Thursday, June 10, 2010

Today, we discussed the rest of the Part II review. I also went over the source based question from January 2010.

Wednesday, June 9, 2010

Today, we reviewed issue 2 of this course, I didn't quite finish so we will do so tomorrow. We also discussed the assignment II you wrote on May 31.

Tuesday, June 8, 2010

Today we discussed and reviewed issue one of these course.

Monday, June 7, 2010

Today, you will put the source analysis together and hand it in for a mark.
You will also be awarded a mark for completing chapter 13 notes.
Finally, we will review unit 4 in an effort to ensure we understand the direction of it and the key words.

Thursday, June 3, 2010

Today, we discussed a bit of Chapter 13; how to be a citizen. I also gave out marks for completing reading notes. We also discussed the Assignment I part of the Part A exam. I also gave you the third source to analyze for our essay building activity. In addition, we finished watching "The Story of Stuff."
For tomorrow, you need to complete your Chapter 14 notes. I will mark this.

Wednesday, June 2, 2010

Today, you were to read chapters 13 and 14 in your text and make reading notes. I will check for the Chapter 13 ones tomorrow.

Tuesday, June 1, 2010

Today, you wrote your multiple choice exam for part 3. You are then to read chapter 13 to prepare for part 4 tomorrow (notes are not necessary).

Monday, May 31, 2010

Today, you wrote an in-class assignment 1 essay exam (on part three). Tomorrow, you will write the part three multiple choice exam.

Friday, May 28, 2010

Today, our class was shortened due to the Roeo Breakfast. Basically, you were reminded of your in-class essay on Monday for Part 3 and your multiple choice exam on Tuesday. Study!!!

Thursday, May 27, 2010

Today, we discussed more from Chapter 12 (postmodernism, extremism). As part of this, we got into a pretty heated discussion on our level of happiness today compared to the past. While we have more and are a consumerist society, our happiness levels have not improved. Further, we discussed what we do with products (such as computers) when we are finished with them. Many argued that we recycle so our impact on the world is minimal. I countered this byshowing video of a polluted river in Asia and tehn we started watching "The Story of Stuff" which explains how we extract, use and dispose of products as well as the impact we have. I am moving your exams to Monday (essay) and Tuesday in order to provide you with more study time. For tomorrow, I need you to have finished reading Chapter 12 and have made chapter notes (which will be recorded).

Wednesday, May 26, 2010

Today, I gave out a Source I analysis for Assignment I. Basically, we will do one of these each day that we do them (for 15 minutes) and then, after you have done three, we will do the final interpretation and type it out. This way, you will have completed an Assignment I in steps which fits in better in this unit.
You are to finish reading Chapter 12 tonight (we discussed postmodernism today). You will then be tested on this unit on Monday (essay) and Tuesday (m.c.). On Friday, we are having a rodeo breakfast which would cut inot a major exam, so we will probably finish Assignment I on this day and then you'll have the weekend to study and prepare.

Tuesday, May 25, 2010

Today, you did a source analysis (#2) which was a visual relating to the Patriot Act. This led into a detailed discussion of the Act and the others that you were to have examined in-depth on Thursday. I also marked your reading notes on the first half of Chapter 12 and also on the notes on the acts relating to security which were completed on Thursday. From here, we examined the song "Kenji" which examines Japanese Internment. We watched a video on the song and I also provided the lyrics.
The dates for your unit exams are Thursday for the eEssay (assignment II type) and Friday for teh multiple choice. This means we need to complete the reading for Chapter 12 and study!!!!!!

Thursday, May 20, 2010

A few of you still need to show your news bureaus. You were going to do so today; however, I am not here. Instead, you will present next Wednesday (but ONLY those who didn't do so this week… we are stopping news bureaus due to time constraints after this).
Today, you will be working on acts that can affect liberalism in a democracy (Illiberal Acts)
You were given two items: a sheet entitled “Comparing Security Legislation” and a booklet entitled “War Measures Act”
You read the acts and answered the questions in order to develop a comprehensive understanding of these as they are are necessary to know in order to do well on the final
You are then to read the first half of chapter 12 (the Viability of Liberalism: P. 406 to 416 and make notes (these will need to be shown on Tuesday for a mark)

Thursday, May 20, 2010

Today, you will complete a paired activity where you explore various acts necessary for in-depth understanding. This assignment will be handed out in class and will be due by the end of class. Further, you are to read the first half of Chapter 12 (the Viability of Liberalism: P. 406 to 416 and make notes (they will need to be shown on Tuesday for a mark).

Wednesday, May 19, 2010

Today was a News Bureau day. Not everyone was able to show theirs so those who didn't will show them Next Wednesday. I won't be here tomorrow so there isn't much more I can do. Further, we will be halting the news bureaus as we need to get through more content as the end of the year draws near.

Tuesday, May 18, 2010

Today, we wrote our first Assignment I source interpretation. The image we examined related to the War Measures Act in Canada and Japanese Internment and Aftermath. This led to discussion about the War Measures Act, what it was and when it was invoked (WWI, WWII, and FLQ Crisis in 1970). We will be examining one of these each day. In addition, you also had to show me your part II Chapter 11 reading notes (for completion marks).
Tomorrow is news bureau. I expect one well developed story from each group, hopefully relating to acts of protest in democratic liberal societies.

Monday, May 17, 2010

Today, you were to have read and made notes on Chapter 11. Some did and some did not. After discussion, we decided as a class that you will have daily writings relating to assignment I for your exam as well as marks on reading notes (completion). I have disregarded the reading notes for today; however, you need to make reading notes on the second half of the chapter (Rejecting the Principles of Liberalism; page 393 on).

Friday, May 14, 2010

Today, we examined Cuba and Argentina in relation to their history, political structure, violations against their people and current situation. This was an inquiry based activity that ties to chapter 10. If you were not here, go online and find out the following:
Types of government over the years (and what they are now)
standard of living
Cuba: U.S. reaction to revolution and why as well as why there is a U.S. military base there
Argentina: What atrocity was committed under a military regime in 1976? How were people affected by this (particularly some 500 children)?
The goal is to have you come to an understanding of why a country might prefer to move to a different type of government (whether for greater safety and security or for independence).
Make sure you read chapter 11 for Monday and make notes.

Thursday, May 13th, 2010

Today, we discussed how much decision-making power should be in the hands of the population and how much should be directly in the hands of their representatives. It was a pretty heated discussion. Tomorrow, we will discuss Cuba and Argentina as they relate to types of governmnent and the use of terror to maintain control over a population. Make sure you are reading Chapter 11 as you will need to be well informed on it for Monday.

Wednesday, May 12, 2010

Today was news bureau. Start reading chapter 11 as you will need to have it completed for Monday. Also, review the second half of chapter 10 for discussion tomorrow.

Tuesday, May 11, 2010

Today, we finished our discussion on Canada's government and touched upon that of the United States. We addressed the two-party system and the multi-party system as well as the problems they encounter. Tomorrow is news bureau. Each group should have one (or possibly two) well developed, relevant stories to share with us.

Monday, May 10, 2010

Today, we discussed Chapter 10 of your text, which was the various types of democratic governments. While we touched on U.S. republican democracy and Swedan's Proportional government, our focus was on Canada's Parliamentary democracy. We discussed the various branches and roles each one has as well as how the government is formed and parties as well as party loyalty. Tomorrow, we will continue with the U.S. and, hopefully Swedan.

Thursday, May 6, 2010

Today, we discussed the role of the U.N in dtermining standards as well as humanitarian reasons for imposing liberalism on other countries (Chapter 9). be sure to read and KNOW chapter 10 (political systems) for Monday.

Wednesday, May 5, 2010

Today was News Bureau Day. The key stories were the BP oil spill, immigration, women's rights in the Middle East, and... guy trapped on bench (don't ask me, ask Ryan). Tomorrow, we will talk about imposition of Liberalism on other countries (I want to wrap that up).

Tuesday, May 4, 2010

Today, we did a civic activity as a class.

Monday, May 3, 2010

Today, we touched on reasons for imposing Liberalism on other countries (again). I tehn handed out an introduction to the documentary Uncovered: The Whole Truth about the Iraq War. We then discussed the "war" and the information that wasn't confirmed that led to it (weapons of mass destruction). The students then began watching it. One term that came out of this that they weren't familiar with was "preemptive war". I had them write it down for further discussion. We will finish watching this tomorrow. They also need to ensure they have read the next chapter (chapter 10) by Thursday at the latest.

Friday, April 30, 2010

Today, you had to explain the situation in Iraq as it relates to conflict (Bush's involvement over their and the defense of weapons of mass destruction).
I have assigned you to read Chapter 10 in your text for Tuesday as well. If I were you, I'd plan it out so that I'd be reading a bit each night rather than all of it on Monday. Be sure to make notes as well.

Thursday, April 29, 2010

Today, we talked about Nigeria and the crisis they are facing (food). We then watched the rest of teh documentary Alive Day. After this, we began to discuss why coutnries engage in war (and why civilians enlist) as well as the consequences. We are specifically preparing to discuss the War in Iraq. I have instructed the students to read up on this tonight in preparation of discussion tomorrow.

Wednesday, April 28, 2010

Today was News Bureau day.

Tuesday, April 27, 2010

Today, we discussed the reasons that countries justify imposing liberalism on other countries. We discussed (briefly) the IMF and teh WTO and the conditions they often impose in giving loans. We then specifically discussed the reasons for imposition (humanitarian and self-interest). From here, we began to watch the documentary Alive Day. Tomorrow is News Bureau Day. If each group brings one or two stories (developed) we should be good. We will watch the rest of the documentary after that (or Thursday if time doesn't permit).

Monday, April 26, 2010

Today, we discussed the first part of chapter nine of the text, examining the way that Liberalism negatively affected Aboriginals in the north. Tomorrow, we will look at the second part of chapter nine. Be sure you have read it and prepared notes to guide you during our conversation.

Thursday, April 22, 2010

Today, you were given the class to finish reading and making notes on Chapter nine. If you were not here (and even if you were), this is to be completed for Monday.

Wednesday, April 21, 2010

Today, was news bureau day. However, we had a presentation on the history of the middle east crisis (specifically between the Palestinians and the Jews). the notes are on the table by your portfolios.

Tuesday, April 20, 2010

Today, you wrote your multiple choice, part 2 unit exam (65 questions). I then assigned you to read the Part III intro in your text and start reading chapter 9.

Monday, April 19, 2010

Today, your wrote an in-class essay as part of your unit two final. Tomorrow, you will write your multiple choice exam. If you missed the essay, you will write one with a different quote but will have to arrange to do so this week.

Friday, April 16, 2010

Today, we discussed chapter 8 of the text. I then spent most of the time discussing open-mindedness when approaching difficult/emotional issues, as well as positive and negative freedoms and what they mean (it was a good discussion). I then handed out the test question for an assignment II essay (which you will write on Monday) and a new outline for ensuring you get everything yo need to get into these types of essays (though you DON'T have to use it).

Thursday, April 15, 2010

Today, we discussed Chapter 6 and 7 of the text (though not in-depth) in preparation of the exam next week.

Wednesday, April 14, 2010

Today, we were supposed to do news bureau but spent so much time on presentations from those who recently travelled that we didn't.
Today, we learned about Dachau (the concentration camp), Tanzania, and The mission in Mexico that a number of students visited. If you want to find out about the mission, the address is: www.ffhm.org (worth checking out). Tomorrow, you will further examine the chapters leading up to your exam, which will now be on Monday (essay) and Tuesday (multiple choice).

Tuesday, April 13, 2010

Today, you answered the following question in your journals:

What is modern liberalism? How is it different from classical liberalism? Provide three leaders who changed their way of thinking and explain what they did (and why) that moved them further into what we define as modern liberalism.

We then discussed Chapter 6; specifically, the move from Classical Liberalism to modern liberalism. We took it right up to the 1970s with the oil embargo on the U.S. due to their support of Israel when attacked by Syria and Egypt, but ended after mentioning "stagnation". Make sure that you have read and made notes for all chapters up to and including chapter 8. Further, some of you are going to discuss recent trips tomorrow for News Bureau. If you are not one of these people, I want you to find ONE story to share for news Bureau and develop the context for it.

Monday, April 12, 2010

Today, we discussed chapter five in the text; specifically, why and how Russia and Germany rejected liberalism in the twentieth century. Right now, you were to have read chapters 5, 6 and 7 over the holidays. I want you to read chapter 8 and be ready to discuss it on Wednesday. You essay and unit exam are tentatively scheduled for Thursday (essay) and Friday (M.C. exam).

Tuesday, March 30 thru April 11th

Today, we finished discussing "How to be a Dictator" the notes (add these to yesterday's) are posted below. From now until the holidays are over, you are expected to read chapters 5, 6, and 7 of your text and either make reading notes or create three visuals (one per chapter) to use for study purposes. Understand that you will have a unit exam the first week you are back. Make sure you also study the essay sheet for assignment II that I already handed out.

The Use of Force
Terror and violence are effective measures for subduing a population and maintaining total control over them. Particularly effective is the use of a Secret Police whose powers enable them to enforce the will of the government. They are empowered to deliver swift and arbitrary punishment to anyone suspected of possible disloyalty to the government. Citizens who “might” one day oppose the government are prime candidates for imprisonment, torture, or liquidation. Their disappearance serves to terrorize any potential opposition.

Controlled Participation
People who are allowed to participate in and contribute to something are more likely to support it. Totalitarian dictatorships rally the people into displays of support for the government. Elections are held to allow the people to vote for the candidate chosen by the government. There is no opposition. The election process is simply an opportunity to allow people a sense of participating in government.

Government sponsored youth groups provide opportunities for young children to take an active part in their country. Such groups are also the primary source for future supporters and members of the government.

Monday, March 29, 2010

Today we discussed Marx and this theories. I have pasted the notes below. We then discussed ways in which dictators get or maintain power and control. We didn't finish these notes but I have posted what we did finish below as well. If you are wondering about the readings for the holidays, I expect that you will have read chapters 5 thru 7 by the time you get back.
Marxism, part I
How Marx thought change would come about (dialectical materialism)
Primitive communalism

Slavery

Feudalism or Rule by the Nobility
The upper class of rich people, who took the profits and controlled the government of the county, would be overthrown by

Capitalism
The bourgeoisie, the middle class (small businessmen, shopkeepers, etc) would rule society for a while; then be overthrown by

Socialism
The proletariat or working class establish a dictatorship to control every aspect of society and move it towards ...

Utopian Communism
Everyone works freely for the good of everyone else and does not try to gain more than the next person

The Ideal Marxist Society
Governing Values:
All the people - food, shelter, health, physical, psychological needs
A circle, all equality
Economic Planning:
Elected representatives=>info about needs=>production=>distribution to meet needs
Abolished: (1) private property
(2) profit motive
(3) crime
Result: communism creates a society where all interests and people are treated equally, as opposed to capitalism which creates a society where the interests of the rich capitalist bourgeoisie, exploit the interests of the poor proletariat.

Marxism, part II
Marx and Engels
· Karl Marx (1818 - 1883) father of communism
· Friedrich Engels (1820 - 1895) main intellectual partner
Communist Manifesto
· co-authored by Marx and Engels
Class according to Marxism
· society made up of two classes hostile to each other:
o bourgeoisie - upper class, landowners, capitalists, bankers, industrialists
o proletariat - worker, farmer, poor
Das Kapital
· mostly written by Marx (completed by Engels after his death), explains theory of scientific socialism
Scientific socialism (dialectical materialism)
· basic motive of men: to gain as much economically as possible (materialistic)
o to understand history, one must understand the economic forces that motivate men i.e. wars, religious movements, social change all occur in order to satisfy the economic interests of those who are involved
· class struggle results from this basic motive: a clash of interests between bourgeois owners and the proletarian workers over making economic gains
o the bourgeoisie try to make as much profit as possible, resist demands made by the proletariat
o capitalism is the economic system of the bourgeoisie; they control the economy because they own the means of production e.g. the factories
o the proletariat are to carry out the revolutionary overthrow of the government through the use of force
Stage of socialism (the stage the USSR achieved)
· public ownership of the means of production e.g. state owned factories, banks, industries
· production is geared to meet basic human needs e.g. industrial production geared toward providing food, clothing and shelter (the necessities of life), not makeup, cigarettes (the luxuries produced only to encourage consumption in capitalist societies)
· rational central planning is followed
o capitalist laws of supply and demand are thrown out
o all production is carefully planned, carried out for a specific social purpose
· dictatorship of the proletariat is established to make sure
o capitalism does not return
o principles of socialism are carried out
Stage of communism
· not yet achieved in this world, exists as a theory only, no practical example
· after all private ownership ends, there will be no need for political power
· all forms of the state or government would wither away
· society would be classless, without recognized leaders or an elite
· the state would be replaced by a cooperative free association of people
· people would live by one golden rule:
o to each according to his needs, from each according to his abilities
o everyone would contribute to their fullest for the common good
· no one's needs in society would be left unsatisfied
· also known as utopian socialism, utopian anarchy

Dictatorship

Dictatorship: a system of government in which the leader is not
bound to rule by law, and the government is not
accountable to the people.

Absolutism: rule that is not subject to constitutional limits

Autocracy: a government by a few, or by a special group
sharing the same interests

Totalitarianism: a form of government in which one political
party totally dominates all aspects of society

Major characteristics of Totalitarian rule

Propaganda
All forms of media communication are controlled by the government. News of the outside world and news of national concern is censored, altered, and presented to the people so that it best serves the interest of the government. In endless variation, the government bombards the people with its view of the world. Its view is the only view. Its view becomes the truth. Propaganda is one-sided information.

Indoctrination
Indoctrination takes the place of education. Citizens, and particularly the youth, are not given alternatives or choices of what to believe in. They are subject to a systematic presentation of information designed to strengthen their support of the government. Schools and universities serve the interests of the government. Success is not measured in terms of original, or creative thinking, but rather conformity.


Direction of Popular Discontent
It is highly unlikely that a dictatorship would always be able to keep its people in line and content. They are likely to harbour some frustration or grievance. If, however, their grievances can be directed against groups other than the government; if the government can find someone else to blame (scapegoat), then the policies of the government will not be questioned. In fact, the government gains further support from the people.

Friday, March 26, 2010

Today, we finished watching the movie Iron Jawed Angel. We then discussed the film (what was learned from it), looked for analogies from today (Quatanamo and health care bill in the U.S.). I then handed out an IMPORTANT sheet (green) on how to approach an assignment II essay for Social Studies 30. These were to be read over the weekend. If you weren't here, I have put one in your portfolio. I have also pasted it below for you own benifit.

Social Studies 30-1: Written Response for Assignment II

Keys to Success:
· Effective interpretation of source throughout the paper (this is key!)
· Clearly established position (even a “middle” one)
· Thorough development of arguments and relating them to issue and source
· Linking evidence to arguments and to the source
· Time management (1:45 max writing time)

Paragraph One – Introduction and Source Interpretation

· Begin with a general introduction (2-3 sentences) about the origins of liberalism, how it has evolved, and how it has come to mean different things to different people/societies.
· Identify and explain the perspective expressed in the source (2-3 sentences) and its basic relationship to principals of liberalism.
· Explain the context of the source (2-3 sentences) – the ideology, time period and circumstances.
· Generate an issue question from the source – this could be expressed as a “to what extent…”
· Identify the position you will be defending (thesis statement) – this should generally be the last 1 to 3 sentences of this paragraph, depending on your writing style.

Paragraph Two – Source Development

· Scaffold the effects/implications of the source (individual, community, country, world, economic, political, social, environmental). What challenges and opportunities does the source present? Is the source based more on individualism or collectivism?
· Connect the points of view to the source and your thesis.

Paragraph Three – Counter Argument

· Your first body paragraph should be used to outline a counter argument. This is imperative to provide a counter argument as to show that you are not 100 per cent correct and that there are other arguments that could be provided. Once you provide a counter argument, dedicate the rest of this paragraph to refute this counter argument to show defense of your thesis. E.G., “Although it is true that… it is more significant that…”
· If you are assuming a “middle” position, it is a summary of one of the “extreme” or “black and white” positions on the issue question or vice versa.
· Topic Sentence#1: Refer to the source (1-3 sentences) – how does it relate to the question?
· Topic Sentence #2: identify the position that is being summarized in this paragraph
· Supporting Statements: identify and explain 2 or 3 arguments that support this position.
· Examples/evidence: identify and explain an example to illustrate each argument
· Relate examples full to (1) the specific argument, and (2) to the larger issue.

Paragraphs four, five and six: Stronger position OR “Reasons against extreme position #1

· This is a summary of the position you are taking and defending
· If you are assuming “the middle”, it is a summary of the problems/weaknesses with the position outlined in paragraph #2
· Topic sentence #1: Refer to the source- discuss either how the source relates to YOUR position, or (if taking the “middle” ground, generally identify the problems that can occur by adopting the position in paragraph 2)
· Topic Sentence #2: further identify/explain YOUR position, or if “middle”, your general reason against assuming the position in paragraph 2.
· Supporting Statements: Identify/explain 2-3 arguments supporting your position or against paragraph 2
· Examples/Evidence: identify and explain an example to illustrate each argument
· Relate examples fully to (1) the specific argument, and (2) the larger issue
***ACE – argument, case study, explain***

Conclusion – wrap up

· Restate your position on the topic (agree or disagree with the source)
· Use this section to briefly re-summarize the source, issue question, positions, and why your position is preferable
· Connect to why your arguments are superior

Thursday, March 25, 2010

Today, we started watching Iron Jawed Angel, which is a motion picture about the suffragate movement in the United States. We will finish it tomorrow. If you weren't here, I believe it can be rented. Id' suggest doing so over the holidays.

Wednesday, March 24, 2010

Today, we caught up on the presentations and the News bureaus.

Tuesday, March 23, 2010

Today, we watched the chapter four presentations you all created. We didn't finish, so tomorrow, we will finish them and catch up on the news bureau groups that didn't have time to show last week.

Tuesday, March 23, 2010

Today, we watched the chapter four presentations you all created. We didn't finish, so tomorrow, we will finish them and catch up on the news bureau groups that didn't have time to show last week.

Monday, March 22, 2010

Today, you were supposed to have read all of chapter 4 in preparation for this class. What you are going to do now is:
Break up into pairs.
Each set is going to WOW me by what they show me Tuesday.
Each set will teach the class about a portion of the information in this text. The titles are indicated below.
As there are 22 of you, I can assume there will be 10 groups (ONE of three ONLY).
You will each present in pairs, showing utube videos (much as I did with the philosophers to get you to understand) and discussing the 5 W's and historical context.
You will NOT be able to hold a paper in front of you. This is an activity to show what you have learned and to pass it on. Reading off a sheet will NOT get you a passing mark.
The mark will be shared by all of you in EACH of the Four main sections (which are bolded below), so be sure you have an overview of the section itself (ie: what is Socialism and why did it appear, etc).

The whole presentation must not be longer than 70 minutes. This means that some of you won't be showing as much (nor do you need to) while others will have to do more. AS A CLASS, you will have to determine the parameters of time to meet this.

This chapter talks about the responses people had to liberalism, specifically their oppositions to it in all or in part.

Grassroots Movements

1. Luddites
2. Chartists

Socialist ideologies (socialism)

3. Utopian Socialists
4. Marxism
5. Classical Conservatism

The liberal response

6. Welfare Capitalism and the welfare state
7. How the Great Depression influenced labour (in Canada)
8. Keynesian Economics

The Human Experience

9. The extension of equality: Labour standards and unions
11. The extension of equality: Universal Suffrage and womens' rights in Western Democracies

Wednesday, March 17, 2010

Today was newsbureau day. Some were not able to present. They will do so next Wednesday (show what they have today and add to it). You are to have read Chapter four in its entirety for tomorrow.

Tuesday, March 16, 2010

Today, students were given time to examine chapters 2 and 3 and then given a quiz on chapters 3 and 4! (evil of me....). I then had them answer the questions in the quiz while they read the chapter. If they had time left over, they were to prepare for their news bureau presentation tommorrow.
Also, they are to have Chapter 4 read (actively) for Thursday.

Monday, March 15, 2010

Today, we discussed the Assignment II portion of the essay exam. You wrote one earlier in the month and I used this as an example. Basically, as a class we discussed what was supposed to be in one, the problems they had overall, and how to improve them. You were given a sheet explaining this type of essay and a marking rubric. i then had you mark your own essay before handing back the scoring I did.

Friday, March 12, 2010

Today you were to do the following:
read pages 119 to 127
Answer questions 1 and 2 on page 123
Answer questions 1 to 4 in the "Explore the Issues" secion on page 124.
Get into groups of three and complete the task presented on page 125 (use the "Questions to Guide you" on page 126).
Answer question 1 on page 127.
These are due on Monday

Thursday, March 11, 2010

Today you were to do the following:
Read pages 114 to 118 and either create a visual or reading notes.
answer question 1 on page 116.
Answer questions 1,2, and 3 (you'll web search this one) on page 117 in your text.
Answer question 1 on page 118.
Go online and locate movies that portray aspects of the French or American Revolutions. As a class, make a list that we can post for a future activity
All of these can be done in pairs.

Wednesday, March 10, 2010

While I wasn't here, I still expected you to present the news from your region. Most did (as I can see from the notes and the hand ins). Thank you.

Tuesday, March 10, 2010

Today, you will read pages 102 to 104 and briefly outline the points presented (reading notes)
You will then read pages 105 to 113 and either create a visual or reading notes. Be sure to identify key terms.
You will then complete questions 1,2,3, and 4 int eh "Explore the Issues" seciton on page 113
This is all due for tomorrow

So are news bureaus.

Tuesday, March 9, 2010

Today, you are to read pages 102 to 104 in your text and briefly outline the points presented (reading notes).
You are then to read pages 105 to 113 and either create a visual or reading notes. Be sure to identify key terms.
Complet questions 1,2,3, and 4 in the "Exploration of Issues" section on page 113.
This is all due for tomorrow.

Though I am not going to be here tomorrow, I still want you to do your news bureau as it is important to you as learners to do this. Each group will present at least one visual and two stories from their regions or countries (you will be getting a completion mark for doing it all). The rest of you will take notes as usual. You CAN use the projector now so the visual can utilitize that tool.

Monday, March 8, 2010

Today, we discussed Ideologies and spectrums. I gave you three handouts: "Attitudes Toward Change: An Approach to Categorizing Ideologies"; "Ideology Notes"; and "Left-Right Political Spectrum".
If you were not here, these handouts are in your portfolios. Study them! If you are confused, ask someone who was here to help you.

Friday, March 5, 2010

Today, the students wrote the multiple choice portion of their unit one exam. Their homework this weekend is the read the introduction to part two (pages 100 and 101) and make notes about the direction this section will take us in.

Thursday, March 4, 2010

Today, you wrote your first in-class topic II essay. It will be put in daily work and NOT in major assignments, so the pressure should be lessened.

Wednesday, March 3, 2010

Today, we did News Bureau. Students explained the political systems of their regions or of a few choice countries within their regions. Tomorrow, you are writing your first in-class essay. While this is considered a major assignment, I am going to put it in daily work just so that you have a working copy to improve from (so don't panic!). Keep in mind, however, that your multiple choice exam is on Friday and you do have a lot of preparation to do for that one.

Tuesday, March 2, 2010

Today, I handed out a general list of terms you were exposed to in this unit (from a student's cue cards). You then did a practice multiple choice (using each other to address and break down the questions). I then gave you the rest of the time to work on your News Bureau for tomorrow. Remember though, that you have an essay exam on Thursday and a multiple choice exam on Friday.

Monday, March 1, 2010

Today, you answered the following question in your journals: Explain how members of a society can be both collective and individualistic. Provide two examples from your weekend readings and explain.
We then discussed your upcoming exams. You will write your in-class essay on Thursday, March 4. This essay will be a type 2 essay in which you have to examine a soruce and then address the question: "To what extent should we embrace the ideological perspective(s) reflected in the source?".
The multiple choice exam will be on Friday, March 5. In it, you will have to understand the following (and for the essay as well, of course):
1. Factors that influence beliefs and values
a. culture, language, religion/spirituality, environment, gender, media and ideology.
2. Individualism and collectivism
a. principles of each
3 Ideologies
a. four themes of an ideology
b. three philosophers: Hobbes, Locke and Rousseau
i. views of human nature
ii role of the individual
iii role of the government
iiii individualist or collectivist?

Friday, Febraury 26, 2010

Today, we discussed what martial law was (military rule). We then discussed the invisible hand. I then assigned students to read pages 87 to 97 in their text and create a visual instead of reading notes. These are due on Monday.

Thursday, February 25, 2010

Today, we started with a journal activity. You were asked to discuss three of the stories that were presented yesterday and then determine what areas you think you will need to learn more about specifically (and explain).
I then handed back the visuals your created for further discussion. What we determined was, that to create a good study visual, we need to have or include:

Title
page numbers
headings (usually in the centre with the page number and a definition of what it means)
subheadings (usally around it on the outside and divided from each other with lines)
definitions for subheadings and headings
major points/keywords/definitions of these and terms
examples/case studies
all of the key information and subheadings should be numbered for ease in using as a study tool. If you are confused, come and see me

We also discussed what freedom of association was (look it up if you weren't here), and I wanted you to define what a Martial Plan is. Additionally, I want you to look over the last reading visual and come up with questions to ask me for clarity on terms or ideas you are not 100 per cent sure of.

Wednesday, February 23, 2010

Today was News Bureau day.
Some of the terms we examined today include Jihad, MLAs, Homosexuality laws in Africa, Jamaica's debt (why they don't farm and have things brought in instead), EU (defined), Health care reform in the U.S. Some areas we need to develop are understanding the religion and politics of the Middle East, Jihad, Hammas, and Mossad.
Make sure when you present for a News Bureau that you cover the five W's and that you are aware of background issues and definition of terms you are presenting.

Tuesday, February 23, 2010

You were given this class to work on your visuals from yesterday (which are due today) and to prepare for tomorrow's news bureau. Keep in mind that I am not going to provide you with class time every week. The way to tackle this one is to watch the news or read a paper everyday!

Monday, February 22, 2010

Today you had to do the following tasks:
Go to page 25 in your text and answer question 2a and 2 c.
Then read pages 25 and 26 in your text (the top half) and answer the following questions:
1. What does diverse mean?
2. What differences are there between the way your grandparents identified themselves as Canadian when they were kids and you today?
3. What do you have access to today that your grandparents didn't?
4. What is meant by the term "linguistic identities"?
5. What is good about globalization when compariing your grandparent's time to today?
6. What is bad about globalization when comparing your grandparent's time to today?
These are all due tomorrow.

Monday, February 22, 2010

Today, we discussed the readings from the weekend that you were to have completed. Due in large part to the fact that this was not done, I have assigned you to create a readings visual on two 11x17 sheets of paper. In it, you are to include the six principles of collectivism (on one) and the six principles of individualism (on the other). The title is to be in the centre of the page with the information boxed around it. These are due for tomorrow.

Friday, February 19, 2010

Today, your had a homework reading check in which you had to determine Milton Friedman's views on government involvement in the economy (if you weren't here, it can't be made up).
We then discussed the reading "Ideologies of Individualism and Collectivism", on pages 62 - 70 in your text. In this, we discussed the history of individualism and collectivism from early social communities up until the Reformation period. I also handed out a Collectivism/ Individualism Timeline for you to use for additonal notes/guidance during this lecture.
This weekend, you are to read pages 71 to 86 in your text and make notes to help with our discussion on Monday.

Thursday, February 18, 2010

We started off the class by doing a journal entry (pseudo homework/reading check) in which you defined both collectivism and individualism and provided an historical example of both (from your readings last night on pages 62 to 70).

We then spent the class discussing the reading you did earlier (pages 48 to 61) in which we examined the characteristics of ideology (there are four), and the themes of ideologies (there are 6).

Your homework tonight is to read up on Milton Friedman (who is also discussed in this chapter) and be prepared to answer a question about him tomorrow.

If you have missed days, be sure you have read pages 62 to 70 for tomorrow.

Wednesday, February 17, 2010

Lesson Eight

News Bureau day. Students presented their country, the ideologies it has held (past and present) and the problems they are dealing with today.
For tomorrow, students need to read pages 62 to 70 in their text and make reading notes.

Tuesday, February 16, 2010

Today, you were given an outline for major news assignments as well as an introductory assignment to complete as a group for tomorrow.

Wednesday, February 10, 2010

Today students wrote a 12 questions, source based, multiple choice quiz on what we have studied up to this date. We then spent an inordinate amount of time analyzing the questions and how to approach them. As a result, for homework, students must read pages 48 to 61 and make reading notes. There will most likely be a reading quiz on Tuesday.

Tuesday, February 9, 2010

Today, you did your first journal activity. You also Handed in your visuals on Hobbes, Locke and Rousseau. You then were instructed to read pages 31 to48 and answer the following:
For the eight factors which influence individual and collective beliefs and values, define each and explain your own connection (how it has/hasn't influenced you).
Additionally, write down unfamiliar or bolded terms on cue cards so you can learn them.
You will also have a quiz on information we have covered so far tomorrow (it's 12 multiple choice questions).

Monday, February 8, 2010

Today, we discussed the values sheet (p. 30) to determine where you all fit on the continuum. Students got into groups of three and examined their answers. They were then given paper and, using the corresponding numbers to the statements, placed them on a continuum with collective values on the far left and individualistic values on the far right (with all of the degrees spread out along the continuum to show their relation). The purpose was to see how their values reflect care of group or care of self as a primary goal. We also placed the views of Hobbes, Locke, and Rousseau on the continuum (well, not Hobbes, as he doesn’t fit into it as his views are extreme).

We then looked at the visuals you came up with and attempted to separate them out based on how well they represent the philosophers (Hobbes, Rousseau, and Locke). Students got into groups of three or four; placed all of the visuals on the floor for their group and then switched groups. The new group then organized the visuals based on who they thought they represented.
We then examined them all as a class.

For homework: You will take your own visuals and then put as many details about the philosopher they represent and their beliefs in the areas around the visual. This will be homework and due tomorrow.

Wednesday, February 3, 2010

Today, we discussed Hobbes, Rousseau, and Locke in-depth. We watched three U-tube videos to explain their ideas further.

Your homework for this weekend is the following:

Come up with a visual for each of the three philosophers and put it in the middle of a page (three pages in total) to bring in for Monday.

Explain the Compact (p 20)
Answer the question: what do you think of this? Does it meet your own ideology?

Define: Personal identity
Collective identity
Beliefs and values
First nations holistic lifelong learning model Metis lifelong learning model

Tuesday, February 2, 2010

· Today, we discussed the introduction activity from yesterday as well as terms/concepts you should have learned from it (it was to be handed in today).
You then completed a reading quiz (8 multiple choice questions)
For tomorrow, you need to:
· read Pages 20 to 30 in their text
· Make sure you read ACTIVELY (taking notes of new terms/ideas)
· Do the “Beliefs and Values Inventory” on page 30.
· Answer questions 1 to 4 in the “Explore the Issues” box on page 30 as well.
These are all due for tomorrow.
Also, due to the results of the quiz, you will have to do the following: Be able to write the differences between Rousseau, Locke, and Hobbes; be able to define absolutism, prescribe, and social contract.

Monday, February 1, 2009

Today, we went over the course outline. If you were not here Friday, you also have a reading and assignment to complete (check that date out on here for details). Be sure to keep in mind that the supplies you need for this course are due on Monday, February 8.

Friday, January 29, 2010

Today, you will be given a copy of the introduction of the text to read and questions to answer. These are to be completed by Monday.