Forbairt Foghlaim Fís

www. pdst. ie © PDST 2016 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

Politics & Society

w w w. p d st . i e

Round 2 Day 1

Seminar Overview Session 1 9.15 – 11.00

11.00 – 11.15

• Interrogation of selected learning outcomes and Key Thinkers • Overview of EU

Coffee

w w w. p d st . i e

Session 2

11.15 – 12.45

• Continuation of interrogation of selected learning outcomes and concepts

12.45 – 1.30

Lunch

Session 3

• Teacher sharing • Data Collection and Analysis • Writing using Data

1.30 – 3.15

Key Messages

w w w. p d st . i e

A wide range of participatory and enquiry-focused teaching and learning activities are appropriate for Politics and Society

The decisions as to the most appropriate sequence and structure for learning will need to be made by the teacher in light of their own knowledge of the learners in their class

Developing in learners the skills of analysing and interpreting data is an important objective of Politics and Society

w w w. p d st . i e

Learning Intentions • Participants will become familiar with learning outcomes to teach topics 2,4,6,and 7. • Participants will be introduced to different pedagogies to unpack outcomes connected to topics 2,4,6, and 7. • Participants will demonstrate an understanding of, and the links between: the EU, sovereignty, intergovernmentalism and supranationalism through the Brexit vote. • Participants will link a minimum of 2 key thinkers with data to debate one or more reasons for Britain’s vote to leave the EU. • Participants will link the role of the media in influencing public opinion on the Brexit vote

Anticipation Guide Anticipation Exercise Name Date Topic Score

True

Before

False

Statement 1

w w w. p d st . i e

After

True

False

Sovereignty is a State’s ability to carry out actions or policies within their borders free from outside interference. 2 The protection of human rights is a core principle of the EU. 3 In 2015, Britain received £4.5bn in subsidies & grants from the EU. 4 Nozick believed that there should be minimal state interference in its citizens lives 5 All EU institutions are supranational. 6 The UK are no longer members of the EU. 7 In the UK’s referendum on membership of the EU, 73% of 18-24 year olds voted to remain. 8 The main reason the UK voted to leave the EU was to “regain control over immigration and its own borders” 9 Nearly a quarter of voters decided what way to vote in the week before referendum day. 10 Locke believed in a right to revolt when power is abused by the government Instructions: Predict answers, listen, read and participate in activities, predict again, compare your results before & after

w w w. p d st . i e

How would YOU cut the cake?

w w w. p d st . i e

Does he have to give?

w w w. p d st . i e

Legitimacy • Bob Dylan: They say I shot a man named Gray And took his wife to Italy She inherited a million bucks And when she died it came to me I can't help it if I'm lucky….(Idiot Wind) https://vimeo.com/20729562

w w w. p d st . i e

European Union

w w w. p d st . i e

Check In: Learning Outcomes

Sovereignty Sovereignty: 3 factors • entails the right to be the ultimate authority with a defined territorial space

w w w. p d st . i e

• Entails the ability to actually control what happens within that defined territory • Entails recognition of a government’s right to be the ultimate authority within a given space by other states (external recognition) hun.port.ac.uk/europeanstudieshub/

w w w. p d st . i e

Intergovernmentalism • When nation states in situations they can control, cooperate with each other on matters of common interests. • Nation states are free to co-operate or veto and are able to set the level of co-operation. • Examples: the UN and the World Bank (hun.port.ac.uk/european studieshub/)

w w w. p d st . i e

Supranationalism • Where states decide to delegate some responsibility for decision making to a body or forum that stands above the nation state. • States lose the right to veto and agree to be bound by majority decisions of cooperating states • Example: The European Commission

Intergovernmentalism and supranationalism

w w w. p d st . i e

• Intergovernmentalism institutions include The Council of Ministers. • National Veto is retained (unless QMV is used in the Council of Ministers)

• Supranationalism institutions include the Commission, the EP, the ECB and the ECJ. • A supranational institution exists above the nation state.

•

http://www.tutor2u.net/politics/presentations/euintergovernmental-institutions/default.html

w w w. p d st . i e

• If the EU applied to join itself, it would be refused because it is not democratic enough.

EU

w w w. p d st . i e

w w w. p d st . i e

w w w. p d st . i e

BREXIT

w w w. p d st . i e

Contemporary Media

• What “hot-button topics” did the media use? • How did different types of media influence the control of information?

Does the Press have a responsibility to the Public?

w w w. p d st . i e

• the freedom of the press, the social responsibility of the press and the accountability of the press in relation to their role in Brexit (LO: 2.6)

The result

w w w. p d st . i e

72% turn out

w w w. p d st . i e

Question • Some might argue that issues with the concept of sovereignty lay behind Britain’s decision to leave the EU. • Would you agree or disagree? Use at least two Key Thinkers and data to support your response

w w w. p d st . i e

Check In: Learning Outcomes

Anticipation Guide Anticipation Exercise Name Date Topic Score

True

Before

False

Statement 1

w w w. p d st . i e

After

True

False

Sovereignty is a State’s ability to carry out actions or policies within their borders free from outside interference. 2 The protection of human rights is a core principle of the EU. 3 In 2015, Britain received £4.5bn in subsidies & grants from the EU. 4 Nozick believed that there should be minimal state interference in its citizens lives 5 All EU institutions are supranational. 6 The UK are no longer members of the EU. 7 In the UK’s referendum on membership of the EU, 73% of 18-24 year olds voted to remain. 8 The main reason the UK voted to leave the EU was to “regain control over immigration and its own borders” 9 Nearly a quarter of voters decided what way to vote in the week before referendum day. 10 Locke believed in a right to revolt when power is abused by the government Instructions: Predict answers, listen, read and participate in activities, predict again, compare your results before & after

w w w. p d st . i e

How does membership of the EU impact on Irish sovereignty?

w w w. p d st . i e

Research and Writing Assignment

w w w. p d st . i e

Teacher Sharing/Uploading

w w w. p d st . i e

Data Collection and Analysis What opportunities were given to your students to collect and analyse data in Politics and Society this year?

Four Stages of Data Collection and Analysis • Design Stage • Data Collection Stage

w w w. p d st . i e

• Data Analysis Stage • Write-up Stage

w w w. p d st . i e

Design Stage Key Considerations 1. Can the research questions be answered with absolute certainty independent of social realities around the student? 2. What is the relationship between the Politics and Society student and what he/she is researching? 3. How is the student going to answer his/her research question?

Design Stage • Clarify Objectives and Questions • Sampling

w w w. p d st . i e

• Avoiding Bias

Data Collection Stage • Questionnaires/surveys • Observations

w w w. p d st . i e

• Interviews • Documentation

3. Data Analysis Stage

w w w. p d st . i e

Measure of Central Tendency Mean Median

Mode

Measure of Spread Range Standard Deviation

Write-up Stage • Research Design • Data

w w w. p d st . i e

• Conclusions

w w w. p d st . i e

Check In: Learning Outcomes

Forbairt Foghlaim Fís

www. pdst. ie © PDST 2016 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre