2009
SOCIAL STUDIES 30-2
TEACHER’S GUIDE TO
THE CURRICULUM
Draft Edition
Created by the Social Department for Christ the Redeemer School Division
CRCS Holy Cross Collegiate, Holy Trinity Academy, Notre Dame Collegiate,
Our Lady of the Snows, St. Anthony’s School, St. Joe’s School
CRCS
1/1/2009
SOCIAL STUDIES 30-2
TEACHER’S GUIDE TO THE
CURRICULUM
Draft Edition
Created by the Social Department for Christ the
Redeemer School Division
CRCS Holy Cross Collegiate, Holy Trinity Academy, Notre
Dame Collegiate, Our Lady of the Snows, St. Anthony’s
School, St. Joe’s School
2009
Related Issue 1
Should ideology be the foundation of identity?
General Outcome
Students will explore the relationship between identity and ideology.
Identity – The perception of self. Both national and personal identities are composed of a
mixture of how one sees him or herself and how others see them. Identity is where the two
perspectives coincide.
Ideology – A systematic set of beliefs that a given group of people accept as true. A system’s
ideology, be it political or economic, consists of the values upon which the system is built.
Specific Outcomes

Knowledge and Understanding
Students will:
1.3 explore factors that may influence individual and collective beliefs and values (culture,
language, media, relationship to land, environment, gender, religion, spirituality, ideology)
(I, C, LPP)
Key Terms:
Individual beliefs and values – Those that apply to the importance of a person.
Individualism is a key value within the ideology of liberalism.
Collective beliefs and values – Those that apply to the importance of the many or the
group. Collectivism is a key value within the ideology of socialism, the opposite of
liberalism. This means that ideologies which embrace collectivism tend to be at the
opposite end of the spectrum from those that embrace individualism.
Sources:
http://www.youtube.com/watch?v=4uFa0hBPqOY&feature=related – Three and a half minute
introductory video on the values of collectivism and individualism, especially in regards to
culture.
1.4 identify historic and contemporary expressions of individualism and collectivism (I, C,
LPP, TCC)
Key Terms:
Individualism – A core belief within the ideology of classic liberalism. Individualism
stresses the importance and primacy of the individual within society. Democratic
political systems, underpinned by liberal ideology, have at their center the ‘one’ rather
than the ‘many’. Individual freedoms, ranging from political freedoms to inalienable
human rights, are fundamentally important to those who subscribe to the value of
individualism. In modern liberal democracies, a stress on individualism is usually
associated with right-wing, neo-conservative thinking.
Collectivism - A core belief within the ideologies of democratic socialism and
communism. Collectivism stresses the importance of the group over the individual.
Political and economic systems which place the good of the ‘many’ over the good of the
‘one’ would subscribe to collectivist values. As an ideology, classic liberalism views
collectivism as abhorrent as it takes primacy away from the individual, but modern big
‘L’ liberal political parties (Democrats, Liberal Party of Canada and NDP) would be
classified as left-wing on the political spectrum, embracing collectivist approaches to
curing the ills of society.
Sources:
Collectivism vs. Individualism
Possible Question for Students: In a paragraph, explain how this photograph illustrates the
difference between collectivism and individualism.
1.5 examine the characteristics of ideology (interpretations of history, beliefs about human
nature, beliefs about the structure of society, visions for the future) (TCC, PADM, CC)
Key Terms:
Characteristics of Ideology – The component parts of an ideology. These include
interpretations of history (how a group perceives their past), beliefs about human nature
(are humans naturally good as expressed by John Locke or naturally corrupt as expressed
by Thomas Hobbes), beliefs about the structure of society (inherent equality versus
inherent inequality) and visions of the future (the ‘destiny’ of the group).
Sources:
“Growth
for the sake of growth is the ideology of the cancer cell.”
“Political ideology
- Edward Abbey
can corrupt the mind, and science.” – Edward O. Wilson
Possible Question for Students – In light of what you’ve learned about ideologies, analyze
each quote and explain what truth it reveals about ideologies.
1.6 identify themes of ideologies (nation, class, relationship to land, environment, religion)
(TCC, PADM, LPP)
Key Terms:
Themes of Ideologies – How the practice of an ideology plays out in every day life.
Themes include nation (a group which has identifiable commonalities among its
members, be they civic commonalities such as law or shared territory, or ethnic
commonalities such as language, religion, costume, and food), class (a group which has
identifiable commonalities based on wealth and economic or social status), relationship to
the land (role of geography in all its forms and how the group evolves in accordance with
this geography, as well of concepts concerning ownership of land), environment
(humankind’s interaction with the natural world) and religion (the spiritual foundation
upon which societies partially or wholly define themselves).
Sources:
Key elements of the Nazi ideology
http://www.nazism.net/about/nazi_ideology/
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National Socialist Program
Racism
o Especially anti-Semitism, which eventually culminated in the Holocaust.
o The creation of a Herrenrasse (Master Race= by the Lebensborn
(Fountain of Life; A department in the Third Reich)
o Anti-Slavism
o Belief in the superiority of the White, Germanic, Aryan or Nordic races.
Euthanasia and Eugenics with respect to "Racial Hygiene"
Anti-Marxism, Anti-Communism, Anti-Bolshevism
The rejection of democracy, with as a consequence the ending the existence of
political parties, labour unions, and free press.
Führerprinzip (Leader Principle) /belief in the leader (Responsibility up the ranks,
and authority down the ranks.)
Strong show of local culture.
Social Darwinism
Defense of Blood and Soil (German: "Blut und Boden" - represented by the red
and black colors in the Nazi flag)
"Lebensraumpolitik", "Lebensraum im Osten" (The creation of more living space
for Germans)
Related to Fascism
Possible Student Question(s): Analyzing the propaganda posters and elements of Nazi
ideology listed above, align which elements (characteristics/themes) of Nazi ideology
are reflected in each poster. Putting yourself into the shoes of a citizen of the Third
Reich during the 1930’s, evaluate each of the poster’s effectiveness in relaying Nazi
ideology.
1.7 examine individualism as a key value of ideology (values of liberalism: individual rights
and freedoms, self-interest, competition, economic freedom, rule of law, private property)
(PADM, ER, C)
Key Terms:
Liberalism – a collection of ideologies all committed to the principle of the dignity and
freedom of the individual as the foundation for society. Liberalism has faith in human
progress and tends to favour decentralized power, both in political and economic affairs,
and respect for the sovereignty of the reasoning individual.
Classical liberal/Contemporary liberal – see related issue three
Individualism as a key value of ideology – The value of the
individual is at the heart of the political ideology of classic
liberalism and at the heart of the economic ideology of
capitalism. It presupposes the primacy of the individual in
regards to natural rights as defined by the classic liberal
philosopher John Locke, the entitlement of individual freedoms,
the importance of self-interest, the necessity of economic
competition, the equal and universal application of the law to all
individuals and the right to private ownership of property.
Sources:
Possible Student Activity: Create a visual image that incorporates the elements of
individualism like the example seen above. Your image can metaphorically or literally
represent individualism. Add a few sentences of explanation on why you chose to
create the image you did.
1.8 examine collectivism as a foundation of ideology (values of collectivism: collective
responsibility, collective interest, cooperation, economic equality, adherence to collective
norms, public property)
(PADM, ER, C)
Key Terms:
Collectivism as a foundation of ideology – The value of collectivism is at the heart of
the political ideology of communism, the economic and political hybrid ideology of
democratic socialism, as well as the economic system of central planning. Collectivism
roots itself in the concept of the group. It depends on the power of the community.
Collectivists see the individual as a mere part of the whole, rather than the whole itself.
This manifests itself as public ownership of property and industry, economic equality and
the means by which this is achieved, universality of services to the people.
Sources:
1.9 examine the relationship between individualism and common good in contemporary
societies
(PADM, ER, C)
Key Terms:
Individualism in relationship to the common good – Contemporary societies,
especially those that have adopted democratic political systems and capitalist economies,
are increasingly having to find a balance between the central role in society of the
individual and the common good of all. This conflict between the opposing values of
individualism and collectivism (the common good) usually forms the basis of the
difference among political parties in a democracy. The involvement of the government in
the economy is another source of individualist versus collectivist debate in a capitalist or
mixed economy.
Sources:
1.10 analyze the extent to which personal identity should be shaped by ideologies (I, C)
Key Terms:
Personal identity and ideology – Ideology is a part of one’s personal identity, whether
that person recognizes it or not. All people, to an extent, are shaped by the society in
which they evolve. As such, people will take as unquestionable truth the values of the
dominant ideology of society. It is important, though, for critically-thinking individuals,
especially within a society underpinned by liberalism, to question values and determine
their loyalty to their ideology. Liberalism allows for the exercise of critical thinking,
whereas other ideologies like communism and fascism do not.
Sources:
C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change
32/ Social Studies 30-2
(2007) ©Alberta Education, Alberta, Canada
Related Issue 2
Is resistance to liberalism justified?
General Outcome
Students will understand impacts of, and reactions to, liberalism.
Specific Outcomes

Knowledge and Understanding
Students will:
2.4 explore Aboriginal contributions to the development of liberalism (PADM, ER, LPP)
Key Terms:
Treaties – The Indian Act, 1876 was a treaty that intended to assimilate Aboriginal
people into “white” Anglo-Canadian society. Not recognizing the individual rights and
freedoms (autonomy), it eventually lead to increase awareness for Aboriginal rights and
freedoms.
Red Paper, 1970 – National Indian Brotherhood (Assembly of First Nation)
advocated against the Canadian government policy of assimilation as stated in the White
paper of 1969. The Red Paper advocated for a return to traditional land ownership for
Treaty Indians. The connection to liberalism is the demand for individual rights.
Fur Trade Pre-Confederation – Aboriginal fur trade promoted commerce between
aboriginals and the colonists from Europe. Both parties benefited from mutual trade. It
was an early form of a market system.
Voting Rights, Trade and Bartering
Inuit, First-Nation, and Métis Self-Determination – freedom for individuals to make
decisions that are in the best interest of their nation
Sources:
http://www.canadiana.org/citm/themes/aboriginals_e.html
http://www.ainc-inac.gc.ca/al/ldc/ccl/tra-eng.asp
http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0003983
http://www.ainc-inac.gc.ca/al/hts/cys/index-eng.asp
2.5 explore the relationship between the values of liberalism and the origins of liberal
thought (Adam Smith, John Stuart Mill) (PADM, ER, TCC)
Key Terms:
Adam Smith – discusses the division of labor and free trade, self-interest in exchange,
consumer sovereignty, the limits on government intervention, price, and the general
structure of the market. Smith was the first individual to advocate for laissez-faire in the
market place. His ideas were based on a system of competition.
John Stuart Mill – first individual to develop a theory that combined the freedom of
capitalism with the economic efficiency of a command economy. John Stuart Mill’s view
on liberty, which was influenced by John Locke is that an individual is free to do
anything unless he infringes upon another’s rights. Individuals are rational enough to
make decisions about their wellbeing and to choose any religion they desire. Government
should interfere only when society is at risk. Mill explains that the sole end for which
mankind is warranted, individually or collectively, in interfering with the liberty of action
of any one else, is self-protection. Mill was a follower of Jeremy Bentham who
advocated the theory of Utilitarianism, which states that a society should follow policies
that result in the greatest good for the greatest number.
Sources:
http://www.iep.utm.edu/s/smith.htm
http://www.prospect-magazine.co.uk/article_details.php?id=7439
http://www.iep.utm.edu/m/milljs.htm
2.6 examine the impacts of liberal thought on 19th century society (laissez-faire capitalism,
industrialization, class system, limited government) (PADM, ER, TCC)
Key Terms:
Laissez-faire capitalism
– The liberal emphasis on individualism manifested itself in policies such as little or
no state intervention regarding economic issues, which implies free markets, minimal
taxes, minimal regulations and private ownership of property, based on the liberal
ideas of Adam Smith. Economic inequality is a necessary outcome of the freedom to
choose one's own actions without imposing on others.
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A belief that an economic system functions best when there is no interference by
government. It is based on the belief that the natural economic order tends, when
undisturbed by artificial stimulus or regulation, to secure the maximum wellbeing for the individual and therefore for the community as a whole. That is the
basis for Adam Smith’s “invisible hand” theory, and demonstrates the influence
of Mill’s Utilitarianism.
Industrialization – the movement to introduce industry to a specific area; for example,
the industrial movement that evolved from cottage industries of the late 17th century in
England, and became the Industrial Revolution.
Class system – A new way of describing a hierarchical social system, this term appears
in the English and other Western European languages at the time of the Industrial
Revolution. Modern class systems were recognized as a result of economic inequality
caused by the impact of the Industrial Revolution.
Limited government
– The idea that the government’s power must be limited if individual liberty is to be
safeguarded; if each individual's God-given, inalienable rights are to be kept secure.
- Montesquieu argued that governments with unlimited authority could lead to an
unchecked government.
- Governments must act within the fundamental charter constitution; for example, the Bill
of Rights in the United States as well as the Charter of Rights and Freedom in Canada.
The Canadian government is bound by strict limitations enshrined in the constitution.
Sources:
http://www.victorianweb.org/economics/laissez.html
http://encyclopedia2.thefreedictionary.com/Laissez-faire+capitalism
http://www.bbc.co.uk/history/scottishhistory/enlightenment/features_enlightenment_indu
stry.shtml
http://etext.lib.virginia.edu/cgi-local/DHI/dhi.cgi?id=dv1-54
http://www.lexrex.com/enlightened/AmericanIdeal/yardstick/pr5.html
http://www.fff.org/freedom/0291c.asp
2.7 examine ideologies that developed in response to liberalism (socialism, Marxism)
(PADM, ER, TCC)
Key Terms:
Marxism – An idea derived by Freidrich Engels and Karl Marx, it involves class struggle
as the central element of social change in Western society. Since the tension between
social classes is deemed to be the cause of political and economic unrest, Marxism
attempts to solve these problems by establishing public ownership as its dominant
feature. Marxism, theoretically, is an egalitarian system where all are considered equal.
- The belief that the ultimate interests of workers match those of humanity in general, a
worker state.
Socialism - advocating state or collective ownership and administration of the means of
production and distribution of goods, and an egalitarian society characterized by equal
opportunities for all individuals. The main difference between Marxism and socialism is
socialism mixes elements of public and private ownership of the means of production.
Sources:
http://www.mises.org/story/2217
2.8 examine the growth of liberalism (labour standards and unions, voting rights, welfare
state, protection of human rights, feminism) (PADM, ER, TCC)
Key Terms:
Labour Standards and Unions – Rerum Novarum Catholic response to relationships
and mutual duties between labour and management or owners with capital and the means
of production.
- The negative impacts of the Industrial Revolution created the need for labour standards
to protect worker’s rights. The creation of unions was needed to secure wage control,
child protection laws, food shortages, and human rights violations.
Voting Rights – leading to universal suffrage. Liberal ideas recognize that all citizens
(male, female, minorities, etc…) have the right to an equal voice in political decisionmaking. Examples: Women Right to Vote (Act of 1918 and Equal Franchise Act, 1928)
Welfare State – The belief that the state assumes primary responsibility for it citizens.
Characterized by a mixture of public and private ownership included with social services
to reduce disparity and create economic equality. Also creates a “social safety net” of
minimum standards (egalitarian standards). All citizens deserve the same opportunities
for economic success.
Protection of Human Rights – Charter of Rights and Freedoms, Canada Act, 1982,
American Bill of Rights, UN Declaration of Human Rights, Geneva Convention, 1929
Amnesty International (NGO)
Liberal ideas encompass liberty and freedom for all.
Feminism – Is the belief in the right of women to have political, social, and economic
equality with men. The first wave of Feminism refers mainly to women's suffrage
movements of the nineteenth and early twentieth centuries. The second wave refers to the
ideas and actions associated with the women's liberation movement beginning in the
1960s (which campaigned for legal and social equality for women). The third wave refers
to a continuation of, and a reaction to, the perceived failures of, second-wave feminism,
beginning in the 1990s.
2.9 analyze ideological systems that rejected liberalism (Communism in the Soviet Union,
fascism in Nazi Germany) (PADM, ER, TCC)
Key Terms:
Communism in the Soviet Union – Rejects the idea of liberalism in favor of political
leadership through a single party state. That form of communism included the
suppression of basic civil liberties such as freedom of speech, freedom of religion and
freedom of dissent to achieve the idea of collectivism and equality.
Fascism in Nazi Germany – Rejects the idea of liberalism through the abolishment of all
other political parties within the German state through the passing of the Enabling Act.
Hitler was given legislative power and also authorized him to ignore the provisions of the
constitution for four years thus gaining absolute decision-making power.
Sources:
http://www.historyhome.co.uk/europe/hitrise.htm
2.10 examine how ideological conflict shaped international relations after the Second World
War (expansionism, containment, deterrence, brinkmanship, détente, liberation
movements) (TCC, PADM, ER)
Key Terms:
Expansionism – the establishment of Spheres of Influence by the democratic capitalist
United States and the Communist Soviet Union. The superpowers polarized the globe by
exerting their influence over other nations.
USA – Cuba (1959), Israel (1948), China (1949), Grenada (1982), Vietnam, Afghanistan
USSR – the nations behind the “Iron Curtain” (Poland, Hungary, Czechoslovakia,
Bulgaria, Romania)
Containment –The foreign policy proposed by President Truman of the USA to stop the
spread of Communist expansion and to enhance American security and influence around
the world. This created conflict between the two superpowers initially in Korea and
Vietnam and eventually in areas around the world.
Deterrence – The governmental or national strategy which threatened retaliation if
attacked. Examples are weapons of mass destruction, conventional weapon strength,
Mutual Assured Destruction, economic sanctions. These actions are designed to create a
balance of power to deter aggression. The threat of nuclear war and global destruction
has successfully prevented a nuclear confrontation.
Brinkmanship- A term to describe a situation where nations push each other to the brink
of war with the idea that the other will back down before conflict occurs. For example,
the Cuban Missile Crisis, the relationship between India and Pakistan and the threat of
nuclear response in each of these situations.
Détente – the idea that nations of differing ideologies can coexist. Examples include
disarmament treaties (SALT- Strategic Arms Limitation Talks, START-Strategic Arms
Reduction Treaty, INF-Intermediate Range Nuclear Forces Treaty), joint space mission
between USA and USSR.
Liberation movement – an action to gain independence and sovereignty from external
and colonial influence. Examples are Hungary and Poland in 1956, Czechoslovakia in
1968, attempting to ‘break away’ from Soviet influence and the creation of the state of
Israel in 1949.
Sources:
http://www.cubacrisis.net/angl/pages/aubord01.html
2.11 examine perspectives on the imposition of liberalism (Aboriginal experiences,
contemporary events) (PADM, ER, TCC)
Key Terms:
Aboriginal experiences – Residential schools where First Nations were forced to reject cultural
traditions and lifestyles to adopt Liberal minded policies. The Banning of the Potlatch ceremony
in an attempt to assimilate First Nation into Canadian culture. Liberal emphasis on individual
rights and the rule of law can threaten tribal and collective traditions.
Contemporary Events – Legislation accepting same-sex marriage, abortion, stem-cell research,
euthanasia, Freedom of Choice Act in the United States. These threaten traditional religious or
conservative institutions and values.
Sources:
http://www.nrlc.org/FOCA/FOCA%20S.2020.pdf
2.12 examine the extent to which modern liberalism is challenged by alternative thought
(Aboriginal collective thought, environmentalism, religious perspectives, extremism)
(PADM, ER, LPP)
Key Terms:
Aboriginal Collective Thought – Modern liberalism involves a movement away from
traditional First Nation cultures and beliefs. The Government of Canada has imposed
policies that attempt to assimilate First Nations into Canadian society that have resulted
in resistance from the Aboriginal population.
Environmentalism – Environmental challenges are different for each nation and region
and therefore environmental solutions need to reflect each region’s environmental
concerns Examples include Kyoto Accord (these policies are not feasible for every nation
or region), Asia-Pacific Partnership on Clean Development and Climate. These
discourage individual initiative and capitalist freedoms.
Religious Perspectives – resistance to modern liberalism is challenged by various
religious perspectives that violate Church doctrine, including same-sex marriage, stem
cell research, abortion, euthanasia.
Extremism – Is the belief that actions or ideologies of individuals or groups outside of
the perceived political center of a society violate common moral standards. These pose a
challenge to modern liberalism. Examples include some Islamic groups, the Fundamentist
Latter–Day Saints movement, religious cults, Ku Klux Klan, (limitation on perspectives
and beliefs that are protected by the Charter), Wiebo Ludwig
2.13 evaluate the extent to which resistance to liberalism is justified (PADM, ER, GC)
Key Terms:
Resistance to Liberalism - When citizens believe that liberal thought and policies are violating
their fundamental civil liberties they may feel justified to resist such policies. Examples include
Oka Crisis, FLQ Crisis (War Measures Act), protesting legislation against same-sex marriage,
abortion, etc…
Related Issue 3
Are the values of liberalism viable?
http://www.learnalberta.ca/Search.aspx?lang=en
General Outcome
Students will understand the extent to which the values of liberalism are viable in a
Contemporary world.
Values of Liberalism
 Classical Liberalism
o Individualism
o Respect for rights and freedoms
o Private ownership
o Natural rights; life, liberty and the pursuit of happiness
o The government holds the power, only to the extent that that power is
bestowed by the people
o Citizens have the right to revolt if that power or trust is violated
o Equality of opportunity
o Capitalism
o John Locke
o John Stuart Mill
 Contemporary Liberalism
o Can sometimes be confused with the present day Liberal political party
o Will accept greater state intervention if it promotes justice and liberty for
the greater good of its citizens
o Grew out of classical liberalism but has more emphasis on the rights of
minorities
o A certain standard of living should be attainable for the greatest number of
the population. This is why liberalism today will accept social welfare.
o Tolerance can vary according to the issue being addressed – moves more
towards the social democratic philosophies
o Socially they want greater levels of freedom and personal
choice(abortion, same-sex marriage, gun controls) but will accept more
government intervention in politics and economics
o John Dewey, John Maynard Keynes
o More inclined to favor humanitarianism, environmental issues, political
correctness of language
Values of Conservatism
Common beliefs (Classical and Contemporary):
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traditional values should only be changed slowly
upward (and downward) mobility replaces permanent strata in society
Classical Conservatism
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mixed view of human nature
self-interest eventually harmful
society is organic whole
equality is unachievable
equality of opportunity
society is hierarchy
elites have right to rule but responsibilities for welfare of others: "noblesse
oblige"
stability of society paramount
law & order
customs & traditions are important
responsibilities & civil liberties of citizens, plus privileges for elites
limited electorate
mixed views on economy
Edmund Burke, “In our well intended attempts at change, we go too far and end
up irreversibly damaging society.”
Contemporary Neo - Conservatism
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limited government involvement in the economy
very limited range of social welfare programs
increased government protection of morality
emphasis on populism
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maintain traditional social values
distrust of trade unionism
Ronald Reagan, “Man is not free unless government is limited.”
Margaret Thatcher, “To cure the British disease with socialism was like trying to
cure leukemia with leeches.”
Values of Socialism
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Collectivism
Emphasis on social services and social programs
High taxation
Redistribution of wealth
Economic equality
“cradle to the grave” aspect
Welfare state
Government regulation of business
Socialism has developed along the political spectrum and now includes
democratic socialism.
Utopia
Values of Anarchism
 No government
 A society based on ultimate individual freedom
 Lack of order and accountability and chaos
Source:
http://www.sfu.ca/~aheard/100/conservatism.html
www.iep.utm.edu/p/polphil.htm
www.touchgraph.com/TGGoogleBrowser.html#
Specific Outcomes
Knowledge and Understanding
Students will:
3.3 explore the extent to which governments should reflect the will of the people
(PADM, C)
Political Historical Philosophers, their views on the role of government and the will of
the people.
John Locke: (b. 1632, d. 1704) was a British philosopher, Oxford academic and medical
researcher. Much of Locke's work is characterized by opposition to authoritarianism. This
opposition is both on the level of the individual person and on the level of institutions
such as government and church. For the individual, Locke wants each of us to use reason
to search after truth rather than simply accept the opinion of authorities or be subject to
superstition. On the level of institutions it becomes important to distinguish the legitimate
from the illegitimate functions of institutions and to make the corresponding distinction
for the uses of force by these institutions. The positive side of Locke's antiauthoritarianism is that he believes that using reason to try to grasp the truth, and
determining the legitimate functions of institutions will promote success for the
individual and society both in respect to its material and spiritual welfare. This in turn,
amounts to following natural law and the fulfillment of the divine purpose for humanity.
(http://plato.stanford.edu/entries/locke/)
Montesquieu: Montesquieu was one of the great political philosophers of the
Enlightenment. He constructed a naturalistic account of the various forms of government,
and of the causes that made them what they were. He used this account to explain how
governments might be preserved from corruption. He saw despotism, in particular, as a
standing danger for any government not already despotic, and argued that it could best be
prevented by a system in which different bodies exercised legislative, executive, and
judicial power, and in which all those bodies were bound by the rule of law. This theory
of the separation of powers had an enormous impact on liberal political theory, and on the
framers of the constitution of the United States of America. Montesquieu, who was
French, believed strongly in abolishing absolute power and removing the monarchy.
Hence the concept of the Divine Right of Kings was obsolete as well.
(http://plato.stanford.edu/entries/montesquieu/)
Voltaire: François-Marie Arouet (21 November 1694– 30 May 1778), better known by
the pen name Voltaire, was a French Enlightenment writer, essayist, and philosopher
known for his wit, philosophical sport, and defense of civil liberties, including freedom of
religion and free trade. Voltaire was a prolific writer, and produced works in almost
every literary form, authoring plays, poetry, novels, essays, historical and scientific
works, over 20,000 letters and over two thousand books and pamphlets. He was an
outspoken supporter of social reform despite strict censorship laws and harsh penalties
for those who broke them. A satirical polemicist, he frequently made use of his works to
criticize Catholic Church dogma and the French institutions of his day. Voltaire was one
of several Enlightenment figures (along with Montesquieu, John Locke, Thomas Hobbes
and Jean-Jacques Rousseau) whose works and ideas influenced important thinkers of
both the American and French Revolutions ‘Voltaire once said, I may not agree with a
word you say but I will defend to the death your right to say it.’
http://en.wikipedia.org/wiki/Voltaire
Rousseau: Perhaps Rousseau's most important work is "The Social Contract" that
describes the relationship of man with society. Contrary to his earlier work, Rousseau
claimed that the state of nature becomes brutish without law or morality, and that there
are good men only as a result of society's presence. In the state of nature, man is prone to
be in frequent competition with his fellow men. Because he can be more successful
facing threats by joining with other men, he has the impetus to do so. He joins together
with his fellow men to form the collective human presence known as "society." "The
Social Contract" is the "compact" agreed to among men that sets the conditions for
membership in society.
Rousseau was one of the first modern writers to seriously attack the institution of private
property, and therefore is considered a forebear of modern socialism and Communism
(see Karl Marx). Rousseau also questioned the assumption that the will of the majority is
always correct. He argued that the goal of government should be to secure freedom,
equality, and justice for all within the state, regardless of the will of the majority.
One of the primary principles of Rousseau's political philosophy is that politics and
morality should not be separated. When a state fails to act in a moral fashion, it ceases to
function in the proper manner and ceases to exert genuine authority over the individual.
The second important principle is freedom, which the state is created to preserve.
Rousseau was most concerned with the plight of the lower classes. He was dedicated to
improving the division between the wealthy and the poor. Rousseau once stated, ‘man is
born free but is everywhere in chains.’
http://www.lucidcafe.com/library/96jun/rousseau.html
John Stuart Mill: John Stuart Mill (1806-1873), British philosopher, economist, moral
and political theorist, and administrator, was an influential English-speaking philosopher
of the nineteenth century. His views are of continuing significance, and are generally
recognized to be among the deepest and certainly the most effective defenses of
empiricism and of a liberal political view of society and culture. The overall aim of his
philosophy is to develop a positive view of the universe and the place of humans in it,
one which contributes to the progress of human knowledge, individual freedom and
human well-being. His views are not entirely original, having their roots in the British
empiricism of John Locke, George Berkeley and David Hume, and in the utilitarianism of
Jeremy Bentham. But he gave them a new depth, and his formulations were sufficiently
articulated to gain for them a continuing influence among a broad public.
http://plato.stanford.edu/entries/mill/
Robert Owen: (14 May 1771–17 Nov 1858), born in Newtown, Montgomeryshire,
Wales was a social reformer and one of the founders of socialism and the cooperative
movement. Owen established two utopian communities where the workers were treated
as equal partners in his textile mills. Owen's philosophy was based on three intellectual
pillars:

First, no one was responsible for his will and his own actions, because his whole
character is formed independently of himself; people are products of their
environment, hence his support for education and labor reform, rendering him a
pioneer in human capital investment.


Second, all religions are based on the same absurd imagination, that make man a
weak, imbecile animal; a furious bigot and fanatic; or a miserable hypocrite; (in
dotage, he embraced Spiritualism).[1]
Third, support for the cottage system instead of the factory system
http://en.wikipedia.org/wiki/Robert_Owen
Karl Marx:
Karl Marx, along with fellow German philosopher, Fredrich Engels, further developed
the ideology of Socialism, later the basis of Soviet Communism under Lenin and Stalin.
Marx and Engels main arguments revolved around the exploitation of the working class,
the proletariat, by the owners of the factories, the bourgeois. Under Marxism,
collectivism by the people, for the betterment of the state was essential. The goal was to
create a classless society, thus a creation of a state based on equality. Marx believed that
eventually, the working class would rise up and overthrow the ownership class.
Essentially, control of the state would be taken back by the people, but administered and
ruled by a totalitarian government consisting of one political and economic ideology with
the government providing all needs for the people based on the idea of collectivism.

Discuss the differing philosophies of the liberal and non-liberal leaders and how
they felt they were reflecting the will of the people
Key Terms:
Voting/Elections: the process of citizen participation in choosing government in a
democratic form. It consists of casting an anonymous ballot either for a representative of
a political party or directly for an individual running for public office.
Referendum: citizens vote directly on an issue, either municipal, provincial or federal,
resulting in government action based on results. Voting is usually a ‘yes’ or ‘no’ option.
Results of referenda are binding.
Citizenship/ Citizen Participation: the act of democratic accountability by the people.
Voting, dissenting, lobbying, or obeying laws.
Checks and Balances: the system of Government accountability by the people. External
forms of Checks and Balances are Lobby Groups, the media, opposition parties and
special interest groups. These forms of accountability ensure that the government is
acting in the best interests of the citizens and according to constitutional laws. Internal
forms of checks and balances are built into the political system through veto, approval of
appointments, and bicameral legislatures.
Media: the various forms of public communication in which citizens are informed and
further participate in the accountability of government. Examples include newspaper, TV
news stations, Radio, billboards and internet news.
Lobby Groups: M.A.D.D., S.A.D.D., Green Peace, Pro-Life, Canadian Parents for
French Amnesty International and End Poverty Now. They lobby their government to
either change or amend laws based on the special interests of each group.
Accountability: essential in a democratic system of government. Ensures government is
acting in accordance with the power that has been bestowed upon them. Includes
transparency of policy and decision making.
Minority Government: An elected government that holds less than 50% of the eligible
seats.
Majority Government: 50% plus 1 of the eligible seats.
Coalition Governments: an alliance based government with differing political parties
joining together under one mandate. All parties in a coalition must have members within
the government cabinet.
Dictatorship: Government by a single person or by a junta or other group that is not
responsible to the people or their elected representatives.
(http://dictionary.reference.com/browse/Dictatorship%20)
Fascism: Is an authoritarian nationalist ideology focused on solving economic, political,
and social problems that its supporters see as causing national decline or decadence.
Fascist governments typically seek to prepare a nation for armed conflict with other
nations, to defend itself or to expand its state to allow for the growth of a nation. Fascists
aim to create a single-party state in which the government is led by a dictator who seeks
unity by requiring individuals to subordinate self-interest to the collective interest of the
nation or a race.
Griffin, Roger. 2006. Fascism as a Totalitarian Movement. Routledge. Pp. 147.
Laqueuer, Walter." Comparative Study of Fascism" by Juan J. Linz. Fascism, A Reader's Guide: Analyses, interpretations,
Bibliography. Berkeley and Los Angeles: University of California Press, 1976. Pp. 15 "Fascism is above all a nationalist
movement and therefore wherever the nation and the state are strongly identified."
Laqueur, Walter. Fascism: Past, Present, Future. Oxford University Press, 1997. Pp. 90. "the common belief in nationalism,
hierarchical structures, and the leader principle."
Koln, Hans; Calhoun, Craig. The Idea of Nationalism: A Study in its Origins and Background. Transaction Publishers. Pp 20.
University of California. 1942. Journal of Central European Affairs. Volume 2.
Kallis, Aristotle A. Fascist Ideology: Territory and Expansionism in Italy and Germany, 1922-1945. Routledge, 2000. Pp. 47 "the
idea of living space was gradually put forward as the pivotal object of fascist expansion and the ultimate measure of fascism's
success in revitalizing the national community and in promoting its historic universal mission."
Kelsen, Hans, Wedberg, Anders (translator). General Theory of Law and State. Cambridge: Harvard University Press, 1945.
Reprinted 1999 by The Lawbook Exchange, Ltd. Pp. 301-302. "The One-party State (Boshevism and Fascism)", "party
dictatorship".
Davies, Peter; Lynch, Derek. The Routledge Companion to Fascism and the Far Right. Routledge, 2004. Pp. 103-104. "Fascist
ideologies were also collectivist. individual freedom could only have meaning through the community or the nation."
Griffen, Roger (ed.). Fascism. Oxford University Press, 1995. Pp. 59.
Anarchy: is a political philosophy encompassing theories and attitudes which support the
elimination of all forms of compulsory government. Specific anarchists may have
additional criteria for what constitutes anarchism, and they often disagree with each other
on what these criteria are. According to The Oxford Companion to Philosophy, "there is
no single defining position that all anarchists hold, and those considered anarchists at best
share a certain family resemblance.”
Errico Malatesta, "Towards Anarchism", MAN!. Los Angeles: International Group of San Francisco. OCLC 3930443.
Agrell, Siri (2007-05-14). "Working for The Man”. The Globe and Mail.
http://www.theglobeandmail.com/servlet/story/RTGAM.20070514.wxlanarchist14/BNStory/lifeWork/home/. Retrieved on 14
April 2008.
"Anarchism." Encyclopædia Britannica. 2006. Encyclopædia Britannica Premium Service. 29 August 2006
"Anarchism." The Shorter Routledge Encyclopedia of Philosophy. 2005. P. 14 "Anarchism is the view that a society without the
state, or government, is both possible and desirable."
Slevin, Carl. "Anarchism." The Concise Oxford Dictionary of Politics. Ed. Iain McLean and Alistair McMillan. Oxford
University Press, 2003.
"Anarchism." The Oxford Companion to Philosophy, Oxford University Press, 2007, p. 31
Democracy
 Representative Democracy: a voting system by which the people vote for a
representative to make decisions on their behalf rather than vote directly on
policy.

Parliamentary Democracy: Representatives voted in by the people become
Members of Parliament. Their job is to bring the needs of the people of their
constituencies to the appropriate level of government.

Presidential Democracy: American system of electing a Commander and Chief
by voting directly for the individual.

Direct Democracy: Every citizen votes directly on every issue.

Proportional Representation: government is established based on the
percentage of votes cast in favor of a political party (popular vote) that percentage
then translates into the same percentage of seats granted in the Federal House of
Commons.

Representation by Population: Nations divided into constituencies based on
population rather than size of area. Inherent in this is that a political party could
gain power based on voter turnout rather than popular vote.
Levels of Government/Branches
 Federal: National Government voted on by all eligible citizens of a nation.
Includes Executive, Legislative and Judicial Branches.

Provincial: Provincial or territorial government voted by all eligible citizens of
individual provinces. Includes Executive, Legislative and Judicial Branches.

Municipal: Regional representative governments. Includes Executive and
Legislative Branches as well as civil servants.

Executive Branch: Responsible for administering the legislation passed by the
government. Includes Prime Minister and his Cabinet.

Legislative Branch: Responsible for developing and passing laws that reflect the
needs and desires of the people. Includes the House of Commons/Members of
Parliament and Senate.

Judicial Branch: Responsible for interpreting and enforcing the laws of a nation.
Includes Judges and law enforcement.
Sources:
http://polisci.nelson.com/ideologies.html
www.iep.utm.edu/p/polphil.htm
3.4 explore the extent to which governments should encourage economic equality
(PADM, ER, C)
Economic equality as a principle of liberal ideology – All individuals should have the
right to basic needs.
Key Terms:
Social Services
 Welfare
 EI
 Low cost housing
 Welfare to work
 Reintegration programs for unskilled workers
Capitalism
 Competition vs Cooperation
 “Trickle Down Effect” vs progressive taxation
 Private enterprise vs public enterprise
 Corporate vs Individual
 Invisible hand vs subsidies
 Laissez-faire vs Government intervention
 Business Cycle – Prosperity, Recession, Depression, and Recovery
Disparity/Diversity
 Equalization/Transfer Payments
 Natural resources and sharing
 Provincial Independence vs dependence
Sources: http://en.wikipedia.org/wiki/Economic_system
3.5 examine the extent to which the practices of political and economic systems
reflect the values of liberalism (consensus decision making, direct and
representative democracies, authoritarian political systems, free market economy,
command economy, mixed economy) (PADM, ER, C)
Key Terms:
Free Market Economy: An economic system based on the ideas of Adam Smith. Also
called Capitalism, it requires little or no government interference in economic affairs.
Operating through what Adam smith called the “Invisible Hand, this system allows
markets and private enterprise to operate freely using supply and demand as its basis. The
Laissez-Faire approach allows the markets to operate independently, relying on the
business cycle. The ‘Trickle Down Effect’ allows money to flow through the economy
starting at the top of the money chain, (corporations) and flowing downward in hopes that
money will end up in the hands of all people. The United States operates using the Free
Market System with little government interference (exceptions: The Great Depression of
the 1930s, the economic downturn of 2008).
Centrally Planned Economy: An economic system based on the idea of collectivism
and a strong central government. All economic decisions are made by the ruling
government. This system was designed to eliminate class struggles and ensure equality in
economic affairs. Citizens work to ensure that the needs of the state are met before the
needs of the individual. The former Soviet Union under Lenin and Stalin through to
Gorbachev operated under this system. Gorbachev’s Glasnost and Perestroika replaced
the Centrally Planned System in the mid to late 1980’s.
Mixed Market Economic: An economic system defined by the principles of both the
Free Market and Centrally Planned economies, which are combined in a balance of
Private and Public Enterprise. This system requires cooperation between the private
sector and government. Social Services and social safety nets provided by the
government are in place to ensure that basic human needs are met. The individual must
be willing to make some contributions to the state (taxes) in order for the collective needs
of the people can be met. (Health care, education, pensions, employment insurance,
welfare)
3.6 examine why government practices may not reflect values of liberalism (Canada,
contemporary examples) (PADM, ER)
Key Terms:


Zimbabwe: Robert Mugabi is an autocratic leader who has been in power since
1980: Though he calls himself a Democratic Dictator, he manipulates the
elections.
Hitler and Nazi Fascism




FLQ crisis and the invocation of the War Measures Act
Coalition Attempt in Canada 2008
The Supreme Court of Canada can overturn democratic legislation if it is deemed
to violate the Charter of Rights and Freedoms.
Laws that prohibit an individual from making a conscious choice based on a
moral position which may differ from their government’s laws
3.7 explore the extent to which governments should promote individual and
collective rights (Canadian Charter of Rights and Freedoms; Québec Charter of
Human Rights and Freedoms; First Nations, Métis and Inuit rights; emergencies
and security legislation) (PADM, C, CC)
Key Terms:
Inalienable Right: an inherent condition based on existence, something that’s due to a
person based on nature, a right which exists regardless of government or legislation
Civil Rights: those rights guaranteed by law and the national constitution
Freedom: the ability to make an uncoerced choice
Individual Rights: the right of each individual to participate freely and make choices in
their own lives and society. (e.g. Civil laws)
Collective Rights: rights that are granted to distinct groups, (a nation within a nation –
Francophones, Metis, Aboriginals, Specific Religious Sects)
Canadian Charter of Rights and Freedoms:
http://laws.justice.gc.ca/en/charter/#garantie
Universal Declaration of Human Rights and Freedoms:
http://un.org/Overview/rights.html
Metis and Inuit Rights:
http://www.albertametis.com/MetisRights.aspx
Québec Charter of Human Rights and Freedoms:
http://en.wikipedia.org/wiki/Quebec_Charter_of_Rights
War Measure’s Act: statute (1914) conferring emergency powers on the federal
Cabinet, allowing it to govern by decree when it perceives the existence of "war, invasion
or insurrection, real or apprehended." The Act was proclaimed in force with detailed
regulations limiting the freedom of Canadians during both world wars.
http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1AR
TA0008439
Homeland Security Patriot Act: controversial Act of Congress that U.S. President
George W. Bush signed into law on October 26, 2001. The contrived acronym stands for
Uniting and Strengthening America by Providing Appropriate Tools Required to
Intercept and Obstruct Terrorism Act of 2001 (Public Law Pub.L. 107-56). The Act
increases the ability of law enforcement agencies to search telephone, e-mail
communications, medical, financial and other records; eases restrictions on foreign
intelligence gathering within the United States; expands the Secretary of the Treasury’s
authority to regulate financial transactions, particularly those involving foreign
individuals and entities; and enhances the discretion of law enforcement and immigration
authorities in detaining and deporting immigrants suspected of terrorism-related acts. The
act also expands the definition of terrorism to include domestic terrorism, thus enlarging
the number of activities to which the USA PATRIOT Act’s expanded law enforcement
powers can be applied.
http://en.wikipedia.org/wiki/USA_PATRIOT_Act
3.8 evaluate the extent to which the values of liberalism are viable in the context of
contemporary issues (environment concerns, resource use and development, debt
and poverty, racism, pandemics, terrorism, censorship) (PADM, ER, LPP)
Procedure for Teaching:
1. Explain, define the contemporary issue
Environmental concerns – concern for the conservation and improvement of the
environment
- A political social movement that stresses human impact and
responsibility towards the environment and our planet
Source: www.seppo.net/e/
2. Identify and develop examples of said particular contemporary issue
Environmental concerns – global warming, sustainable development (demand will not
outstrip supply of the resources of a given area), waste management, deforestation, clean
water, regulatory laws and restrictions regarding industry development and
acceptable consumer use (emissions, low flush toilets, carbon tax, recycling programs)

3. What are the values associated with this issue?
Environmental concerns - regulatory laws and restrictions regarding industry
development and acceptable consumer use:
Some values related to environmentalism are not associated with liberalism:
 State intervention
 Restricts consumer freedom


Socialistic economic approach
Reduction of industry to preserve environment
Some values associated with environmentalism are related to liberalism
 Can be consumer driven
 Can encourage innovation and entrepreneurship
 Individuals are responsible for protecting the environment
 Stewardship of resources by industry

4. Are these values in-line with the values of liberalism?
Environmental concerns
Against liberalism: because it necessitates government intervention,
negates laissez-faire economics, restricts individual choices and freedoms.
In line with liberalism: because it creates new business opportunities
(recycling companies), introduces new consumer choices with viable
environmental options, and encourages capitalistic growth through the
development of new technologies and products.
Key Terms:
Debt and Poverty: Issue associated with mainly 3rd World countries involving
development.
Racism: an act of prejudice or ignorance against a people due to race, gender or religion.
Judgment based on differences.
Terrorism: an unprovoked act of violence against undefended and unaware citizens.
Censorship: limitations put on access to information available to the general population.
May be based on moral, political, or religious rational.
Sources:
Pandemic cartoon 1 - catalog reference rhan480
'Actually, I'm all ready for the pandemic. I still have everything from Y2K, SARS and
the West Nile.'
Terrorism:
Poverty:
Posted by: John Fewings
Wednesday, November 28, 2007
Censorship:
http://en.wikipedia.org/wiki/Jyllands-Posten_Muhammad_cartoons_controversy
Environmental concerns:
C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change
Social Studies 30-2 /35
Related Issue 4
Should my actions as a citizen be shaped by an ideology?
General Outcome
Students will understand their rights, roles and responsibilities as citizens.
Rights of Citizenship– Privileges of citizenship that can not be taken away unless under
dire circumstances.
Responsibilities of Citizenship – Duties citizens are ought to undertake in order for
society to function at its best.
Specific Outcomes
Knowledge and Understanding
Students will:
4.4 explore how ideologies shape individual and collective citizenship (C, PADM,
GC)
Key Terms:
Ideology and citizenship – The role of the citizen within society is heavily affected by
the ideology that underpins the society. In societies that embrace classic liberalism,
individual citizens are expected to play a central role within both the political and
economic spheres of life. Individual rights and responsibilities are core beliefs within
liberalism. Ideologies that embrace collectivist ideologies tend to view individual
citizenship as more subservient to the needs of the group. At best, citizens who belong to
a society based on collectivism are expected to find supreme the rights and
responsibilities of the group over that of the individual. At worst, individual citizens can
be seen as expendable ‘cogs’ within the greater societal/state machine. This was the case
in fascist and communist dictatorships of the 20th century which espoused variations of
collectivism.
Sources:
Citizenship test is no joke
TONY SMITH FEBRUARY 11, 2008
The Rudd Government should immediately abolish
the tests introduced by the Howard Government to
determine eligibility for Australian citizenship. The
tests have deterred applicants, discriminate between
immigrants on several criteria including country of
origin and type of visa, and embarrass the rest of us.
It must be possible to find alternatives that achieve the better purposes of the tests.
When the tests were proposed, many sets of likely questions appeared. It was easy to satirize
the tests because various policies of the Howard Government suggested it wanted 'people like
us' (PLU) to qualify for citizenship while excluding the non-PLU. The choice of a test also
reflected the hard nosed approach to determining merit that the government applied to
education and to social welfare.
The most sinister aspect of the tests was the possibility that the government wished to move
away from a human rights based approach towards reciprocity. The notion that people acquire
civil and political rights simply by being born involves Australia in all sorts of messy procedures
such as rescuing boat people and providing overseas aid. It would be tidier, simpler and more
efficient to have a system of responsibilities that began and ended with Australian citizens.
Unfortunately, the tidy approach is often the most inhumane.
The government's attitude was demonstrated clearly enough in its moves to prevent asylum
seekers using Australian appeal processes, and in its complicity in allowing the US administration
to deny its terror suspects, such as David Hicks, access to courts.
Tests, including language tests, have been used in the past to exclude people for political
reasons. The treatment of anti-fascist campaigner Egon Kisch in 1934 was a most bizarre case of
politics masquerading as bureaucracy. To escape the condemnation of non-British Europeans,
immigration regulations allowed for the testing of visitors in any European language. Kisch was
an expert in several languages, and so the government of the day exploited the benign clause to
apply a test in a Scots dialect.
While the case had many complications, surely one lesson was that governments should not be
allowed to implement policies that are an open invitation to cynical exploitation.
The elites who run Australia have traditionally ignored issues of citizenship. The Constitution
granted by the British left us as subjects of the crown, not as republican citizens encouraged to
decide our own destiny. Until recently, there has been bipartisan avoidance of genuine
commitment to civics education. No-one would, or should, seriously suggest tests for Australian
born citizens, so it is difficult to justify the demand for others to be conversant with our history,
traditions and system of government.
The Australian Catholic Bishops Conference recently condemned the tests. It suggested instead
a series of 'formation sessions' in which applicants could learn about Australian values and the
responsibilities of citizenship. This seems to be a practical suggestion that deserves serious
consideration.
Such sessions could have a sense of equity about them if they ran parallel to ongoing voluntary
civics education programs for the Australian born. They could be conducted by professionals in
adult education, who are accustomed to operating sensitive programs under open scrutiny. And
they would enable genuine feedback to take place through questioning and general discussions.
All dedicated teachers know learning is a two way process and that teachers can be
intermediaries between their students and society. Such sessions would produce genuine side
benefits for the learners and the system. Learners would come to understand the unwritten
conventions that bind society and not just the literal meanings in booklets. This would enable
them to become independent more quickly and so to contribute to society. Hearing the
concerns of the learners could lead to improvements in the provision of general government
services.
A test, by contrast, can achieve only a limited range of educational objectives. It ignores cultural
norms and pretends that literacy is not an issue.
The Labor Party achieved office last year amid great optimism. The adoption of a program of
social inclusion is a legitimate step towards addressing concerns that many Australians were
relatively deprived, if not completely excluded, by government policy over the previous decade
or so.
But when Prime Minister Rudd jokes about the need to retain questions on mid-20th century
cricket and the Minister for Immigration insists Labor will retain the citizenship test, the new
government's credibility on issues of inclusion is damaged. A citizenship test is an instrument for
creating hierarchies, divisions and exclusion.
Tony Smith holds a PhD in political science. He has taught at several universities, most recently at
the University of Sydney.
http://www.youtube.com/watch?v=RucWY7XznG4 – YouTube Video on the Test (pro-test
message)
Possible Student Question – According to the author of this article, how does Australia’s
current citizenship tests betray the ideals of liberalism upon which Australian society and
democracy are built? Do you think liberal democracies should require immigrants to pass
citizenship exams in order to be granted citizenship?
4.5 examine perspectives on the rights, roles and responsibilities of the individual in
a democratic society (respect for law and order, protest, civil disobedience, political
participation) (C, PADM, ER)
Key Terms:
The fundamental role of the citizen in a democracy is one of active participation in both
politics and economics.
Citizen rights in a democracy – these include political/civil rights (voting, running for
officer, dissent, etc.), economic rights (right to pursue any occupation and work anywhere
within the country), legal rights (equality under the law, innocent until proven guilty,
Moranda rights) and human rights (freedoms of speech, assembly, press, etc.). Many of
these rights revolve around the primacy of the individual as democracy is underpinned by
the ideology of classic liberalism.
Citizen responsibilities in a democracy – citizens are expected to actively participate in
the democratic process as well as the laissez faire economic system. Citizens are
expected to respect the rights of others in the execution of their own rights. As well,
citizens are responsible to obey the law, pay their taxes and be aware of issues facing
society.
Sources:
Exercise: What is a ‘Good’ Citizen?
(Source: www.justassociates.org/06ch%202.pdf)
Purpose
To enable participants to explore their understanding of what it means to be a good
citizen and what responsibilities governments have in promoting citizenship and citizen
rights.
Process
(Time: 1 hour)
1. Introduce the topic, explaining that there are many debates about the meaning of
citizenship.
2. Organize participants into small groups to discuss the following questions (see table
of suggested responses below):
3. After 10–20 minutes of discussion, ask groups to share their responses in class.
4. Synthesis: Summarize the responses of the participants. Highlight similarities and
explore some of the differences. This exercise can be complemented by the exercise on
the next page, which looks more closely at rights and responsibilities. Alternatively, you
can introduce some of the thinking about citizenship described on the next page.
Suggested Introduction and responses
Many people live in countries or communities where they have never witnessed active,
critical citizenship. Some cultures value obedience to authority more than independent
thought and action.
Activists from these countries may feel conflicted about what being a citizen means.
Debates on the meaning of citizenship can be empowering for people who are trying to
understand and shape their role as citizens.
Common
Responses to
collective action
promote rights
“What Can
and
Citizens Do?”
a collective spirit
information
available so
informed about
others,
people
their community
encourages
understand what’s
and the
respect for human
going on
world
rights
sensitivity to
people to work
conflict
differences based
together to solve
on gender,
problems
tolerance
age, race, etc.
people to
respect
differences
negotiate conflicts
about change
-informed
community and
national affairs
powerful interests
understood
information about
policy
choices and final
outcomes
directly in
policymaking
make demands
Common
Responses to
“What
Makes a Good
Citizen?”
participatory
democracy in
politics, at home
citizenship
education
affirmative action
to include women
and poor
people in the
political process
Common
Responses to
about others,
“What
particularly
Can Governments
disadvantaged
Do?”
Responses from workshops in Asia, Africa, and the former Soviet Union
Exercise: Citizens’ Rights and Responsibilities
Purpose
To enable participants to define citizen rights and responsibilities, and examine their
evolution.
Process
(Time: 1 hour)
1. Divide participants into small groups. Ask them to brainstorm two lists, one of rights
and one of responsibilities (see list of possible responses below). You may want to
introduce the exercise highlighting the changing meaning of citizens. For example,
traditionally citizen duties were conceptualized within the notions of the “common
good”—voting, obedience to laws, and military service in wartime. Today, citizenship
involves expanding duties.
Common Responses to
“Rights”
freedom of association,
speech, movement, religion
demand government
accountability
freedom from sexual or
domestic violence
Common Responses to
“Responsibilities”
ing in public debate
and political life, voting
taking steps to combat
disadvantage and injustice
respect for human rights in
all relationships and
institutions
that rights be enforced
Some participants may also
include social and economic
rights, such as
wage
right to decent housing
reproductive health
Responses from workshops in Africa, Asia, and the former Soviet Union
2. After about 15-20 minutes, bring groups together to share their definitions. To avoid
repetition, have the second, third, etc. groups only add to the common list.
3.. Discuss the list. The following questions have been used to deepen understanding:
s changing?
Synthesis
One of the important lessons of this discussion is that the meaning of citizenship, and
the rights and responsibilities of citizens are changing. Citizens themselves are playing a
big role in that change. Governments also play a role in shaping the rights of citizens,
but that role also seems to be changing. The important political and civil rights that
shape basic freedoms may not be sufficient to ensure that everyone has equal rights
because people are not all equal in reality.
Women in Islam.
Reference: knin82
Nilsson-Maki, Kjell, Catalog
4.6 examine perspectives on the rights, roles and responsibilities of the individual
during times of conflict (humanitarian crises, antiwar movements, pro-democracy
movements, contemporary examples) (C, PADM, GC)
Key Terms:
Freedom vs. Security in a democracy – In times of conflict, citizens in a democracy are
encouraged to continue exercising both their collective and individual rights of
citizenship. It is at these times as well that is of utmost importance that citizens perform
their responsibilities. An example of citizens meeting their responsibilities during
conflict was the civilian initiatives that occurred on the home front during both WWI and
WWII. These examples raged from rationing scarce resources to buying Victory Bonds
to help fund the war effort. A good example of this was the pro-peace movement that
erupted in the USA during the late 1960’s during the Vietnam War. In extreme
circumstances, governments can suspend citizen rights in order to ensure the security of
citizens. This was seen in October 1970 when the federal government invoked the War
Measures Act to help assuage the threat posed by the FLQ in Quebec.
Sources:
haacked.com/images/TerroristsHateFreedom.gif
Bird Flu Hysteria.
Nilsson-Maki, Kjell, Catalog Reference:knin181
www.craphound.com/images/_45050401_id_card466.gif
ID cards: increased security or Hitler’s watchlists?
4.7 analyze the extent to which ideology should shape responses to contemporary
issues (I, C, GC)
Key Terms:
Ideologies and responses to contemporary issues – Obviously, ideology will shape
both an individual’s and a society’s response to a contemporary issue. This is because a
person’s ideology (or a society’s ideology) is the set of beliefs accepted as true. For
example, in societies informed by classic liberalism, all contemporary issues, and the
responses to these issues, will be viewed through the lens of the primacy of the
individual. This is why the protection of human rights around the world, especially to
those within the western liberal democratic world, will be seen as a major contemporary
global issue to which both societies collectively, and individuals personally must
respond.
Sources:
benmuse.typepad.com/custom_house/images/2007/12/12/freer_trade_by_ideology.jp
g
http://ericstoller.com/blog/wp-content/uploads/2007/07/bootstraps.png
media.photobucket.com/image/
4.8 develop strategies to address local, national and global issues that demonstrate
individual and collective leadership (C, GC)
Key Terms:
Strategy – a plan to effectively address an issue.
Local issue– Issue affecting people in an immediate vicinity or locale. (ex: snow removal
in the winter)
National Issue– Issue affecting all citizen’s within a nation-state. (ex: national security)
Global Issue – Issue affecting all of humankind, regardless of citizenship. (ex: climate
change)
Individual leadership – leadership by one.
Collective leadership – leadership by many.
Sources:
Retinal Scan - The Old Fashioned Way
Reference: csan43
Slane, Chris, Catalog
The World Today.
mkon106
World Production.
efin981
Kosanovic, Milenko, Catalog Reference:
Fischer, Ed, Catalog Reference:
4.9 explore opportunities to demonstrate active and responsible citizenship through
individual and collective action (C, GC)
Key Terms:
Examples of responsible individual citizenship and action – voting, obeying the law,
paying your taxes, writing letters to policy makers, staying attuned to issues facing
society, taking initiative to volunteer in your community, running for political office.
Examples of responsible collective action on the part of citizens – community groups
addressing and finding solutions to local issues, using the military to respond to issues of
national concern (Red River Flood of 1997, Quebec Ice Storm), combining individual
voices to a group to express legal dissent as part of a demonstration, signing a petition,
etc.
Sources:
Big brother
Nilsson-Maki, Kjell, Catalog Reference: knin122
'This is a good time to be young, son....
Reference: jfa2180
Farris, Joseph, Catalog
Baines, Rob, Catalog Reference: rban86
The Polls
Reference: efin973
'I guess the election did fix the housing crisis.'
Reference: awan130
Fischer, Ed, Catalog
Warner, Aaron, Catalog
C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change
36/ Social Studies 30-2
(2007) ©Alberta Education, Alberta, Canada