Higher History: Scotland

The Impact of the Great War 1914-28

The Structure of the Scottish course

Four Units1. Scots on the

Western Front2. Effect of the war

on Scottish Society

3. Effect of the war on industry

4. Effect of the war on Scottish Politics

The exam• Worth 1/3 of exam• You will be given

three source handling questions worth 20 marks in total

• Evaluate the Usefulness (6), Comparison (5), How Fully (9)

• Roughly 45 minutes (of 2hr 20 exam)

Part 1: Scots on the Western Front

Checklist:o Scotland before the waro Recruitmento Experience of Waro Battles of Loos and

Sommeo The Kilted Regimentso Scots personnel –

leaderso Scots personnel -

overall contribution

We are learning to…Describe Scotland on the eve of WWI

I can…Summarise the Scottish people, politics, economy and martial traditions

Scotland before the warEverybody divide a double page into four sections with the following headings1. People2. Economy3. Politics4. Scottish IdentityThe class will split into four ‘expert groups’ who will look at one factor in depth (resource 1)Academic Target – collect at least 5 detailed points on your expert topic in 10 minutesSocial Target – discussing the material

Scotland before the warReturn to your group.Now each group member will have a chance to teach their expert topic to the rest of the groupEach group member should fill in the relevant section as they are taught the informationAcademic Targets – Teach your expert topicComplete the remaining three sectionsSocial Target – listening to the expert

Eve of the War - Quiz

1. What were living conditions like in Scottish cities?2. What was happening to the rural Scottish population?3. What was the Scottish economy dependent on?4. What was the Clyde famous for?5. Which party received the majority of Scottish votes in

elections?6. Why were the Tories/ Conservatives unpopular?7. What sort of things were associated with the Scottish

identity?8. What was the reputation of Scots soldiers?

Individual AccountabilityWrite a tweet (140 character summary) of all four aspects of Scotland before WWI.1. People2. Economy3. Politics4. Scottish Identity

Group Processing Question:What would you change about your approach to the task if you did an expert group task again? Discuss your answers.

Voluntary RecruitmentBackground: Individual noteWhen war broke out in 1914, the British Army numbered only 100,000 men and was vastly outnumbered by Germany and her allies.The government immediately set about encouraging all young fit men to volunteer; however not all recruits were motivated by government propaganda postersThere were a number of reasons why men wanted to join up in 1914;

We are learning to…Explain why men signed up for war in high numbers

I can…I can make at least three, relevant factual points which are developed

Voluntary RecruitmentEach group will have a sheet detailing 10 reasons (resource sheet 2) for voluntary recruitmentStarting with person number 1 and reason number 1, the person reads out the reason then summarises it on a small card/ piece of paper. The card is then placed in the middle when all group members are happy they understand.Academic Targets – Read/hear and summarise reasons for joining upSocial Target – checking for understanding

Individual AccountabilityYou should ensure each person has at least three detailed reasons for ‘joining up’ in their jotter.

Now go to Unit Assessment Task, AS 2.2

Group Processing Question:How well did your group do in checking everyone’s understanding? What could improve it?

We are learning to…Describe Life in the Trenches

I can…I can create a list of factual & relevant information

Life in the TrenchesBackground: Individual noteWar very quickly reached stalemate in late 1914 when both sides dug deep ditches, or trenches, in order to secure land and protect themselves. These trenches stretched around 400 miles from the English Channel to Switzerland‘Trench Warfare’ was unique to the WWI experience, and living conditions were awful for Scottish troops.

Life in the TrenchesWe will watch a short clip about life in the Trenches. Take Notes.https://www.youtube.com/watch?v=XiyWP7EM0tg Then your group will produce group lists of facts about life in the trenches with the aim of producing the highest number of facts.Academic Targets – Watch and take notes about Trench Life.Compile group list of factsSocial Target – active listening

Group Processing Question:What would you change about your approach to the task if you compiled a group list? Discuss your answers.

Important point• Although life in the trenches is a very big part

of N5 history, in Higher only one mark max will be awarded for talking about conditions in the trenches in an issue 1 question – don’t make the mistake of listing lots of N5 points!

• Homework Task: Try and find online, at least three Scottish Specific experiences of soldiers in WWI. We will go over this tomorrow.

• Some names of Scottish Regiments – The Cameron Highlanders, the Black Watch, the Gordon Highlanders, The Highland Light Infantry, The Scots Guards, Argyll & Sutherland Highlanders

The Kilted RegimentsTask 1Share with your group what you found out for homework.

Task 2 Class Builder – ‘3 stay, 1 stray’Your teacher will then ask one group member to travel round the other groups, sharing a group list of information on the kilted regiments

We are learning to…Describe features of two key WWI battles

I can…Teach the key points of one battleComplete A.S. 2.1 – A Paired task involving description of the Battle of Loos

Battles: Loos & The SommeTwo of the most important battles that Scots were involved in are included in the Higher.You will have one Battle to become an ‘expert’ on using a fact sheet (resource 3). Your teacher will group together expert groups.You must create a learning resource which gives what you believe to be the key facts about the battle. (hints – dates, leaders, weapons, casualty figures)Academic Targets – Become an expert on a WWI Battle & create a learning Resource.Social Target – checking for understanding with other expertsGroup Processing Question:Was this attempt at expert groups better than the last? If so, why? Discuss your answers.

BattlesNow you will be paired with a contrasting expert and you will both teach each other the key facts about this battle.Academic Targets – Impart your expert knowledge on a pupil.Learn from your expert partner.Social Target – active listeningAsking questions

Now go to Unit Assessment Task, AS 2.1

1. The Battle of ______ started on ________. It lasted until ________. The leader(s) was/were ____________. The type of soldiers involved were ___________.

2. At the battle, _______ was used for the first time. It was effective/ ineffective because________.

3. The Battle of ______ was largely successful/ unsuccessful. I would say this because _______.

4. At this battle, _________ troops were killed or injured. _________ of these were Scots.

We are learning to…Describe the role of Scottish military personnel

I can…Reach a decision about Haig’s impact on warfare based on evidenceWrite an MP’s speech about Scotland’s role in WWI

Scottish Military Personnel (People)

• The final part of Issue 1 requires you to know about the Scottish soldiers’ contribution to the war

• You should be able to talk about the leaders of the Scots, as well as the casualty & death rates.

• First, we will have a look at General Douglas Haig – a Scottish military leader

• https://www.youtube.com/watch?v=cHkOG7adupI

Field Marshal Douglas Haig

• Douglas Haig was born in Edinburgh on 19 June 1861 into a wealthy family who owned a whisky business. He studied at Oxford University.

• On the outbreak of war in 1914, Haig was commanding the BEF's 1st Army Corps, whose overall commander was Sir John French. By the end of 1915, it was clear that French was ill-suited to the role, and in December Haig was appointed commander in chief in his place.

• Haig served as commander in chief of British Home Forces from 1918 until his retirement in 1921. He was created an earl in 1919 and died on 28 January 1928.

Haig – military hero or donkey?Each group will have a sheet (resource sheet 4) detailing both sides of the argument – Haig as a great military leader & Haig as a villain.As a group you will discuss each in a Round Robin Style then decide upon which argument your group support You will present your decision to the class, using three pieces of strong supporting evidence in your own wordsAcademic Targets – Discuss information about General HaigUse evidence to support our argumentSocial Target – reaching consensusGroup Processing Question:Which group members struggled with reaching consensus? Discuss your answers.

Scottish Deaths & Casualties (People)

Argument: ‘Britain could still have won the war without the Scots.’’

Your group have been given the task to write a speech for an MP to read in parliament which shows this is not the case.You must use 5 points of evidence from Resource sheet 5.Everyone in the group must agree on the points and their importance.Academic Target – Write a group speech using presented evidenceSocial Target – reaching agreementGroup Processing Question:Was this attempt at reaching agreement any easier? If so, why? Discuss your answers.

Ladies and Gentlemen of the chamber, today I will speak on the contribution of the Scots to the First World War. I wish to respond to the statement made earlier in the week that ‘Britain could still have won the war without the Scots.’’ I find this argument historically inaccurate and quite frankly insulting. If we look at the evidence it is clear that the eventual victory of the Allies was partly to do with the contribution of Scots soldiers. My first point is that…

Issue 1 complete!

http://www.bbc.co.uk/education/guides/z3nssbk/video You may now wish to complete Assessment Portfolio Tasks AS 1.1, 1.2 and 1.3 using historical sources, however these can be done with any issue.

Part 2: Domestic Impact of War – Society and Culture

Checklist:o Recruitment and

conscriptiono Pacifism and

conchieso DORAo Womeno Death and Losses in

Scottish societyo Commemoration and

Remembrance

We are learning to…Describe the government response to the recruitment crisisDescribe the Scottish reaction to conscription

I can…Answer questions & share answers with my group

The Military Service ActIndividual Note

This law was passed in January 1916 and came into force on March 2, 1916. The Act specified that men from 18 to 41 years old were liable to be called up for service in the army unless they were married, widowed with children, serving in the Royal Navy, a minister of religion, or working in one of a number of reserved occupations. A second Act in May 1916 extended liability for military service to married men, and a third Act in 1918 extended the upper age limit to 51.

Task 1: Each group member answer the corresponding question. Come up with lists of possible answers rather

than one.1 – why do you think the government suddenly decided to introduce conscription?2 – why would only men 18-41 be eligible?3 – why was each group exempt i.e. widowers?4 – Which groups/ people in Scotland might object to conscription and why?

Task two: share your ideas

Starting with number 1, go round the group and present your a) question and b) ideas/ findings to the others.

Academic Task: share answers to individual questionsSocial Task: active listening & challenging

Task ThreeInevitably, conscription or military service was not welcomed by all and it seemed to be particularly unpopular in Scotland.Academic Target: • each group member needs a different

colour set of post its• As a group, try and cover your whiteboard

with as many reasons as you can as to why conscription was unpopular.

Social Target:Taking Turns

How did we do?

Individual accountability – how many post its in your colour are on the board?

Group processing – how many did your group produce collectively?

Your teacher will now collect ideas from the class and display on the board.

Why was conscription unpopular?

Individual Task: Choose the 5 strongest reasons from the class ideas and write them into your own notes.

We are learning to…Explain why some men objected to fighting in the warDescribe the treatment of Pacifists and conscientious objectors

I can…Summarise & Teach the story of a conchieDraw out 5 key facts

Conscientious ObjectorsIndividual Note:Conscientious Objectors was the name given to men during the war who refused to be conscripted into the British Army. Some men were already exempt (those who were physically or mentally unfit to fight & those who did jobs of national importance i.e. coal mining, skilled farm work). Conscientious Objectors were nicknamed ‘conchies’ in Britain. Usually men objected for moral reasons (socialists/ pacifists) or for religious reasons (i.e. Quakers.)

1. Jim Preece – a conchie and Quaker2. Archie Walsh – a conchie and pacifist3. Claire Wood – daughter of a conchie4. Stephen Green – anti-conscription

protestor

Academic Task – Summarise your person’s story, ready to teach to your group.

Task One:

Each group member will read the story of a conscientious objector during the Great War. You need to summarise the story in your own words and share it with your group members.

Then group members will come up with lists of;5 key facts about the treatment of

your ‘conchie’Start them with ‘some conscientious objectors…’

Key facts – Conscription & Conchies

• In 1916 approximately 14,000 conscientious objectors appeared before tribunals.

• Around 7,000 conscientious objectors agreed to perform non-combat duties, often as stretcher-bearers in the front line.

• More than 1,500 pacifists refused all military service. These ‘absolutists’ opposed undertaking any work whatsoever that helped Britain's war effort.

• Across the UK almost 6,000 conscientious objectors were court martialled and sent to prison.

• Conditions were harsh and at least 73 died because of the treatment they received.

Individual Task: Treatment of conchies

Now use your story and what you’ve heard from others to make a list of 10 key facts about the treatment of conchies.12345678910

We are learning to…Identify the ways in which the government exerted more control over people in wartime (DORA)

I can…Complete a paired task on aims & reactionsComplete an individual copy & complete task

DORAThe Defence of the Realm Act

Individual NoteWhat was it? A law passed by the British government giving them more control over people’s lives.When? 8th August 1914, four days into WWI.Why? It was believed that during war, the government needed to exert more control over the country i.e. to stop spying

Paired Task - DORAUse resource 7 about DORA, which contains 6 parts of the law.Number 1 – your job is to identify the aim of each part – why did the government choose to do this?Number 2 – job is to identify the reaction to each part – would people be happy with this? If not –WHY?

Academic Task – Explain aims or reactions to DORA laws then share with partner.Social Skill – Communicating clearly & active listening

Individual Taskcopy & complete this four times for four parts of DORA

One restriction introduced as part of DORA was ________. The purpose of this was to __________ however it was unpopular because __________.

Each of these would get 1 mark in a how fully question where you use your own knowledge.https://www.youtube.com/watch?v=O8r_ByZOXjg

Women & WWIIndividual Note

• Prior to WWI, women had occupied a secondary role to men in Scottish society

• Women held few important jobs in society and most women worked in domestic service or similar

• When war broke out in 1914, thousands of men left their jobs to fight on the Western Front meaning that the British government had to rely on women to fill the gaps in the workforce

We are learning to…Explain how women contributed to Scottish Society during the war

I can…Collect information on one aspect of womenTeach it to my groupComplete an individual quiz

Task: Scottish Women

• Your group needs to investigate four areas.

• Divide a double page into four sections;1. The work of Scottish women2. Reaction to women in the

workplace3. Famous Scottish Women4. Rent Strikes• If your group is a 3, number 2&3 can be

grouped together

• Each group member will have ten minutes to read through their relevant notes and summarise it into the right section

• Then each group member will take it in turns to share their information until everyone’s double page is complete

• Then everyone will do an individual quiz based on all 4 areas

Summarising

E.g.,

Women’s work was generally hard with low wages and dangerous conditions, such as working in munitions factories with TNT but was vital to the war effort.

Women Quiz1. Which industry was the biggest employer of women

during the war?2. Why were men unhappy with women replacing them

in the workforce?3. Why is Elsie Inglis remembered for her role in the

war?4. Why did women refuse to pay rent during the war in

Scotland?5. What was the outcome of the rent strikes?6. Why was munitions a particularly dangerous job for

Scottish women?7. What was the ‘dilution’ issue?8. What happened to women in the workforce when

the war ended?

We are learning to…Explain how Scotland remembered those lost in the war

I can…Complete a group reading taskCreate a poster for the Poppy appeal

Death, Losses and Commemoration

Task One: Group Reading

• Use resource 9 on losses• Everybody reads section 1 individually• When you are all ready, person 1

verbally summarises what they’ve read to the rest of the group

• If everyone is happy that they understand, move on to the next section, this time person 2 summarises

• Repeat until end

Individual Task: Poppy Appeal

Create a poster in your jotter which encourages Scots to contribute to the Poppy Appeal.It should; Describe the military losses/deaths of

Scotland Describe the History of the Poppy

Appeal Explain why people should contribute/

what the Poppy Appeal does

This will provide your own information for revision in your jotter.

Part 3: The effect of the war on Industry & economy

Checklist:o Effect of the war on

industry, fishing and agriculture

o Price rises & rationing

o Post war economic difficulties

o The land issue in the Highlands

We are learning to…Explain the effect of the war on industry, fishing and farming

I can…Create a mind map detailing the effect of war on industryHelp my group members recreate this mind mapComplete a paired task on farming or fishing

Task: The Effect of War Industry• Every group member should take a section from

resource sheet 101. Coal, Iron, Steel & Textiles2. The Shell Scandal3. The Munitions of War Act4. Threat of Strikes• Each group member should create a mind map on

their area• You will then explain your mind map to the rest of

your group and get them to copy it• https://

www.youtube.com/watch?v=wLWV0XN7K1g • So everyone should end up with 4 mind maps

Task: Farming or Fishing?• Work in pairs• One is a fisherman, one is a

farmer• Work through the statements on

resource sheet 11• You must decide whether these

are statements which apply to the farming or fishing industry during the war

• Individual Task:• Now put into your jotter 3 key

facts about each of the industries during WWI.

Wartime Industry – Individual Note

• Scotland’s traditional heavy industries like coal, steel, shipbuilding & textiles were given a boost by wartime demand. The munitions industry in particular employed a huge number of Scots, however the Munitions of War Act restricted workers by making striking and moving jobs illegal.

• Farming (agriculture) was also boosted by the war as the German U-Boat attacks meant Britain had to try and become self sufficient. Women & Conchies helped produce food & fodder for the country.

• Fishing had been a successful industry before the war but was adversely affected by the war. The North Sea was all but closed due to the threat of mines and important overseas markets like Germany were lost.

Price Rises and RationingInvidual Note

• A real threat to Britain's food supplies and Britain’s ability to continue the war effort came in 1916 when a new campaign of 'unrestricted submarine warfare' began with deadly effect:

• By August 1917, 1.5million tons of British merchant shipping had been sunk.

• At one stage only four days’ supply of sugar remained and a few weeks’ worth of flour.

• The shortage of many forms of food led to long queues at the shops and rapidly rising prices

We are learning to…Describe the government’s approach to rationing in Britain

I can…Interpret a historical sourceCreate a mind map or diagram on rationing

Rationing Group Task

• Each group member will use one historical source

• Use resource sheet 12• They need to draw out the key points

from that source and then summarise them to the rest of the group

• Target – aim for 4 key points

Rationing Individual Task

• Now create a mind map or similar outlining the key aspects of rationing that your group has discovered

• It should have 1-2 points on the following

How the government tried to deal with shortages at first

The aims of rationingWhat was rationedHow it affected Scots

Post War Economic Difficulties

Individual note:The war years of 1914-18 had provided a temporary boom in Scottish industry, particularly in shipbuilding, steel and farmingHowever, as soon as war ended in November 1918 orders for warships and munitions suddenly endedThis meant that Scottish industry entered a period of decline, resulting in mass unemployment and economic difficulties

We are learning to…Describe the post war economic decline of Scottish Industry

I can…Write a historical source which complies with SQA standards

Post War Economic Difficulties: Task

• Work in pairs to write a source for the SQA Higher History Exam on Issue 3, specifically post war economic difficulties

• They have given you a sheet of facts (resource 13)• An acceptable source for inclusion in the SQA paper

must be; No more than 140 words Contain 4 clear points in different sentences Contain at least two distractor sentences (which are

not about post war economic difficulties) In your own words (not copied from the factsheet) Be in a neat rectangular box

Example on next page

Pink – points of informationYellow - distractor

Writing a source: Process1. Work in pairs2. Go through the factsheet and read

through each fact3. Choose the four you wish to include4. Make up two distractors (should be

slightly off topic or vague comments)5. Write your source into a neat

rectangular box in both jottersAccountability: when finished, swap your source with another pair and try and identify their four source points

We are learning to…Explain why many Scots left Scotland in the post war years

I can…Extract the most important key points from a primary source

Individual Taskdecide whether these statements reflect what you read

in the article or not!

• The government was helping Scots to emigrate by paying for it

• People in Scotland were worried about the effects of emigration

• Only people from big cities like Glasgow left• Unemployment was not a key reason for

Scottish emigration• Scottish workers were highly sought after

overseas• Every Scots emigrant went to Canada

Individual Taskdecide whether these statements reflect what you read

in the article or not!

• The government was helping Scots to emigrate by paying for it

• People in Scotland were worried about the effects of emigration

• Only people from big cities like Glasgow left – rural Highlands & North East experienced emigration also

• Unemployment was not a key reason for Scottish emigration – it was a key reason

• Scottish workers were highly sought after overseas• Every Scots emigrant went to Canada – many did

but many also went to England or other parts of the Empire

Emigration Post War: paired task

Use resource sheet 13 (newspaper article)In pairs, agree on and highlight what you believe to be the 8 most important facts regarding post war emigrationThen write these in your jotterAcademic Target: agree upon and take down 8 pointsSocial skill: reaching agreement

The Land Issue in the Highlands

Individual Note:The land issue is closely related to post war decline. The land issue was about ownership (tenure) of crofts (small farms) in the north of Scotland. After the war, Highlanders felt entitled to own their own land because of their sacrifices on the Western Front. However this didn’t happen and many Highlanders left Scotland.

We are learning to…Describe the ‘Land Issue’ in the Highlands after the war

I can…Change the format of written information on the Land IssueAnswer knowledge questions on the Land Issue

Group Task – Land IssueWork in groups of fourEach person takes one slide from resource sheet 13Your task is to change the format of the information from that slideExamples;• Written bullet points > poster• Written bullet points > mind map• Written bullet points > storyboard• Written bullet points > drawing• Written bullet points > monologue• Written bullet points > diary extract

When you are finished, present your formatted information to the rest of your group in order from 1-4

Academic Task: change the format of written information & presentSocial Task: Active listening & asking questions

Individual Accountability

Quick Quiz: Land Raids1. What did Highlanders want?2. Why did Highlanders believe they would

receive land for their role In the Great War?

3. Describe what happened during a Land Raid.

4. What did the Land Settlement Scotland Act 1919 promise?

5. Why was the Act unsuccessful?6. What did many Highlanders do in

response to the failure of the Land Issue?

Issue 3 complete!

• http://www.bbc.co.uk/education/guides/zspnn39/video

Part 4: The effect of the war on Politics

Checklist:o The Independent

Labour Partyo The growth of

radicalism: Red Clydeside

o Changing Scottish Politics

o Support for Unionismo The Crisis in Scottish

Identity

The Independent Labour PartyIndividual Note:As we know, the Liberal party gained the majority of Scottish votes before the war.There were a number of organisations which made up the ‘Labour Movement’ in Scotland.The most radical (opposed to government) was the Independent Labour Party. It was formed by Scottish miner Keir Hardie in the 1880sThe main Labour party supported the war effort and even joined the wartime coalition government in 1916. However, the ILP remained opposed to the war throughout.

We are learning to…Explain who the ILP were and why they stood against the war

I can…Summarise an individual NoteInterpret anti-war quotes from the ILP

ILP Group Task• Use resource 14, containing quotes from ILP

members from anti-war speeches• Each group member you should take two quotes

each• You should copy each source and then try to put

it into your own words• Use the Structure;• The ILP said “…” This means that… • Then use a round robin to hear everyone’s ideas• Academic Task: Interpret and present an ILP

Quote• Social Task: Active listening

ILP Group Task• Now as a group, decide on 4

key arguments that the ILP made against the war

• Everybody write them in their jotter under the heading

The Opposition of the ILP to the First World War

Radicalism & Red Clydeside

Individual Note:'Red Clydeside’ is the name given to a series of disputes beginning in 1915, between the government and the workers in factories and engineering works in the Glasgow area.The events of ‘Red Clydeside’ gave hope to people who wanted change in Scottish society. It was a major cause of the radicalisation of Scottish politics (dramatic changes).Many workers on the Clydeside formed a group called the Clyde Workers Committee (CWC) who played an important role.

We are learning to…Describe the disputes which characterised the ‘Red Clydeside’ era

I can…Learn about one critical event of Red ClydesideTeach that incident to my groupWrite an information leaflet on Red Clydeside

Red Clydeside: Leaflet Task

Each group member should study one critical event from resource 14They should draw out the key aspects of the events and then teach that section to the rest of their groupRemember: teaching is not reading out word for word nor is it giving people things to copy word for wordAcademic Target: Teach a critical event of Red ClydesideSocial Target: Summarising, explaining events

Red Clydeside: Leaflet TaskIndividual Task

Now, each person divide a piece of paper into 4 sectionsYou should now use each expert in your group to make a leaflet which summarises the four critical eventsYou will then use your leaflet as part of revision

Individual Note – Key Red Clydeside Figures

• Keir Hardie – Lanarkshire miner and founder of the ILP

• John MacLean – Schoolteacher & revolutionary Socialist

• Davie Kirkwood – East End resident & prominent socialist

• John Wheatley – Irish but lived in Glasgow, ILP member

• James Maxton – Teacher from Glasgow’s southside and Socialist

• Manny Shinwell – involved in George Square riot & went to prison

Many of these men (underlined) won seats for the ILP in the House of Commons in the 1922 election after the war, mainly in working class areas like ShettlestonThis shows that their involvement in the Red Clydeside Era changed Scottish politics because the people that voted for them would probably have voted Liberal before the war

Changing Scottish Politics

Lesson starter: answer the following questions using your notes from Issue 1 (Scots on the W. Front )1. Before the War, which party received

the majority of Scottish votes?2. Which party were unpopular with the

working class? Why?3. Why was the Labour movement small

before the war?

We are learning to…Explain why Scottish people voted differently following the war

I can…Summarise the pre war and post war voting patterns of Scots regarding the three main political parties

Task: Changing PoliticsWork in groups of fourEach person should look at one political party and study the information in the Ballot BoxYou should establish; Whether the party became more or less popular after the

war Why that was the case Which type of Scot was most likely to vote for them

Then you will present your findings to the rest of the group in a Round Robin.Academic Task: Extract information from a source & present to groupSocial Task: Verbally Summarising and listening

Individual Taskcomplete the following fact file on the fortunes (or misfortunes) of

each Scottish political Party after the war

Name of Party:Pre War Popularity:Post War Popularity: (use voting figures if you have them!)

Why they gained/ lost support:

Type of voter: (working class, middle class etc)

Support for Unionism

Individual Note:Unionism in this issue is the idea of supporting the United Kingdom and Scotland’s place within it. Sometimes Unionism is described as the opposite of Scottish Independence.

Unionism grew after the end of the Great War, meaning the majority of Scots were happy to remain as part of the UK.This is also closely linked to the growth of support for the Conservatives, as they were a Unionist Party.

We are learning to…Explain why support for the British Union increased in the post war years

I can…Brainstorm ideas on the topicCreate a spider diagram or similar with the ideas of the class

Why did Scots Support the Union?

• As a group, brainstorm the reasons for Scots supporting the UK

• Some of them are very similar to the arguments in 1914 (although some are war specific)

• Start with no1 and work your way round• Initial each reason to show your contribution• Academic Target – brainstorm reasons for

support for Unionism• Social Target – taking turns

Class Builder – Support for Unionism

Your teacher will collect reasons from each group and everyone should add them on to an individual diagram

Why did many Scots support the Union after

WWI?

War Specific reasons – add on to diagram

MOST IMPORTANT• There was a feeling of mutually shared suffering of the

war with the other home nations – they had fought and died together

• Religion was still a big part of most Scots’ lives and the main church, The Church of Scotland, was strongly pro-Union

• Most Scottish newspapers – e.g. the Sunday Post or Weekly News were very pro-Union. These were read by a large number of the population

Also important:• The newly enfranchised voters (men 21+ and women

30+) did not seem to support Scottish Home Rule and it seemed unpopular & old fashioned to them

• The popular parties in Scotland post war (Labour & Conservatives) did not campaign on issues of Home Rule so it was not widely discussed or on the agenda

• Traditions like The Royal Family were still popular in Scotland, particularly with older people and people perhaps felt more ‘British’ because of that

The Crisis in Scottish IdentityIndividual Note:The ‘Crisis in Scottish Identity’ after the war is about a few things;• Scottish confidence was low because of the

economic difficulties – could the Scottish economy survive?

• Newspapers and politicians talked about ‘the end of Scotland’ because of the industrial problems

• Scotland felt ‘old fashioned’ compared to more bustling, modern economies

• Men returning from war didn’t really get a hero’s welcome; they got unemployment and poor housing

• Many Scots were leaving through emigration

We are learning to…Explain what is meant by the ‘crisis in Scottish Identity’ after the war

I can…Read a historical source and highlight key pointsMatch up agreements with a partner and summarise in my jotter

Read, Write, Share, Pair: Crisis in Scottish Identity

Read & Write (Individual)Take one source each from Resource 16 – Trevor Royle or Richard FinlayWith your source,1. Highlight the four key reasons why Scotland’s

confidence was collapsing2. Then write each one on a separate bit of paper or

post it

Share & Pair (In twos)Take turns of reading out your four key points to each otherTry to pair them up i.e. do any of you and your partner’s pieces of paper agree?Check answers on next slide

Individual Accountability: Write down the agreements in your own jotter under the heading Why was there a crisis in Scottish Identity?

Why was there a crisis in Scottish Identity?

• Scotland was no longer the ‘workshop of the empire’ because its key heavy industries like shipbuilding were in serious decline

• Due to lack of opportunities, many Scots were emigrating and reached a high of 550,000 in the 1920s

• Social problems – housing was poor and slums were common in the cities. The promise of new homes for returning soldiers – ‘Homes fit for Heroes’ did not materialise

• Scottish confidence generally collapsed in the post war years or was ‘shaken’