POLITICS Advanced Higher - SQA · These questions should be looked at through the work of one...

POLITICSAdvanced Higher

Second edition – published August 2000

Politics: Advanced Higher Course 1

NOTE OF CHANGES TO ADVANCED HIGHER ARRANGEMENTSSECOND EDITION PUBLISHED AUGUST 2000

COURSE TITLE: Politics (Advanced Higher)

COURSE NUMBER: C070 13

National Course Specification

Course Details: No significant changes

National Unit Specification

D395 13 Modern Political Ideas: Outcome 4 deleted

D396 13 Research: Outcomes 2, 3 and most PC’s rewordedChange in evidence requirements

D397 13 Challenge to the Nation State: Outcomes 2, 3 and 4 deleted

New Outcome 2: Explain the major challenges to thenation state from globalisation

D398 13 Revolution and Political Change: Outcome 3 deleted

Administrative Information

Publication date: August 2000

Source: Scottish Qualifications Authority

Version: 02

© Scottish Qualifications Authority 2000

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived fromreproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this course specification (including unit specifications) can be purchased from the Scottish QualificationsAuthority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).

2

National Course Specification

POLITICS (ADVANCED HIGHER)

COURSE NUMBER C070 13

COURSE STRUCTURE

The course comprises two mandatory 40-hour units plus one optional 40-hour unit from a choice oftwo.

Mandatory unitsD395 13 Modern Political Ideas (AH) 1 credit (40 hours)D396 13 Research (AH) 1 credit (40 hours)

Optional units – choose one from:D397 13 Challenge to the Nation State (AH) 1 credit (40 hours)D398 13 Revolution and Political Change (AH) 1 credit (40 hours)

In common with all courses, this course includes 40 hours over and above the 120 hours for thecomponent units. This is for induction, extending the range of learning and teaching approaches,support, consolidation, integration of learning and preparation for external assessment. This time isan important element of the course and advice on its use is included in the course details.

The units may be taught sequentially or concurrently.

Candidates will have the opportunity to achieve the outcomes of these units through the study of arange of political concepts, ideas and contexts, listed in the syllabus summary below.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attaineda course or units in Higher Politics or other relevant course or units in Social Subjects and HigherEnglish or Communication at Higher.


National Course Specification: general information (cont)

COURSE Politics (Advanced Higher)

CORE SKILLS

This course gives automatic certification of the following:

Complete core skills for the course Problem Solving H

Additional core skills components for the course None

For information about the automatic certification of core skills for any individual unit in this course,please refer to the general information section at the beginning of the unit.

Additional information about core skills is published in Automatic Certification of Core Skills inNational Qualifications (SQA, 1999).


National Course Specification: course details


RATIONALE

A general rationale for the study of politics is given in the introduction to the Course Arrangementsdocument and applies to all levels of the politics provision.

The aim of Advanced Higher Politics is to develop knowledge and understanding in some depth ofpolitical concepts and principles as they apply to a range of political contexts and issues. It willpromote the ability to interpret, analyse, evaluate and synthesise political arguments, evidence anddebate in a critical way. The production of a research report, which will require planning, researchand analysis, and the presentation of findings, will demonstrate the acquisition and synthesis of theseskills.

These skills are developed in three syllabus areas:

• Modern Political Ideas• Politics: Researchand either• Challenge to the Nation Stateor• Revolution and Political Change

The focus of this course will be on exploring the distinctive theoretical and methodologicalperspectives which characterise political science. Employing a theoretical and methodogical approachallows candidates to identify, explore and make observations on political issues, to develop theirviews and perspectives, and to understand the problematic nature of political structures and systems.

Candidates will appreciate that politics is a process in which groups resolve conflicts and makecollective decisions. These decisions involve the analysis of different types of evidence; theconstruction of valid argument; detection of bias and exaggeration; and the appreciation of alternativepoints of view.

COURSE CONTENT

The contexts and content within the units are described below. The course content will be subjectedto sampling in the external assessment.

Modern Political Ideas (AH)The teaching of this unit should focus on debates and issues in modern political theory, exploring indepth the key concepts of democracy, consent, obligation and the state. The unit should provideillustrations of the concepts and relevant issues in at least two national contexts. It is essential thatthis unit adopts a comparative approach.


National Course Specification: course details (cont)


The unit explores a number of debates and issues which are of central concern to political analysis:

1 The ‘state debate’, ie the nature of state power, what should be done by the state and whatshould be left to private individuals and associations? What is the state and how can it bedistinguished from government? How has state power been analysed and explained? Each rivaltheory offers a different account of the origins of the state, its development and impact onsociety. The controversy about the nature of state power increasingly dominates modernpolitical analysis and goes to the heart of ideological and theoretical disagreements in thediscipline – Is the state autonomous and independent of society or essentially a product ofsociety? Does the state serve the common good or is it biased in favour of privileged groups ora dominant class? Is the state a positive/constructive force with responsibilities that should beincreased or is it a negative/destructive entity that must be constrained altogether?

These questions should be looked at through the work of one theory chosen from pluralism,elitism or Marxism. The relationship between the structure/institutions of the state and therights/duties of the individual should be made clear in the chosen theory.

2 Concept of consent – the distinction between power and authority and between the differenttypes of authority. How is legitimacy bestowed on government and what are the nature andlimits of the government’s/society’s restrictions on individual liberty?

Concept of obligation – issues surrounding the different types of rights, especially naturalrights. Exploring the concept of punishment – its purpose and how the right to punish isbestowed. – and the concept of political obedience – ways in which it is demanded of citizensand the circumstances in which it may be abrogated – may help candidates understand theconcept of obligation.

3 Democracy – this particular concept may form the major focus of the unit. By studying howthe term has been used and how concepts like the state, consent and obligation have beeninterwoven with at least two different models of democracy, the candidate will be helped tounderstand the complexities of the concept. A historical comparison may be the right approach.

Politics: Research (AH)This unit incorporates investigative approaches leading to the production of a log book and aResearch Report which focuses on and develops in depth, a particular topic studied at Higher orAdvanced Higher. This unit gives candidates the opportunity to apply knowledge and understandingof political perspectives and the skills of research within the discipline of politics. The study takes theform of a political investigation based on a research plan developed by the candidate with support fromthe teacher/lecturer. This unit will also prepare candidates for section A of the course exam.

The unit will introduce candidates to some of the key principles of research in politics, including theformulation of hypotheses, developing research questions and choosing appropriate researchmethods. The distinction between qualitative and quantitative research methods and their relativeadvantages and disadvantages should be covered to allow candidates to make an informed choice ofwhich methods are most appropriate for their study. It is also critical that candidates are aware ofdifferent types of political data and how they may be analysed and presented using descriptivestatistical techniques. An appreciation of how to evaluate the effectiveness of the processes used in




the investigation and how to judge the reliability of the data collected will be required. (Six to ninehours may be required for this work). Guidance on the selection and approval of topics and theformat of the unit assessment log book and external assessment Research Report is provided in theSupport Notes.

One option from either:

Challenge to the Nation State (AH)This unit focuses on the issue of globalisation and its effects on the nation state. The unit introducescandidates to a range of modern political concepts, principles and models, through the study of nationstates and the issues surrounding globalisation in the nation state.

1 Nation state: classification of states, including the developed liberal democratic states, thedeveloping communist/post-communist party states and the less developed states which may bedependent on the IMF and World Bank for loans.

2 Globalisation: the increasing global interdependence of states, individuals and social/economicorganisations in reducing the autonomy of individual states.

3 Challenges to the nation state: choose two from:

• internal stability – ethnicity and mini-nationalism• external stability – the need for regional/global security• economic dependence on global economic and financial organisations• social integration – human rights, technical integration, dependence on world

communication networks• ecological interdependence – threats of pollution, global warming

4 Theories of globalisation – choose two from political realism, liberal pluralism anddependency theory.

Political realism: philosophically, political realism is related to conservatism and is thereforefounded on a pessimistic view of human nature and of the potential for social progress. Itdemonstrates the inevitability of conflict between states. Realism also emphasises the role ofthe state as the central actor and as the source of virtue.

Liberal pluralism – in its simplest form it suggests that free markets and competition willstimulate economic growth with developing nations eventually catching up. Underdevelopmentis blamed on bad government, political mismanagement.

Dependence theory – suggests that the whole international economy operates to thedisadvantage of the third world. The escape from poverty promised by liberal advocates ofeconomic integration is a cruel illusion. Developed as a theory in Latin America, it offers asharp analysis but unclear solutions to the problem of underdevelopment.

The teaching of this unit should focus on at least two national contexts. It is essential that this unitadopts a comparative approach.




or:

Revolution and Political Change (AH)This unit focuses on concepts related to political change and on models put forward to explainpolitical instability and revolution. Models considered should be applied in a number of differentpolitical contexts to explain and evaluate change. The unit explores the concepts of revolution andideology with reference to practical examples of political change in contrasting states; and analysesthe factors underpinning change, including ideological, political, environmental, historical andreligious factors. The unit offers the opportunity to analyse the causes of revolution and politicalinstability using appropriate examples. The unit will require an explicit understanding of therelationships of ideologies to political change; and some understanding of modern political theorieswhich attempt to explain change.

1 Concept of revolution – focus is on the problem of defining ‘revolution’, differences betweenpolitical stability and political instability; an awareness of political change as a continuum, egevolutionary to revolutionary, orderly to irregular transfer of power (elections to military coups).

2 Concept of ideology – consideration of the nature of ideology including modern politicaltheories such as:

• strain theory – where people flee anxiety so that ideologies arise in response to socialdislocation, a symptom of a malfunctioning society

• interest theory – which maintains that the function of ideology is to rationalise interests.It shows why the interests of a particular social group do deserve special treatment fromthe government

Awareness of different political ideologies – choose two from communism, fascism, socialism,liberalism, capitalism.

3 Models used to explain political instability and revolution:Marxist – stressing the inevitability of revolution as a consequence of class conflicts in society.How the theory has been adapted by subsequent communist leaders, most notably Lenin inRussia and Mao Zedong in China.

Functionalist – sees revolution as a response to a failure to govern effectively. Revolutionarysituations occur when the government is unable to cope with the pace and number of pressuresfor change. Leaders are swamped by the demands being placed upon them and are unable tosatisfy popular expectations.

Relative deprivation (social psychology) refers to the difference between what people perceivethey are getting and what they feel they are entitled to.

Comparative history – Skocpol’s theory that revolutions occur when the capacity of the state togovern and coerce has already decayed in the face of both internal and external crises. Seizingpower can be straightforward but the real revolution begins when the new regime attempts toimpose its vision on opposition groups.

The teaching of this unit should focus on at least two national contexts. It is essential that this unitadopts a comparative approach.




ASSESSMENT

To gain the award of the course, the candidate must pass all the unit assessments as well as the externalassessment. External assessment will provide the basis for grading attainment in the course awards.

When units are taken as component parts of a course, candidates will have the opportunity to achievelevels beyond that required to attain each unit outcome. This attainment may, where appropriate, berecorded and used to contribute towards course estimates and to provide evidence for appeals.Further information on the key principles of assessment are provided in the paper Assessment,published by HSDU in May 1996.

At Advanced Higher the three key elements of knowledge and understanding, analysis andinterpretation and evaluation are assessed in the following way.

Knowledge and understandingCandidates should be able to demonstrate a full, wide-ranging and detailed knowledge andunderstanding of political concepts and ideas, and of political structures and institutions, andunderstand the complex links between beliefs/values and identified behaviour. The range ofknowledge should extend to the exploration of key theories in relation to existing political contexts,and there should be explicit and accurate awareness of the dynamic nature of politics. Illustration ofunderstanding will be detailed and development will offer a clear insight and appreciation of both theactual and theoretical dimensions.

Analysis and interpretationCandidates should be able to recognise and understand the issues involved in applying politicalconcepts and theories. In addition, they should be able to select from, interpret, analyse andsynthesise different political theories and complex argument. Candidates should be able to usespecialist terminology accurately and to apply the theories and concepts of politics in a complexrange of political contexts. Assessment of issues should be critical and comprehensive, and shouldreflect confidence in dealing with complex arguments.

EvaluationCandidates should demonstrate an ability to make perceptive evaluations of political debates andsources of evidence, and should base these on well justified, developed and sustained argument.There should be logical and coherent consideration of the strands of argument, and a clear sense ofdirection leading to reasoned conclusions.

DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT

The external assessment will consist of a question paper and a research report.

Written paper (90 marks) of 2½ hours’ durationThe question paper will test knowledge and understanding of the course content as well as thecandidate’s analytical and evaluative skills. It is expected that candidates will make reference torelevant examples to substantiate their analysis and evaluation.

There will be three sections in this paper. Each section will be worth 30 marks.




Section ASix extended response-type questions will be set in relation to Modern Political Ideas. Candidatesshould attempt one question from this section.

Section BA series of restricted response questions will be set which focus on the nature and limitations ofpolitical data. The questions will require a critical view of political sources (graph, text, statistics,excerpt from party manifesto, etc). The questions will elicit understanding of political sources and theimplications for drawing valid, reliable conclusions on political debates and issues.

Section CExtended response questions will be set in relation to the optional units – Challenge to the NationState, and Revolution and Political Change. Candidates should attempt one question from this sectionon their chosen topic of study.

Research report – (30 marks)The research report forms 25% of the total for external assessment. (It is worth 30 marks). It isassessed in terms of the validity and critical appraisal of its aims, methods of approach, evidence andinterpretation and analysis of information and conclusions. Some of the 40 hours additional time inthe Advanced Higher should be available for preparation of the final report. The report should bebetween 2500 and 3000 words in length, excluding footnotes and bibliography. The research reportshould be submitted by the predetermined date to the awarding body and will be externally assessed.

GRADE DESCRIPTIONS

Course assessment will require candidates to:

• demonstrate wide-ranging and detailed knowledge and understanding of political theories andpolitical issues

• use critical and analytical skills to analyse, interpret and evaluate political issues and topicscovered in the units

• select, compare and evaluate the relevance of evidence used to support political argument andform conclusions

• synthesise a diverse range of political information and be able to reach clear, perceptiveconclusions

The descriptions below are of expected performance at grade C and A. They are intended to assistcandidates, teachers/lecturers and users of the certificate and to help establish standards whenquestion papers are being set. The grade of the award will be based on the total score obtained in theexternal assessment.

To achieve a grade C in Advanced Higher Politics candidates should be able to demonstrate detailedpolitical knowledge and understanding of political concepts, theories and methods; give accuratemeaning to key political terms and recognise their application in a range of political contexts.




Candidates should be able to identify, extract and use information from given stimulus material.Analysis should be balanced and competent and offer critical interpretation of the issues and topics.Evaluation should be based on clear insights and understanding of political issues.

To achieve a grade A in Advanced Higher Politics candidates should be able to demonstrate detailedpolitical knowledge and in-depth understanding at a high level offering well structured and preciseanswers which employ a range of relevant illustrations. There will be evidence of in-depth analysis ofpolitical issues and contexts, sustained and developed argument, and the application of logicalthought. Candidates should be able to identify and explain complex examples of bias, exaggerationand selectivity in given stimulus material. Critical abilities should be apparent, used confidently andwith some originality. There should be a well developed capacity to establish relationships and drawcomparisons where relevant.

Relationship of course to component unitsThe course consists of three component units plus an additional 40 hours study. The externalassessment tests the candidates’ knowledge and understanding of the content covered in all threeunits and their ability to demonstrate and integrate skills acquired throughout the course. The criteriafor a grade C in this course closely reflects the level of competence required for success in itsconstituent units.

APPROACHES TO LEARNING AND TEACHING

Learning and teaching approaches should reflect the aims and rationale of the subject and build onthe experience gained at Higher. The learning experience should include a wide variety of approachesto acquisition of knowledge and skills, allow for candidate progression, and emphasise the use ofindependent learning and research. In much of the course a comparative approach will be required.

The following learning experiences are recommended. The additional 40 hours should permit the useof these learning and teaching approaches within the course.

The development of knowledge and skills should be encouraged through exposure to a wide range ofsources. Candidates should have access to a range of political texts. In addition, extensive use shouldbe made of the quality newspapers, political journals and other publications and documents, andcurrent affairs programmes on television and radio. The Internet and CD-ROM technologies provideaccess to many political organisations and opinion poll evidence.

The study of politics through the use and application of a wide range of media sources, includingvideo extracts, pictorial, graphical and statistical evidence, will enhance understanding of the issuesand concepts central to the course. The process of using these sources will make candidates moreaware of the media, will support candidate motivation and will enrich their evaluating andinvestigating skills.

Candidates should engage in group discussions and debate, detailed examination of comparative casestudies and handling of data. In doing so candidates learn the structure and processes of politicaldebate, arrive at a collective decision, broaden their understanding of key political concepts andacquire independent research skills. Progress in evaluation and analytical skills should be encouragedand shown by the ability to synthesise complex information in course tasks and assessment.




A variety of teaching approaches is crucial and candidates should have the opportunity to participateas members of the whole class, in group work and as individuals. The approach should be flexibleand activity-based, but firmly focused on the need for candidates to become independent learners.The use of local community resources, including libraries, political parties, trade unions and otheragencies should be an essential part of the learning process.

The development of a range of writing skills should form a large and integral part of the course andprovide candidates with opportunities to practise note taking, presentation techniques, short answerresponses and, most importantly, extended writing.

The course should focus on individualised candidate research and independent learning. This shouldinclude candidate ownership of the learning process, the planning and scheduling of tasks, and thereview of course and unit tasks. Candidates should have a clear understanding of the targets andrequirements of the course, including content and skills’ assessment points and requirements.Activities which are especially important include those which allow candidates to:

• set their own learning objectives• assess the extent of their existing knowledge• review their own progress• seek support and advice where necessary• carry out innovative and independent research

SPECIAL NEEDS

This course specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).

SUBJECT GUIDES

A Subject Guide to accompany the Arrangements documents has been produced by the Higher StillDevelopment Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum(SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice andinformation about:

• support materials for each course• learning and teaching approaches in addition to the information provided in the Arrangements

document• assessment• ensuring appropriate access for candidates with special educational needs

The Subject Guide is intended to support the information contained in the Arrangements document.The SQA Arrangements documents contain the standards against which candidates are assessed.


Superclass: EA



Version: 02



Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for eachunit specification is £2.50 (minimum order £5).

12

National Unit Specification: general information

UNIT Modern Political Ideas (Advanced Higher)

NUMBER D395 13


SUMMARY

This is a mandatory component unit of Advanced Higher Politics but it can also be offered as afreestanding unit.

It provides breadth and depth of study of major concepts within political theory. It develops a rangeof communication skills to support individualised candidate research and high-level skills ofanalysing and evaluating political information, applying complex concepts in contrasting contextsand reaching informed conclusions.

Successful candidates will have gained detailed knowledge and understanding of complex conceptsand ideas. They will be able to use the approach of major theorists to analyse and make judgementsabout political developments and events. They will be able to respond to a political issue, includingconsideration of alternative interpretations and to draw a series of judgements together by structured,reasoned argument leading to a valid conclusion. Candidates will also be able to interpret a range ofcomplex sources and use them to analyse political issues.

The unit is designed to meet the needs of:

• candidates undertaking an Advanced Higher course in Politics• candidates undertaking a Scottish Group Award at Advanced Higher• candidates who wish a grounding in political theory and philosophy

Politics: Unit Specification – Modern Political Ideas (AH) 13

National Unit Specification: general information (cont)


OUTCOMES

1 Explain the nature and purpose of the state.2 Explain the concepts of consent and obligation.3 Analyse the concept of democracy from different theoretical perspectives.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attaineda course or units in Higher Politics or other relevant courses or units in Social Subjects and HigherEnglish or Communication at Higher.

CREDIT VALUE

1 credit at Advanced Higher.

CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit None

Core skills components for the unit Critical Thinking H



National Unit Specification: statement of standards


Acceptable performance in this unit will be the satisfactory achievement of the standards set out inthis part of the unit specification. All sections of the statement of standards are mandatory and cannotbe altered without reference to the Scottish Qualifications Authority.

OUTCOME 1

Explain the nature and purpose of the state.

Performance criteria(a) The explanation of the main features of a theory of the state is accurate, detailed and

comprehensive.(b) The explanation of the significance of the theory for individuals in society is accurate, detailed

and comprehensive.(c) The example used to illustrate the application of the theory is relevant and accurate.

Evidence requirementsPC (a) full written or oral account of one theory of the state referring to at least one relevant theorist.PC (b) full written or oral account of the significance of the chosen theory for individuals.PC (c) full written or oral illustration of the application of the theory in at least one national context.

Basing the work on one theory and using others for comparison, the main focus should be on thecharacteristics of the state and the different explanations of the origins of the state. The relationshipbetween the structure/institutions of the state and the rights/duties of the individual should be madeclear for the theory used.

Political contexts: choose at least one national context.Theories of the state: choose one from – pluralism, elitism, Marxism.

OUTCOME 2

Explain the concepts of consent and obligation.

Performance criteria(a) The explanation of the concept of consent is accurate, detailed and comprehensive.(b) The explanation of the concept of obligation is accurate, detailed and comprehensive.(c) The application of the concepts of consent and obligation in contrasting states is relevant,

accurate and comprehensive.

Evidence requirementsPC (a) full written or oral account of the concept of consent including reference to at least one theorist.PC (b) full written or oral account of the obligation including reference to at least one theorist.PC (c) full written or oral account of the application of both consent and obligation in twocontrasting political contexts (the same contexts can be used for both concepts).




Political contexts: two contrasting national contextsTheorists: a different theorist must be chosen for each concept. The choice of theorist lies with thepresenting centre (refer to support notes for guidance).

OUTCOME 3

Analyse the concept of democracy from different theoretical perspectives.

Performance criteria(a) The explanation of the concept of democracy is accurate, and comprehensive.(b) The explanation of the contrasting models of democracy are accurate and comprehensive.

Evidence requirementsPC (a) full written or oral account of the concept of democracy.PC (b) full written or oral account of two contrasting models of democracy.

Political contexts: two contrasting national contexts.Models: choice of model lies with the presenting centre (refer to support notes for guidance).


National Unit Specification: support notes


This part of the unit specification is offered as guidance. The support notes are not mandatory.

While the time allocated to this unit is at the discretion of the centre, the notional design length is 40 hours.

GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT

Building on a knowledge of political theory begun at Higher, the candidate investigates concepts likethe state, democracy, consent and obligation in more depth. The opportunity to include the work ofnew theorists should be taken. At this level philosophy becomes a major focus with political ideasbeing traced back to some of the founding fathers of philosophy. Reference to materials by and aboutRousseau, Burke, Mill, Marx and others is critical to the unit although the choice of theorists lieswith each presenting centre. This should ensure the best use of teacher/lecturer expertise andmaterials available. The possibility of comparing the work of two theorists – one from an earlierperiod and one from a later period – will allow candidates the opportunity of studying how a concepthas changed, grown and been adapted over a period of time by different theorists and in differentpolitical contexts.

The Subject Guide gives a clear classification of terminology related to all the politics units,particularly where references are made to concepts, ideas, models and theories. Similarly the SubjectGuide refers to the importance of the comparative approach and describes in some detail the kindsof political contexts which can be used. For this unit it is important to be able to use a nationalcontext to explain how far a theory of the state works in practice. Clearly the same theory may beapplied quite differently in another state so the candidate gains more knowledge and insight bystudying more than one national context. It is critical at this level to be able to compare contrastingnational contexts and how concepts like consent, obligation and democracy are applied within them.

The concept of consent requires a distinction between power and authority and between differenttypes of authority. The candidates need to explore how legitimacy is bestowed on government and thenature and limits of the government’s/society’s restrictions on individual liberty.

The concept of obligation will involve candidates in issues surrounding different types of rights,especially natural rights. Studying related concepts, like punishment – its purpose and how the rightto punish is bestowed – and obedience – the ways in which it is demanded of citizens and thecircumstances in which that obedience may be abrogated – will enrich the candidates understandingof the concept of obligation.

The concept of democracy was viewed quite negatively until well into the nineteenth century. Anexploration of this concept covering how the term has been used, how concepts like the state, consentand obligation have been interwoven with the models of democratic rule that have been advanced,could be the major focus of the unit. A comparison of at least two models of democracy and theirstrengths and weaknesses will be sufficient for the candidate to begin to understand the complexitiesof the concept. The nature of the concept demands a historical comparison. Andrew Heywood’s‘Politics’ offers four contrasting models of democracy to choose from, namely:


National Unit Specification: support notes (cont)


• classical democracy• protective democracy• developmental democracy• people’s democracy

He covers democracy from a historical point of view and his work introduces theorists from Plato inthe fourth and fifth century BC through Locke, Mill and Rousseau in the seventeenth and eighteenthcenturies to Marx and Lenin in the nineteenth and twentieth centuries.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT

Learning and teaching approaches should reflect the aims and rationale of the subject as outlined inthe Advanced Higher Politics course specification. The learning experience should be varied andinteresting and place due emphasis on independent study.

Variety in teaching approaches is critical and candidates should be given every opportunity toparticipate as whole-class members, in small groups or as individuals. The approach should becandidate-centred and activity-based, but whole-class teaching can play a part in a flexibleprogramme as a means of establishing understanding.

Essential in this process will be a wide range of up-to-date, interesting stimulus materials; theseshould range from audio/visual materials, invited speakers and visits, to IT and paper-basedresources. The latter should be interesting, manageable and appropriate for this level of politics andallow candidates to develop advanced political knowledge and understanding and skills.

The outcomes are interconnected and should be approached as such. It is recommended that whereverpossible outcomes should be covered in an integrated way. An outcome by-outcome-approach, whichcould lead to a compartmentalised view of politics, should be avoided.

GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

Evidence of attainment of the outcomes for this unit may be provided by a variety of methods.However, at this level extended essay responses are considered to be most appropriate and should beplanned and written as open book exercises to allow candidates to draw on a wide range of referencematerials and to apply political skills and understanding developed earlier in the unit. The nature ofthe unit is such that an outcome-by-outcome approach is not appropriate and a more holistic strategyshould be used. When an integrated strategy is adopted, it will be necessary to identify where in thecandidate’s response each outcome has been met.

If the evidence is gathered towards the end of the unit, care should be taken to ensure that sufficienttime is allowed for remediation and reassessment if required.

While assessments are set which allow candidates to demonstrate performance beyond the minimumstandard required, evidence gathered for internal unit assessment may also be used for gradeprediction and for appeals for external course assessment. (For details of the grade descriptions forexternal assessment, refer to the Advanced Higher Politics course details.)




SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).


Superclass: EA



Version: 02




19


UNIT Research (Advanced Higher)

NUMBER D396 13


SUMMARY

This is a mandatory component unit of Advanced Higher Politics but it can also be used as afreestanding unit.

This unit is designed to enable candidates to develop knowledge and understanding of a major topicwithin politics and investigative, planning, analytical and evaluative skills as well as enhancing andreinforcing the course as a whole. The study should focus on an area of politics which interests thecandidate and should be drawn from any part of the Higher or Advanced Higher courses. Emphasiswill be upon the quality of the research and the evaluation of it, rather than the quantity or type ofdata collected.

This unit is designed to meet the needs of:

• candidates undertaking an Advanced Higher course in Politics• candidates undertaking a Scottish Group Award at Advanced Higher• candidates who wish a grounding in political research

OUTCOMES

1 Plan a political investigation2 Collect and analyse information appropriate to the aims of a political investigation3 Evaluate conclusions gained through the process of investigation and support these with

evidence.

Politics: Unit Specification – Research (AH) 20



RECOMMENDED ENTRY


CREDIT VALUE


CORE SKILLS


Complete core skills for the unit Problem Solving H

Core skills components for the unit None






OUTCOME 1

Plan a political investigation.

Performance criteria(a) The plan establishes clear aims and sources of information.(b) The aims are relevant to the topic chosen.(c) The planned methods of collecting information are varied and relevant to the investigation.

Evidence RequirementsPC (a) – (c) a full written and/or oral plan of the investigation in a log book showing aims andmethods, clearly linked to an appropriate topic and agreed with the teacher/lecturer. The researchmethod(s) to be adopted should be clear and relevant to the topic.

OUTCOME 2

Collect and analyse information appropriate to the aims of a political investigation.

Performance criteria(a) Information is collected from a range of sources.(b) Information is relevant to the aims of the investigation.(c) Information is analysed accurately in terms of the hypothesis and aims.

Evidence requirementsPC (a) – (c) the types of political information chosen and collected should be described within the logbook and be varied, relevant to the stated aims and be presented and analysed appropriately.


National Unit Specification: statement of standards (cont)


OUTCOME 3

Evaluate conclusions gained through the process of investigation, and support these with evidence.

Performance criteria(a) The conclusions reached are valid and relate to the aims of the investigation.(b) The conclusions make use of relevant evidence from a range of different sources.(c) The conclusions evaluate the effectiveness of the processes used in the investigation and the

reliability of the information collected.

Evidence requirementsPC (a) – (c) the final section of the log book and new supporting evidence should link the conclusionsreached to the original aims of the investigation and the collected evidence. Candidates shouldcomment on the effectiveness of the processes they used, the usefulness of the information andwhether changes could be made to the research design and sources to improve the reliability ofinformation and conclusions. The content of the log book and the processes involved in theinvestigation will be discussed at an interview with the teacher/lecturer.







This unit gives candidates the opportunity to investigate a topic of personal interest from thosecovered at Higher or Advanced Higher. The unit develops the investigative skills of planning,research, analysis and presentation. The study takes the form of a political investigation based upon aplan created by the candidate, and uses primary and/or secondary information. The study mustaddress the theoretical issues which underpin the topic of the investigation and demonstrate a goodunderstanding of the issues and theories related to political research processes.

In choosing a topic for research, candidates should consider how the study might enhance andreinforce their learning and enjoyment of the course as a whole. Given that the major focus of thecourse is a comparative one the choice of research topic and plan should reflect this with appropriatecomparisons drawn wherever possible.

It is important that each candidate is introduced to some of the key principles involved in politicalresearch – how to develop research questions, formulate aims and choose appropriate researchmethods. The use of either qualitative and/or quantitative methods and an appreciation of theirrelative advantages and disadvantages will be critical to a successful investigation. The candidateshould be introduced to different types of political information and how such information may beanalysed and presented using descriptive statistical techniques (bar charts, graphs, histograms and soon). Candidates must also be able to evaluate the effectiveness of the processes used in theinvestigation and comment on the reliability of the information collected. This will involveconsideration of the strengths and weaknesses of their investigation and whether their findings andconclusions were limited because of their research design and/or choice of research method and howit may be improved for similar research at a later stage.

Choice of topics for study is at the discretion of the teacher/lecturer and candidate but it must bedrawn from the candidate’s studies in Politics at Higher or Advanced Higher. This gives a very widescope for the study. By way of illustration it may be possible for a candidate to base his or her studyon Robert Dahl’s influential work on pluralist theory. Dahl carried out an empirical study of thedistribution of power in New Haven, Connecticut, USA “Who Governs? Democracy and Power in anAmerican City” (1961). He concluded that although the politically privileged and economicallypowerful exerted greater power than ordinary citizens, no ruling or permanent elite was able todominate the political process – “New Haven is an example of a democratic system, warts and all”Dahl said. He coined the term ‘polyarchy’ to mean rule by the many as distinct from rule by allcitizens. A study of “who runs this town?” may involve questionnaires to local business people, localgovernment officials and local people. A list of ‘important’ and/or ‘influential’ people could bedrawn up, local newspapers scanned to see whether these individuals or groups get publicity orcoverage for actions and opinions. Some personal interviews may be required. The conclusion will bewhether the town is run ‘by the people’ or by a narrow elite. There is a strong theoretical base for thestudy and scope for using elitist or Marxist evaluations of the findings.





Although a considerable level of independent work is expected for this unit teachers/lecturers willrequire several hours to input the key principles and methods involved in research. Learning andteaching should be conducted in an area of politics which is of genuine interest to the candidate andcan be managed in the time available. Choice of topic should arise naturally from the candidate’sprevious experience of politics and personal interests but teachers/lecturers should offer guidance andsupport to candidates in the choice of topic.

Teachers/lecturers may also, where necessary, offer advice on the proposed investigation, selection ofsource material and support the planning of work. Time management is a critical feature of this unitand candidates should be prepared to set clear targets in agreement with tutors. While outcomes areclearly interconnected they should be approached in order, and at every stage candidates should begiven guidance to ensure that the dissertation remains manageable and focused.

Resources for this unit will centre on access to current political literature in either paper-based or ITform. In addition, contact with researchers or users of research could help candidates to anticipatesome of the problems they may encounter. While a high level of independent work is expected,teacher/lecturer input should be present at every stage and a candidate support pack could bedeveloped to enhance that support.


Evidence of achievement for this unit will be contained in a log book and supported by an interviewbetween teacher/lecturer and candidate. Some of the 40 hours additional time in the AdvancedHigher should be available for preparation of the final report. The Research Report should bebetween 2500 and 3000 words in length, excluding footnotes and bibliography and will require to besubmitted to SQA by a predetermined date for external marking.

GUIDELINES FOR THE RESEARCH PROCESS

1 The purpose of the unit is to assess a candidate’s ability to acquire, select and analyseinformation which will further demonstrate his/her understanding of a topic or issue studied atHigher or Advanced Higher level.

Each candidate is required:

a. to identify a relevant area in politics which is capable of providing sufficient informationto support an investigation at this level;

b. to survey recent politics literature;c. to submit a plan for an investigation which establishes clear aims and sources of

information which are varied and relevant to the investigation;




d. to acquire and analyse information in terms of the hypothesis and aims;e. to compile a log bookf. to take part in an interview with the teacher/lecturer to discuss all aspects of the unit.

The selection of the topic should be related to the availability of appropriate source materials and theamount of time allocated to the research.

2 Approval of topics

Candidates must submit their topics for approval to the teacher/lecturer before beginning their work.In addition, prior moderation of topics will be required by the SQA. Topics should be submitted tothe SQA by October 31st.

3 The Research Report

For the course assessment the candidate will present a completed research report. The report shouldbegin with an introduction which identifies the topic and states the parameters of the study set by thecandidate (usually in conjunction with the teacher/lecturer). The introduction should be clear aboutthe candidate’s aims and sources of information. If the candidate has to deviate from the original planhe/she should describe why such deviation became necessary and the reasons for choosing a new orrevised approach. The Report’s conclusions should relate to the aims of the investigation, be valid,use a range of different sources, evaluate the effectiveness of the processes used and the reliability ofthe information.

The report will be 2500-3000 words in length (excluding bibliographies and footnotes, and will besuited to the nature of the investigation. The Report must also include clear indications of thesources being used and all direct quotations must be indicated with quotation marks and a referenceto the source. Any part of the report taken from another source and not referenced as such will beregarded as an example of plagiarism and may lead to disqualification from external assessment ofthe course.

4 Supervision and Authentication

Teachers/lecturers responsible should be satisfied that the submission is the candidate’s own work.Since the Report is not produced under examination conditions teachers/lecturers will interviewcandidates to chart their progress to provide evidence to support unit assessment by the completed logbook..




SPECIAL NEEDS



Superclass: EA



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UNIT Challenge to the Nation State (Advanced Higher)

NUMBER D397 13


SUMMARY

This is an optional component unit of Advanced Higher Politics but it can also be used as a free-standing unit.

It provides breadth and depth of study of the issues of gobalisation and its effect on the nation state aswell as challenges to the nation state. The unit develops a range of communication skills to supportindividualised candidate research and high-level skills of analysing and evaluating politicalinformation, applying complex concepts in contrasting contexts and reaching informed conclusions.


• candidates undertaking an Advanced Higher course in Politics• candidates undertaking a Scottish Group Award at Advanced Higher• candidates who wish a grounding in modern political issues

OUTCOMES

1 Explain the concepts of the nation state and globalisation.2 Explain the major challenges to the nation state from globalisation.

RECOMMENDED ENTRY


Politics: Unit Specification – Challenge to the Nation State (AH) 28



CREDIT VALUE


CORE SKILLS









OUTCOME 1

Explain the concepts of the nation state and globalisation.

Performance criteria(a) The concept of the nation state is explained accurately and comprehensively.(b) The concept of globalisation is explained accurately and comprehensively.

Evidence requirementsPC (a) – (b): full written or oral account of integrating the requirements of all the performancecriteria. The extended response should include a definition and historical perspective of the nationstate showing the importance of political and economic factors and referring to the views of at leastone theorist. Some distinction between types of nation states is required, eg developed states like theUSA, UK, Japan, Germany and France, whose share of world trade is easily greater than all the othercountries in the world together compared to developing states with massive national debt dependenton the IMF and the World Bank. The response should include an account of the concept ofglobalisation and refer to the increasing global interdependence of states.

OUTCOME 2

Explain the major challenges to the nation state from globalisation.

Performance criteria(a) The challenges to the nation state from globalisation are explained accurately and comprehensively.(b) Theories of globalisation are explained accurately and comprehensively.(c) Examples used to illustrate relationships between nation states are accurate and relevant.

Evidence requirementsPC (a) – (c): full written or oral account integrating the requirements of all the performance criteria.The extended response should include an account of two theories chosen from those listed below.The work of at least one theorist should be used to illustrate each theory. At least one internal andone external challenge should be covered with relevant examples being used.

Challenges to the nation state: choose two from:

• internal stability – ethnicity and mini-nationalism• external stability – the need for regional/global security• economic dependence on global economic and financial organisations• social integration – human rights, technical integration, dependence on world communication

networks• ecological interdependence – threats of pollution, global warming• theories of globalisation: Choose two from political realism, liberal pluralism and dependency

theory







This unit allows for the recognition of an international dimension to politics through detailedanalyses of the concept of globalisation and the theories that have been developed to explain itsexistence. Our lives are increasingly shaped by decisions and events that happen a great distancefrom us. The concept of globalisation has gained in importance in recent years with its central featurebeing that territorial boundaries, such as those between nation-states, are becoming less significant.This means that local, national and international political processes have to interact constantlyleading to systematic interdependence.

Candidates should be able to investigate the concept of nation-state from a historical perspectivehaving been introduced to the state in the Advanced Higher unit Modern Political Ideas, (Outcome 1).Candidates should explore different classifications of nation state in order to get a fuller picture ofthe types of nation state and their ability to cope with the threats posed by globalisation. The theme isone of increasingly global interdependence of states, organisations and individuals reducing theautonomy of individual states.

There are many and varied challenges to the nation state from globalisation. Candidates should beintroduced to a range – listed in the evidence requirements – but should concentrate in some depth onat least one internal and one external challenge. Once again Hague, Harrop and Breslin’s‘Comparative Government and Politics’ and Andrew Heywood’s ‘Politics’ provide excellent chapterson globalisation, classification of states, internal and external challenges and several examples oftheories related to globalisation.


Learning and teaching approaches should reflect the aims and rationale of the subject as outlined inthe Advanced Higher Politics course specification. The learning experience should be varied andinteresting and place due emphasis on independent study at an advanced level.

Variety in teaching approaches is critical and candidates should be given every opportunity toparticipate as whole-class members, in small groups or as individuals. The approach should becandidate-centred and activity-based, but whole-class teaching can play a part in flexible programmeas a means of establishing understanding.





The outcomes are interconnected and should be approached as such. It is recommended that whereverpossible outcomes should be covered in an integrated way. An outcome-by-outcome approach, whichcould lead to a compartmentalised view of politics, should be avoided.


Evidence of attainment of the outcomes for this unit may be provided by a variety of methods.However, at this level extended essay responses are considered to be most appropriate and should beplanned and written as open book exercises to allow candidates to draw on a wide range of referencesand apply political skills and understanding developed earlier in the unit. The nature of the unit issuch that an outcome-by-outcome approach is not appropriate and a more holistic strategy should beused. When an integrated strategy is adopted, it will be necessary to identify where in the candidate’sresponse each outcome has been met.


Where assessments are set which allow candidates to demonstrate performance beyond the minimumstandard required, evidence gathered for internal unit assessment may also be used for gradeprediction and for appeals for external assessment. (For details of the grade descriptions for externalassessment, refer to the Advanced Higher Politics course details.)

SPECIAL NEEDS



Superclass: EA



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UNIT Revolution and Political Change (Advanced Higher)

NUMBER D398 13


SUMMARY

This is an optional component unit of Advanced Higher Politics which can be offered as afreestanding unit.

The unit focuses on concepts related to political change in its various forms and on models putforward to explain political instability and revolution. These models can then be used by thecandidates to evaluate political change in a number of political contexts.

It develops a range of communication skills to support individualised candidate research and high-level skills of analysing and evaluating political information; applying complex concepts incontrasting political contexts will also be progressed.


• candidates undertaking an Advanced Higher course in Politics• candidates undertaking a Scottish Group Award at Advanced Higher• candidates who seek a grounding in modern political issues and models

OUTCOMES

1 Explain concepts related to political change.2 Analyse models used to explain political instability and revolution.

Politics: Unit Specification – Revolution and Political Change (AH) 33



RECOMMENDED ENTRY


CREDIT VALUE


CORE SKILLS









OUTCOME 1

Explain concepts related to political change.

Performance criteria(a) The explanation of the concept of revolution is accurate, detailed and comprehensive.(b) The explanation of the concept of ideology is accurate and detailed in terms of its relationship

to political change.(c) The application of the concepts of ideology and revolution in contrasting states is relevant and

accurate.

Evidence requirementsPC (a) – (c): full written and/or oral account integrating the requirements of all the performancecriteria. The extended response can include an historical review of the concept of revolution, makinguse of relevant illustrative examples, and should include the part played by ideology in revolutions.

Political contexts: choose two national contexts.Ideology: choose two examples from communism, fascism, socialism, liberalism, capitalism.

OUTCOME 2

Analyse models used to explain political instability and revolution.

Performance criteria(a) The explanation of the main approaches to the study of political instability and revolution is

accurate, detailed and comprehensive.(b) The interpretation of the relationship between opposing models and political instability is

relevant, detailed and accurate.

Evidence requirementsPC (a) – (b): full written and/or oral account integrating the requirements of all the performancecriteria.The models chosen should be explained briefly, using at least one theorist for each, and applied to thechosen contexts, comparing the circumstances which underlay the examples of political instabilityand/or revolution.

Political contexts: choose two examples of political instability and/or revolution from any nationalcontexts.Models: choose two from Marxist, functionalist, social psychology or comparative history.







The aim of this unit is to identify different forms of revolution and political instability andcontrasting explanations put forward to explain them. Using major revolutionary examples of theteacher’s/lecturer’s choosing the candidates should be able to explain the part played by ideology anduse different models to analyse each revolution. The work of a number of theorists like Marx, Engels,Lenin, and de Tocqueville may be considered.

Candidates should be introduced to the notion of political change and the difficulty of defining theconcept of ‘revolution’. Aristole’s definition of revolution in the city states of Ancient Greecereferred to a transfer of power and is unlikely to be accepted today when most political scientistsbelieve that revolution involves broader and deeper change. The contrast between evolutionary andrevolutionary change is important to the unit as is the impact of ideology on that change. Definitionsand examples of ideology should be provided ensuring that ideology is shown as action-related givingboth an analysis of existing society and a model of a desired future with an outline of how politicalchange can and should be brought about. Candidates should be introduced to at least two differentpolitical ideologies eg communism, fascism, socialism, liberalism, capitalism and be able to showhow they operate in at least two contrasting political systems.

There are many models put forward to explain political instability and revolution. Candidates shouldbe introduced to at least two relevant models from these mentioned below:

Marxist – how the theory explains fundamental social change as one economic system replacesanother; the inevitability of revolution as a consequence of class conflicts in society; how the theoryhas been adapted by subsequent communist leaders like Lenin in Russia and Mao Zedang in China.

Functionalist (systems approach) – where revolutions are explained as a form of disequilibrum in thepolitical system, brought about by economic, social, cultural or international changes which thesystem cannot respond to. The work of Chalmers Johnson contrasts starkly with that of Marx.

Social psychology – the work of Alexis de Tocqueville in attempting to explain the Frenchrevolution has been developed into a model of a ‘revolution of rising expectations’. The notion ofrelative deprivation is critical to this model and is detailed in the work of J. Davies (1962) in the ‘J-Curve theory’ which shows the revolutionary gap between expectations and capabilities. This modelmay offer insight into the conditions of political instability but seems insufficient in explainingpolitical change to some theorists.

Comparative History – Theda Skocpal’s 1979 comparison of the French, Russian and Chineserevolutions puts forward a social-structural explanation of revolutions, highlighting the internationalweakness and domestic ineffectiveness of states which succumb to breakdown.

An excellent and interesting comparison of each of the models’ attempt to explain the revolutions inFrance (1789), Russia (1917) and Iran (1979) is given in Hague, Harrop and Breslin’s “ComparativeGovernment and Politics”.





Learning and teaching approaches should reflect the aims and rationale of the subject as outlined inthe Advanced Higher Politics course specification. The learning experience should be varied andinteresting and place due emphasis on independent study at an advanced level.

Variety in teaching approaches is critical and candidates should be given every opportunity toparticipate as whole-class members, in small groups or as individuals. The approach should becandidate-centred and activity-based, but whole-class teaching can play in a flexible programme as ameans of establishing understanding.


The outcomes are interconnected and should be approached as such. It is recommended that whereverpossible outcomes should be covered in an integrated way. An outcome-by-outcome approach, whichcould lead to a compartmentalised view of politics, should be avoided.


Evidence of attainment of the outcomes for this unit may be provided by a variety of methods.However, at this level extended essay responses are considered to be most appropriate and should beplanned and written as open book exercises to allow candidates to draw on a wide range of referencesand apply political skills and understanding developed earlier in the unit. The nature of the unit issuch that an outcome-by-outcome approach is not appropriate and a more holistic strategy should beused. When an integrated strategy is adopted, it will be necessary to identify where in the candidate’sresponse each outcome has been met.


Where assessments are set which allow candidates to demonstrate performance beyond the minimumstandard required, evidence gathered for internal unit assessment may also be used for gradeprediction and for appeals for external course assessment. (For details of the grade descriptions forexternal assessment, refer to the Advanced Higher Politics course details.)

SPECIAL NEEDS


POLITICS Advanced Higher - SQA · These questions should be looked at through the work of one...

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