Course Profile Canadian and World Politics (CPW4U), Grade 12, University Preparation, Catholic
Unit 1: Search for Relevancy: Ideology and Being
Time: 25 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5 | Activity
1.6
Unit Description
The
understanding of ideology occurs on four levels. Each level impacts the others,
creating an understanding of the role and function of ideology as it occurs at
the individual and global level. At the first level, students develop an
understanding of ideology as philosophical beliefs. Students develop
definitions of ideology according to the political philosophies of Plato,
Thomas Hobbes, John Locke, John Stuart Mill, and Karl Marx. (Other political
philosophies may also be explored such as those of Jean Jacques Rousseau and
Thomas Paine if time permits.) After identifying and examining these
philosophies, the students develop theories on their impact on the individual
citizen and then on society as a whole.
On the
second level, students apply this philosophical underpinning to some of the
great “isms,” namely, conservatism, socialism, fascism, tribalism, capitalism,
fundamentalism, corporatism, and globalism. Here, students identify key
elements of these ideologies and then develop theories pertaining to the way
ideological systems impact the individual and the community at the national and
international levels. For evaluation purposes, the teacher uses a series of
guided questions. At this point, students develop an understanding of Catholic
belief by examining The Catechism of the Catholic Church. The teacher
presents a lesson to help students use the material to critique the
aforementioned ideologies. Further, students develop personal opinions as to
the way Christian ideology would serve to strengthen the spiritual and human
role of ideology on the national and international scene.
At the third
level, students study important international human rights documents, including
the social teaching of the Catholic Church, the United Nations Declaration of
Human Rights, and the United Nations Covenant on Social, Economic, and Cultural
Rights. In studying them, students develop thematic statements pertaining to
the view of the individual, culture, society, and government implicit in these
documents. The teacher provides students with a list of guided questions to
help them make inferences from these materials. It is important for the
students to become informed, dispassionate citizens who can ascertain not only
what is good for them but also for their local and global community. Each
student develops answers to guided questions that focus on the rights and
responsibilities of the state and of the individual, as outlined in the above documents.
Students then compare these rights and responsibilities as they apply in
democratic societies and developing countries. Again the idea is empowerment
that will aid students in viewing themselves as viable and meaningful
participants in the global community.
At the fourth level,
students come to recognize the “power of one” on the world stage. They study
the ideas and influences of such people as Aung San Suu Kyi, Pope John Paul II,
Nelson Mandela, Franklin D. Roosevelt, Mikhail Gorbachev, Martin Luther King
Jr., Golda Meier, Indira Gandhi, and Dorothy Day. Students understand and
communicate the values and ideologies they represent and the conflicts which
initiated their actions. Students outline the respective ideology that each
followed and provide an overview of their accomplishments. Aung San Suu Kyi’s
work in Myanmar, Pope John Paul II and the solidarity movement in Poland,
Nelson Mandela’s struggle with apartheid in South Africa, and Martin Luther
King Jr.’s civil disobedience would be examples. As they study these
individuals, the students theorize on the role that ideology played in the
given individuals’ political environments and how these theories were adapted
to suit their situation. Students then write a magazine article based on the above
figures, highlighting the impact ideology had on them and their movement. The
teacher evaluates each article.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
4 hours |
ICV.01, IC1.03, VB2.01, VBV.02 |
Knowledge/ Understanding Thinking/Inquiry |
Written assignment and quiz |
|
1.2 |
4 hours |
VBV.01, VB1.01,
VB1.02, VB1.03 |
Knowledge/
Understanding Thinking/Inquiry |
Church teaching
application/critique |
|
1.3 |
5 hours |
VBV.02, VB1.01,
VBV.02, VB3.02, VB3.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Group activity |
|
1.4 |
4 hours |
ICV.01, IC5.01 |
Knowledge/
Understanding |
Organizer |
|
1.5 |
4 hours |
ICV.01, IC1.01,
VBV.03, VB3.04 |
Thinking/Inquiry
Communication Application |
I can … statements |
|
1.6 |
4 hours |
ICV.01, IC1.03 |
Knowledge/ Understanding
Thinking/Inquiry Communication Application |
Magazine article |
Time: 4 hours
Students focus on
ideology as philosophical beliefs. They explore the philosophies and political
ideologies of Plato, Thomas Hobbes, John Locke, John Stuart Mill, and Karl
Marx. (Other philosophers may be substituted to suit the level and interest of
the class.) This activity connects with Activities 1.2
and 1.3 by providing a philosophical awareness of the great “isms” of the world
and serves as a backdrop for an understanding of Catholic ideology. The
activity teaches students what ideology is and helps them to identify the key
elements that make up ideological beliefs. This in turn leads to a knowledge
and understanding of the great “isms” of the world. Students gain a conceptual
grasp of ideological beliefs and develop thinking and inquiry skills by
discussing each ideology and then answering questions related to it.
CGE3f - examines, evaluates, and applies knowledge of interdependent
systems (physical, political, ethical, socio-economic and ecological) for the
development of a just and compassionate society;
ICV.01 - explain the
rights and responsibilities of individual citizens, groups, and states in the
international community;
IC1.03 - describe
the actions of particular individuals who have influenced global affairs;
VBV.02 - explain how
nationalist and internationalist ideologies shape ideas, as well as conflict
for cooperation within and among nations;
VB2.01 - identify
the key components of nationalist ideology.
·
Review Grade 10
History and Civics courses and research skills. Students within the Catholic
system should already have had exposure to Church teaching and ideology as part
of their religious education.
·
Prepare and
distribute a handout based on the Political Philosophers chart (Appendix
1.1.1).
·
Acquire an
overhead projector.
·
Prepare an
overhead of the chart.
·
Provide a
resource list on which further reading may be conducted.
·
Review Unit 1
CGEs in order to establish the Catholic theme of the lecture.
1. Begin this activity by asking the students
the following questions: Can you identify beliefs that have shaped the way we
live our daily lives? Can you identify a belief that is specific to Canadians?
What beliefs do you hold that you consider non-negotiable?
2. Present the following: When a belief becomes
institutionalized or identified as a common view and possesses the power of
guiding the people’s behaviour, it becomes an ideology: a national or political
philosophy. These beliefs serve to pattern, shape, and structure the individual
and society. These core ideas may also be referred to as “paradigms.” Present
the students with the following examples and have them identify the central
idea behind each: universal health care, freedom of speech, the Olympic Games,
freedom of religion, fascism, etc.
3. Distribute the handout Political Philosophers
(see Appendix 1.1.1). Review the chart with the students. Expand upon the chart
by providing a short lecture highlighting the main points of the chart. Use the
chart as a guide and explain the question given for each philosopher. Next,
present and explain the answer and then the stated rationale. Have the students
follow the chart as you lecture. Use an overhead projector as a teaching aid.
4. Conduct a discussion with the students based
on the following questions:
a) Which philosopher offers the
best approach in your view? Explain.
b) What strengths and weaknesses
do you feel are evident in each ideology?
c) Do the answers given in the
chart fairly respond to the philosophical question? Have they neglected
anything?
d) What elements in their
rationale do you find agreeable?
e) In your view which of these
philosophies are closest to a Canadian national ideology?
5. In order to deepen the
students understanding of these ideologies, provide them with the following
assignment of questions that will be submitted and assessed.
a) What
is the key idea or belief behind each philosophy?
b) Select
two of the philosophers. What would they say about the September 11th, 2001
destruction of the World Trade Towers and Pentagon? How would they react to the
response of the USA?
c) What
ideology best speaks to the needs of the individual? Which one best speaks to
the needs of the society?
d) What
benefit would result form someone having a greater understanding of ideology
and its role in shaping the world?
e) Do
any of these ideologies promote a sense of justice and compassion as a main
component of their beliefs?
·
The purpose of
this assessment is diagnostic to determine how well students understand the
concepts.
Using elements of the ideologies studied, create a national ideology. What would be its key components? How would it regard individual and group rights? Define and name your ideology.
·
Give a quiz to
assess Knowledge/Understanding of the terms and concepts.
Students who are experiencing difficulties with for this activity may be given extra time, be given only one question to answer, or a suitable question designed by the teacher.
A large print version of the chart may be necessary for the visually impaired and the hearing impaired may find taping the lecture a useful format.
Those who require
enrichment could explore philosophies such as Jean Jacques Rousseau’s Social
Contract, or apply their knowledge to a pressing world issue such as hunger.
Students could also research the political situations at the time of the above
philosophers or generate a biographical sketch for one or more of the
philosophers in the chart. Again, the key is not to give the gifted student
more work, but rather work which requires a deeper understanding than that
which is usually found at this level.
Frost, S.E.,
Basic Teachings of the Great Philosophers. Revised Edition. Toronto:
Doubleday, 1962. ISBN 0-385-03007-X
Popkin,
Richard and Avrum Stroll. Philosophy Made Simple. Second Edition,
Revised. New York: Doubleday, 1993. ISBN 0-385-42533-3 pp.59-93.
Soccio, J.
Douglas. Archetypes of Wisdom, An introduction to Philosophy. Second
Edition,
Belmont California: Wadsworth Publishing Co., 1995. ISBN 0-534-21690-0 pp.
147-163
Walsh Michael and
Davies Brian ed. Proclaiming Justice and Peace. Papal Documents from
Rerum Novarum through Centesimus Annus. Mystic, Connecticut: Twenty Third
Publications, 1991.
ISBN 0-89622-481-3 pp. 466-473.
Time: 4 hours
The focus of this
activity is to explore ideology. Students describe the main features of the
world’s major political ideologies and demonstrate an understanding of the
various critiques of these worldviews. This activity acts as an extension of
Activity 1.1 and leads into the next activity, where students examine the role
ideology plays in shaping the world. Further, the activity serves as a stepping
stone to the final panel activity in Unit 5 by giving the students a chance to
try on, as it were, the various philosophies before making the necessary
decisions that are vital to the success of the Unit 5 Culminating Activity. The
students define and describe traditional political ideologies and then develop
subsequent critiques. In both activities, students acquire knowledge of worldviews
and then apply thinking and inquiry skills to identify the possible limitations
of traditional ideologies. Students are introduced to the Catholic ideological
perspective and assess if indeed this perspective offers a viable critique of
and alternative to traditional worldviews.
CGE7e - witness
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful, and compassionate society;
VBV.01 - explain the
role and function of ideologies in national and international politics;
VB1.01 - explain the
role of religion in national and international politics;
VB1.02 - describe
the main characteristics of the world’s major political ideologies;
VB1.03 - demonstrate
an understanding of various critiques of traditional worldviews.
·
Working with the
concepts from Activity 1.1, students expand their understanding and application
of ideology, albeit at an introductory level. Students should demonstrate the
ability to extract information from a number of sources and good
critical/analytical thinking skills.
·
Review of the
Catholic expectations and a good understanding of gospel values is necessary.
Review research procedures with students and book time in the library/resource
centre. Acquire copies of the Catechism of the Catholic Church
section 1897 – 1942. Most schools have copies of these. If not, information is
found in Resources. Prepare a list of traditional ideologies. Review the Gospel
of Matthew, Chapter 25:31-46.
1. Begin this activity by brainstorming the
values presented in the gospels and Catholic teaching. The following values and
teaching should be reviewed and discussed in accordance with the CGE7e. These
will help bring to light the fundamental concerns of the church.
Place the following gospel values on the board.
· Dignity of the entire person. All life is sacred. Each person is entitled to human rights.
· Hope: Rejecting fatalism by opting for freedom and change.
· Solidarity: Defending the unity of all people in a common search for justice. Share in the suffering of the oppressed and actively work for political and economic justice.
· The common good. Respect and societal concern for the well-being and development of persons.
· Faith: Developing a relationship with Christ and reliance on grace instead of material objects for the source of happiness and peace.
· Preferential Option for the Poor: Regarding the needs of the poor as a fundamental necessity and of highest priority.
2. Discussion questions:
a. What view does the church have of the human person?
b. Identify the main concerns implied by these values?
c. In what sense are these values visionary?
d. How might these be used as a guide for government and policy makers?
3. Distribute
copies of the Catechism of the Catholic Church or copies of paragraphs
1905-1942. The reading includes Section II of Article 2, The Common Good, and
Article 3, Social Justice. The students read the articles and then answer the
following questions as part of a take-home written assignment.
· What emphasis does the teaching place on the human being within society?
· How would the concept of solidarity affect ideology?
· What does the notion ‘created in the image of God’ suggest about ideology?
· Is the notion of the common good, as defined by the church, evident in the philosophies and ideologies you have studied?
4. Students submit their answers to the teacher
for assessment.
5. Students study the great “isms,” and practise
thinking and inquiry skills. Students receive a list of the following
ideologies and the related research questions. The activity takes place in the
library/resource centre utilizing the available resources. Students work in
groups of four. Each group member chooses three ideologies for research. The ideologies
include: conservatism, liberalism, capitalism, socialism, communism, fascism,
tribalism, globalism, fundamentalism, individualism, and nationalism
imperialism and colonialism.
· What key elements or core beliefs can be identified in the ideology?
· In your view, what strengths and weaknesses are evident?
· Do the ideologies emphasize the individual, and the society equally?
· What would the ideology be like if it was right wing, centre, or left wing.
· In your view, is there evidence that the ideology is present in the world?
6. The students formulate their own response to
these questions in light of the given ideology. The teacher should make every
effort to keep personal beliefs unstated, permitting the students to present
their own beliefs and ideologies. Students prepare answers and then provide
copies of their research to each group member. The drafts include a
bibliography. The group then organizes the respective drafts into a single copy
so that each group member has a complete copy of the research. The teacher also
retains one copy for assessment purposes.
7. As a concluding activity, students discuss
the following questions: How could the values of the Gospel and Church teaching
be used a legitimate critique of ideology? Does ideology function to help people
define their sense of being and thus role within the political world?
The purpose of the
assessments will be to determine the achievement each student has of the
learning expectations. The teacher assesses written responses and class
activities in an ongoing manner, keeping a record of achievement for each
assignment. The teacher creates a checklist that outlines completion,
understanding, and research skills. The teacher conducts oral interviews for assessment
purposes using the checklist. For summative purposes, the teacher conducts a
test or quiz. The focus of the test would reflect the areas of
Knowledge/Understanding, and Thinking/Inquiry.
Catechism
of the Catholic Church. CCCB
Concacan Inc., 1999. ISBN 0-88997-430-6 184-363 paragraphs 1897-1942.
Flannery,
Austin. Vatican Council II The Conciliar and Post Conciliar Documents.
pp. 924–932. USA: Costello Publishing Company Inc., 1984.
Haberman,
Arthur, The Making of the Modern Age. Second Edition. Toronto: Gage
Publishing Co., 1987.
ISBN 0-7715-8344-3
Pennock, Michael.
Catholic Social Teaching, Learning, and Living Justice. Notre Dame Indiana:
Ave Maria Press, 2000. ISBN 0-87793-699-4
Time: 5 hours
Students
begin to apply the theories and philosophies from Activities 1.1 and 1.2 to a
world context. They explore the political theories and great “isms” as shapers
of the political climate of the world in both nationally and internationally.
Through their actions and policies, countries reveal their interpretation of
political philosophies to their citizenry and to other countries which they
have relationships. Students learn that through some actions a country can even
unintentionally cause hardship for both their citizens and those of the world.
As time progresses, the country can either alter its policies to end undue
hardship, or continue to enforce its policies upon others, thus increasing the
possibility of conflict. Through case studies of the Luddites, the Canadian
Charter of Rights and Freedoms, and the UN, students investigate how a national
policy may indeed cause conflict once it becomes illuminated on a national and
international stage.
Students should
realize that conflicts often result from a nation’s survival needs as it tries
to compete with other nations. To explain this process, the teacher may use the
hierarchy of needs theories of A. Maslow to explain the developmental process
that a nation, like a human, undergoes. As the nation attempts to satisfy its
needs, it may exploit existing resources and, if unchecked, may eventually
begin to infringe upon the rights and national interests of its neighbours.
This conflict over resources may lead to war. Students explore the concept of
sustainable, effective development for have and have-not nations. Finally,
students explore how this theory of development will be affected by the
political practices and beliefs of the parties involved. Thus, students
appreciate the difficulty of both developing viable domestic policy and
developing an effective and meaningful respect for the social, political, and
religious ideologies of the international community.
CGE7g - respects and
understands the history, cultural heritage, and pluralism of today’s
contemporary society;
VBV.01 - explain the
role and function of ideologies in national and international politics;
VBV.02 - explain how
nationalist and internationalist ideologies shape ideas, as well as conflict or
cooperation within and among nations;
VB3.02 - compare key
elements of selected theories concerning the nature of effective development;
VB3.03 - analyse the
main differences between the social beliefs and ideologies in developed and
developing countries.
Students have a
basic understanding of the political theories and great “isms” from Activities
1.1 and 1.2, from the Grade 10 Civics and History courses, students bring prior
knowledge of effective political participation, the functioning of government,
and a general understanding of the concept of long- and short-range causes.
The teacher
should review the curriculum of the Grade 10 Civics and History courses. Book
time in either the library/resource centre or computer room to permit student
access to research material either in the print or electronic format. Students
need such access to research beyond the classroom text, in order to insure a
well-rounded understanding of course material. This also suggests to the student
that politics is a living, vibrant subject that is ever-changing and in need or
continual exploration and updating.
The teacher should
review board and school Internet policy with students.
Due to the increasing diversity of Ontario classrooms, the teacher should keep in mind students who may be uncomfortable with or sensitive to topics and issues under discussion. Note: Teachers should be sensitive to the personal nature of the experience, and support students in avoiding disclosure and discussion of sensitive issues in the classroom context.
1. Students list those things that they consider
essential for survival. Students will list such items as food, clothing, and
shelter. However, other students will mention the need for love and belonging.
Next on the board list why, once basic needs are met, we seek love and
belonging and from where we seek it. Students will identify such ideas as
security, personal fulfillment, and growth. They will list family and friends
as the key sources of this love. From here the teacher can introduce A.
Maslow’s Hierarchy of Needs theory and extrapolate from it the fact that
societies, like individuals, also go through this developmental process. This
will tie in, for students, the concepts they have studied, such as tribalism
and individualism. Maslow’s theory allows students to evaluate not only
personal drives and motives, but also those of nations, and thus understand how
when combined with ideology these motives can create a very dangerous, unstable
situation.
2. Through a series of directed questions
student explore and expound upon this theory as it relates to international
political ideology. Sample directed questions could use Bloom’s taxonomy:
· List the levels through which an individual must progress according to Maslow.
· Explain how one stage of development must be mostly completed before one can progress to the next stage.
· Apply Maslow’s theory of individual needs to that of social needs. Is his theory still viable? Explain.
· Distinguish at what level on Maslow’s scale developed and developing world nations would be. Provide examples where possible.
· Design a political theory that may meet the needs a developed or developing world society.
· Appraise the probability that the developed and developing world societies will come into conflict based upon their needs and developed political ideology.
3. From this activity student will perceive that
as societies meet their needs they will have a number of key questions to
address:
· Who insures that everyone within the society has access to basic needs?
· As a society progresses how does it insure, or will it want to insure, that its citizens have equal access to needs and growth?
· At what point will a society begin to develop a national identity, and how will this affect the implementation of the above?
· How will this identity and resultant policy affect its interaction with more or less developed nations?
4. To help students conceptualize these ideas,
two case studies could be introduced–one modern and one historical. The modern
example could be the Canadian Charter of Rights and Freedoms. Students in this
group discuss the question: How does this legislation reflect the Canadian
identity and values? For contrast, the Luddite movement in Britain could be
used as a second case study. The key question here would be: In what ways is
the Luddite movement rejecting the Industrial Revolution’s idea of “labour is
capital only”? These case studies would best be done using a jigsaw format.
Students should appreciate the idea that the Charter is primarily concerned
with a society dealing with a self-actualizing citizenry, whereas the Luddites
were dealing with a society in the middle of a paradigm shift where all did not
have equal access to necessities of life. As a reflective exercise, students
should write a short paper or poem that would deal with the problem created
when both of these societies come into contact. This will help students
personalize and remember the diametrically opposed views of both societies.
5. Students apply Maslow’s ideas on basic needs
and self-actualization to the way in which the availability of resources
affects the development of a national ideology. Returning to the concepts of
“tribalism” and “nationhood”, students search online newspapers to find
examples of how these two ideologies deal with the access to basic human needs.
The class discusses the differences between how tribes and nations share
resources. Students notice that the tribe and nation both function on the
concept of “we,” and that “we” has the first access to local resources. Once
they have pooled resources, nations soon recognize the right and needs of
others to resources, yet tribes, because of their small size, usually fail to
utilize all resources. The teacher can reintroduce the topic of colonialism in
this context.
6. Students begin to see patterns emerging, one
of which is the result when a tribal mentality dominates or forms a national
political ideology. How do truly “national” societies deal, or fail to deal,
with nations that have a tribal worldview? An example of this is the situation
in Rwanda and the apparent unwillingness of the UN to recognize the severity of
its problem. The Rwandan situation is instructive as the call upon the UN to
help was headed by a Canadian, Romeo Dallaire. This introduces the fact that
Canada is indeed affected by, and a vital player in, international politics.
Using a chart, students can record the role of tribal mentality in the desire
for power, the result of intertribal war and the inability or unwillingness of
an international body such as the UN to become involved in such inter-tribal
war. From here, students can develop a theory as to why the situation in Rwanda
unfolded and decide if the UN’s unresponsiveness was indeed warranted. Students
can refer then back to Maslow’s theory and place the nations involved in the
Rwandan tragedy on the scale and discuss the correlation between a nations
needs and wants and its ability to impose its will upon another nation also
seeking to meet its needs and wants.
7. Students must be aware of power-brokers
between developed and developing world nations in assessing the differences
between developed and developing nations in their political, social, economic,
and religious ideologies. Using the Internet, where possible, or international
papers/magazines, students work alone in assessing how developed and developing
nations create and implement their national political ideologies to address
their own unique situations. Such an approach will help students understand the
key factors that help a nation develop, such as access to resources and the
ability to resist external pressure, issues which will be examined in greater
detail in later units. This activity provides an application between the
philosophies of Plato and Mill, introduced in Activity 1.1. Students analyse
the differences between developed and developing world political ideologies,
including individual vs. state rights, political parties and access to power,
access to education, health care, religious freedoms, and role of the economy
in determining social policy. Thus, students can appreciate countries’
difficulties in creating internationally acceptable policies on development due
to the number of conflicting interests. Returning to the ideas of Adam Smith,
the students can begin to examine the role that some versions of modern western
capitalist ideology play in the developing nation. Students should also
understand that the developing world has also received money and technology
from developed world organizations, such as the UN, in an attempt to help in
its development.
8. Finally, students examine the possibility of
creating an ideology that meets the needs of all people on the planet. Students
explore the people and organizations that are calling for a reform of domestic
and international policies and indeed a fundamental restructuring of how
nations approach their relationships with one another. In small groups,
students can develop a list of items that need to be addressed internationally to
insure the planet serves everyone. Students should have the opportunity to form
their own conclusions free of the bias of the teacher. For example, the role
and cost of global industrialism must be weighed against the cost it has on the
environment and people’s livelihoods. The teacher should stress that the
economy is there to serve humanity, an idea difficult to put into practice.
·
Diagnostic
Assessment: During the review of prior and background knowledge, the teacher
works to assess the individual strengths and weaknesses of the students as they
pertain to Knowledge/Understanding, and Communication. The use of class
discussion and checking students’ reading abilities would be useful. The
emphasis is on improvement of skills.
·
Formative
Assessment: Student progress will further be assessed using roving conferences
both individually and with the group to assess the skill of formatting
questions, and the ability to form and answer multi-faceted questions. The activity
on Maslow would serve as a means of assessing students’ Knowledge and
Application skills.
Due to the fast pace
of this course, ESL students may need extra time to complete the readings.
Students with visual impairment may need to access enlarged font or Braille
texts.
Clarke, Tony
and Maude Barlow. Global Shutdown: Global Politics and the WTO. ISBN
0773732624
Hellyer,
Paul. Stop Think. ISBN 0969439466
Korten,
David. Globalizing Civil Liberties: Reclaiming our Rights to Power. ISBN
1888363592
McQuaig,
Linda. “Globalization isn’t one size fits all”. The Financial Post.
Dec.14.1998.
O’Neill,
Juliet. “Swimming against the Mainstream Economic Currents”. The
Ottawa Citizen. Jan.4.1998
Ralston
Saul, John. On Equilibrium. Toronto: Viking, 2001
–
http://insight.mcmaster.ca/org/efc/pages/law/charter/charter.text.html#7
Canadian Charter of Rights and Freedoms
–
http://newslink.org/ NewsLink (international papers)
–
http://www.islandnet.com/pwacvic/coxsk00.html
Periodical Writers Association of Canada
–
http://www.liucentre.ubc.ca/
Liu Centre for the Study of Global Issues
Time: 4 hours
Through lecture
format, the teacher gives the historical background and paradigm shifts that
preceded the writing of the sources studies. With this understanding of
historical context, students begin a general comparison of the two sets of
documents–one secular, the other religious. Students complete a comparison
organizer (see Appendix 1.4.1). Then, using modern situations students, assess
the viability of both approaches in supporting and reaffirming human life. This
will be an integral link between theory and the practical application in
Activity 1.6.
CGE1d - develops attitudes
and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good;
ICV.01 - explain the
rights and responsibilities of individual citizens, groups, and states in the
international community;
IC5.01 - identify
the most important international human rights documents and assess their
significance.
Working with Gaudium
et Spes and the theories from the Activity 1.1, students delve into use of
primary source materials. Students should understand that political ideology is
affected by the social, political, and economic milieu in which it is created.
In Grade 10 Canadian History, students had opportunities to develop their
skills at historical inquiry, formulating questions, and understanding
causation. Students should also be familiar with such concepts/tools as
organizers, chronology, critical thinking, and for Catholic students, the
values of the Christian faith.
The teacher selects
primary sources for study. In most standard books dealing with the UN one can
find complete copies of The United Nations Declaration of Human Rights and
Covenant on Economic, Social and Cultured Rights. If print sources are not
available students can locate all UN material can be found on its homepage
listed under Resources. A number of online resources carry full text version of
Papal encyclicals. Furthermore, Catholic school boards carry most of the
Church’s social teachings. This activity uses Rerum Novarum. This long
document may need to be edited for student use. Questions for each document
would initially serve as a general reading guideline. Vocabulary studies may
also be needed. The teacher must assess the reading and comprehension level of
the students involved. Ongoing diagnostic evaluation of student abilities is
recommended.
1. This activity prepares students for the
culminating activities. Students explore primary documents which have been and
continue to be shapers of modern political theory and ideology. Furthermore, it
provides a chance for students to realize the role that history and social,
economic, religious, and other forces exert on the creation and eventual
implementation of political ideology. Students are introduced to the concept of
a university-style lecture. It also provides the teacher a useful guide to the
pace at which students can collect and recall information. Such information
will be vital once students begin to prepare for the essay writing and oral
presentations in later units. The teacher introduces the concept of the
“Square,” “Triangle,” and “Circle” lecture format. After the lecture is
complete, the students draw on three separate pieces of paper, a square,
triangle, and circle. Reviewing their lecture notes, the students records on
the “Square” page the ideas they understood (that is the ideas that squared
with them); on the “Triangle” page the key points of the lecture; and finally
on the “circle” page, those ideas that had them running in circles because they
did not understand them. The teacher collects these pages and clears up any
misconceptions.
2. Through the lecture, the teacher begins by
tracing the background from which the Church and UN documents emerge. The
teacher should refer previous activities–The Age of Enlightenment philosophers,
the Luddites, and other concepts student will recognize–to insure a continuity
of learning. Listed below are some of the key facts that this lecture should
contain:
A Invention of the printing press led to an increase in reading, particularly of the Bible. This in turn helped foster scepticism, individualism, and a breakdown of the hold that the Church had on society.
B Literacy allowed people to share ideas. Scepticism gave rise to inquiry and eventually the birth of the Scientific Revolution and the scientific method, which fostered rationalism. Mention thinkers and ideas introduced in Activity 1.1 to aid in student comprehension.
C Rationalism encouraged people to look for things that either united them or separated them. This was reinforced by the reign of Louis XIV and his creation of a state that suppressed tribalism/parochialism and sought to create a state in the modern sense. This nationalism became a major source of conflict between the developed world nations as they raced for overseas possessions.
D The emergence of the Age of Discovery and the rise of empires, which initially practised mercantilism and thus created a situation of dependency between the developed and developing world nations.
E Mercantilism made possible, financially and socially, the Age of Enlightenment that Europe could afford. Students can apply the process of self-actualization they discussed under Maslow’s Hierarchy of Needs. Enlightenment Thinkers saw the hope of humanity lying in rational scientific and economic thought called for a free market and the end of any support or ties that mercantilism has insured for the primary source provided.
F With this change in the paradigms of international trade came the rise in population and the Industrial Revolution. This created an increase in demand for foodstuffs and raw materials within developed world nations. It also created a call for the rights of the workers. The call for workers rights appeared in the writings of Engels and Marx as well as the demands that governments protect the vulnerable such as children, women, and the sick. Governments that fail to address these calls increasingly faced internal tension from labour unions and socialists, and in some cases outright rebellion or revolution.
G Worker exploitation and rising socialist
movements prompted Pope Leo XIII to issue Rerum Novarum.
H The rise of nationalism, colonialism, and
capitalism led to two World Wars. During the Second World War, the world
witnessed an act of “ethnic cleansing.” Awareness of the possibilities of
future problems and more violence based on ethnicity and the unequal
distribution of wealth led to the creation of the UN and the Declaration of
Human Rights and Covenant on Social, Economic and Cultural Rights.
3. This lecture provides the context to
introduce Rerum Novarum, a long paper covering a variety of topics, and
Articles 1, 2, 3, and articles 30 through to 39 relate directly to workers’
rights. Reading these articles as a class permits the teacher to explain difficult
ideas or concepts and to assess the reading level of the class. Ask the class
if the ideas proposed in the paper are still relevant today and if so, why?
Answers can be recorded on an overhead and discussed generally with reference
to modern examples. An interesting closing question for the day would be: Why
did the Church feel it was/is necessary to enter the market place and outline
the rights and responsibilities of employer and employee? Furthermore, how
could the Church help implement its suggestions?
4. The second major component of this unit is to
introduce the UN’s Declaration of Human Rights and its Covenant on
the Economic, Social and Cultural Rights. While they are written in
language more modern than the Papal encyclical, it would nevertheless be
advisable to read through both these articles as a class and give students a
chance to clarify any unfamiliar language or concepts. While these documents
are primarily political in nature, they nonetheless address many of the same
issues that the papal encyclical addressed. In an opening set of question the
students are asked to hypothesize why the UN also felt a need to produce such
documents and what they reflect about the ostensible values of the UN and its
members. Were these values implemented and represented in the UN’s activity in
recent interventions? Why/Why not? The teacher then divides the class into
groups of three and instructs each member to select one of the three documents
and complete the Comparison Organizer for their policy (see Appendix
1.4.1). Once all members have completed their sections, they share their
answers with their group members. Once all groups have completed their charts,
the class comes together again and on an overhead copy of the chart the teacher
fills in the whole class’s findings. To aid in unifying the ideas presented,
the class develops thematic statements pertaining to the goals and hopes of the
given documents.
·
Diagnostic
Assessment: During the review of prior and background knowledge, the teacher
works to assess the individual strengths and weaknesses of the students as they
pertain to Knowledge/Understanding and Communication. The questions students
ask while reading and assessing the primary sources will be a useful indicator
in this context. Again the emphasis is on improvement of skills not evaluation.
·
Formative
Assessment: Student progress will further be assessed using roving conferences
both individually and with the group to assess the skill of formatting questions,
note taking from primary sources, and the ability to detect the bias within
these sources. Submission of the lectures “square, triangle, circle” sheets
will aid in this assessment process. Furthermore, the teacher may use the group
work activity as a means to assess the ability of members to function
effectively and efficiently together.
The organizer entitled Comparison Organizer: Papal and UN Social Documents (Appendix 1.4.1) will be assessed for completeness, understanding, and insight. Such an assessment will help the teacher to determine how successful students are at conducting an inquiry using primary sources and their ability to assess the impact of the many modes of thinking contained within political documents.
·
Provide large
print and/or Braille versions of the material for the visually impaired.
Clarke, Tony
and Maude Barlow. Global Shutdown: Global Politics and the WTO. ISBN
0773732624
Clarke, Tony
and Maude Barlow. MAI: The Multilateral Agreement On Investment and the
Threat to America. ISBN 0773759794
Clarke, Tony
and Maude Barlow. MAI: The Multilateral Agreement On Investment and the
Threat to Canadian Sovereignty. ISBN 0773759468
Kelsey,
Jane. Reclaiming the Future: New Zealand and The Global Economy. ISBN
1877242012
Kelsey,
Jane. Economic Fundamentalism: The New Zealand Experiment. ISBN
0745310435
McQuaig,
Linda. The Cult of Impotence: Selling the Myth of Powerlessness in the
Global Economy.
ISBN 067087278-4
–
http://polisci.nelson.com/canpol.html
(Nelson Political Science on the Web)
–
http://www.statcan.ca/ (Stats Canada)
–
http://www.statcan.ca/ (Stats USA)
–
http://www.census.gov/ (USA Census)
–
http://www.pernet.net/~sinclair/encyclicals/papal-encyclicals.htm (The Catholic-Labour Network)
–
http://www.parl.gc.ca/information/library/PRBpubs/bp451-e.htm
(Library of Parliament. Report on Hemispheric Affairs in Transition)
–
http://www.parl.gc.ca/information/library/PRBpubs/bp457-e.htm
(Library of Parliament. Report on Human Rights in the Context of Economic
Integration of the Americas)
–
http://www.parl.gc.ca/information/library/PRBpubs/bp416-e.htm
(Library of Parliament. Report on Human Rights, Global Markets: Some Issues and
Challenges for Canadian Foreign Policy)
–
http://laboris.uqam.ca/anact/McGrady.htm
(NAFTA and Workers Rights a Canadian Perspective)
–
http://www.geocities.com/Athens/7273/encycx5.htm (Papal Writings: The Voice of the Magisterium)
–
http://www.uscatholic.org/cstline/rerum.html
(Rerum Novarum)
–
http://www.un.org/documents/ (UN Documentation
Centre)
Time: 4 hours
Students
come to recognize the “power of one” on the world stage. With an understanding
of the political ideologies at play globally, students look to examples of
these ideologies in action. Students research a chosen political activist, the
ideology the individual best represents, and how this ideology conflicts with
the prevailing ideology of the individual’s society. Having completed this
research, students evaluate the contribution of their chosen individual to
society.
This activity helps
students to understand the practical implications of ideas, so that they can
appreciate the “power of one” individual, as well as the “power of one” idea.
Students then discern how they can begin to employ their own “power” in order
to create a more just society. Students evaluate their rights and
responsibilities as Canadian, as well as global, citizens. This activity
prepares students for the culminating activity of the unit.
CGE3d - makes
decisions in light of gospel values with an informed moral conscience;
IC1.01 - evaluate
the extent to which the rights and responsibilities of states in the
international community are parallel to the rights and responsibilities of
citizens in democratic national communities;
VB3.04 - demonstrate
an understanding of the commonality of human aspirations for a better, more
secure life.
Students have a
working knowledge of major political ideologies, and be familiar with human
rights documents and the social teaching of the Catholic Church. As well,
students have a working knowledge of print and computer research skills.
The teacher should
review the various ideologies and documents the students have been introduced
to in the earlier activities of the unit. The teacher prepares a suggested list
of individuals that the students can choose for their research. This list might
include Nelson Mandela, Lester B. Pearson, Eleanor Roosevelt, Dag Hammarskjold,
Mikhail Gorbachev, John Humphrey, John Paul II, Martin Luther King Jr. etc. A
copy of Evangelium Vitae paragraphs 87 –91 is required to help the
students establish the criteria by which they can measure whether their
individual contributed to the ‘civilization of love’ or the ‘culture of death.’
Available resources in the school library/resource centre should be researched
ahead of time to best direct student research. As well, the teacher should book
library/resource centre research time for the class.
1. Begin the activity with a short quiz game to
review the various ideologies introduced to students in the unit thus far.
2. Ask the students: How much of a difference do
you think one person can make in a society? Ask the students to make a list of
individuals that they believe have made a difference in the world.
3. Add names from your list to the list
generated by the students and ask them to choose one name for further research.
Students can introduce figures from their own cultural or ethnic background,
personalizing the activity for the student, but it must be approved by the
teacher. Students should also be informed that they are researching
“influential” people, rather than “good” people. These two might be synonymous,
but not in all cases. However, teachers should use their own discretion in
approving students’ choices.
4. Students then begin researching their chosen
individual. The students find a brief biography of their chosen individual as
well as some of their major accomplishments, the ideology their individual best
represents, and the prevailing ideology of the day. For example, if a student
chooses Martin Luther King Jr., this will require that they recognize the ideological
conflict that King embodied living in the society and time that he did.
Students can complete the chart below as a means of beginning their research.
|
Brief Biography |
Major
Accomplishments |
Ideology |
Prevailing Ideology |
|
|
|
|
|
5. Inform the students that they
will be asked to defend their choice of ideology based on their knowledge of
that ideology.
6. Copies of paragraphs 87-91 of Evangelium
Vitae should be distributed to the students and it can be read aloud as a
class. Students must extract from the document the criteria for determining an
individual’s contribution to society being regarded as contributing to the
‘civilization of love’ or the ‘culture of death.’ Students should recognize
that contributing to the civilization of love requires respect for others, a
commitment to serve those in need, the giving of love without the necessity of
reward, and in short, the practising of what is preached in the Bible and
social gospel documents put forward by the Church.
7. Having completed their research and examined
the Evangelium Vitae document, students write a paragraph addressing the
question: In light of the UN’s Human Rights Documents, the Social Teaching of
the Catholic Church, and the Pope’s Evangelium Vitae has your chosen
individual contributed to the ‘culture of death’ or ‘civilization of love?’
8. Having completed these paragraphs, students
answer the following questions: 1. Who was the winner of the 100m men’s race in
the 2000 Olympics? 2. Who won the Grammy for Best New Artist this past year? 3.
Who won the Best Supporting Actor Oscar this past year? 4. Who was the MVP for
the American League this past baseball season? 5. Who was the highest paid
actress in Hollywood this past year? Students then answer the following: 1. Who
was the last person to buy you a pair of shoes? 2. Who have you had a
conversation with that changed you or really made you think? 3. Who was the
last person to buy you something to eat? 4. Who was the last person to whom you
told a secret? 5. To whom do you go for advice?
9. A class discussion about the importance of
the people that surround them ensues. These questions help students to
recognize that “regular” people have the biggest impact on us. The aim of this
activity is to help students understand the importance of individuals with whom
they come into contact every day. They should also understand that their names
might appear on the second half of another student’s list which might make them
realize that they can make change in the world one relationship at a time.
10. The students should then be asked: What is
your role as a citizen of Canada and a global citizen in attempting to better
our world? Students can respond with a series of “I can…” statements based on
their knowledge of the difference one individual can make in society.
·
Diagnostic
Assessment: The quiz game at the beginning of class will allow the teacher to
determine which students are in need of reviewing information and skills from
the early activities of the unit.
·
Formative
Assessment: Teachers can evaluate students’ research skill/work habits with a
checklist. Roving conferences can be used to evaluate whether or not students
are on task during library/resource centre research, and to answer any questions
related to the research.
·
Summative
Assessment: Teachers can assess the chart and paragraph response as well as the
“I can…” statements as indications of students beginning to synthesize the
material presented thus far in the unit. Clarity of logic and writing skills
should be assessed.
Hellyer,
Paul. Stop Think. ISBN 0969439466
Korten,
David. Globalizing Civil Liberties: Reclaiming our Rights to Power. ISBN
1888363592
McQuaig,
Linda. The Cult of Impotence: Selling the Myth of Powerlessness in the
Global Economy.
ISBN 067087278-4
–
http://www.blupete.com/
–
http://www.providence.edu/ Literature/Biographies/Philosophy/BiosPol.htm
(Political Theorists and Activists Biographies)
polisci/affigne/students/labor/Labor_Leaders_page.htm
(Influential Leaders in Labor History)
–
http://advertising.utexas.edu/research/style1
(Rules for Writing or Punctuation)
–
http://www.geocities.com/Athens/7273/encycx5.htm (Papal Writings: The Voice of the Magisterium)
–
http://www.uscatholic.org/cstline/rerum.html
(Rerum Novarum)
Time: 4 hours
Students synthesize
the lessons of the entire unit and use the research they have collected on an
influential figure to write a magazine article for the fictitious “Word Made
Flesh” magazine. In their articles, students communicate the information from
their charts created in Activities 1.4 and 1.5. Students also comment on the
state and importance of ideology in today’s society. Using the Social Teachings
of the Catholic Church as a lens, students evaluate how their individual
reflects the gospel message and contributes to the greater good. In this way,
students can address the chances of our current world benefiting from other
individuals than the ones chosen for their assignment. Consequently, the
writing of this article will allow students to discover an ideology, witness
the ideology in practice, and evaluate the future of that ideology in the
current global context.
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE5c - develops
one’s God-given potential and makes a meaningful contribution to society;
IC1.03 - describe
the actions of particular individuals who have influenced global affairs.
Students have
completed a review of political ideology, research on an influential figure,
and a chart from Activity 1.5.
The teacher should
prepare an overhead transparency showing guidelines for writing a magazine
article. Furthermore, it may benefit students to review the Grade 10 Civics
concept of Good Citizenship.
1. At the beginning of class the students should
be asked: How important are ideas in our world? Can the right idea
revolutionize the way we do things? Ask the students to think of ideas that
have changed our world and the way we live. Students will lean towards
scientific inventions but should be guided towards discerning the ideology
behind the invention. For example if a student chooses the idea of motorized
transportation – the invention of the automobile, they should then be required
to discern the ideology behind motorized transportation, i.e., efficiency,
consumerism, hedonism, etc. Students should then be asked to think about the
state of ideology in their world. What ideas are predominant in our society?
How accepting are we as a society to new and different ideas? Do we have
individuals like those researched who might be resisting the ideology of our
society? This can be done as a Socratic lesson, or the students can be given
articles with differing perspectives on the state of ideas in our society. This
will model the expectations for their article writing exercise.
2. Instruct the students that they are to write
a magazine article for the fictitious “Word Made Flesh” magazine about the
individual they have chosen for their research. The students are to include all
of the information they have gathered and included on their charts from
Activities 1.4 and 1.5.
3. Having communicated this information,
students are also asked to comment on the state of ideology in today’s society,
i.e., have ideas lost their appeal in the 21st Century? What is the future of
the ideology that was espoused by the individual of my research? What is the
likelihood of witnessing another life like the one celebrated in my research?
What importance does the gospel message of the greater good have in our society
today? All of this information is to be included in the magazine article.
4. Present students with the overhead and provide
them with the rules for writing articles. Discuss who the target audience for
the magazine will be. (Perhaps the students’ age group). How did this target
group affect how the article was written?
5. Distribute the magazine articles that you
have chosen as examples. Have the students read the articles and determine how
these articles fulfill or fail to meet the criteria for good magazine articles.
The students can create a list of characteristics of good articles. These
exercises will prepare students for writing their articles, as they will
understand the expectations of the assignment.
·
Diagnostic
Assessment: During the class time for individual work on the articles, the
teacher works to assess by roving conferences, the individual strengths and
weaknesses of the students pertaining to article writing and mechanics.
·
Summative
Evaluation: The magazine article for “Word Made Flesh” magazine will be
evaluated for completeness, understanding, and insight. Articles should also be
evaluated for syntax and vocabulary. Such an evaluation will help the teacher
to understand how successful students are at deconstructing print media,
detecting bias, recognizing the application of theory, and applying theory of
their own. Additionally, it will provide the students a foundation on which to
scaffold their writing skills, thus building towards success on the later essay
assignment.
Hellyer,
Paul. Stop Think. ISBN 0969439466
Korten,
David. Globalizing Civil Liberties: Reclaiming our Rights to Power. ISBN
1888363592
McQuaig,
Linda. The Cult of Impotence: Selling the Myth of Powerlessness in the
Global Economy
ISBN 067087278-4
–
http://www.geocities.com/Athens/7273/encycx5.htm (Papal Writings: The Voice of the Magisterium)
–
http://www.uscatholic.org/cstline/rerum.html
(Rerum Novarum)
–
http://www.un.org/documents/ (UN
Documentation Centre)
–
http://advertising.utexas.edu/research/style1
(Rules for Writing or Punctuation)
–
http://www.tpub.com/journalist/33.htm (Writing for Magazines)
–
http://www.blupete.com/Literature/Biographies/Philosophy/BiosPol.htm
(Political Theorists and Activists Biographies)
–
http://www.providence.edu/polisci/affigne/students/labor/Labor_Leaders_page.htm
Influential
(Leaders in Labor History)
|
Philosopher |
Question |
Answer |
Rationale |
|
Plato |
How should society
be governed? |
The Philosopher
Kings. (The intellectual
Elite) Aristocracy. |
The intellectually
superior are most fit to rule the less rational. Reason must dominate. |
|
Thomas Hobbes |
How does society
remain orderly? |
A covenant or
agreement that stresses obedience to law and sovereign rule. |
Human nature is
selfish and unruly. Sovereign rule and law create harmony. |
|
John Locke |
How should society
regulate itself? |
A system, which
arrives at laws and advocates rights. Authority is given by appointment “All
men are equal under law.” Constitutional civil rights shared by all. Civil liberty, due
process, and the rule of the majority. |
The “state of
nature” has a law to govern it, i.e., no one should do harm to another.
Natural rights belong to human beings. Human beings need to establish a power
in order to settle disputes fairly to and guarantee freedoms. |
|
John Stuart Mill |
How are individual
and minority rights protected? |
Individual
opinions, which run contrary to public beliefs, should not be suppressed.
Free speech. Limiting majority
rule. Individual well-being, rights, and freedoms must prevail. |
In protecting
individual rights and freedoms the entire society benefits. The state is a
good as the individuals comprising it. |
|
Karl Marx |
How can a society
become a classless system where all people are treated equally? |
Change will occur
through conflict, specifically class struggle between the “haves and the have-nots”
or the bourgeoisie and the proletariat. A new social order
is necessary whereby the means of production would be owned by the society
resulting in a single social class, which will unite all people. |
Class differences
are based on economic power and ownership of production. This creates a
master/slave relationship, those who are rich, and those who are poor. The
economic system determines society. Humanity is reduced to a measure of
profit in a capitalistic society producing poverty for the workers. A single
class is necessary. |
|
The Political Philosophers |
||||||
|
Article Name |
Writer |
Date of Issue |
Key Ideas (List in |
Ideologies Present |
Political Ramifications of ideas presented |
Modern Example or cases where the issues
addressed are present |
|
Rerum Novarum |
|
|
|
|
|
|
|
United Nations:
Declaration of Human Rights |
|
|
|
|
|
|
|
United Nations:
Covenant on Social, Economic and Cultural Rights |
|
|
|
|
|
|
Overview | Course Profiles Main
Menu