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.
Tuesday, March 30, 2010
Monday, March 29, 2010
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.
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
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
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
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
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.
Wednesday, March 17, 2010
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
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
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.
Also, they are to have Chapter 4 read (actively) for Thursday.
Monday, March 15, 2010
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.
Sunday, March 14, 2010
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
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.
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.
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
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.
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
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.
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
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
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
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
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?
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?
Subscribe to:
Posts (Atom)