Monday, March 30, 2009
Monday, March 30, 2009
Today, students looked at dictatorships in China, Cuba, and North Korea. They put together case studies of these dictatorships. Students then cross referenced the dictatorship witht he characteristics to show how they mirrored each other.
Friday, March 20, 2009
Today, you learned about the characteristics in a dictatorship as well as the terminology and the types. You then used the terms and ideas to create skits that depicted the various types for greater understanding.
Thursday, March 19, 2009
Wednesday, March 18, 2009
Wednesday, March 18, 2009
Today, you finished watching the film Swing Kids. There was a lengthy discussion on the conditions of a society that are present and can lead to a dictatorship. For the last 10 minutes of class, you worked on News Bureau, which you will present tomorrow.
We also talked about how a government will often send out misinformation to the media in order to meet some agenda, whether known or not. Even though the facts are out there, once an idea becomes part of the public domain, it is difficult to sway the masses in another direction. For example, a number of students said that Iraq attacked the U.S. on September 11. The fact though, is that it was members of the Saudi Shiite faction.
We also talked about how a government will often send out misinformation to the media in order to meet some agenda, whether known or not. Even though the facts are out there, once an idea becomes part of the public domain, it is difficult to sway the masses in another direction. For example, a number of students said that Iraq attacked the U.S. on September 11. The fact though, is that it was members of the Saudi Shiite faction.
Tuesday, March 17, 2009
Tuesday, March 17, 2009
Today, you will be given a case study on the development of a dictatorial society. Yesterday, you were introduced to dictatorships and there were notes on how these occur. This case study should solidify your understanding. You will watch the feature film Swing Kids and take notes on occurances that demonstrate the development of a dictatorial society. You need to know and look for the following:
Propaganda
All forms of media communication are controlled by the government. News of the outside world and news of national concern is censored, altered, and presented to the people so that it best serves the interest of the government. In endless variation, the government bombards the people with its view of the world. Its view is the only view. Its view becomes the truth. Propaganda is one-sided information.
Indoctrination
Indoctrination takes the place of education. Citizens, and particularly the youth, are not given alternatives or choices of what to believe in. They are subject to a systematic presentation of information designed to strengthen their support of the government. Schools and universities serve the interests of the government. Success is not measured in terms of original, or creative thinking, but rather conformity.
Direction of Popular Discontent
It is highly unlikely that a dictatorship would always be able to keep its people in line and content. They are likely to harbour some frustration or grievance. If, however, their grievances can be directed against groups other than the government; if the government can find someone else to blame (scapegoat), then the policies of the government will not be questioned. In fact, the government gains further support from the people.
The Use of Force
Terror and violence are effective measures for subduing a population and maintaining total control over them. Particularly effective is the use of a Secret Police whose powers enable them to enforce the will of the government. They are empowered to deliver swift and arbitrary punishment to anyone suspected of possible disloyalty to the government. Citizens who “might” one day oppose the government are prime candidates for imprisonment, torture, or liquidation. Their disappearance serves to terrorize any potential opposition.
Controlled Participation
People who are allowed to participate in and contribute to something are more likely to support it. Totalitarian dictatorships rally the people into displays of support for the government. Elections are held to allow the people to vote for the candidate(s) chosen by the government. There is no opposition. The election process is simply an opportunity to allow people a sense of participating in government.
Government sponsored youth groups provide opportunities for young children to take an active part in their country. Such groups are also the primary source for future supporters and members of the government.
Propaganda
All forms of media communication are controlled by the government. News of the outside world and news of national concern is censored, altered, and presented to the people so that it best serves the interest of the government. In endless variation, the government bombards the people with its view of the world. Its view is the only view. Its view becomes the truth. Propaganda is one-sided information.
Indoctrination
Indoctrination takes the place of education. Citizens, and particularly the youth, are not given alternatives or choices of what to believe in. They are subject to a systematic presentation of information designed to strengthen their support of the government. Schools and universities serve the interests of the government. Success is not measured in terms of original, or creative thinking, but rather conformity.
Direction of Popular Discontent
It is highly unlikely that a dictatorship would always be able to keep its people in line and content. They are likely to harbour some frustration or grievance. If, however, their grievances can be directed against groups other than the government; if the government can find someone else to blame (scapegoat), then the policies of the government will not be questioned. In fact, the government gains further support from the people.
The Use of Force
Terror and violence are effective measures for subduing a population and maintaining total control over them. Particularly effective is the use of a Secret Police whose powers enable them to enforce the will of the government. They are empowered to deliver swift and arbitrary punishment to anyone suspected of possible disloyalty to the government. Citizens who “might” one day oppose the government are prime candidates for imprisonment, torture, or liquidation. Their disappearance serves to terrorize any potential opposition.
Controlled Participation
People who are allowed to participate in and contribute to something are more likely to support it. Totalitarian dictatorships rally the people into displays of support for the government. Elections are held to allow the people to vote for the candidate(s) chosen by the government. There is no opposition. The election process is simply an opportunity to allow people a sense of participating in government.
Government sponsored youth groups provide opportunities for young children to take an active part in their country. Such groups are also the primary source for future supporters and members of the government.
Monday, March 16, 2009
Monday, March 16, 2009
Today, we went over problem questions on the recent unit exam. The marks will be entered once the questions are evaluated for validity. We then went through notes on Characteristics on dictators. If you were not here, they will be in your portfolio.
Thursday, March 12, 2009
Thursday, March 12, 2009
Today, you will write your unit exam on Democracy. It consists of 67 questions (M.C.). You have a reading assignment this weekend which is from the green book. It is the section on dictatorships up to Case Study 3 (Dictatorship in Nazi Germany). Basically, this section defines types of dictatorships and the steps a country goes through to put a dictator in control or keep one in control (it would be pages 30 to 37 but the one I have seems to not be numbered).
Wednesday, March 11, 2009
Wednesday, March 11, 2009
Today, you did New Bureau and studied for tomorrow’s unit exam. It will be on democracy and interwar years (Prior to WWII). It is a multiple choice exam consisting of roughly 70 questions. Make sure you study your green sheet booklet (up to page 30).
Tuesday, March 10, 2009
Tuesday, March 10, 2009
Today, you explored the media, pressure groups and lobbyists and their role in a democracy. We also touched on media bias and then had to write an editorial where media bias was present. This assignment is due tomorrow. If you weren’t here read your green book to get this info (pages 1 – 30). Keep in mind that you have a democracy and interwar year exam on Thursday, March 12. Also, News Bureau happens tomorrow.
Monday, March 9, 2009
Monday, March 9, 2009
Today you will examine the role of political parties within a democracy. You will examine the platforms of political parties (see the website http://www.mapleleafweb.com/features/2008-election-campaign-political-party-platforms
You will then be asked to create a political party based on the following criteria: economy, environment, health care, social justice.
You will also have to answer the following questions:
* where would you fit your party on a political spectrum
* What are your justifications for the stance you take on the issues
* Would you expect party members to “tow the party line?”
You will then be asked to create a political party based on the following criteria: economy, environment, health care, social justice.
You will also have to answer the following questions:
* where would you fit your party on a political spectrum
* What are your justifications for the stance you take on the issues
* Would you expect party members to “tow the party line?”
Friday, March 6, 2009
Friday, March 6, 2009
Hand in news bureau hard copy and then discuss the one most important thing they remember from their own country.
The lesson today is on American forms of government. If you miss the lecture, consult your green paged booklet and read/study pages 26 to 29.
The lesson today is on American forms of government. If you miss the lecture, consult your green paged booklet and read/study pages 26 to 29.
Thursday, March 5, 2009
Thursday, March 5, 2009
Today, many buses are not running. If students are here, we will discuss the U.N.s decision to lay charges on a sitting public official in Darfur.. If you are not here, see what you can find (the announcement came out yesterday in the news so was probably actually decided on March 3).
Wednesday, March 4, 2009
Wednesday, March 3, 2009
The buses are not running today; however, we are still doing news bureaus and looking at some of the major news of the day. Additionally, your first exam will be on Thursday, March 12 (M.C) and an essay on March 16. To do well, you need to have studied pages 1 to 29 in the handout booklet (green with gray cover) that I provided you, as well as the history of WWI up to but not including WWII. You will also need to study and consider the notes given to you by Mr. Hutchison.
Tuesday, March 3, 2009
Create party trading cards
http://www.youtube.com/watch?v=2p6T8A6sHR4 coalition video
httr)://www.voutube.com/watch?v=vilyhp- x7A&feature=related
Objectives and Purpose:(Alberta ed, curriculum outcomes; expectations)
-work effectively with others in a group setting to reach consensus or compromise
- Intellectual curiosity , open-mindedness and interest in current issues related to political
and economic systems
- Students will model the actions of our parliament gaining a better understanding of how it
works
Materials:
Party trading cards
You tube video
Notes hand out
Anticipatory Set: ("Hook"; motivation to learn the lesson; activate prior
knowledge) We will watch the you tube video (mercier)
Modelling :( implement the lesson, material, strategy, etc.) I will then give
the class a brief lecture.
(e.g. The purpose of the coalition, reasons it fell apart) We will then watch
the you tube video on coalition Students will then be given different colour cards (3\8th will be blue,2/8th green,
2\8th red, 1 \8 orange) each card will have an objective on the back,
teams will have to form a majority in order to meet that objective. Each color team will work together and negotiate with the other color teams until a majority is formed
Guided Practice: Each color team will work together with another color team to pass there bill until a majority is formed.
Independent Practice: Students will then be given a reflection sheet. This sheet will help guide student learning and reflection and aid them in processing the lesson and concepts to be learned
Closure: I will conclude the lesson by reviewing the lesson and conducting a discussion with the class about their reflection paragraphs
Reflection Questions
1) Through this process what were some advantages and disadvantages you
were able to see with a minority government?
2) Do you think that in a minority government the government is held
accountable?
3) Do you think that the opposition parties have a voice in the House of
Commons?
4) Are coalition governments a good or a bad thing? Explain
http://www.youtube.com/watch?v=2p6T8A6sHR4 coalition video
httr)://www.voutube.com/watch?v=vilyhp- x7A&feature=related
Objectives and Purpose:(Alberta ed, curriculum outcomes; expectations)
-work effectively with others in a group setting to reach consensus or compromise
- Intellectual curiosity , open-mindedness and interest in current issues related to political
and economic systems
- Students will model the actions of our parliament gaining a better understanding of how it
works
Materials:
Party trading cards
You tube video
Notes hand out
Anticipatory Set: ("Hook"; motivation to learn the lesson; activate prior
knowledge) We will watch the you tube video (mercier)
Modelling :( implement the lesson, material, strategy, etc.) I will then give
the class a brief lecture.
(e.g. The purpose of the coalition, reasons it fell apart) We will then watch
the you tube video on coalition Students will then be given different colour cards (3\8th will be blue,2/8th green,
2\8th red, 1 \8 orange) each card will have an objective on the back,
teams will have to form a majority in order to meet that objective. Each color team will work together and negotiate with the other color teams until a majority is formed
Guided Practice: Each color team will work together with another color team to pass there bill until a majority is formed.
Independent Practice: Students will then be given a reflection sheet. This sheet will help guide student learning and reflection and aid them in processing the lesson and concepts to be learned
Closure: I will conclude the lesson by reviewing the lesson and conducting a discussion with the class about their reflection paragraphs
Reflection Questions
1) Through this process what were some advantages and disadvantages you
were able to see with a minority government?
2) Do you think that in a minority government the government is held
accountable?
3) Do you think that the opposition parties have a voice in the House of
Commons?
4) Are coalition governments a good or a bad thing? Explain
Monday, March 2, 2009
Monday, March 2, 2009
Today, you will learn about philosophers who were important to the development of political systems. These include Thomas Hobbes, John Locke, Jean Jacques Rousseau, and Montesquieu. As an assignment you wre asked to relate these philosophers and their ideologies to political figures, countries and parties today.
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