Grade 12- Perspectives on Ideology
Overarching Critical Inquiry:
(30-1) To what extent are the principles of liberalism viable?
(30-2) Are the values of liberalism viable?
Synopsis
Many of the specific outcomes for General Outcome 3 “Student will assess the extent to
which liberalism is viable in a contemporary world” may be addressed by inviting
students to explore its viability within the context of a range of significant political,
economic, social, and environmental contemporary issues. Students might explore the
inquiry’s overarching issue in the following ways:
Critical Challenge: Liberalism in contemporary contexts
Students assess the extent to which contemporary political and economic systems reflect
principles [30-1] /values [30-2] of liberalism by analyzing the political and economic
practices of an assigned system.
Critical Challenge: Balancing Individual and Collective Rights
Students participate in a Four Corners discussion to determine the degree to which
governments should balance the promotion of individual and collective rights.
Critical Challenge: Is liberalism viable?
In this possible culminating challenge students assess the extent to which contemporary
issues challenge liberalism then determine the extent to which such issues would be
effectively addressed by actions reflecting liberal principles/values.
Grade 12 OCI C
Critical Challenge #1
Liberalism in a contemporary context
A.
Assess the extent to which political and economic practices of assigned systems
reflect the principles [30-1] or values [30-2] of liberalism.
B.
Rate various political and economic systems according to the degree to which
liberal principles [30-1]/values [30-2] are reflected.
Curriculum Outcomes Addressed
30-1
1
30-2
1.7
Students will analyze
individualism as a foundation
of ideology (principles of
liberalism: individual rights
and freedoms, self-interest,
competition, economic
freedom, rule of law, private
property)
(PADM, ER, C)
1.7
Students will 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)
1.8
Students will analyze collectivism
as a foundation of ideology
(principles of collectivism:
collective responsibility, collective
interest, cooperation, economic
equality, adherence to collective
norms, public property) (PADM,
ER, C)
1.8
Students will 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)
3.1
Students will appreciate various
perspectives regarding the viability
of the principles of liberalism
(PADM, ER)
3.1
Students will appreciate various
perspectives regarding the viability of
the values of liberalism (PADM, ER)
3.2
Students will appreciate various
perspectives regarding the
promotion of liberalism within
political and economic systems
(PADM, ER, C)
3.2
Students will appreciate various
perspectives regarding the promotion
of liberalism within political and
economic systems (PADM, ER, C)
3.5
Students will analyze the extent to
which the practices of political and
economic systems reflect principles
of liberalism (consensus decision
making, direct and representative
democracies, authoritarian political
systems, traditional economies, free
market economies, command
economies, mixed economies)
(PADM, ER, C)
3.5
Students will 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)
3.6
Students will analyze the extent to
which liberal democracies reflect
illiberal thought and practice
(Canada, contemporary examples)
(PADM, ER)
3.6
Students will examine why
government practices may not reflect
values of liberalism (Canada,
contemporary examples) (PADM,
ER)
2
3.7
Students will analyze why the
practices of governments may not
reflect principles of liberalism
(PADM, ER, C)
S.1.1 Students will evaluate ideas and
information from multiple sources
S.1.1 Students will analyze ideas and
information from multiple sources
S.1.4 Students will predict likely
outcomes based on factual
information
S.1.7 Students will identify seemingly
unrelated ideas to explain a concept
or event
S.1.6 Students will synthesize
information from contemporary and
historical issues to develop an
informed position
S.1.8 Students will analyze current affairs
from a variety of perspectives
S.1.8 Students will assemble seemingly
unrelated information to support an
idea or to explain an event
S.2.1 Students will understand diverse
historical and contemporary
perspectives within and across
cultures
S.1.9 Students will analyze current affairs
from a variety of perspectives
S.2.9 Students will use current, reliable
information sources from around the
world
S.2.1 Students will analyze multiple
historical and contemporary
perspectives within and across
cultures
S.3.5 Students will use current, reliable
information sources from around the
world, including online atlases
S.2.7 Students will develop a reasoned
position that is informed by
historical and contemporary
evidence
S.4.2 Students will use inquiry processes to
make decisions and solve problems
S.3.6 Students will assess how human
interaction impacts geopolitical
realities
S.4.3 Students will apply ideas and
strategies to contribute to decision
making and problem solving
S.3.7 Students will use current, reliable
information sources from around
the world, including online atlases
S.4.2 Students will develop inquiry
strategies to make decisions and
solve problems
S.5.4 Students will consider the points of
view and perspectives of others
3
S.1.4 Students will suggest likely outcomes
based on factual information
S.5.6 Students will demonstrate
cooperativeness in groups to solve
problems
S.4.3 Students will generate and apply
new ideas and strategies to
contribute to decision making and
problem solving
S.7.1 Students will develop and express an
informed position on an issue
S.5.4 Students will demonstrate
leadership during discussions and
group work
S.7.2 Students will develop conclusions
based on evidence gathered through
research of a wide variety of sources
S.5.5 Students will respect the needs and
perspectives of others
S.7.3 Students will use research tools and
methods to investigate issues
S.5.6 Students will collaborate in groups
to solve problems
S.7.4 Students will consult a wide variety
of sources, including oral histories,
that reflect varied viewpoints on
particular issues
S.7.1 Students will develop, express and
defend an informed position on an
issue
S.7.6 Students will select relevant
information when conducting
research
S.7.2 Students will reflect on changes of
perspective or opinion based on
information gathered and research
conducted
S.7.7 Students will cite sources correctly to
respect the ownership and integrity of
information
S.7.3 Students will draw pertinent
conclusions based on evidence
derived from research
S.7.8 Students will use calendars, time
management or project management
software to assist in organizing the
research process
S.7.4 Students will demonstrate
proficiency in the use of research
tools and strategies to investigate
issues
S.7.8 Students will select and analyze
relevant information when
conducting research
S.7.9 Students will plan and perform
searches, using digital sources
S.7.9 Students will plan and perform
complex searches, using digital
sources
S.8.2 Students will engage in respectful
discussion
S.7.10 Students will use calendars, time
management or project management
S.8.3 Students will use a variety of oral,
visual and print sources to present
4
S.8.1 Students will communicate
effectively in a variety of situations
software to assist in organizing the
research process
informed positions on issues
S.7.12 Students will record relevant data
for acknowledging sources of
information, and cite sources
correctly
S.8.4 Students will ask respectful and
relevant questions of others to clarify
viewpoints on an issue
S.7.13 Students will respect ownership and
integrity of information
S.8.5 Students will make respectful and
reasoned comments on the topic of
discussion
S.8.1 Students will communicate
effectively to express a point of
view in a variety of situations
S.9.5 Students will demonstrate
discriminatory selection of
electronically accessed information
S.8.2 Students will use skills of formal
and informal discussion and/or
debate to persuasively express
informed viewpoints on an issue
S.8.3 Students will ask respectful and
relevant questions of others to
clarify viewpoints
S.8.4 Students will listen respectfully to
others
S.8.5 Students will use a variety of oral,
visual and print sources to present
informed positions on issues
S.9.5 Students will demonstrate
discriminatory selection of
electronically accessed information
that is relevant to a particular topic
Suggested Activities
In this challenge, students assess and rate the extent to which contemporary political and
economic systems reflect the principles [30-1] /values [30-2] of liberalism by analyzing
the political and economic practices of an assigned system.
A.
Assess the extent to which political and economic practices of assigned systems
reflect the principles [30-1] or values [30-2] of liberalism.
Check Understanding
5
Ask each student to complete the following statement with two or three possible endings:
“I would know that I was living in a liberal democracy if I observed…”
For example, students might suggest:
I would know that I was living in a liberal democracy if …
 I observed an election that was fair and open.
 the election allowed everyone an opportunity to participate and the elected
officials were held accountable to the people who elected them.
 there was little or no evidence that wealth or social status influenced the outcome
of the election.
Technology Infusion:
Students select documents concerning liberalism Suggested documents could
include
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http://www.liberal-international.org/editorial.asp?ia_id=537
http://www.angelfire.com/rebellion/oldwhig4ever/intro.html
http://answers.com search “What is liberalism?”
http://en.wikipedia.org search Liberalism
Use a Wordle (www.wordle.net ) to visually reflect these documents key ideas
concerning liberalism.
Compare the generated word clouds to identify patterns and significant
differences. What is highlighted and what is missing?
S2: use current and reliable information sources from around the world
S7: generate new understandings of issues by using some form of technology to
facilitate the process
S8: understand that different types of information may be used to manipulate
and control a message
Organize students into small teams and guide them in revising, or polishing each others’
statements for clarity and accuracy. Randomly select students to share one of their
statements to ensure that they are on track.
Identify Principles and Values of a Liberal Democracy
Building on the students’ understanding of the concept of liberalism as expressed in the
sentence statements, invite them to brainstorm the principles (30-1) or values (30-2) that
characterize a liberal democracy. This list may include the protection of individual and
collective rights, economic freedoms, the presence of rule of law, and government
accountability. These principles and values of a liberal democracy may be used as the
criteria by which students will assess the political and economic practices of an assigned
system. Additional criteria may be determined by the students.
6
To meet diverse learning needs you may wish to provide students with an example of a
country or territory that meets the criteria, such as the Britain, and a country that does not
meet the criteria, such as North Korea.
Examine Political and Economic Systems
Having identified criteria for a liberal democracy (principles and values), invite students
to assess the degree to which the criteria (principles and values) are reflected in the
political and economic practices of an assigned country or territory. Assign teams of 4-5
students one country or territory to research using online resources including atlases, and
assess. Some of the countries/territories to consider could include:
 Canada
 Nunavut
 United States
 Iran
 France
 Zimbabwe
 India
 Japan
 Sweden
 Russia
 China
 Cuba
 Venezuela
 South Africa.
The range of countries and territories researched should reflect various perspectives,
regions, political systems and states of economic development.
Suggest that each team member take responsibility for researching one particular
criterion of the assigned country or territory, using the Liberalism Rating Card (Lesson
Material). Encourage students to find up to three examples of the absence and/or presence
of each criterion and to record the examples as supporting evidence.
Prior to beginning the research you may want to discuss with students that while some
countries/territories claim to meet the criteria of a liberal democracy, some of their
actions and policies may not always reflect the principles and values of liberalism. For
example, in both Canada and the United States, countries that appear to be founded upon
liberal principles and values, many important government positions are filled by
executive appointment rather than elections. Such practices might be criticized as being
illiberal (30-1) or counter to the values of liberalism (30-2).
Invite students to speculate on the kinds of unstated or hidden reasons why
countries/territories do or do not always reflect the criteria of a liberal democracy.
Reasons might include economics, politics, environmental concerns, competition for
resources, ideology, religion or military security. Encourage students to consider why the
country/territory they are researching does not reflect the criteria despite their claims at
being a liberal democracy.
7
Note: 30-1 outcomes ask students to analyze examples where liberal democracies
reflect illiberal thought and practices, 30-2 outcomes ask students to examine
examples of government practices that do not reflect the values of liberalism.
B. Rate various political and economic systems according to the degree to which liberal
principles [30-1]/values [30-2] are reflected.
Technology Infusion
Data collection: Utilize graphic organizers to collect research data. Suggested programs
would include Inspiration, apple word SmartArt graphics, Exploratree
(http://exploratree.org.uk/explore/templates.php), Thinkature (http://thinkature.com ),
Research
1. Students could begin at the world audit website, and conduct a discussion on
the validity of this site utilizing the “Assessing Website Credibility” from the
online guide.
2. Students continue to conduct additional research utilizing appropriate sites.
3. Students should cite their sources in an appropriate format
Sites could include
 www.worldaudit.org
 http://info.worldbank.org/governance/wgi/sc_country.asp
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S3: use current reliable information sources from around the world including
online atlases
S2: use current reliable information sources from around the world
S7: plan and perform complex searches using digital sources
S4: use appropriate tools and materials to accomplish a plan of action
S7: record relevant data for acknowledging sources of information, and cite
sources correctly
S9: assess the authority, reliability and validity of electronically accessed
information
Rate the countries and share findings
Ask students to assess the degree to which the criteria of a liberal democracy are present
or absent in the assigned country/territory, using the data gathering portion of Liberalism
8
Rating Card (Lesson Material). A “1” on the scale would represent a country/territory
that reflects few or none of the criteria while a “4” would represent a country/territory
that reflects most or all of the criteria of a liberal democracy.
Grade 12- Rating Liberalism Card
Name of country/territory:
Criteria
for a liberal
democracy
Evidence that the principles
and values of a liberal
democracy are present
Evidence that the principles
and values of a liberal
democracy are not present
Individual rights and
freedoms
Economic competition
and freedoms
Rule of law
Government
accountability
30-1
Overall Score:
1
strongly illiberal
2
somewhat illiberal
Support for the ranking:
9
3
4
somewhat liberal
strongly liberal
30-2
Lesson Material: Rating Liberalism Card
Name of country/territory:
Criteria
for a liberal democracy
Evidence that the principles Evidence that the principles
and values of a liberal
and values of a liberal
democracy are present
democracy are not present
Individual rights and
freedoms
Economic competition and
freedoms
Rule of law
Government accountability
Overall Score:
1
not at all liberal
2
not very liberal
Support for the ranking:
10
3
somewhat liberal
4
strongly liberal
11