Unit 1British Core Values

LEAD-IN

Schoolchildren should be taught "traditional British values" as part of an attempt to challenge extremism and promote a more cohesive society, the UK higher education minister claimed.

Under the proposals, all 11 to 16-year-olds will learn about free speech and democracy in the UK, as well as about the contribution of different communities to building a modern, successful country.

  • What are “core values”?
  • Do you think core values should be taught at schools?
  • Should governments promote "traditional values" in their societies?
  • How in your understanding are core values learned?

READING-1(British core values)

Pre-reading: Do values differ from nation to nation? What factors influence the set-up of traditional national values?

TEXT 1

WHAT'S BRITISH ABOUT CORE VALUES?

Martin Kettle

The Guardian May 15, 2006

Now, if there is one thing that most people will accept (happily in some cases, unhappily in others) about a country like ours in the 21st century, it is that the old nation state no longer comfortably embodies the people who inhabit it - call that the Tebbit test or the melting pot according to choice. But it's a fact that we all know we live in interconnected and weakened nations. So I'm very sceptical that a dose of shared national values are really the answer to any of these issues. I fear they might merely be a source of fresh divisions and disagreements.

I'd be more in favour of kids being taught Core British Values if I knew what CBV actually were. But in every discussion I've ever been involved in on this subject (and I've been in a few) it's not long before someone (sometimes me) makes the blindingly obvious point that fairness or ingenuity or respect or love of the countryside - or whatever virtue some other speaker has identified as essentially British - isn't in fact uniquely British at all. If I were French, I would have no trouble claiming that all these qualities were French Values too. Or if I were American. Or Chinese. And so on around the world. It is just daft to pretend that we British, however polite or pastoral we may imagine ourselves to be, are uniquely defined by them.

I'm not going to pretend that there isn't something worthy of the name that I would want to call Britishness. I think it's a fascinating challenge to define what, if anything, really differentiates one group of human beings from another. But this is an incredibly slippery and elusive subject and too much of the debate is owned by scoundrels.

Yes, some aspects of what I would define as truly distinctive Britishness are rather admirable, like our pride in our particular independence, or an inherent scepticism towards theory and authority and a rumbustiously creative and adaptive use of language. But there are other British values, like drunken aggression and a seemingly unquenchable appetite for smut, that do less for me. And in any case, as I've said, a lot of what we tend to pass off as British is actually common to all humankind, while quite a lot of the rest is more accurately labelled, I suspect, as English.

So my view is that we should abandon the rather quaint and daft (and perhaps rather British) idea of trying to define the Britishness of core values, and should concentrate instead on the Core Values themselves, without trying to plant the Union Jack on any of them. I'm all for kids being taught about good citizenship and the principles of democracy, about respect for others, about non-violence, the rule of law, the ethical life, respect for the environment, individual freedom and the ties of community - and about how we can reconcile them.

Reading Notes

Norman Beresford Tebbit, Baron Tebbit, CH, PC (born 29 March 1931) is a British Conservative politician and former MP. He proposed the "Cricket test", also known as the "Tebbit Test", where he suggested that people from ethnic minorities in Britain should not be considered truly British until they supported the England cricket team, as opposed to the country of their or their ancestors' birth.

Themelting pot- is a metaphor for a heterogeneous society becoming more homogeneous, with different elements "melting together". It is particularly used to describe the assimilation of immigrants to the United States.

The first use of the concept of immigrants "melting" into the receiving culture is found in the writings of J. Hector St. John de Crevecoeur. In his Letters from an American Farmer (1782) Crevecoeur writes, that the American is one who "leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced, the government he obeys, and the new rank he holds. Here individuals of all nations are melted into a new race of men, whose labour and posterity will one day cause great changes in the world."

  • How important are the shared national values according to the author?
  • What qualities does the author define as distinctively British?

TEXT 2

TEN CORE VALUES OF THE BRITISH IDENTITY

Telegraph.co.uk

27 Jul 2005

It cannot be said too often that terrorist atrocities are solely the responsibility of those who perpetrate them. To blame the invasion of Iraq, or the occupation of the West Bank, or poverty, or racism, or Western decadence, is both intellectually and morally wrong. What is reasonable, however, is to ask why modern Britain is breeding so many anti-British fanatics.

Part of the answer has to do with how Britain sees itself. The ancestors of the Leeds bombers, who arrived here in the mid-20th century from countries which had prospered under colonial rule, were infected by the self-belief of the British Empire. They were content, as it were, to buy into a nation whose subjects were so obviously proud of it.

Many countries try to codify their values in law. Some oblige their citizens to speak the national language; others make it a criminal offence to show disrespect to the flag. But statutory patriotism is an intrinsically un-British notion. We prefer simply to set out, in general terms, the non-negotiable components of our identity - the qualities of the citizenship that so many people crave for.

I. The rule of law. Our society is based on the idea that we all abide by the same rules, whatever our wealth or status. No one is above the law - not even the government.

II. The sovereignty of the Crown in Parliament. The Lords, the Commons and the monarch constitute the supreme authority in the land. There is no appeal to any higher jurisdiction, spiritual or temporal.

III. The pluralist state. Equality before the law implies that no one should be treated differently on the basis of belonging to a particular group. Conversely, all parties, sects, faiths and ideologies must tolerate the existence of their rivals.

IV. Personal freedom. There should be a presumption, always and everywhere, against state coercion. We should tolerate eccentricity in others, almost to the point of lunacy, provided no one else is harmed.

V. Private property. Freedom must include the freedom to buy and sell without fear of confiscation, to transfer ownership, to sign contracts and have them enforced. Britain was quicker than most countries to recognise this and became, in consequence, one of the happiest and most prosperous nations on Earth.

VI. Institutions. British freedom and British character are immanent in British institutions. These are not, mostly, statutory bodies, but spring from the way free individuals regulate each other's conduct, and provide for their needs, without recourse to coercion.

VII. The family. Civic society depends on values being passed from generation to generation. Stable families are the essential ingredient of a stable society.

VIII. History. British children inherit a political culture, a set of specific legal rights and obligations, and a stupendous series of national achievements. They should be taught about these things.

IX. The English-speaking world. The atrocities of September 11, 2001, were not simply an attack on a foreign nation; they were an attack on the anglosphere - on all of us who believe in freedom, justice and the rule of law.

X. The British character. Shaped by and in turn shaping our national institutions is our character as a people: stubborn, stoical, indignant at injustice. "The Saxon," wrote Kipling, "never means anything seriously till he talks about justice and right."

Not for the first time, we have been slow - perhaps too slow - to wake up to the threat we face. Now is the time to "talk about justice and right", and to act on our words.

  • How do you understand the words of the author: “… statutory patriotism is an intrinsically un-British notion”?
  • In what way are the British ‘core values’ different from the core values of other nations, or are they?

TOPICAL VOCABULARY LIST -1

A set of values

shared national values

intrinsic, enduring, fundamental, moral, spiritual ~

to adopt / embrace / acquire ~

to cherish / foster ~

to encourage national ~

to sacrifice one’s ~

to be committed to democratic ~

to codify ~

SPEAKING-1

CLASS DISCUSSION:

The Russian Government has put the concept of a national vision for Russia back on the political agenda, arguing the need to fill the current "ideological vacuum" in the country. It is widely recognized that reforms had left Russia without a unifying theme. To fill this void, a new national idea should be constructed, one based on "patriotism in the most positive sense of the concept."

What ideas can form the basis of the unifying theme in your country?

Do traditional values help maintain order?

Are family values equally important?

FOLLOW-UP:

In a 2-minute statement suggest an idea for a unifying national theme (value) for your country. Consult MANUAL for guidelines on speaking

SPEAKING-2

PAIR WORK:

  1. In pairs make a list of personal values.
  2. Get ready to speak about two most important values that have shaped your life. Also think about specific ways they have benefited you in your life.
  3. Consider which one or two new values you would like to implement in your life. Think about the specific ways you can do it.

PROJECT WORK (Stage 1)

  1. Think of a topic for your Project on the UK. Come up with a list of points you will want to cover.Share your ideas with the class. Together brainstorm for what other points might be of interest to your peers.
  2. Draft an outline of the presentation

READING-2(British citizenship test)

WOULD-BE BRITONS 'TO RECITE GOD SAVE THE QUEEN' FOR CITIZENSHIP TEST

Foreign nationals wishing to become British citizens will be required to know the first verse of God Save the Queen and key historic facts under a rewritten test, it has been claimed.Io

The new test focuses on the UK's culture and past rather than practical information, according to the Sunday Times.

Key battles, inventions, discoveries and culture form the base of the 45-minute test, which also requires applicants to memorise profiles of William Shakespeare and Sir Winston Churchill among others.

The new test replaces the Life in the United Kingdom test introduced by the then Labour government in 2005, which included questions on welfare payments, borrowing money, dealing with the local council and the Human Rights Act.

A Home Office spokesperson commented: 'Putting our culture and history at the heart of the citizenship test will help ensure those permanently settling can understand British life, allowing them to properly integrate into our society.'

  • For getting a citizenship is the knowledge of the country’s history and culture more important than understanding social security schemes and being aware of one’s rights?

FOLLOW-UP:

See how you can deal with some of the questions from theLife in the UK Practice Test:

  1. What type of constitution does the UK have?
  1. A legal constitution
  2. A written constitution
  3. An amended
  4. An unwritten constitution
  1. When are general elections held?
  1. At least every year
  2. At least every four years
  3. At least every five years
  4. At least every six years
  1. How is it decided which party forms the Government?
  1. The members of the House of Lords vote for their preferred party
  2. The party that wins the majority of the constituencies forms the Government
  3. The party with the most candidates forms the Government
  4. The party with the most votes forms the Government
  1. How often does the Cabinet normally meet?
  1. Bi-weekly
  2. Daily
  3. Monthly
  4. Weekly
  1. What politicians are members of the Shadow Cabinet?
  1. Civil servants working in the Government
  2. Peers from the House of Lords
  3. Senior members of the main opposition party
  4. The remaining MPs in Government who are not in the Cabinet
  1. What is the name of the system that governs how MPs are elected into the House of Commons?
  1. Electoral College system
  2. First past the post system
  3. Proportional representation system
  4. Absolute majority
  1. What is the name of the official record of proceedings in Parliament?
  1. Hansard
  2. Parliament News
  3. The Recorder
  4. Westminster hour
  1. What are the roles of the Whips in Parliament? Select two correct roles from below:
  1. Responsible for discipline in their party
  2. Ensure attendance of MPs at voting time in the House of Commons
  3. Ensure the House od Commons is always safe and secure
  4. Keep order in the House of Commons during political debates

9.The second largest party in the House of Commons is usually known by what name?

1)Senate

2)Opposition

3)Lords

4)The other side

10.How many parliamentary constituencies are there?

  1. 464
  2. 564
  3. 646
  4. 664

11.A by-election is held

  1. Half-way through the life of a Parliament
  2. Every two years
  3. When an MP dies or resigns
  4. When the Prime minister decides to call one
  1. What is an important ceremonial role that the King or Queen performs?
  1. Chairing proceedings of the House of Lords
  2. Meeting weekly with Prime Minister
  3. Opening of a new parliamentary session
  4. Voting in the House of Commons in case of a tie
  1. Who is the monarch not allowed to marry?
  1. Anyone who is not of royal blood
  2. Anyone who is not a Protestant
  3. Anyone who is under the age of 25
  4. Anyone who was born outside the UK
  1. When did all 18-year-olds get the vote?
  1. 1918
  2. 1928
  3. 1939
  4. 1969
  1. How many member states are there in the Commonwealth?
  1. 25
  2. 39
  3. 53
  4. 75
  1. When did the UK join the European Union?
  1. 1965
  2. 1973
  3. 1989
  4. The UK is not a member of the EU
  1. What is a quango?
  1. A local police officer
  2. A non-departamental public body
  3. Another name for the Lord Chancellor
  4. The name of the British citizenship ceremony
  1. What is the name of the patron saint of Scotland?
  1. St Andrew
  2. St David
  3. St George
  4. St Patrick
  1. What's the minimum time you must have been married before you can divorce?
  1. Six months
  2. One year
  3. Two years
  4. Three years

20.What flower is traditionally worn by people on Remembrance Day?

  1. Poppy
  2. Lily
  3. Daffodil
  4. Iris

READING-3(Famous Brits)

Read the article about the legacy of Margaret Thatcher. Take a look at the italicized word combinations, explain and expand on them. Search the Internet for the background information on the asterisked items

NOW ESPECIALLY, THE WORLD NEEDS TO HOLD FAST TO MARGARET THATCHER’S PRINCIPLES

April 13, 2013

The Economist

ONLY a handful of peacetime politicians can claim to have changed the world. Margaret Thatcher was one. She transformed not just her own Conservative Party, but the whole of British politics. Her enthusiasm for privatisation launched a global revolution and her willingness to stand up to tyranny helped to bring down the Berlin wall. Winston Churchillwon a war, but he never created an “-ism”.

The essence of Thatcherism was to oppose the status quo and bet on freedom—odd, since as a prim, upwardly mobile striver, she was in some ways the embodiment of conservatism. She thought nations could become great only if individuals were set free. Unlike Churchill’s famous pudding*, her struggles had a theme: the right of individuals to run their own lives, as free as possible from micromanagement by the state.

In her early years in politics, economic liberalism was in retreat, the Soviet Union was extending its empire, and Milton Friedman and Friedrich Hayek*were dismissed as academic eccentrics. In Britain the government hobnobbed with trade unions (“beer and sandwiches in Number 10*”) and handed out subsidies to failing nationalized industries and primed the pump through Keynesian demand management. To begin with the ambitious young politician went along with this consensus. But the widespread notion that politics should be “the management of decline” made her blood boil. The ideas of Friedman and Hayek persuaded her that things could be different.

Most of this radicalism was hidden from the British electorate that voted her into office in 1979, largely in frustration with Labour’s ineptitude. What followed was an economic revolution. She privatized state industries, refused to negotiate with the unions, abolished state controls, broke the striking miners and replaced Keynesianism with Friedman’s monetarism. The inflation rate fell from a high of 27% in 1975 to 2.4% in 1986. The number of working days lost to strikes fell from 29m in 1979 to 2m in 1986. The top rate of tax fell from 83% to 40%.

Her battles with the left—especially the miners—gave her a reputation as a blue-rinse Boadicea*.But she was just as willing to clobber the right, sidelining old-fashioned Tory “wets” and unleashing her creed on conservative strongholds, notably by setting off the “big bang” in the City of London. Many of her pithiest put-downs were directed at her own side: “U-turn if you want to,” she told the Conservatives as unemployment passed 2m. “The lady’s not for turning.” She told George Bush senior: “This is no time to go wobbly!” Ronald Reagan was her soulmate but lacked her sharp elbows and hostility to deficits.