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Exploring Liberalism Dossier In this assignment you must demonstrate an understanding of the curricular outcomes in Unit 1. You are asked to look at each outcome, and show us your learning based on support from the textbook. You can show your learning in many ways, including: · Presentations · Video/audio recording · Report · Question/Answer - Interview If you have other ideas, check with your teacher. The questions will use the prompts below. This is what is expected of you from each prompt to show that you have met the outcome. Describe - define Explore - learn about and become familiar with it Examine - take a closer look, break down Analyze - breaking down, based on understanding and context Evaluate - critique, ranking, transferring information, making a judgement Develop - creating a product using the exploration, analysis, and evaluation already completed You will be marked according to the rubric below. Outcomes: 1. Analyze perspectives on the imposition of liberalism (Aboriginal experiences, contemporary examples) a. To what extent does liberalism reflect Indigenous ideologies? Support your argument with evidence from the textbook. (Perspectives on ideology, chapter 9, pgs 304-316) 2. Explore the extent to which governments should reflect the will of the people a. Explain how the will of the people is included or disregarded in democracy and authoritarian governments. (Perspectives on ideology, Chapter 10, pgs 338-365) 3. Analyze the extent to which the practices of political and economic systems reflect the principles of liberalism (consensus decision making, direct and representative democracies, authoritarian political systems, traditional economies, free market economies, command economies, mixed economies) a. Which political system best represents the principles of liberalism? Why? (Perspectives on ideology, Chapter 10, pgs 338-365) 4. Analyze the extent to which the which liberal democracies reflect illiberal thought and practice (Canada, contemporary examples) Analyze why the practices of governments may not reflect principles of liberalism a. Why might the Canadian government not reflect liberalism, or instead reflect illiberal thought? Provide examples from the textbook as well as contemporary examples. (Perspectives on Ideology, Chapter 11, pgs 394-404) 5. Evaluate the extent to which governments should promote individual and collective rights (American Bill of Rights; Canadian Charter of Rights and Freedoms; Quebec Charter of Human Rights; First Nations, Metis and Inuit rights; language legislation; emergencies and security legislation) a. Rank each type of rights from most to least effective in promoting individual and collective rights. b. Which set of rights should governments emulate? Give reasons to support your answer. (Perspectives on Ideology, Chapter 11, pgs 372-392) 6. Evaluate the extent to which the principles of liberalism are viable in the context of contemporary issues (environment concerns, resource use and developemnt, debt and poverty, racism, pandemics, terrorism, censorship, illiberalism) a. Choose four issues. Rate each of your chosen issues as viable or not viable. If liberalism is viable, explain how the principles of liberalism could be demonstrated. If it is not viable, explain why not. (Perspectives on Ideology, Chapter 12, pgs 410-438) Social Studies Unit Dossier Rubric Criteria Level 4 Level 3 Level 2 Not yet Content · Accuracy of information · Includes all relevant information /4 Content is well presented, and clear. All requirements are met. Information is accurate, and in own words. Content is often presented clearly. All requirements are met. Information is mostly accurate, and in own words. Some content is missing or irrelevant. Most requirements are met. Information is sometimes accurate, and in own words. Evidence · Supported thinking · Facts and details from textbook · Connection to understanding & Experiences /4 Connects directly to outcome. Thinking is explained. Evidence is appropriate and significant. Evidence is chosen from textbook and connections are made to social studies knowledge. Connects with outcome. Thinking is sometimes explained. Evidence is appropriate. Evidence is chosen from the textbook and some connections are made to social studies knowledge. Connects loosely to outcomes. Evidence is sometimes inappropriate/missing. Evidence is chosen from the textbook, missing connections to social studies knowledge. Critical Thinking · Demonstration of application (analyze, evaluate, explore, examine) /4 Demonstrates required thinking skill (meets the definition of the application) Transfer of content and evidence is insightful and engaging. Original ideas present. Demonstrates required thinking skill. Transfer of content and evidence is thoughtful, and engaging. Original ideas present. Demonstrates some required thinking skills. Transfer of content and evidence is straightforward. Original ideas present.