Chapter 10 Activities

Chapter 10 Activities

Activity 1: Compare and contrast the profiles of the UK population and UK parliament

 

Learning objective: To evaluate the extent to which the UK parliament is representative of the UK population

Suitable for: Individual work

You will need:

  • To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 10
  • Access to the internet
  • Access to spreadsheet software such as Excel

Outline of activity:

Compare and contrast the profiles of the UK population and UK parliament.

Using statistics such as those from the Office for National Statistics and data on MPs, create a spreadsheet comparing their profile according to:

  • Gender
  • Age
  • Education level
  • Ethnicity
  • Sexuality

If you wish, you can also compare and contrast the profiles of the UK population with members of the Scottish and Welsh parliaments. You can also compare the representation of groups such as women in the UK parliament with other countries’ legislatures.

Need some help? Why not refer to sections 10.2.1, 10.3.3, and 10.3.4 of the book?

Answer guidance:

Consider these questions:

  • What do these statistics say about how representative parliament is of the UK population?
  • What factors might explain any differences that might exist between the profiles of parliament and the UK population?

 

 

Activity 2: Create a poster to compare and contrast the representation of women Conservative and Labour MPs

 

Learning objective: To evaluate the representation of women in Parliament and to understand how the Conservative and Labour parties have sought to improve this

Suitable for: Individual work

You will need:

  • To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 10
  • An A3 piece of paper

Outline of activity:

On an A3 piece of paper, create a poster comparing and contrasting the representation of women Conservative and Labour MPs. This should include:

  • Statistics on the number of women MPs each party has had after each election
  • Details on the methods the parties have used to increase the proportion of women MPs

Include an assessment of the success of each party and comment on the methods they have used.

Need some help? Why not refer to sections 10.3.1 and 10.3.3 of the book? The House of Commons Library (2021) publication on Women in Politics and Public Life is a useful source too: https://commonslibrary.parliament.uk/research-briefings/sn01250/

Answer guidance:

Consider the following questions:

  • Which party, if any, has had most success at increasing the proportion of its MPs who are women?
  • What methods have the parties used to increase the representation of women? Which have been most successful?
  • Are the methods the parties have used to increase the representation of women fair?
  • What factors might hold the parties back in improving the proportion of their MPs who are women?

 

 

Activity 3: Create an essay plan for the question: “To what extent has UK politics moved away from traditional political divisions towards ‘cultural’ and ‘identity’ ones?”

 

Learning objective: To evaluate the importance of identity and cultural factors in determining political behaviour in the UK today

Suitable for: Individual work

You will need:

  • To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 10

Outline of activity:

Create an essay plan for the question: “To what extent has UK politics moved away from traditional political divisions towards ‘cultural’ and ‘identity’ ones?”

Make notes on what you would include in each paragraph of your essay, making sure to include all sides of the argument.

 

Need some help? Why not refer to sections 10.1.2, 10.2.3, and 10.3.4 of the book?

Answer guidance:

Consider the following questions:

  • In what ways have identify factors affected the way in which people vote? How did these impact the Scottish independence (2014) and EU referendums (2016)? How have they impacted other recent elections?
  • How important have matters related to identity been to the political parties that have emerged to achieve success in recent decades?
  • To what extent have matters related to identity influenced politics at Westminster? To what extent have they influenced politics in Scotland, Wales, and Northern Ireland?
  • How have the Conservative and Labour parties been affected by issues related to identity?
  • To what extent are issues related to racial and gender inequality linked to socio-economic inequalities in the UK?

 

 

 

Activity 4: Debate the question: “Is it necessary for Parliament to reflect the people it represents?”

 

Learning objective: To apply and analyse theoretical perspectives relating to representation and create an argument about the nature of political equality in the UK

Suitable for: Pair or group work

You will need:

  • To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 10

 

Outline of activity:

With a partner or in a group, hold a debate regarding question: “Is it necessary for Parliament to reflect the people it represents?”.

One side should argue the case that it is necessary for Parliament to reflect the people it represents. The other side should argue the case that it is not necessary for Parliament to reflect the people it represents.

Take 10-15 minutes to make notes in support of your case. Each side then has up to five minutes to outline their case before the other responds.

Need some help? Why not refer to sections 10.3.3 and 10.3.4 of the book?

Answer guidance:

Consider the following questions:

  • What would be the benefits of having a Parliament that reflects the people it represents?
  • What would be the disadvantages?
  • What would be required to achieve a Parliament that reflects the people it represents? Would that be possible without substantial political reform? Would any reforms that are required go against the established UK political model?
  • Which groups need to be better represented in British politics?
  • Are there particular groups who the UK political model discriminates against?

 

 

Activity 5: Create an essay plan for the statement: “Substantive representation of groups is possible even without descriptive representation. Discuss.”

 

Learning objective: To apply and analyse theoretical perspectives relating to representation

Suitable for: Individual work

You will need:

  • To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 10

Outline of activity:

Create an essay plan for the statement: “Substantive representation of groups is possible even without descriptive representation. Discuss.”

Make notes on what you would include in each paragraph of your essay, making sure to include all sides of the argument.

 

Need some help? Why not refer to section 8.3.3 of the book?

Answer guidance:

Consider the following questions:

  • To what extent are the interests of under-represented and minority groups substantively represented by MPs who belong to these groups? Why might they not be?
  • Is it only possible for the interests of under-represented and minority groups to be represented and advanced by MPs who belong to these groups?
  • How can MPs who do not belong to such groups advance their interests?
  • What other means are available for under-represented and minority groups to promote and advance their interests?

 

 

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