Transcript Power Point - wchs ss30-1

Chapter # 2
Ideologies of Individualism
and Collectivism
Ideologies are sometimes based on the
philosophy and thought of groups of
thinkers (schools of thought)
Liberal Thought
Dead Liberal Philosophers
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Thomas Hobbes (1588 – 1679)
John Locke (1632 – 1704)
Jean – Jacques Rousseau (1712 -1778)
Adam Smith (1723 -90)
Socialism John Stuart Mill (1806 – 73)
Karl Marx (1818-83)
10/04/2015
2
Bumper stickers
Bumper Stickers p.62
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Read each bumper sticker and decide
whether it is for individualism or
collectivism
Individualism
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Individual rights and
freedoms from
government control
Self-interest, personal
achievement and self
reliance
Collectivism
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Collectivist endorse the
idea of working cooperatively to solve social
issues
Collective enterprises,
unions and teamwork
Government assistance
and control in regards to
the economy
Vocabulary
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Adherence to collective norms
Collective interest
Collective responsibility
Collectivism
Common good
Competition
Co-operation
Economic equality
Economic freedom
Individualism
Individual rights and freedoms
Liberalism
Private property
Public property
Rule of law
Self-interest
Principles of Individualism and
Collectivism
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Individualism is one possible foundation of
ideology and is a foundation for Liberalism.
Rule of Law: everyone is subject to the law,
and no one is above the law, not the
government, PM, Governor General, not
Parliament itself.
Every individual is equal before the law.
If anyone were above the law, none of our
liberties would be safe.
Are there instances in our society where the
rule of law seems be ignored?
Individual Rights and Freedoms
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Key principles of individualism and an
important feature of liberal democracies.
The right to vote: not all early liberal
democracies extended this right.
England
The charter had six points:
1. a vote for all men;
2. voting to be secret so that workers would not be afraid of
offending their landlord or boss by the way they voted;
3. any man could stand for parliament
4. members of parliament to be paid (necessary if workers
were to get into parliament);
5. electorates to have the same number of voters;
6. parliament to be elected every year.
Woman received the right to vote in 1919 after WW I ( had to
be over 30 yrs.
Those that promoted the rights of woman were called Suffragettes
France
Tennis Court Oath in 1789 Declaration of the rights of man
http://www.youtube.com/watch?v=gAYJNTZk4Hw
France
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1789 all men receive the right to vote
Woman were granted the right to vote in
1944 ( after France was liberated in WW II)
United States
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Declaration of Independence
http://www.youtube.com/watch?v=yb7MI8NQLoo
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In the early years some states in the USA voters
had to be male and Protestant
By the time of the Civil War 1860 most white
men were allowed to vote, whether or not they
owned property,.
Literacy tests, poll taxes, and even religious
tests were used in various places, and most
white women, people of color, and Native
Americans still could not vote.
Men in the USA were opposed to woman
suffrage. Women received the right to vote in
1920
Women suffrage Canada
The first women to be given the vote in federal elections
were nurses serving in World War One.
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Manitoba 1916
Alberta and Saskatchewan followed later in 1916,
British Columbia in 1917,
Ontario in 1917 (women could not hold office until 1919),
Nova Scotia in 1918,
Yukon in 1919
New Brunswick in 1918 (women could not hold office until
1934),
Prince Edward Island in 1922,
Newfoundland in 1925 and
Quebec in 1940.
NWT in 1951
Charter of rights and freedoms
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http://www.youtube.com/watch?v=5a1pv_XKCyk
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CANADA
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1960 Passage of a new Canada Elections
Act removed the disqualification from voting
for registered Indians living on reserves.
This was partly the result of recognition that
many Aboriginal people had served with
distinction in the Canadian Forces during
the Second World War.
CANADA
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2004 : all prisoners in Canadian prisons
become eligible to vote in Federal
elections
A balance between individual
rights and the rights of groups
and society.
South Africa and Apartheid
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A legally and physically enforced system of
racial segregation and discrimination
against blacks and others of coloured
descent in South Africa which existed until
1994
Charter of Rights and Freedoms
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Guarantees are subject to “ such
reasonable limits prescribed by law”
Laws that prohibit the promotion of
hatred or discrimination.
The Keegstra Case
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Keegstra was a high school teacher in the small Alberta town of
Eckville. In 1984, he was charged with unlawfully promoting hatred
against an identifiable group under s. 319(2) of the Criminal Code. The
charges stemmed from Keegstra's anti-Semitic (anti-Jewish)
statements to his students.
He had described Jews as "revolutionists," "treacherous," "impostors,"
"communists," "secret," " sneaky," " manipulative," and " deceptive." He
taught that Jewish people were "barbaric," "subversive," "sadistic," "
materialistic," " money-loving," and " power hungry." He advised the
students that they were to accept his views as true unless they were
able to contradict them. Students who echoed his views generally
received better grades than those who didn't. Under the Criminal Code,
Keegstra could have made such statements legally if certain conditions
applied , but none of them did. He made the statements in public, in his
capacity as a teacher. He made them solely to attack Jewish peoples
and not in any effort to generate discussion for public benefit.
The Keegstra Case
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How did Keegstra defend his actions? He argued that
s. 319(2) of the Criminal Code violated his right to freedom of
expression guaranteed under the Canadian Charter of Rights
and Freedoms.
. The Court unanimously (4-3 margin) concluded that hate
propaganda formed part of protected freedom of expression of the
Canadian Charter of Rights and Freedoms because hate
propaganda is a form of expression.
 “If the guarantee of freedom of expression is to have meaning, it
must protect expression which disputes even the basic idea of our
society. A real commitment to respect for freedom of expression
demands nothing less."
Private Property p74-75
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What is a definition of Private Property?
How have First Nations people viewed
the idea of Private Property?
Give example where the protection of
private property can also be a source of
conflict.
Economic Freedom
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Adam Smith: philosopher who believed
that government should leave the
economy alone to fend for itself.
Define the following terms: economic
freedom, free market, self interest,
competition and the welfare state.
Read p.78-79
Do you support economic freedom? For
what reasons?
Supply and Demand
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Demand: the quality of a good that
consumers will buy at any one time depends
on the price.
The higher the price, the less quantity people
are willing to buy.
The lower the “market price” the more units
will be demanded.
The relationship between price and quantity
bought is called the demand schedule or
demand curve. http://www.youtube.com/watch?v=R5GppiO3a8 the power of a pencil
Demand
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Tends to increase when:
consumers have more money
the price of the goods fall
a shortage is feared --- people stock up
SUPPLY
The supply curve is the
relationship between “ market
price” and the amount producers
are willing to supply.
 The lower the “ market price” the
less the farmer will put on the
market.
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Supply
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Supply tends to increase when:
demand is up
prices rise
more producers offer the goods for sale
Equilibrium
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The only price that can last----- the amount
which will be supplied and the amount
demanded are equal.
Principles of Collectivism IMPT.
CONEPTS What are the characteristics of a system that
promotes Economic equality?
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Summarize these into your notes IMPT.
Define the term co-operation and explain
how groups achieve their common goals.
How have Aboriginal peoples
approached decisions from a collective
base? **
Public Property/Collective Interests 82-83
•Define the term Public Property and contrast the
following case studies.
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Karl Marx
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Liberal democracies
Collective Responsibility? Collective
Norms P.84-86
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Do you support collective responsibility that
asserts that there is no individual action for
which the group cannot in some way be held
accountable?
Would you want to live in a society in which
membership depended on adherence to
particular standards? Why or why not?
Concept Review
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P rivate property
R ule of law:
I ndividual rights and
freedoms
C ompetition
E conomic freedom
S elf-interest
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Collectivism
Economic equality
Co-operation
Public property
Collective interests
Collective responsibility
Collective norms
Contemporary Individualism and
Collectivism
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Pause and Reflect p. 87
In what ways do you think Jeff Skoll is an
example of individualism? In what ways do his
actions demonstrate collectivism?
What are some of the attitudes and examples
about individualism and collectivism in North
America and Europe? p.88-91 Read and make
notes.
Social Programs and Public
Service NOTES
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Examples healthcare, employment
insurance, welfare, public education
All have access
Willingness to pay taxes demonstrates
the collective group.
May limit our individual freedom i.e.
economic freedom / taxes
Child Care and Ideology
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Something to think about: To what extent
is child care the responsibility of the
government? P.92-93
How do various forms of child-care
provision and funding reflect specific
principles of individualism or
collectivism?
Where Collectivism and
Individualism meet p.96
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Principles of
Individualism
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Principles of
Collectivism
DEFENDING YOUR IDEOLOGY
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SEE HANDOUT
DONE stop here
Kibbutz
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Collectivist and
Individual values
and
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NGO’s
Collectivist and
Individual values
If we have time
Up in Smoke: Exploring the
Characteristics of Ideologies
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RM2.3 analyzing Two Debate Positions
Questions 1-10 as a group
Prepare to write an in class short answer
on the topic: Should the government
infringe on a smoker’s individual freedom
in order to promote the well-being of
society?
CHAPTER 2
Understanding Individualism and
Collectivism
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Compare the three views of modern
society expressed in the quotations on
p.64-65
Do you think any of them is an accurate
description of Canadian Society?
Define the terms : autonomy, selfreliance and common good.
Individualism/Collectivism
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Read through pages 65-70
Ancient times
The Parthenon Athens, Greece.
(built: 447-438BC, )
Mesopotamian
Cradle of
civilization
Early Understandings of Individualism and Collectivism
Ancient Times
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Individualism:
Mesopotamian was the
first to create property law
Aristotle: ”every one
thinks chiefly of his own”
Individual rights and
freedoms
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Early society were
collectivists because it
was possible to survive
only by working and
hunting as a group.
New testament:” and they
began sharing all things
in common”
Medieval Period to the
Renaissance
Medieval Period
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Individualism: common people
were worth very little
Development in art , science,
commerce, were not
emphasized and the individual
life here on earth mattered
little.
A king held power ( divine
right of kings) and this allowed
for very little individualism in
political matters.
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Collectivism: security and
order were provided by earthly
rulers.
The Catholic church was very
important. People began to
focus on the life after and not
material things.
What mattered is how you fit
into your group. ie. peasant or
craftsman, not your individual
identity
Renaissance 1450-1600
Renaissance 1450-1600
Florence Italy
The Renaissance ( rebirth) 1450-1600
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The Renaissance brought a
greater interest in
individualism
Renewed interest in classical
and Roman culture classical
ideas about the central
importance of life in this
world.
Ancient Greek culture had
been very humanistic and
very individualistic.
Michelangelo: sculptures and
paintings celebrated
individual human form.
The Protestant Reformation
Martin Luther posted a proposal at the doors of a church in Wittenberg,
Germany to debate the doctrine and practice of indulgences.
The Protestant Reformation
The Protestant Reformation
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The growth of
Individualism by
challenging the authority
of the dominant Roman
Catholic Church.
The development of the
printing press by
Gutenberg allowed
people to read the Bible
and interpret their faith on
a more personal level.
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The Church had
interpreted religion for
the people.
P.76-77 sk
Create a web for each case, on which you note the individual rights involved
for those enjoying the music and those creating and selling the music.