Prelim Revision

Information, help and advice.

You should take notes as we go – even if it is a reminder to revise each area or specific

examples.

SYNTHESIS

• The key to success in Enquiry Skills

• Simply means linking the sources together!

• Eg; In source 1 it says, “Opponents claim it is unfair….” THIS IS BACKED UP IN SOURCE 2 which shows in 2010, achieved 36.1% of the vote yet they did not achieve this in votes.

Options• 10 marks• You must have three reasons why you chose one option

and two reasons why you didn’t chose the other options• When you write why you didn’t chose the other option,

you must show one good point about the option, then rebut it.

• To do this you will have to recognise strengths in opponents arguments BUT say why you do not agree with them…

• Remember to use all 3 sources• You must link within and between sources – the points

that you pick must have a clear link

Conclusions

• Two parts to answer1. Your conclusion/overall statement and2. The evidence from the sources to support

your conclusion.

• You must use all 3 sources• Try to use a general conclusion – don’t be too

specific

Practising Conclusion Questions

• Step 1: Read the sources carefully.• Step 2: Read the question – what are you

required to make conclusions about?• Step 3: Decide on your conclusion.• Step 4: Choose your supporting evidence and be

detailed.• Step 5: Write out your conclusion and supporting

evidence.

Sample Answer• A conclusion that can be made about the differences

between voters and non-voters is that according to Source 1, people who vote are more likely to have taken part in a political activity of some kind. (1) For example, Source 1 shows that 89% of voters in the 2003 Scottish Election read a candidate leaflet, whereas, only 64% of non-voters had done this. (1) In addition, Source 1 also shows that 59% of voters in the election had watched a party election broadcast, while only 35% of non-voters had done so. (1)

Support Oppose

– 8 marks = 4 paragraphs• You must have both support and oppose in your

answer• Link between and within sources• Remember that you need to use the full quote but

only once if you can do support linked together and oppose together.

• E.g. Nicola Sturgeon can be supported when she says “quote” – evidence. Another reason she can be supported is…..

Tips1. Read the statement in the box and the question FIRSTNow you know what to look for in the sources2. Go through each source – • what evidence backs the statement?• What evidence disagrees with the statement?

3. Write on the question paper. Highlight and make notes 4. REMEMBER – PEEL!!

Task

• Selective in the Use of Facts booklet page 4• Timed practise – 15 mins. • I will show you a model answer after so that

you can self assess and make a target for yourself for next time.

• Questions that assess Knowledge and Understanding will be worth 4, 6 or 8 marks

• Award up to three marks for any single description, depending on quality, level of detail, relevance, accuracy and

exemplification.• Award up to four marks for any single explanation,

depending on quality, level of detail, relevance, accuracy, exemplification and answers which show the interaction of

various factors.• List type answer, made up of a series of undeveloped points

should be awarded a maximum of 2 marks.• Full marks can be achieved by any combination of single and

developed points in line with specific marking instructions.

General Points…

Type of Question

What you have to do… Max. number of marks per point:

Describe • What something is• Reasons for something

happenings

3 marks Depending on level of detail,

relevance, accuracy and exemplification

Explain • Why or how• Connections between

factors

4 marks Depending on level of detail,

relevance, accuracy and exemplification and answers

which show the interaction of variousfactors.

Structure

• Remember to always use PEE!• If you can’t remember a specific example, a mark

can be awarded for a detailed explanation.• Do not forget to explain and just write examples.

Explanation the most important part!!• Remember – 4 marks = 2 paragraph, 6 marks = 2

para, 8 marks = 3 para• If you have 3 para for 6 marks, we will only mark

two of your paragraphs!

Crime and Law

• USE YOUR REVISION BOOKLET • As well your jotters and practise answers we

have done in class

What you need to revise:

• Types of crime• Causes of crime - PAPERS• Alcohol and drug laws, road traffic offences• The duties and powers of the police• The Scottish Court System• Custodial and non custodial sentencing

Types of Crime

• See revision booklet – comprehensive list for you to revise.

Causes – Model Ans• A lack of positive role models can often lead young people into criminal

behaviour. (P) If a child’s parents or older siblings have no respect for the law or other people’s property, he or she will grow up with the same attitude. (E) As a result, the child will be more likely to get involved in things which are illegal such as vandalism. (E)

• Peer pressure is another factor which can lead to criminal behaviour amongst young people. (P) They may be persuaded or lead by others into taking illegal drugs, for example. (E) Addiction could lead to further criminal activity such as stealing money or goods to sell, to pay for more drugs. (E)

• Poverty, more generally, can lead people to commit crimes. (P) Sometimes people living in a poor area or suffering long-term unemployment will not even have money to buy essentials. (E) For example, they may be forced into shop-lifting food to feed their family. (E)

Q Explain why young people are more likely to commit certain types of crime.8 marks

• Vandalism- damaging property/cars WHY? Boredom lack of facilities

• Shoplifting – stealing minor items from shops WHY? Peer Pressure

• Joyriding – Taking without consent – cars/racing – WHY? Role Models/ criminal subculture/ Area- inner city estates

• Breach of the peace – disturbing others/ alcohol related WHY? – Alcohol/ Role Models

• More likely to commit minor crimes many grow up to be law abiding and never commit more serious offences

Q Explain why some areas have higher crime rates than others

• Poverty – WHY? Some areas have higher poverty levels than others.

• Peer pressure/ gangs/Role Models -Some areas are much more likely to have a gang culture e.g. Glasgow, Liverpool.

• Education - poor schools in inner cities WHY? Some schools have poor attendance, difficulty keeping staff. Truancy leads to crime through boredom

• Unemployment – much higher in the North of the UK (North England & Scotland)- Even in cities some areas higher unemployment leads to poverty

• Criminal Subculture in some areas- crime seen as acceptable- May have higher incidence of drug/alcohol addictions. knife crime/ violence acceptable compared to a well off safe area

Sample paragraphs which can be used or adapted to answer questions related to the following: Causes of crime in some areas / within certain groups / reasons for increase

• Many people turn to crime as a result of social exclusion. They may have been left out of certain aspects of society because of a number of factors including poverty, unemployment, lack of education or positive role models and even the area they live in.

• Young people who have had a poor education are more likely to offend than those who are well-educated. (P) The lack of qualifications means they are more likely to have low-paid jobs or be unemployed, meaning little or no money for things like technology or fashion items. (E)They may turn to shoplifting, for example, to get the items they feel they should have. (E)

• People who live in poor areas are often tempted into a life of crime. (P) Poorer areas tend to have few facilities and young people, in particular, can become bored. Boredom can sometimes tempt people to get involved in activities which are not legal. (E) They might even join a gang and engage in anti-social behaviour such as street fighting with other gangs. (E)

Alcohol

• FOR– will reduce how much people drink and save lives –

especially for younger people– More education on the problems of alcohol would be better– Supported by GPs, BMA and other health bodies – will

reduce premature death rates from alcohol related illness• AGAINST

– Fails to target some problem drinks e.g. Alco pops– Reduce alcohol fuelled violence and crime– hits responsible drinkers, especially in older age groups

Drugs

• Link to causes of crime• Look at offences table in crime and law

booklet

Road Traffic Offences

• List of offences in booklet – e.g. speeding

The Police

• Two areas– Roles/duties– Powers

In your Unit Assessment, some of you mixed these up. Remember that roles and powers are two different things.

Roles/duties of the Police

• See revision book model answer.• Maintain law and order – police on the beat, visible

police presence.• Detect crime – carry out investigations, CID,

interviewing witnesses.• Prevent crime – stopping it from happening in the first

place. Visiting schools to educate pupils • Protect the public – e.g. mounted police, security at

football matches, stopping drivers to check they have insurance.

• The role of the police in Scotland is varied.• Describe, in detail, the roles of the police in Scotland. (6)

• Consider the following roles of the police:– Maintain law and order – Protect persons and property– Detect criminals and, in the course of interrogating suspects, play a part in the early stages of the judicial process– Prevent crime

• Crime prevention is a role of the police in Scotland. This can be achieved by offering crime prevention advice to local people to make the area they live in more safe and secure. For example, the police might work with community organisations to prevent car theft by attending local meetings to offer advice on car protection and security.

• Protecting the public is another role of the police in Scotland. This can involve stopping and searching individuals who the police feel are suspicious. For example, if they believe that a person may become involved in serious violence and that stopping and searching them could prevent that, or if it is believed they are carrying a knife or dangerous weapon without good reason.

• The police in Scotland also have the role of participating in the court system. Police in Scotland often have to appear as witnesses or to present evidence to a court in order to help secure a conviction.

•

Powers of the PoliceSee booklet

Stop and Search• The police can stop any individual to ask what they are doing and where they are going.

They can ask about a specific event or general questions. However, the police can only search someone if they have a good reason, for example if they suspect them of carrying an illegal weapon.

• Arrest and charge • Usually the police will have a warrant to arrest, but there are circumstances where they

may arrest people on the spot. They could do this if they saw someone committing a crime or carrying out dangerous or threatening behaviour.

• Issue fixed penalty notices• Police have the power to issue fines on the spot for certain offences, for example, driving

without a seatbelt.

Democracy in Scotland

• Use your notes from class so far – only things we have covered will be in the prelim

What you need to revise

• Why it is important to vote in a democracy• Devolved and reserved powers• Structure of the Scottish Parliament• Passing of a bill• Representation of women and ethnic minorities• The role of the First Minister• Representation– Constituency– The Parliament

Importance of Voting

Devolved and Reserved Powers

• The Scottish Parliament can make decisions about devolved matters for Scotland.

• There are some powers reserved to Westminster, such as defence

Devolved and Reserved

• Devolved – given to the Scottish parliament• Reserved – remain with Westminster

Devolved Powers (Decisions made in Scotland, for Scotland)

Reserved Powers (Decisions made in UK Parliament, for Scotland)

Agriculture, Forestry and Fisheries Benefits and Social Security ie PensionEducation ImmigrationEnvironment DefenceHealth Foreign PolicyHousing EmploymentLaw and Order (including the licensing of air weapons)

Broadcasting

Local Government ie Councils Trade and IndustrySport and the arts Data ProtectionTourism and Economic Development Consumer RightsTransport (including drink-driving and speed limits)

Nuclear Energy, Oil, Coal, Gas and Electricity

Social Services The Constitution

Devolved Powers – model ans• The Scottish Parliament can make decisions about devolved matters for Scotland. • Describe, in detail, two devolved matters which the Scottish Parliament can make decisions

about for Scotland. (4 Marks)

• Health is one of the main powers of the Scottish parliament. This means that Scotland has the ability to decide how the NHS functions. For example, since 2011, Scotland has had no prescription charge. They have also set a minimum price for alcohol in attempt to improve the health of people in Scotland.

• Education is another devolved power. This means that Scotland has it’s own distinct education system, with Scottish pupils sitting Highers and English pupils sitting GCSE’s. Also, Scottish university students do not have to pay tuition fees.

• Transport is another devolved power. This mean that Scotland can make laws related to driving, such as setting the speed limit. For example, in 2014, The Scottish Government lowered the drink drive limit.

• The Scottish Parliament has the power to make laws. They can introduce bills which can become law on any devolved matter. For example, in 2015, the Scottish Parliament introduced legislation which lowered the voting age to 16 in all Scottish elections.

Passing of a bill

• Look at stages in your jotter• 4 types:– Executive– Members – Committee – Private

Committees • Committees scrutinise legislation – this means that they look closely at proposed

new laws (Bills) and can propose amendments (changes).

• Committees conduct inquiries into specific topics within their area and can then ask Parliament to consider their findings.

• Committees call witnesses to inquiries and when they are examining Bills. Witnesses can be members of organisations, groups or individuals who will be affected by changes to the law. In this way committees try to find out the views of the people. Committees can also call Ministers to give evidence and in this way scrutinise the work of the Government on our behalf.

• Committees are also required to gather evidence to support their research and may look into public petitions from individuals who want to raise a certain issue.

Representation

• MSPs have a responsibility to work on behalf of their constituents. They do this in two main ways:

1) The work they do in the Parliament2) The work they do in their Constituency or

Region

• You should have practise exam Q in your jotter – use this.

Constituency Work Parliamentary WorkSurgeries: Usually scheduled once a week, an MSP will visit various areas within their constituency or region for an open advice clinic, known as a surgery. Constituents can drop in to the surgery to express concerns that they have directly to their MSP. These can be local or national concerns.

Debating: Every MSP will participate in some debates. This gives MSPs the chance to put forward the views of their constituents. For example, If there are plans to reduce the number of nurses in the Scottish NHS, this may directly affect some constituencies with hospitals, eg Edinburgh Royal Infirmary.

Attending Meetings: MSPs will attend a huge number of meetings when they are in their constituencies. For example, he or she may meet local charities to listen to their views on current government policy.

Voting on New Laws: Every MSP has to vote on whether they agree or disagree with each proposed new law, known as a Bill. For example, they could vote for or against a proposal to lower the voting age to 16.

Local Media: In order to keep a good profile within their constituency or region MSPs will often appear in local newspapers or on TV/Radio. Often, MSPs will raise awareness of local issues or highlight local charities using the media and communicate their thoughts about these.

Question Time (FMQT): Every government department will have a “question time” within parliament where MSPs get the chance to question the government directly. At First Ministers Question Time (FMQT), an MSP could have the chance to challenge the FM directly about government decisions and express his/her constituents concerns.

Visits and Social Events: An MSP is often regarded as a high profile guest for many different organisations and as a result MSPs will spend a large proportion of their time attending various events, for example the opening of a new business or a school’s awards ceremony.

Committee Work: MSPs can become members of a committee. This gives them an opportunity to look at a specific issue in depth. Eg, If an MSP is interested in educational issues they could sit on the Education and Culture Committee, perhaps looking at the impact of Curriculum for Excellence

Local Party Meetings: MSPs will meet occasionally with local party members to discuss issues that concern the party as a whole. The MSP will then pass this information on to the party’s leadership.

Written Answers: An MSP can submit a written question to the government and receive a reply. He/she could then relay this to a concerned constituent.

Constituents Letters, Emails and Social Media: MSPs receive a large volume of letters and emails from constituents and local groups on local and national issues. MSPs also use social media such as Twitter and Facebook to communicate with constituents and hear their views.

Members Bills: MSPs also have the chance to submit their own ideas for new laws. Every year they can submit up to two of their own bills. If they pass through parliament they can become new laws. Margo MacDonald MSP submitted her own Assisted Suicide Bill; however, this has not been successfully passed through the Scottish parliament.

In parliament• MSPs represent us at question time – by putting forward concerns

constituents may have. Takes place every Thursday. This gives backbench MPs a chance to question the FM – allows them to scrutinise decisions. FM must justify. For example, in January 2016, Labour leader Kezia Dugdale questioned Nicola Sturgeon on the provision of free childcare in Scotland. This means the FM is directly accountable to other party leaders.

• They can introduce members bills twice in a session. This could also be an issue brought forward to them by their constituents. In 2009, Alex Neil introduced the Control of Dogs (Scotland) Bill to Parliament. (or Stewart Maxwell example, or end of life assistance bill – but note that it did not receive Royal Assent).-

• MSP’s can participate in debates. They also debate proposals for new laws (Bills) For example, MSPs debated the Alcohol Minimum Pricing Scotland Bill. The bill received Royal Assent on 29th June 2012.

Representation in Constituencies• Revise the table you have in your jotter

– Attend meetings and events – to find out what is happening in their local area. For example, Mark McDonald visited a dairy farm near Newmachar, to find out how to help local farms in Aberdeenshire.

– Attend special events - e.g. opening of a local library– Meet with other representatives – e.g. members from another party.– Hold surgeries – this is when people to along to talk to their MSP face to

face about problems. Can be about any devolved matter (e.g. education). MSP duty bound to report back. Can be done online.

– Organise fact finding visits – this is to find out more about the constituents they represent. They may go to an area that has been brought to their attention. For example, Nicola Sturgeon visiting flood victims in Inverurie in January 2016.

– Contact the local media – for example, may contact STV news to cover something happening in their own constituency. Also to maintain a good public profile – keeps potential voters aware of work being done.

Exam Question• Describe, in detail, the ways in which MSPs represent their constituents in

the Scottish Parliament. (8 marks) • To answer this question fully you must make sure that you make three

points and give examples to back these up. Below is a list of points you may want to include in your answer.

• First Ministers Questions• Debates• Committees• Voting on New Laws

• Remember it is not enough to write a list, you must write in detail!

Representation of women and ethnic minorities

• Task 9 in your jotters• Better in terms of women – FM is strong role

model, however not quite equal• Ethnic minorities still poorly represented

Role of the FM

• Leader of party• Appoint MSPs• Appoint cabinet secretaries (a cabinet secretary

is a senior minister – junior ministers help them run departments)

• Reshuffle and replace• -> Powers kept in check by being accountable to

Scottish Parliament e.g. by opposition parties.

Final Tips• You have roughly 1 min 30 secs per mark. E.g.

12 minutes for an 8 mark question or 6 minutes for a 4 mark question.

• Read the question fully! Remember to answer questions as fully as possible, carefully explaining your answer.

• If you do not know the answer to a question, miss it out and go back to it at the end and have a guess – you never know it might be right! Do not leave any question blank!

• Remember how many marks per paragraph – 6 = 2 points, 8 = 3 and 4 is always 2

Final Tips• Make a revision timetable – you have to manage to fit in revision for all of your

subjects. Take regular breaks and give yourself some time off, but don’t leave revision until the last minute. Start now if you haven’t already started!!

• Start with the topics you are less familiar with – don’t be tempted to revise the things you like best but the topics you feel you know less about.

• Use past papers – I can mark any question at revision sessions or in class. • Use the BBC bite size website – but don’t get distracted by Facebook!

• THE EXAM:• You do not have to answer the questions in order as long as you clearly indicate which

question you are doing. • Put a score through a mistake.• If you want to plan the question out that is fine, but put a line through any draft work• Make sure you are there for your exam in plenty of time and take lots of pens! Wear a

watch and keep your eye on the clock. At the end check over your paper to make sure you have answered everything as fully as possible and not made any silly mistakes

• Any questions you want marked or any problems - come and see me• GOOD LUCK! YOU CAN DO IT!

Over to you!

• You can spend the rest of the lesson revising or answering past paper questions

• Use the time wisely – if you have any questions or anything you don’t understand, ask!!