Lesson video

Hello and welcome to today's recap lesson where we are looking at our unit, why do we need the right to protest in a democracy? Today is really important because we are looking at all the skills that we've learned through this unit and we are looking at how we would answer this in a potential exam situation.

For today's lesson, you are going to need a number of things.

You are going to need a pen and some paper.

And if you have watched this unit before please have a look back through the notes that you've made with examples so that you can really attend to today's lesson that when we put it together.

You are going to need a quiet work in spurts also so I will give you a moment just to find that space.

You can pause the video out now so you can go on where and find that space.

Once you are there and ready to learn today please hit Resume on the video and we will talk to the content of today's lesson.

So it's really important that we look at what we can remember from this unit.

Remember we had a couple of key focal points in every lesson that we completed together.

What I've done is I've labelled the six lessons that we did in this unit, Why do we need the right to protest in a democracy? All the way back at Lesson Number One we looked at the origin of our rights and we looked at where they came from, what piece of legislation they came from and how important they were towards us citizens.

Then we moved on to Lesson Two, where we looked up the specific right to protest and where that came from and how you can use that effectively.

That led us on to Lesson Three, where we looked at what change has protest achieved.

And we looked at some examples where people have brought about change, before we arrived at Lesson Four where we looked at this term changemakers and we looked at who was involved with that process and what difference they made in society.

Then we pause this question, whilst we are protesting should the law ever be broken? And we looked at the pros and cons of demonstrating and we looked at what could happen if you step over that line, when you are protesting.

Before we then arrived at our final lesson in this unit where we looked at the topic of pressure groups with some examples as to who they are and what they do.

The real focal point for today's lesson is to be able to answer those six questions.

And if you are looking to do this in an exam for a GCSE perhaps then knowing the right to protest and knowing how that applies to democratic values is really, really important.

So you need to know those key six points, I guess to understand how to formulate this answer.

So what we're going to do throughout today's lesson is I would like you to answer the following question and I would like you to take each lesson and answer the question appropriately with relevant information, which will then give you a paragraph, which would be applicable in an exam situation.

So in terms of our focal point from Lesson Number One, I'd like you to say where do our rights come from and how have they evolved.

From our Lesson Two, I would like you to specifically tell me what is the right to protest and where does that come from specifically? Lesson Three's question is giving an example of what change has achieved or what changes have been brought about through protest.

And from Lesson Four, I'd like you to be able to define the term changemaker and again, with an example.

Then we've got this hypothetical situation from Lesson Number Five on how might the law broken while somebody is protesting? So that's really important to consider an exam if you are given a scenario.

And then finally to cap it off, I'd like you to discuss how pressure groups can apply something called direct and indirect action to get their point across.

So you could define what a pressure group is and how they use both direct or in direct action to really get their focal point of that protest across.

If you are comfortable having a go at this please leave this screen on and use those six questions and the six examples for our Lesson Four focal points to guide an essay type response.

If you do need some help and some prompting and some strategies and some guide, please continue to watch the video.

But if you want to give it a go and now you can press Pause and then you can join me in a moment for a model answer.

But if you need a little bit more help what I'm going to do is I'm going to talk you through the six questions here with some broken down knowledge that you should include.

So as I said, you can pause the video now to complete your task.

And if you want to stay with me for a little bit of guidance, please continue watching.

But this will provide you with useful originals when you are looking at your learning for this unit especially if you are going for, "I'm taking this as an Exam.", for whichever exam board that your school chooses to study.

So from a question number one, we were looking at where did our rights come from and how do they evolve or how have they evolved? So remember we covered four major key parts of our legislation.

We go all the way back to 1215 with the Magna Carta.

So we looked at King John and we looked at how the Magna Carta perhaps limited his right to the creation of the rule of law where we said that no one is bigger or better or more advanced in terms of legal rights than anybody else.

That includes the Monarch.

Then we looked at a key piece of legislation in the form of the United nations Declaration of Human Rights.

And that was in 1948, shortly after World War Two.

So we wanted to try and bring together peace and harmony.

And the United nations did that through the creation of this Declaration of Human Rights.

Then we said that was advanced a little bit further two years later, where the European Convention produced a further document, which advanced our human rights before 48 years later, we put that into UK version in the form of the Human Rights Act of 1998.

So there are four key pieces of legislation now that you should mention in a response because this will allow you to show the examiner that you have extensive knowledge of how our laws have been advanced.

But as a challenge here I'm pausing another question for you in that, can you comment or state how does the evolution of rights help promote democracy in the UK? Remember when we look at democratic values, it means that we are ruling by the people.

And we really want to look at how have these rights helped us strengthen our democratic rights or have they strengthened our democratic rights? That's a challenge for you to include, really to show the examiner there, your knowledge of this question.

In Lesson Two then we're looking at where is our right to protest and where does it come from? So we've already mentioned the Aforementioned Human Rights Act of 1998, but specifically our right to protest comes from Article 11.

So what I'd like you to do here is using Article 11 is discuss what freedoms that are right to protest have.

So what are we allowed to do? And our limitations, what are we not allowed to do? And again, as I would challenge referring it back to democracy, how does Article 11 of the Human Rights Act help promote democracy? So how does that allow us to strengthen our idea that we are ruled by the people.

Halfway through now Lesson Three, what change has been achieved? So we could give specific examples here of the suffragettes for voting for women and how they brought about change through protest.

And then we had to look at a specific example from the Dagenham Girls Factory Strike where they were looking at bringing about equal pay for women.

So a little bit of a case scenario here, and that again, shows the examiner that you have specific knowledge of this question.

So you could just mention what the protest was about and how that brought about change.

And again, a challenge here is our key theme of democracy.

How has this shown through the changes here? How is the Degenham Girls, or how were the suffragettes using democratic values to bring about change? Lesson Four then that specific definition Of changemakers.

And we had to look at a couple of examples.

So we looked at Jimmy Oliver and how he brought about change to school meals.

We've looked at Malala bringing about education in her home country.

Then we've looked at the suffragettes and they're campaign to advance the rights of women.

And then we looked at Stuart Lawrence and how he has been advocating for equal treatment in terms of race and equality.

And then my challenge question here for you is without changemakers like the mentioned four people there, would we have a democratic process? Without people trying to bring about change would that help or weaken our democracy? So you can kind of see here that everything that we're doing, you've always got to string it back to the question, how is change or how are changemakers.

? How has the right to protest.

? But we're looking in terms of does that affect democracy and if it does, how does it? Our question here should be, should we ever be accepted that the law could be broken when we are protesting? And I've given you some sentence starters here to actually query this question.

So you should have an opinion given reasons for and against and that shows the examiner that you can perform and write a critical argument.

So you could say that one reason why I agree with the statement and I want you to say, is it ever justified why the law should be broken? Is ever justified why the law can be broken? Then I'd like to give you an alternative argument.

So however, some may disagree with this statement because.

And a reason to oppose, so why the law should never be broken.

And then I'd like you to arrive at a conclusive point where you telling me, or you tell the examiner here, what is your opinion based on the evidence that you've got based on the examples you've already used throughout this essay, do you think that law ever should be broken? And the challenge question here is if the law is broken, can we then be considered to be democratic? If we advance people or advocate for people to break the law, is that then a democracy? Is that something that we should be doing? So I would like you to arrive at an argumentative point here where you have assessed both sides of that statement.

Finally then, we're looking at pressure groups.

So I'd like you to give me a definition of what a pressure group is.

Then an example of direct action with a definition and an example of indirect action and an example.

Before I arrive in our final challenge question here is how our pressure groups a vital piece of the democratic jigsaw? So why should we continue to have pressure groups and how do they strengthen our democratic process? What I'd like you to do now if you have followed this guide through using those question prompts is to pause the video and feel free to just go back and forth between the questions and have indistinct look at those questions stems. And I'd like you to really give this a go.

So if you want to print this off you can highlight the questions that you have done and you can see which pieces of evidence are still missing.

What I'd like you to do though, is pause the video here and then after you are complete you can then resume the video and have a look through the model answer that I have produced for you.

So my model response is not perfect by anywhere in shape or form.

You may have more information, you may have less information but this is a guide to how you could word it.

So I've said answering the question first and foremost democracy is a really important aspect of our society.

I've told the examiner, "I know what the question is.

And I'm going to talk to you about how democracy is really important." In 1215, the Magna Carta was signed by King John which effectively made sure that people had equal rights.

Now, over this time, our rights have evolved and through the United Nations Declaration of Human Rights this then led to our current formation in the United Kingdom with our Human Rights act of 1998.

And the reason why this piece of legislation is so important because it States in Article 11 that we have every right to protest.

Now, it's really important to mention here that this right to protest does not permit the use of violence when protesting it specifically tells you that if you have some sort of form of violent acts then you could and will be breaking in the law.

However, change can be made without the use of violence as we have seen in case studies like the Dagenham Girls Factory Strike who brought about the introduction of equal pay for women.

So I've got a very, very short snappy case study there.

Now what I'm not doing is just regurgitating what the case study was about.

I'm not telling you in detail, I'm wasting time in an exam situation of telling you exactly what happened.

I've said that they had a non-violent protest and that brought about equal pay for women.

And that would suffice.

Now, in my opinion, the law should never be broken when protesting.

Article 11 of the Human Rights Act specifically says that the law does not permit crimes being committed during protest.

Andrew Valls created a framework that looks at the justification of the intent and the acts.

But again, did not state that it should be a legal option.

In order to create change, you may wish to join the pressure group.

Pressure groups can apply director and direct action and can help to influence members and those who hold power.

For example, they can hold demonstrations at the source of the problem.

And gain media as a result, which would help their cause.

Now, as I said you may have more information in there, as I said, it's not perfect but it gives you an idea of how that essay could be structured.

Looking back then throughout today's lesson and if you need to go back to any unit lessons, please have a revisit.

All the videos are still available for you.

So you should now know what are our rights and where do they come from? You should have an idea of our right to protest under Article 11 of the Human Rights Act.

You should have a look at what change protests have achieved with some examples.

And again, what has changemakers with some example of people who could be considered as changemakers and what changes they have achieved.

Then we've paused the question of should the law ever be broken and why it should or why it shouldn't be broken? And then we've arrived at pressure groups with examples of direct and indirect action.

The only thing that is left to do for today is for you to head over to our Exit Quiz and to really conceptualise your knowledge and check your understanding against the questions that have been paused.

Thank you for joining today.

I hope you found that I've use, but please do revisit the lesson titles if you are needing any extra information as they are covered in a lot more detail than we've covered In today's lesson.