assignment i understanding and evaluating key course...

On ALL assignments, the bullets come right from the rubric so students need to follow the guidelines

Assignment I – Understanding and Evaluating Key Course Concepts (10%) (explanation and support 8%, communication 2%)

Diagram will always be the same structure but different elements (lego blocks, thought bubbles, puzzle

pieces, graffiti on a wall etc.) – the concepts will be comprised of ones that are directly related to the

assignment and others that are not) – “sorting skills”

You must sort the concepts and make a judgement about which ones to use

You can focus on one concept or they may choose more than one (breadth and/or depth)

A possible strategy would be to cover up the blocks (concepts) and read the question to see what

comes to mind, then uncover to see if brainstormed concepts are there – if they are then go with those

in the response

SOCIAL 30-2 DIPLOMA EXAM – PAST EXAMS: Writing Assignment I

Source from January 2010 to June 2011

Source from January 2010 Source from June 2010

Which value(s) are most important to collectivism? Write a response in which you must

identify the value(s) that is/are most important to collectivism

explain why the value(s) is/are the most important

support your response using your understanding of social studies


Assignment II – Interpretation of Sources and Defending a Position (20%) (interpretation of sources 8%, defence of position 8%, communication 2%)

Students scored best on this assignment

The assignment will always be the same with the exception of the variance between the word

‘individuals’ and ‘governments’

All sources will have a visual component

Sources will vary in difficulty – first sources will be most accessible (easiest) and will be slightly

directive for students – to help them identify the direction of the assignment.

Sources II and III will have more depth to the visual.

Write a response in which you must interpret each of the three sources on pages 2

and 3 and answer both questions on page 4.

SOCIAL 30-2 DIPLOMA EXAM – PAST EXAMS: Writing Assignment II

Sources from January 2010



Sources from June 2010

Write a response in which you must interpret each of the three sources and answer

both questions.


What does each of the three sources presented

communicate about the role of individuals in society?

AND

Considering the sources, what do you think should be

the role of individuals in society?

Write a response in which you must

interpret each source to identify what the source tells you

about the role of individuals in society

explain and defend your position on what the role of

individuals in society should be

support your interpretations and position by referring to the

sources and to your understanding of social studies


both questions.


What does each of the three sources presented

communicate about the role of individuals in society?

AND

Considering the sources, what do you think should be

the role of individuals in society?


interpret each source to identify what the source tells you

about the role of individuals in society

explain and defend your position on what the role of

individuals in society should be

support your interpretations and position by referring to the

sources and to your understanding of social studies


both questions.


What does each of the three sources presented communicate about the role government in

society?

AND

Considering the sources, what do you think should be the role of government in society?


interpret each source to identify what the source tells you about the role of government in society

explain and defend your position on what the role of government in society should be

support your interpretations and position by referring to the sources and to your understanding of

social studies

Assignment III – Exploring an Issue and Defending a Position (exploration and analysis 8%, defence of position 8%, communication 2%)

Students should be able to read the sources perspectives and answer the question.

Again, format will be the same with three citizens commenting on an issue (Newspaper format)

Students do not have to reference the citizen responses, but they should be encouraged to read them –

the issue may be something not dealt with in class so the sources will provide important information

and context.

Students must EXPLORE and ANALYZE various points of view.

You can score well if you use only the info provided in the sources IF you do not simply copy what the

sources said.

If student simply copies information from sources (‘cribbing’) they will fail – they can paraphrase but

they must use some of their own information and have their own voice – markers must be very aware

of the sources (citizen responses)

Students are encouraged to use perspectives and info from outside the sources.

ARGUMENTS are most important – Give a reason why!

SOCIAL 30-2 DIPLOMA EXAM – PAST EXAMS: Writing Assignment III



Should governments place high taxes on junk foods?


explore the issue of governments placing high taxes on junk foods

analyse various points of view on the issue

explain and defend your position on the issue

support your point of view using your understanding of social studies


Should the Canadian government decriminalize the

possession of marijuana?


explore the issue of the Canadian government decriminalizing the possession of marijuana




Should the Canadian government reform the

Employment Insurance program?


explore the issue of reforming the Employment Insurance program




Examples & Case Studies to Support Your Ideas

You may need to use examples to support your ideas. You will need to use case studies and examples from the course as evidence to support your argument. Here are some major case studies you could apply to a number of different scenarios:

Classical liberalism of Adam Smith – rising middle class (‘nouveaux riche’) (Marx called it the bourgeoisie) – ‘laissez-faire’ approach with little government involvement in the competition between many small businesses – government’s role was to provide security and level playing field for competition – exploitation of workers because of little government involvement (Marx called them the proletariat). Other contributors to the origins of classical liberal thought (John Locke, Montesquieu, John Stuart Mill)

Socialist ideas emerge in response to classical liberalism – Karl Marx and Frederick Engels believe capitalist system will implode on itself as wealth was funneled into fewer and fewer hands – hey write the communist manifesto explaining that there would likely need a violent revolution in order to re-organize society and re-distribute wealth. Socialists argue for wealth to be distributed, but through peaceful democratic processes. There is a disconnect between the theories of people like Marx and the reality and practice of the communist regimes of the twentieth century. Marx would not have agreed with the dictatorial regimes that came to dominate the system (Stalinism) – he believed the ‘dictatorship of the proletariat would be temporary.

Understanding the most capitalist time of the twentieth century ‘roaring twenties’– little government involvement, lots of good paying jobs, better working conditions for workers, ability to use credit, investment opportunities in the stock market, many new businesses creating lots of competition, many new consumer products and things to spend your money on (for example, entertainment industry and professional sports are born) etc. The stock market crash ushers in the depression. With little government involvement in the economy there were few regulatory tools for the government to stop the downturn, leading to a massive depression. Capitalists wanted to remain neutral and let the economy fix itself – ‘laissez-faire’.

F.D. Roosevelt wanted to get the government involved and was elected in 1932 by promising a ‘New Deal’ for Americans. Massive government spending on programs to put people back to work ‘Alphabet Agencies – CCC, TVA, AAA, etc.). He also regulated the banking and investment (stock market) industries to restore confidence and rebuild the financial system in the U.S.. Many compare President Obama’s programs with FDR’s. Many call them socialist because of the shift to government involvement in the economy. Great case study to explore the values of individualism and collectivism.

The Nazi regime in Germany under Hitler and the Communist regime in Russia under Stalin are important to understand. They both represent rejections of liberal principles and values . You should know examples of how the regimes attacked the principles of liberalism and how they used various techniques of dictatorships to do so. You should also understand the fundamental differences between fascism and communism.

Stalin’s communist regime could be used as a good case study to display an extreme expression of collectivist principles. You could discuss his specific policies: collectivization, five year plans, Great Famine, great terror and the gulags etc.

Cold War was an ideological battle between the force of liberalism and democracy with the forces of communism (and a more collectivist perspective). The war played out between the two superpowers that emerged from World War II – the United States and the Soviet Union. Understanding that this was not a direct war between the superpowers is critical and if you are going to use the Cold War as a case study there are many events you could use to talk about the ideological competition (division of Berlin, ‘iron curtain’, containment [Truman doctrine, Marshall Plan], spheres of influence and proxy wars [Korea, Vietnam, Afghanistan] – expansionism, deterrence [MAD], détente, brinkmanship [Cuban Missile Crisis], non-alignment

Understanding the examples of how modern liberalism is challenged by alternative thought (Aboriginal collective thought, environmentalism, religious perspectives, neo-conservatism, postmodernism, extremism)

Extent to which the principles of liberalism are viable in the context of contemporary issues (environment concerns, resource use and development, debt and poverty {gap between the rich and poor – nationally and internationally], racism, pandemics, terrorism, censorship, illiberalism)

Understanding the Canadian political system – analyzing its ability to represent the will of the people and the adherence to democratic principles. There are a number of different areas of critique: election timing, party solidarity, responsible government vs. checks and balances, crossing the floor, first part the post electoral systems etc.

Perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy). Perspectives on the rights, roles and responsibilities of the individual during times of conflict (humanitarian crises, civil rights movements, antiwar movements, McCarthyism, prodemocracy movements). Understanding the extent to which governments guarantee individual and collective rights. The history of the charter of rights and freedoms in Canada and a history of illiberal government practices: residential schools, story of enfranchisement, War Measures Act (WWI internment, WWII internment, FLQ crisis), Indian Act and the White Paper

The imposition of liberal democratic values and principles. You could look at historical case studies and examples in Canada i.e. residential schools, Potlatch, White Paper etc. You could also look at contemporary global examples i.e. Canadian and American involvement in Afghanistan – working to bring freedom and democracy; and/or American imposition of liberalism in Vietnam and Iraq as a contemporary example.

Connect historical experiences to contemporary case studies: o The growing awareness of the income gap in market economies like the United States and protest

movements like the “Occupy” movement’s demand for more government regulation and taxation of the wealthy (Chartists, demands for unions, socialist movements of the industrial revolution)

o The plight of the working class in contemporary societies – lack of government regulation in developing countries like Bangladesh (sweat shops, poor wages, unsafe working conditions of the industrial revolution)

o The pro-democracy movements of the Arab Spring – demands for individual rights and freedoms and governments to act as protectors of rights rather than oppressors of rights. (American/French Revolution, Domino Effect)

o Balancing collective rights with individual rights - The gun law debate in the United States vs the success of gun law regulation in Australia (healthcare debate)

assignment i understanding and evaluating key course...

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