hij
Teacher Resource Bank
GCE History
Schemes of Work
HIS2S: Liberal Democracies: Power to the People?
Copyright © 2009 AQA and its licensors. All rights reserved.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered
charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.
Dr Michael Cresswell, Director General.
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
Teaching Suggestions
Outcomes: Skills and Concepts
Relevant Support Material
The Origins of Liberalism and Democracy (approx. 10 hours)
Athenian democracy
and the Union of
Utrecht and the birth
of modern democracy
in the Netherlands
Source research into the workings of
Athenian democracy.
Mock voting: participation the Athenian
way.
Case study: personality in politics, the
example of Pericles.
Stretch and challenge response to a
research-based question examining the
extent to which Athens might lay claim to
being a democracy.
Power point presentation: a case study:
Amsterdam, freedom and tolerance based
on source study and contemporary art
and culture.
Stretch and Challenge: Debate the
Netherlands’ contribution to the
development of democracy and its claim
as the birthplace of modern liberal
democracy.
Understanding and awareness of
Athenian democracy: electoral
principles, sovereignty, methods of
voting, franchise and suffrage,
ostracism.
Understanding of the roles in Athens
of the Assembly, and legislative
powers, the Judiciary and the Council.
Learning Trouble Spot: A clear
grasp and appreciation of the
limitations of democracy and an
ability to distinguish and contrast
democracy then and now.
Meyer provides a useful introduction
to democracy, as does Cartledge on
bbc.co.uk.history/ancient greeks
D Thompson, Political Ideas
is excellent on some aspects of
ancient political thought and
McClelland offers a more detailed
approach in A History of Western
Political Thought (Routledge).
Rady is useful and is to be supported
by general texts such as Lee,
Woodward and Murphy et al.
An appreciation of the significance of
the Union of Utrecht, 1579.
Learning Trouble Spot: An
appreciation that the stress in the
Netherlands was on tolerance and
freedom. Students need to
understand religious freedom,
republicanism, economic liberalism
and democratic capitalism.
An awareness of the significance of
Amsterdam as a model of tolerance.
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
1
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
The intellectual
influences:
John Locke, JeanJacques Rousseau ,
Thomas Paine
The concept of the
Social Contract
Teaching Suggestions
Pupil-generated power point
presentations:
life, beliefs and influence of the three
writers.
Balloon debate between the main political
thinkers of the Enlightenment.
Preparation of large display posters of
each man addressing key factors,
supported by a role-playing exercise.
Outcomes: Skills and Concepts
Relevant Support Material
An understanding of the societies and
context in which works were produced
and an understanding of government
by consent, contract theories and the
key features of democratic
government: rights of property, the role
of government, equality and
sovereignty. Paine’s ideas of natural
rights, Locke’s philosophy of freedom,
property and the social contract,
Rousseau’s theory of natural man and
consent.
The general textbooks are useful
while Meyer provides a useful
outline. The use of the internet will be
rewarding,
e.g. The Stanford Encyclopaedia of
Philosophy
(www.seop.Leeds.ac.uk/contents
www.essortment.com
www.philosophersnet.com
www.ushistory.org
www.iep.udm.edu
Significant background would be 17th
century Britain, the Enlightenment and
Revolutionary America.
Thompson’s Political Ideas provides
an excellent summary of the main
ideas of each while McClelland
provides both biographical and more
detailed analysis of theories.
An appreciation of the contribution
these writers made to the
Enlightenment and the influence they
had on political systems in the 18th and
19th centuries.
Students should link these ideas to
events studied in the subsequent
sections.
Bailyn links Locke to the American
Revolution.
J Belchem’s Paine Citizen of the
World is an effective summary at
bbc.co.uk
End of section examination-style question.
2
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
Teaching Suggestions
Outcomes: Skills and Concepts
Relevant Support Material
The American Revolution, 1775–1791 (approx. 18 hours)
The Declaration of
Independence and the
impact of the War of
Independence on
colonial ideas of
government
Investigation of key issues through
contemporary sources, e.g. Grenville and
Parliament’s right to tax (January, 1776),
The Olive Branch Petition (July, 1775)
Source analysis responding to the key
question: Did GB mishandle relations?
Exemplar sources: Burke’s petition to
Parliament re coercion (1774), George
III’s proclamation suppressing
sedition(1775), The Rights of Colonies
(1764), Soames Jemyns Objections
(1776), The Colonies Declaration of the
Cause of Taking Up Arms.
Prepare a timeline of key events leading
to 1776.
Write a newspaper report about the
signing and the significance of the
Declaration of Independence.
Make a diagram to show the causes of the
War of Independence.
The strengths and
weaknesses of the
Articles of
Confederation and how
they were addressed at
the Annapolis and
Philadelphia
Conventions
klm
An understanding of the political and
social ambitions expressed in the
Declaration of Independence and an
appreciation of its links with John
Locke.
An appreciation of American Society
pre-revolution: the impact of the
Enlightenment, the Great Awakening
and the seedbed of nationalism.
An understanding of Colonial ideas on
government: no taxation without
representation and an analysis of the
extent to which a transformation of
political life beckoned.
Learning Trouble Spot: The extent
to which there was a revolution in
government, reactions to the
changes that had taken place and
an understanding of how colonial
ideas influenced such change.
Research, details of the federalist and
anti-federalist standpoints.
An understanding of constitutional
change within the states.
Make a diagram of US government under
the Articles, perhaps presented in the form
of a mind map.
An awareness and understanding of
the federalist and anti-federalist
attitudes to government and the
reasons why the Articles were so
widely criticised.
Copyright © 2009 AQA and its licensors. All rights reserved.
Heale, Brogan, (Ch. 8 and 9) Jones
(Ch. 3) Flagship, chapter one and
Morgan (Ch. 5 and 6) offer good
support to these texts and
P Marshall’s The American
Revolution; The British Perspective is
useful in creating the rounded view.
The following materials will support
teaching and help deepen
understanding:
American Independence 1776
(Warwick video)
The Patriot (2000)
Revolution (1985)
American Revolution (History
Channel, 2000)
Liberty (Frey)
Middlekauff and Bailyn are very good
on American thinking and the nature
of American society.
Film and Documentary as above.
Heale, Brogan (Ch. 10) and Jones
(Ch. 4), Morgan (Ch. 7 and 8).
3
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
Teaching Suggestions
Analyse the New Jersey and Virginia Plans.
Construct a chart to show the compromises
at Philadelphia and their implications.
Who said What? Reconstruct the main
views at Philadelphia, e.g. Washington’s
letter on the draft constitution, (September
1787).
Research the main Founding Fathers
followed by an exercise in which the class
must assess their motives.
The terms of the US
Constitution and the
addition of the Bill of
Rights
Stretch and Challenge: Preparation of
detailed group presentations: How
democratic was the American constitution?
How far did it reconcile practicality and
ideology?
Source analysis of the Federalist Papers,
James Madison 1788.
Source analysis of the Petition of the
Freemen of Pennsylvania, Arguments
against Ratification, 1788.
Outcomes: Skills and Concepts
Relevant Support Material
An understanding of practical
consequences of government under
the Articles: such as economic
disorder and the Shays Rebellion.
Contemporary extracts from the
states, using, for example, Thorpe’s
The Federal and State Constitution.
Understanding the influences at both
Annapolis and Philadelphia.
As above.
The Virginia and New Jersey Plans.
An introduction to historiography
based on an appreciation of the
motives at Philadelphia and the debate
among historians.
Rakove might be used to analyse the
Great Compromise and other
compromises (History Today).
An understanding of key issues:
pragmatism, principle, property,
nationalism.
Founding Fathers, History Channel,
2000
An understanding of the main features
of the constitution: primary principles,
secondary principles, e.g. Separation
of Powers, limited powers, federalism,
checks and balances, the Bill of
Rights.
Texts as above.
The contrast of attitudes towards
ratification might use The Federalist
papers and, for example, the 178
petition from Pennsylvania against
ratification.
An appreciation of the debate during
the ratification process.
Learning Trouble Spot: The main
aspects of the constitution can
cause problems.
Debate: To what extent did the constitution
follow the principle of the Separation of
Powers?
4
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
Teaching Suggestions
Outcomes: Skills and Concepts
Compilation of a glossary/dictionary of the
Constitution.
Relevant Support Material
Richard Pares standard, American
Government gives an excellent
overview of the constitution and
Frank Thistlewaite’s The Great
Experiment is also a useful detailed
analysis.
End of section examination-style question.
The French Revolution, 1789–1793 (approx. 18 hours)
The Ancien Regime
and arguments for
reform, including the
influence of the
Enlightenment
Make a spider diagram to show the causes
of the French Revolution.
Analysis of Cahiers de Doléances:
identification of political, economic, social
factors.
Students may research aspects of the
Ancien Regime, e.g. a pictorial power point
presentation: Royal extravagance or the
character of Louis XVI.
Production of a timeline detailing key
events pre-1789.
An understanding of the key
features of the Ancien Regime and
the factors that weakened it:
the Enlightenment, the estates, the
Parlements, the character of the
King and Queen, the EstatesGeneral, the bourgeoisie and the
Third Estate.
An appreciation of causation: the
different perspectives on the
causes of the revolution and the
relationship between long and short
term factors. Some understanding
of differing historical interpretations.
Waller, Rees or Townson, Roberts,
Shennan
Ramm Ch. 1.
Use might be made of the following :
Marie Antoinette (1939)
Marie Antoinette (2006)
The French Revolution, the History
Channel.
The French Revolution (Warwick
videos)
Source Collections:
Cobb and Jones
J Hardman
An understanding of the immediate
events that spun France into
revolution: and an analysis of the
significance of the revolts in Paris
and in the countryside.
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
5
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
The transformation of
the political system;
the Estates General to
the creation of the
Republic
Teaching Suggestions
Outcomes: Skills and Concepts
Relevant Support Material
Basic texts as above and Wright Ramm
Ch. 2.
Make a chart listing and explaining the key
events of 1789.
An understanding of the
constitutional changes: the August
Decrees, the Declaration of the
Rights of Man, the work of the
Constituent assembly, the
establishment of the Republic and
the consolidation of the revolution.
Draw a diagram to show political change by
1792. – Stretch and Challenge
An appreciation of the extent to
which a democracy was forged.
Gwynne: Lewis (University of Warwick)
and The People’s French Revolution is
very accessible and cogent.
An analysis of the reforms and an
understanding of the reasons why
the revolution took the course it did.
Danton (1984)
Reflection on the dramatic events
in France since 1789; an
appreciation of change in context.
TCW Blanning’s Rise and Fall of the
French Monarchy would be useful to
readers.
Source analysis and evaluation of visual
evidence, e.g. David’s Tennis Court Oath,
cartoons and other revolutionary
propaganda.
Sharma and Cobb and Jones provide a
wide range of interesting and
accessible sources for exemplification,
discussion and analysis.
Debate: How successful was the French
Revolution, 1789–1792?
The reforms of the
French Revolution,
1789–1792: the
abolition of
Feudalism, the
Declaration of the
Rights of Man, the
abolition of Hereditary
Nobility, the granting
of religious liberty and
the Civil Constitution
Prepare a detailed chart of major reforms
and events with comments on each.
Role-play: the executions of the Royal
Family, followed by obituaries of Louis and
Marie Antoinette.
Ramm Ch 2
Discussion of the reasons for the Kings
execution.
Compare the Republic with the Ancien
Regime and pick out changes and
continuities.
End of section examination-style question.
6
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
Teaching Suggestions
Outcomes: Skills and Concepts
Relevant Support Material
The Reform Act Crisis in Britain and the search for further reform, 1830–1848 (approx. 14 hours)
The pre-reform
system of 1830; its
strengths and
weaknesses and
attitudes towards it –
arguments in favour
of change: radicalism,
utilitarianism, Whig
and Tory arguments
and arguments
against reform
Source analysis: Shelley’s England in 1819.
Research the emergence of popular
radicalism with links, for example, to Paine.
Power point presentation on General
Elections pre-1832.
Cartoon analysis: Cruickshank’s
Manchester Heroes.
Map work: Britain in 1831, the
representation and distribution of seats.
An understanding of key features of
the pre-1832 system:
Franchise, representation,
boroughs, counties, copyhold,
freehold, tenants-at-will, ancient
rights, corruption.
An appreciation of the factors that
gave rise to the demand for reform:
popular radicalism, hunger-politics,
repression, industrialization, the
limitations of liberal toryism.
Blackadder, Series 3, Dish and
Dishonesty
Evans, The Great Reform Act
and Britain Before the Reform Act
E P Thompson might be used to
appraise working class politics and
attitudes and use might be made of
Rostow’s social tension chart.
Flagship Ch. 6, Briggs Ch. 5, Hunt Ch.
5, Pearce and Stern, Watts.
M Dorothy George’s collection provider
a wealth of visual sources for debate,
analysis and evaluation.
Pen pictures of radicals, e.g. Cobbett and
Hunt.
Spider diagram: pressure for reform to
1830.
A jargon-busting political glossary/
dictionary.
Evans and as above.
Chart responding to the key question: How
close was Britain to revolution in 1830/31?
Defence and otherwise of Liverpool’s
government.
Cartoon stimulus: The Four Orators
(March,1831)
Role-play attitudes to the vote, the ruling
class, the middle class, the working class.
Power point presentation: the effect of new
political ideas: utilitarianism, USA and
France.
klm
An awareness and understanding
of the similarities and differences in
attitudes towards reform, including
class responses in the 1820s and
1830s, the influence of
Utilitarianism, Burke’s theory and
the concern by some to maintain
the status quo.
Copyright © 2009 AQA and its licensors. All rights reserved.
7
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
The passage of the
Reform Bill, 1830–
1832
Teaching Suggestions
Outcomes: Skills and Concepts
Relevant Support Material
Write newspaper articles showing a) the
prevalent attitudes of the time b) opinions in
1831.
An appreciation and appraisal of
the concerns of the political parties
in the context of post-war Britain.
Use might also be made of Evans,
Britain before the Reform Act.
Cartoon analysis e.g. The Stepping Stone
(July 1831), The Cunning Man (March
1831)
The Tory, Whig and Radical
positions; an awareness of how
attitudes, changed and hardened
as reform approached.
As above.
An understanding of the 1831/32
constitution; the legislative process
and the structure of Parliament.
Smith ‘An Aristocrat fights the political
order’ (New Perspective) and Derry
(Modern History Review) might be used
as the basis for the historiographical
debate.
Source comparison exercise regarding
attitudes to the vote, e.g. Grey’s letters to
the king and the Lords (March and
November, 1931), BPU Resolution of
January 1831, John Doherty’s Voice of the
People.
Chart analysing the factors that led to
reform, including detailed timeline of extraparliamentary activity.
A developed grasp of
historiography: the debate among
historians over Whig motives and
the role of Earl Grey; orthodox v
revisionist.
J Milton Smith Earl Grey’s Cabinet and
the Objects of Parliamentary Reform.
Wright, 'The Whigs and Reform
(History Review, 1991) will offer secure
support.
Detailed and explanatory timeline of the
Bills of 1831.
The impact of the
1832 Reform Act:
what changed and
what stayed the same
Statistical analysis of electoral processes,
pre and post-1832.
An understanding and appreciation
of the Reform Act in perspective,
including the concerns of the
radicals and the act as essentially
evolutionary
Cole and Hartley (Modern History
Review) is a useful stimulus to analysis
and the subject has been dealt with
effectively in most standard texts.
Analysis of the debate between
property and ideology and the
extent to which property was
protected.
8
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCE History / Schemes of Work HIS2S: Liberal Democracies / Version 1.1
Topic
Teaching Suggestions
Analysis of the Reform Act in a chart form.
Stretch and Challenge: Prepare speeches
to debate: How far did the Reform Act
enhance Democracy in Britain, 1832–
1848?
Outcomes: Skills and Concepts
Relevant Support Material
An appreciation of change and
continuity and the extent to which
democracy was advanced.
End of section examination-style question.
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
9