events on the theme of Vote 100 Make the march part of an assembly on the theme of Vote Primary Resource Booklet UK Parliament Week #UKPW18

33 Vote 100: Celebratory feasting! Suitable for: all primary Aim: To celebrate Votes for Women through food How long: Variable depending on extent. Curriculum link: England - Citizenship, British Values, PSHE and Government & Politics Northern Ireland - Local and Global Citizenship Scotland - Social Studies, Modern Studies, PSE, Citizenship Wales - Global Citizenship, Personal and Social Education Framework You will need some plain biscuits (which the children can make, or use shop-bought) and icing in the Suffragette colours of Purple, White and Green. At its simplest, children can decorate biscuits with the three colours, arranging them together around a slogan such as Deeds not Words, Votes for Women, or words of their own devising. Options: Arrange small biscuits to spell out the slogan The slogan can be written, painted, baked in a cake or biscuit or it could be moulded in clay Each biscuit can include all three colours or one colour to each one The biscuits could be arranged to form a structure with larger biscuits on the bottom and smaller towards the top Children can write explanatory text about Votes for Women and their colours to accompany the biscuit display Eating the biscuits can be the culmination of the pageant! Coloured cake An alternative to biscuits is to make tricolour cakes in purple, white and green using food colouring and/or different colour peel or glace cherries for decoration. Make a heathier feast: A fruit salad of banana, kiwi and purple grapes A potato salad of cooked purple potatoes and cheese served on green lettuce or substitute the cheese and lettuce for any green vegetable using mayonnaise for the white element A sandwich of white chicken and lettuce with mayonnaise mixed with purple food colouring Make up your own menu using combinations of these coloured foods White (or whitish!) Bread, cheese, white chocolate, rice, tapioca, pasta, white fish, chicken, potatoes, onion, asparagus, celery, ice cream, milk, meringue, bananas, nuts, yoghurt. Purple Purple spouting broccoli, beetroot, purple olives, purple potatoes, grapes, plums, purple carrots, raisins, purple asparagus, purple kohlrabi, purple pepper, aubergine. Green All green vegetables, green pasta, grapes, olives, green curry, pistachio ice cream. Primary Resource Booklet UK Parliament Week 33

34 Vote 100: Who were the Suffragettes and the Suffragists? Suffragettes Suffragettes were members of women s organisations led by Emmeline Pankhurst in the late-19th and early- 20th centuries which advocated the extension of the franchise, or the right to vote in public elections, to women. It particularly refers to militants in the United Kingdom such as members of the Women s Social and Political Union (WSPU). Suffragists Suffragist groups existed all over the country and under many different names but their aim was the same: to achieve the right to vote for women but through constitutional, peaceful means, rather than militant activity. There were regional groups, especially in urban centres like Manchester, which held public meetings and petitioned at local level. At national level, key individuals included Millicent Fawcett and Lydia Becker. Male militants Some men actively played a part in militant suffragette activity. One man who played a leading role was Frederick Pethick-Lawrence, joint editor of the publication Votes for Women with his wife Emmeline. Frederick Pethick-Lawrence was imprisoned, went on hunger-strike and was forcibly fed on many occasions. He was an MP between 1923 and 1931, and remained influential in Parliament as an elder statesman in the House of Lords later in life. The Men s League for Women s Suffrage The Men s League for Women s Suffrage had no political party affiliation, was non-militant in its methods, but supported both the Women Social & Political Union and Women s Freedom League. The MLWS concentrated on propagandist work. Charles Mansell-Moullin was one of the most active of the members. 34 Primary Resource Booklet UK Parliament Week #UKPW18