
- •Theme “Great Britain: Introduction”
- •Theme “Great Britain: Introduction” Part 1
- •Introduction
- •Theme “Great Britain: Introduction” Part 2
- •Additional Material
- •Theme “Physical Face, Rivers and Lakes”
- •Theme “Flora and Fauna”
- •Theme “Climate and Weather”
- •Theme “Mineral Resources”
- •Tests Geographical position of the uk
- •Choose the right variant.
- •Match the name of the mountains and its highest peak.
- •Give short answers to the questions.
- •Social system:
- •Theme “History of the British Isles” Part 2 Roman Invasion
- •Theme “History of the British Isles” Part 3 Anglo-Saxon Invasion
- •Linguistic traces:
- •Theme “History of the British Isles” Part 4
- •Vikings' Raids
- •Theme “History of the British Isles” Part 5 Norman Conquest
- •Theme “History of the British Isles” Part 6 Great Britain: Unification of England, Wales and Scotland. Colonisation of Ireland.
- •Ireland:
- •Theme “Modern Population of the uk: Ethnic Composition, National and Linguistic Differences”
- •Immigration:
- •Additional Material Text for Reading and Discussion The importance of not being English
- •S cotland
- •Tasks to the text
- •Tests The history of the British Isles
- •Test II
- •1. Choose the right variant.(10 points)
- •2. True or false? Correct the false sentences(20 points)
- •3. Give short answers to the questions .(20 points)
- •4. Write a short summary on one of the following topics.(20 points)
- •Theme “British People” Part 2 Meals. Food
- •Theme “British People” Part 3 Customs and Traditions
- •Theme “British People” Part 4 Holidays:
- •Tests Traditions and customs of the British
- •Theme “Commonwealth of Nations”
- •1. History of the Commonwealth
- •2. Present-day Commonwealth
- •Structure of the Commonwealth
- •4. Commonwealth Organisations
- •Theme “State System of the u.K.” Part2 British Constitution
- •U nwritten Constitution
- •Theme “State System of the u.K.” Part 3 British Parliament: History, Composition and Functions
- •P arliament
- •Theme “State System of the u.K.” Part 4 Procedure of Passing a Bill in British Parliament
- •Theme “State System of the u.K.” Part 5 British Government
- •Theme “State System of the u.K.” Part 6 Political Parties in the u.K.
- •Theme “State System of the u.K.” Part 7 Electoral System in the u.K.
- •Theme “State System of the u.K.” Part 8 Devolution in Britain
- •The Political System of Great Britain
- •Political System of Great Britain.
- •Theme “The British Educational System” Part 2 Nursery and Primary Education
- •Theme “The British Educational System” Part 3 Secondary School
- •Theme “The British Educational System” Part 4
- •Independent (Public) Schools
- •Theme “The British Educational System” Part 5 Post-school and Higher Education
- •The Educational System of Great Britain.
- •Today state schools are divided into following types:
- •Public schools.
- •Higher and Further Education In Great Britain
- •Reading comprehension check
- •Assignments
- •Additional Material
- •The British Economy.
- •The north-south divide
- •British Transport.
- •Additional Material The British Media: The Press, Radio and Television.
- •Introduction
- •Say if the sentences are true or false.
- •Answer the questions
- •Complete the sentences.
- •Show on the map/ describe the position of the following geographical names.
- •Points for discussion
- •The relief.
- •Say if the sentences are true or false.
- •Answer the following questions.
- •Complete the sentences.
- •Flaura and Fauna.
- •Climate and weather in the uk.
- •Answer the following questions.
- •Complete the sentences.
- •Points for discussion
- •Cards for speaking
- •Mineral resources in the uk.
- •Say if the sentences are true or false.
- •Answer the questions.
- •Complete the sentences.
- •Guess the mineral resource according to the description.
- •The history of the British Isles
- •Iberians, Celts. Roman invasion. Anglo-Saxon invasion.
- •Say if the sentences are true or false.
- •Match the tribe with the influence they had. Put c- Celts, a – Anglo-Saxons, r – Romans.
- •Put the following events in the chronological order
- •Answer the following questions
- •The Danes, the Normans. Formation of the uk
- •Say if the sentences are true or false.
- •Answer the questions.
- •Complete the sentences.
- •What happened at this time?
- •Population. Linguistic differences.
- •Say if the sentences are true or false.
- •Answer the questions
- •Complete the sentences
- •Traditions and customs of the British Holidays of the British.
- •Political and state system in the uk. The Development of the State system in the uk.
- •2. Match the events with the times and ages.
- •The Queen of England. State system of the uk.
- •Complete the sentences.
S cotland
Scotland has stronger feelings than Wales about its overbearing neighbour, yet it was never conquered by England. But English attacks were so bad that in 1320 the Scottish clergy declared: “For as long as even one hundred of us remain alive, we shall never consent to subject ourselves to the dominion of the English.” Scottish nationalism was born. In fact, when the English Queen Elizabeth I died childless in 1603, the Scottish king James VI inherited the English throne. London was politically and economically more powerful than Edinburgh, and he and his successors ruled from London, effectively becoming English. In 1707 England and Scotland were formally united as Great Britain. The government in London insisted on this union for political reasons, and the Scots could not refuse for economic reasons. The Scottish Parliament was suspended, and the new Parliament of Great Britain assembled in Westminster.
After 1707 Scotland kept three distinctive institutions:
own legal systems
own education system
own church, or “Kirk” (the Presbyterian Church of Scotland.)
All three are important symbols of national identity. In part they reflect Scotland's closer relationship to continental Europe. The Scottish universities were closer to the European model, and still have a four- rather than three-year undergraduate course.
However, the most important of Scotland's distinctive institutions is the Kirk, which is closely identified with national feeling. This is because of its role in national life since the Reformation in the late sixteenth century. The Kirk at that time insisted that all adults in Scotland should be literate, so as to read the Bible themselves. This laid the foundations for strong educational and democratic traditions. The head of the Kirk, or Moderator, is still elected by the General Assembly each year. The Kirk never allowed the monarch to interfere in the life of the Kirk or to become its head as happened in England. Even in a secular age, the Kirk remains an important focus for national feeling. Approximately 20% of Scots are practising members of the Church of Scotland.
The thought of England unites Scotland, but the image of Scotland as one nation can be misleading. Scotland “has no unity except upon the map” - the nineteenth-century Scottish novelist, Robert Louis Stevenson, wrote. “Two languages, many dialects, innumerable forms of piety, and countless local patriotisms and prejudices,” - he continued, - “part us among ourselves more widely than the extreme east and west of that great continent of America.”
Even allowing for some exaggeration, there indeed is a big cultural as well as geographical divide between the Lowlands and Highlands. The Lowlanders are thought of as quiet, moral and hard-working, the Highlanders as exuberant, carefree and unreliable. If there is some truth in this, it is to be seen in another division, that between Scotland's two great and rival cities, Edinburgh and Glasgow. In the words of one writer, “For all her elegance and lofty-mindedness, Edinburgh is a reserved, plain, cautious and thrifty city. She is more Lowland, in these respects, than Highland. Glasgow is ... an expansive, extravagant, romantic, less tight-laced city.” Edinburgh thrives as Scotland's capital, as the venue for the world-famous festival, and because it is the most handsome city in Britain. Glasgow, despite its exuberant spirit, struggles with high unemployment, poor health and low morale.
As in Wales, there has long been resentment at the concentration of political power in London and the sense of economic neglect. To offset this feeling, the government in Whitehall established a Scottish Office in 1885. From 1945 education, health, agriculture, roads, transport, planning, housing and public order were handled within the Scottish Office. From 1945 onwards the Scots saw the giants of their economy, particularly shipbuilding on the River Clyde, disappear. In 1913 Clyde shipbuilding employed 60,000 men. Today the industry barely exists. The closure of Scottish shipyards, coal mines and steel mills, and the consequent high levels of unemployment in Scotland are, in the popular view closely associated with London government. By 1979 60% of Scots in manufacturing were working for English, American, Japanese or other foreign-owned enterprises. The Scots were especially hard hit by Thatcher's economic restructuring. In the years 1979-81 alone, there was a fall of 11% in Scottish industrial production, and a 20% drop in manufacturing jobs. Two steel mills, Gartcosh and Ravenscraig, the “flagships” of Scottish industry, were closed in 1986 and 1992 with a loss of at least 11,000 jobs. For Scots these closures symbolized the attitude of an ultra-English Conservative government.
D
uring
the 1980s and the 1990s Scotland's economy changed and partly
revived. Scotland could boast one of the largest electronics industry
concentrations in Western Europe. Whisky distilleries in the north
east accounted for 20% of Scottish manufactured exports. There are
100,000 jobs in North Sea oil. Edinburgh has become the fourth
financial centre of Europe, with important fund management and
insurance services.
Yet the new service industries could not help those who had worked in the old heavy industries. One consequence has been a worse state of health in Scotland and a higher rate of heart disease, smoking, alcohol and drug abuse than elsewhere in Britain. Another consequence was emigration which has been a long-standing feature. Between 1871 and 1901 half a million Scots emigrated. Emigration still offsets natural increase. The population has remained static at 5.1 million in the decade 1986-96.
The Highlands, the greater part of Scotland, are now largely deserted. Once the Highlands were stripped of their inhabitants, the great landowners set aside their estates for sport: the hunting of deer. Most great landowners do not live on their estates, and many neither live in Scotland nor are Scottish. The reality of day-to-day life in the Highlands stands in cruel contrast with the tourist picture of jolly kilted Highlanders playing bagpipes or participating in Highland Games.
By the 1960s there were fewer than 300,000 people living in this large area. Since the 1960s the Highland population has grown by about 50,000 people. The question of who owns Scotland has become a national issue. It was found that no official land register had been made in Scotland since the nineteenth century.
Dismay at the progressive integration with England has led to growing cultural expression. Gaelic, still spoken by about 70,000 people chiefly in the Hebrides, has attracted the interest of a growing number of students. Between 1986 and 1996 Gaelic-medium schools increased from 2 to 50. Ironically the Gaelic revival is partly the result of enthusiastic incoming English families. Pride in the Scots dialect of English is also expressed in the translation of the Bible into Broad Scots - part of a resurgence of Scottish identity against the authority wielded by Standard English. Scottish political feeling has also grown since 1945.
The Conservatives opposed devolution for Scotland, warning that it would weaken the Union. Whether this turns out to be true or not, Scots did not like being “lectured” by the English. Of the 62% of the electorate who voted in the devolution referendum in September 1997, 75% voted in favour of a Scottish parliament, and 63% favoured this new parliament enjoying tax raising powers.
The new Scottish parliament will have 73 directly elected members and 56 additional members elected by proportional representation on an electoral district basis. The higher proportion of additional members will make this parliament more representative of public opinion than the Welsh Assembly. This should weaken the dominance of the leading party and it should give the Conservatives a chance to recover in Scotland. If proportional representation works in Scotland, it will make its introduction into the rest of the United Kingdom more likely. In the meantime, the Scots and Welsh will continue to be represented in Westminster.
The Scottish parliament will be able to make binding laws without seeking permission from Westminster except in areas retained by Westminster:
the UK constitution
foreign policy
border control
defence and national security
monetary and fiscal affairs
common markets
employment and social security.
Scotland will have its own first minister and executive, formed from the leading party in its parliament. There is therefore the distinct prospect of Scotland being governed by one political party while the United Kingdom is governed by another.
Finally, there is one more possible influence that Scotland may have on constitutional development. The basis of the English constitution is the unlimited sovereignty and legal powers of the Crown in Parliament. In Scotland sovereignty resided in the community, in the will of the people. This was the great democratic achievement of the Kirk. The Scots have never been as fond of the Crown as the English have. If the British people decide they need a Bill of Rights, it is possible that Scotland's constitutional view may prove as influential as the English one of the Crown in Parliament.