Joseph Christ the Redeemer Catholic School Social 30 Past Paper PDF

U1L1 Part 1: Introduction to Ideology September 3, 2024 10:01 PM Today's Topics: Unit 1 Issue: To what extent should ideology be the foundation of identity? Chapter Issue: Thinking About Identity and Ideologies Perspective vs Point of View Issue Individualism & Collectivi...

U1L1 Part 1: Introduction to Ideology September 3, 2024 10:01 PM Today's Topics: Unit 1 Issue: To what extent should ideology be the foundation of identity? Chapter Issue: Thinking About Identity and Ideologies Perspective vs Point of View Issue Individualism & Collectivism Lecture Topic: Perspective vs Point of View: Perspective: What is believed to be true based on a collective identity. Point of View: What is believed to be true based on an individual identity. Issue: A question about policy on which well informed, well reasoned, and well-intentioned people disagree. It includes policy, values, facts, definitions and history. Broad example (SS 30-1 Curriculum): To what extent should we embrace ideology? Individualism: A current of thinking that emphasizes and values the role of and identity of individuals in a society. Collectivism: A current of thinking that emphasizes and values the identity and interests of a whole group/society. Textbook notes: 1. Understanding Ideology: Definition of Ideology: A general understanding of how the world is and how it ought to be, developed from contemplating fundamental human questions. Fundamental Questions Ideologies Address: ○ What are humans like, and why do they act as they do? ○ What is the nature of society? ○ What is the role of the individual in society? 2. Points of View and Perspectives Point of View: An individual's opinion based on personal experience. Perspective: The outlook of a group sharing common factors (age, culture, economics, faith, etc.). Purpose of Exploring Multiple Perspectives: ○ Helps develop your own point of view. ○ Offers a more comprehensive understanding of ideologies. 3. Purpose of Social Studies Mission: To understand the human condition and why people act in certain ways. Key Questions: ○ Why do people do thing for, with, and to each other. ○ What are the purposes of life and the beast ways to live with others? 4. The Power of Ideologies Social 30 Page 1 4. The Power of Ideologies Dystopian Fiction: Mid-20th century novels depicted dystopias where ideology controls populations. Influence of Ideologies: People often act or even die for ideas, not just material reasons. 5. Understanding Humans and Societies through Ideologies Big Questions: ○ What are humans like? ○ What is society? ○ What is our role as individuals in society? Terry Eagleton's View on Ideology? ○ People are often driven by abstract ideas, not just material survival. 6. Importance of Studying Ideologies Purpose: To become informed, responsible and active citizens. Goal: Understand and evaluate government policies, and develop informed responses to local, national, and global issues. "Trying On" Ideologies: exploring different ideologies to see which ones resonate with you. 7. Jean-Jacques Rousseau Philosophy: ○ Humans are inherently good but corrupted by civilization. ○ Society has led to inequality, jealousy, and selfishness Key Beliefs: ○ People are naturally free and equal. ○ Private property causes societal corruption. Ideal government: ○ The general will of the people should be the ultimate authority ○ Opposed representative democracy; Preferred direct participation by citizens. 8. Living in Canada: Opportunities and Responsibilities Freedom of choice: ○ Canadians have the freedom to choose their role in society (voting, friendships, beliefs). Exploring ideologies: ○ The textbook offers insights into various ideologies to help answer key questions about human nature and society. 9. Key Issue of the Course Central question: To what extent should we embrace an ideology? Purpose: Encourages thinking about the future and making informed decisions about social and political issues. Social 30 Page 2 U1L1 Part 2: Ideology and Identity September 6, 2024 12:24 PM Key Terms: Ideology: a set of principles or ideas that explains your world and your place with it, which is based on certain assumptions about human nature and society and provides an interpretation of the Key Concepts: past, an explanation of the present, and a vision for the future Understandings of Identity Conceiving the Self Textbook Notes: Understandings of Identity: What is Identity? Identity refers to who or what one is, and it can be understood in various ways depending on context. It signifies a sense of personal continuity and uniqueness from others. Personal identity: This is the concept of oneself as a unique individual, made up of characteristics that distinguish a person from others. Collective identity: Shared with a larger group, such as cultural, ethnic, linguistic, or faith-based groups. Factors Influencing Identity Identity is shaped by various factors such as gender, religion, language, and culture. Shared experiences (e.g., religious participation) can influence the identities of people within a community similarly. Beliefs and Values These are critical components of identity. Beliefs: Ideas peoples hold about the world. Values: Principles that guide behaviour and decision-making Though abstract, beliefs and values directly affect actions and interactions with others. Holistic Aboriginal Perspective Some cultural perspectives, such as Aboriginal worldviews, may place greater emphasis on community and environment in shaping identity. Influence of Ideology Ideology: A set of ideas or principles that explains one's worldview and their place within it. Embracing an ideology may cause a person to re-examine their life, interpreting it through that lens. Collectively, groups can adopt ideologies that align with their shared beliefs and values. Conceiving the Self: Who are We? Reference to Aldous Huxley's fiction society as a potential metaphor modern times. Family and cultural influences can shape a predetermined worldview. However, recognizing these influences may offer individuals more control over their choices. The Influence of Beliefs and Values Beliefs and values evolve through life experiences, helping people answer fundamental questions: ○ What is important to me? ○ What are humans like, and how should they behave? ○ Do my concerns extend beyond myself? ○ What kind of world do I want to live in, and can I influence it? Social 30 Page 3 Interactions with Others Every day, people interact with those who may share similar or contrasting beliefs and values. Ideologies can influence how people navigate these interactions by offering a set of principles on how society should functio n and what roles individuals should play. Social 30 Page 4  U1L1 Part 3: Sources of Identity September 6, 2024 1:09 PM Key Terms: Worldview: a collection of beliefs about life and the universe held by an individual or group of; the lens through which the world is viewed by an individual or group; the overall perspective from which the Key Concepts: world is interpreted Sources of Identity Textbook Notes: Sources of Identity: Belief System: The text suggests that individuals often think their belief systems should be universal, but not all people agree on universal truths. This creates the necessity to negotiate different beliefs. Key Idea: Understanding the source of one’s beliefs can lead to deeper introspection and possibly accepting others’ beliefs even if not agreed upon. What Can We Gain from an Awareness of the Sources of Our Beliefs and Values? Awareness: ○ Knowing where beliefs come from can lead to a deeper understanding. ○ Example: Nelson Mandela's quote stresses that hate must be learned, reflecting the influence of ideology. ○ Key Idea: Ideology shapes beliefs, whether it's through family, society, or personal experiences. Shaping Identities Family influence: ○ Families have a significant impact on shaping individual beliefs and values. ○ Example: Talcott Parsons' theory describes families as "factories which produce human personalities." ○ Key Idea: Family influences are foundational in shaping a person's identity. Gender and Identity: ○ Societal roles and cultural norms influence perceptions of gender. ○ Gender roles vary globally based on religion, tradition, and societal structure. ○ Key Idea: Gender roles significantly influence identity and personal beliefs. Religion and Spirituality: ○ Religion provides a moral framework and sense of community, influencing personal and collective identities. ○ Christian Democracy: An example of a political ideology based on Christian principles. ○ Key Idea: Religion and spirituality can deeply affect an individual's worldview and ideology. Environment: ○ Climate change and environmental concerns have led to activism and ideologies like Green politics. ○ Example: Greenpeace and its environmental initiatives. ○ Key Idea: Environmental awareness has influenced not only personal actions but also political ideologies like Green politics. Relationship to Land: ○ Indigenous people have a strong connection to the land that shapes their cultural, social, and spiritual identities. ○ Example: Aboriginal worldview vs. Floyd Elgin Dominy's views on land. ○ Key Idea: The relationship with land is a crucial factor in shaping beliefs and values, especially among Indigenous groups. Language and Ideology: ○ Linguistic Identity: ○ Language plays a powerful role in shaping identity, especially for minority groups. ○ Example, Francophones in Canada: Their fight for language right is deeply tied to cultural preservation. ○ Key Idea: Language can serve as a means of resistance and expression of cultural identity. Media, Beliefs, and Values: ○ McLuhan's Theory: ○ The medium (form of communication) is as important as the content in shaping beliefs. Social 30 Page 5  ○ ○ Global Village: Media creates a collective identity shared by media consumers. ○ Key Idea: Media has a significant influence on shaping individual and collective beliefs. Government Shaping Identity: ○ Multiculturalism: ○ Canada's policies on multiculturalism promote the recognition of diversity, such as in language rights and the Multiculturalism Act of 1985. ○ Pluralism: Actively promoting diversity in society. ○ Key Idea: Government polices on multiculturalism foster a collective identity that values diversity. Social 30 Page 6 U1L1 Part 4: Characteristics of Ideology September 7, 2024 1:37 AM Key Terms: Ideology: A set of beliefs and values shaping an individual's or group's Today's Topics: worldview. The Themes and Characteristics of Ideology Human Nature: Fundamental beliefs regarding the intrinsic qualities of humans. Social Structure: The organized pattern of social relationships and institutions that compose a society. Interpretations of History: The way historical events are understood and conveyed, influencing present ideologies. Vision of the Future: Ideological aspirations for societal development and improvement. Textbook Notes: The Themes and Characteristics of Ideology Introduction Influence of Beliefs and Values: ○ Individual identity shaped by personal beliefs and values. ○ Ideologies can be embraced consciously or unconsciously. ○ Ideologies affect actions, choices, and societal relationships. Characteristics of Ideology Common Features: ○ All ideologies encompass beliefs and values addressing fundamental life questions: ▪ What are humans like, and why do they act as they do? ▪ How should society be organized? ▪ How has the world worked in the past? ▪ How should it work in the future? 1. The Nature of Human Beings Human Nature Beliefs: ○ Core belief about human nature influences worldview. ▪ Example: Trusting people may indicate belief in inherent goodness. ▪ Caution in dealing with others may reflect a belief in inherent badness. 2. The Structure of Society Social Structures: ○ Bind individuals in society and facilitate order. ○ Reflect the beliefs and values of the society. ▪ Example: Economic structures, such as minimum wage laws, aim for fairness. Informal Social Structures: ○ Unwritten social behavior rules. ▪ Respect for elderly and disadvantaged varies by society. 3. Interpretations of History Impact of History: ○ Historical events shape beliefs and values. ▪ Personal experiences influence outlook (pessimistic vs. altruistic). ○ National histories inform citizens' identities and ideologies. ▪ Example: Patriotism during Remembrance Day ceremonies reflects national narratives. 4. Visions of the Future Future Aspirations: ○ Individuals envision their futures, guiding their actions. ▪ Example: Goals for job satisfaction and family life. Ideological Visions: ○ Ideologies articulate a vision of the future that directs the actions of their adherents. Themes of Ideology Common Themes: Social 30 Page 7  ○ Nation, class, race, environment, relationship to the land, gender, and religion. ○ Dominant themes vary by ideology: ▪ Example: □ Marxism: Focus on class struggle. □ Capitalism: Emphasis on freedom. Progressivism: ○ An umbrella term for ideologies advocating social and political reform through government action. ▪ Supports social justice and workers' rights. Social 30 Page 8 U1L2 Part 1: Understandings of Individualism and Collectivism September 9, 2024 8:46 PM Today's Topics: Key Terms: Chapter 2 Issue: Ideologies of Individualism autonomy: a state of individual freedom from outside authority and Collectivism self-reliance: the quality of being solely responsible for one's own self- Understanding Individualism and Collectivism being common good: the good of the community; something that benefits the public, safety, and/or well-being of society as a whole. Renaissance: a period in European history from about 1350 to 1600 that was characterized by a renewed interest in classical Greek and Roman culture, which included a renewed interest in humanism, the power of human reason and human creative potential, and the concept of the worth of the individual. Textbook Notes: Chapter Issue: Individualism and Collectivism Introduction: Exploring Individualism and Collectivism Individualism emphasizes personal rights, autonomy, and freedom from collective or governmental control. ○ Key principles: autonomy, self-interest, personal achievement, self-reliance. Collectivism promotes cooperation to solve problems, social harmony, and a positive role for government. ○ Key principles: teamwork, social cohesion, collective good over individual gain. Chapter Issue: To what extent are individualism and collectivism foundations of ideology? ○ Can they be reconciled, or are they fundamentally opposed? Understanding Individualism and Collectivism Political Philosophy Question: What is the relationship between the individual and society? ○ Ideologies reflect views on individual roles and societal structures. Individualism: ○ Personal Autonomy: Freedom from external authority. ○ Self-Reliance: Responsibility for one’s own well-being. Collectivism: ○ Emphasizes interdependence and community over the individual. ○ Collective Responsibility: Focus on group goals and the common good. Early Understandings of Individualism and Collectivism Individualism: ○ Ancient Roots: Urukagina (24th century BCE, Mesopotamia) introduced property laws protecting individual ownership. ○ Self-Interest: Discussed by Aristotle in "Politics" (4th century BCE)—individuals prioritize personal interests over collective ones. ○ Individual Rights and Freedoms: Gained acceptance only in more recent history. Collectivism: ○ Ancient Collectivist Societies: Early human societies were collectivist for survival reasons (e.g., group hunting). ○ Early Christians: Practiced collectivism, sharing property and resources (e.g., Acts 2:44-45). ○ Hutterites: Modern-day Christian collective community in North America practicing communal ownership and shared goods. An Aboriginal Understanding of Collectivism Indigenous Peoples: Strong sense of collective identity, particularly in land-holding, decision-making, and child-rearing. Aboriginal Communities Today: Many continue to practice collectivist traditions focused on the common good. The Medieval Period (circa 476 to the Renaissance) Pax Romana: Collapse of Roman Empire (476 CE) led to chaos; local warlords restored order. ○ Common people had little worth; loyalty to lords provided security. Christianity and Power: By 800 CE, most of Europe converted to Christianity, subject to both worldly and spiritual kingdoms. Roman Catholic Church: Focus on the afterlife; earthly life had little individual value. Social 30 Page 9  ○ Roman Catholic Church: Focus on the afterlife; earthly life had little individual value. Social Categories: People belonged to groups (e.g., peasants, traders, craftsmen, clergy, nobles), and individual identity was secondary to group roles. The Renaissance (circa 1450–1600) Rebirth of Classical Ideals: Renewed interest in classical Greek and Roman culture. ○ Focus on individualism, human potential, and the material world. Humanism and Individualism: Ancient Greek culture emphasized individual capabilities, strength, and reason. ○ Art and Education: Renaissance artists like Michelangelo celebrated the human form and individual achievement. ○ Emergence of Individual Artists: Artists became recognized by name (e.g., Michelangelo’s Pietà). The Protestant Reformation (circa 1500–1650) Challenging Authority: Protestant Reformation questioned the authority of the Roman Catholic Church. ○ Role of the Bible: The Bible, translated into multiple languages, allowed individuals to explore and interpret faith independently. Growth of Individualism: The Renaissance’s focus on personal potential contributed to the growth of individualism in European societies. ○ Individualism and collectivism have coexisted in an uneasy relationship throughout history. Social 30 Page 10  U1L2 Part 2: Principles of Individualism and Collectivism September 10, 2024 11:43 AM Today's Topics: Key Terms: Principles of Individualism rule of law: a key principle in liberal democracies that states that every individual is equal before the law and all citizens are subject to the law ○ Rule of Law Individual rights and freedoms: a key principle of individualism and an ○ Individual Rights and Freedoms important feature of liberal democracies; examples include freedom of ○ Private Property religion, freedom of association, and the right to life, liberty, and the ○ Economic Freedom security of the person private property: something that is owned by an individual, including real ○ Self-interest and Competition estate, other forms of physical possessions, and intellectual property. The Principles of Collectivism right to the protection of the private property is a central principle of ○ Economic Equality liberalism and is seen as a natural extension of the concept of the worth of ○ Co-operation each individual economic freedom: the freedom to buy what you want and to sell your ○ Public Property labor, idea, or product to whomever you wish ○ Collective Interest free market: a market that operates with limited government intervention. ○ Collective Responsibility In a free market economy, questions regarding production and marketing of ○ Adherence to Collective Norms goods and services are decided through the free market interaction of producers and consumers. welfare state: a state in which the economy is capitalist, but the government uses policies that directly or indirectly modify the market forces in order to ensure economic stability and a basic standard of living for its citizens, usually through societal programs self-interest: one's personal interest or advantage competition: the act or an instance of competing or contending with others (for example, for supremacy, a position, or a prize). economic equality: a principle common to collectivist ideologies which can have different meanings depending on the person or the ideology. Governments may try to foster economic equality through tax policies and by ensuring that all people earn equal wages for a work of similar value. co-operation: working together to the same end; A principle emphasize by collectivist ideologies public property: anything (for example, land, buildings, or vehicles) not privately owned by individuals. Generally speaking, public properties owned by the state or the community, and managed according to the best interests of the community. collective interest: the set of interests that members of a group have in common. The principle of collective interest states that while individual members may have individual interests, these interests are often better addressed by making them a common set of interests that the group can address together. Individuals have both individual interests and collective interests. collective responsibility: holding a whole group or collective responsible for the actions of individuals (or individual groups) within the group or collective adherence to collective norms: faithful observance of the norms or standards imposed on members of a group as a condition of membership in the group. These norms can't relate to conduct, values, or appearance. censorship: the act of restricting freedom of expression or freedom of access to ideas or works, usually by governments, and usually to protect the perceived common good; May be related to speech, writings, works of art, religious practices, or military matters Textbook Notes: Principles of Individualism: Rule of Law Definition: Everyone is subject to law, including those in positions power (government officials, military, etc.). Eugene A. Forsey quote: Emphasizes equality under the law and the importance of clearly defined rules over arbitrary power. Examples: Conrad Black: Found guilt of embezzling in the US, showing no one is above the law. Social 30 Page 11  ○ Conrad Black: Found guilt of embezzling in the US, showing no one is above the law. ○ Silvio Berlusconi: Accused of avoiding bribery charges, reflecting challenges to rule of law. Individual Rights and Freedoms Key Principle: Central to liberal democracies Examples of rights: Freedom of religion, association, and right to life, liberty, and security. Right to vote: Initially restricted to certain classes (e.g., property-owning men). ○ England: Middle-class men voted in 1832; working class-men in 1885; women (over 30) in 1919. ○ France: All men voted in 1789, with fluctuations until 1848; women in 1944. ○ US: Voting restrictions based on gender and religion (e.g., Protestant males). ○ Canada: Aboriginal people restricted until later, and prisoners gained full voting rights only in 2004. Balancing rights: Ensuring individual rights do not infringe on others. ○ Example: Freedom of expression balanced by laws against hate speech. ○ James Keegstra case: Dismissed and charged for promoting Holocaust denial and antisemitic views. Pierre Trudeau's view: Legal reforms regarding personal freedoms (e.g., sexual preference, reproductive rights) emphasize privacy in personal matters. Private Property John Locke quote: "The reason why men enter into society is the preservation of their property." Types of property: Real estate, physical possessions, intellectual property. First Nations perspectives: Different views on land ownership, often communal rather than private. Treaty 7 and Medicine Calf: Disputes over land ownership between First Nations and British/Canadian governments. Example: Barriere Lake Algonquin First Nation’s land disputes with Canadian federal government over sustainable land use. Intellectual property disputes: ○ Greenpeace vs. DuPont: Challenge over the patent of a corn variety. ○ Enola beans: Case in the US involving a patent dispute that restricted exports from Mexican farmers. Economic Freedom Definition: Freedom to buy, sell, and trade without government interference. Linked to concept of free markets. Economic Freedom Index: Rates countries on 10 factors, including business freedom, trade freedom, and property rights. ○ In 2008, Canada ranked 10th, behind countries like Hong Kong, Singapore, and the United States, due to market regulation. ○ Welfare state: A capitalist economy where the government intervenes to ensure a basic standard of living (e.g., through the Canada Pension Plan, Medical Care Act). Self-Interest and Competition Adam Smith's invisible hand: Self-interest guides individuals to contribute to the common good. Supply and demand: Market forces balance prices, supply and demand naturally. ○ Entrepreneurs competing to provide the best products benefit from the self-interest of buyers. Labour market: Wages adjust based on supply and demand; competition encourages hard work and success. Criticism: John Kenneth Galbraith argued that wealth in the US is increasingly concentrated among the rich, and supported efforts to address income inequality, such as public education and poverty reduction. Principles of Collectivism: Economic Equality Definition varies between ideologies. Potential meanings: ○ Progressive taxation: people with larger incomes pay more taxes. ○ Equal wages for work of equal value. ○ Guaranteed annual income (GAI). ○ Collective ownership of wealth the means of production (factories or companies that produce goods) collectively. ○ No private property. Example: Canada uses progressive taxation to redistribute wealth. Mahatma Gandhi’s view: Economic equality should be based on need, not exact equal distribution. Co-operation A key principle where members work together to achieve common goals. Found in collective enterprises like: Co-operatives: e.g., daycare centers, credit unions. Social 30 Page 12  ○ Co-operatives: e.g., daycare centers, credit unions. ○ Based on open membership, democratic control, and economic participation. Governance: Aboriginal cultures have collective decision-making systems. ○ Example: Decision-making in Aboriginal cultures involves input from the whole community, respecting egalitarianism and spiritual equality. Public Property Public property: Land, buildings, or resources owned by the state or community. Communism: Advocates for abolition of private property (Karl Marx). Liberal democracies: Public property exists alongside private property. ○ Examples: parks, libraries, roads, Crown corporations (e.g., Via Rail, CBC). Collective Interest Collective interest: The shared goals and interests of a group. Often leads to organized movements: ○ Labour unions (Industrial Revolution) fought for worker rights. ○ Social movements: Human rights groups, professional associations. ○ International examples: Organisation internationale de la Francophonie (OIF), Assembly of First Nations (AFN). Collective Responsibility Collective responsibility: The group is held accountable for the actions of individuals. Can lead to societal care and support for all members. ○ Example: Campaigns like reducing underage drinking emphasize collective societal responsibility. However, it can also be used negatively in authoritarian regimes to suppress dissent (e.g., North Korea). Adherence to Collective Norms Norms are standards imposed by a group (conduct, values, appearance). ○ Examples: sororities, political parties, trade unions. Censorship: Can be seen as the imposition of norms. ○ Example: George Orwell's 1984 critiques extreme enforcement of norms under totalitarian regimes, leading to control over thoughts and behaviors. Social 30 Page 13 U1L2 Part 3: Contemporary Individualism September 12, 2024 12:40 PM Today's Topics: Key Terms: Attitudes about Individualism and Collectivism social capital: The value of social networks and relationships within a in North America. community. Entrepreneurialism Social Programs and Public Services Kibbutz Non-Governmental Organizations Textbook Notes: Introduction Individualism and collectivism are often seen as opposing viewpoints, but there are instances where both can complement each other, benefiting society as a whole. Attitudes about Individualism and Collectivism in North America American Individualism: Americans emphasize individualism, which is characterized by self-reliance and personal success. Americans are encouraged to take responsibility for their own destiny from childhood, avoiding dependence on others. Achievement is a key motivation, often leading to competition. Collectivist Tendencies: A 2004 study by the Pew Research Center shows that while Americans and Canadians value individual responsibility, both nations support collectivist ideas like government assistance for those in need: ○ 77% of Canadians and 73% of Americans believe in government intervention to help the needy. ○ Western Europeans generally favor more government involvement in social welfare (91%). Individualism, Consumption, and Happiness: Subjective well-being (happiness) is generally higher in countries with more individualism and higher consumption levels. The study by Aaron Ahuvia suggests that the pursuit of personal fulfillment, rather than income alone, contributes more to happiness. Societal Capital and Individualism: Some researchers argue that the higher societal capital (civic engagement, trust, and social relationships) is linked with more individualistic societies. Strong individualism can lead to a greater sense of commitment to a collective, as suggested by a study on social capital by Jüri Allik and Anu Realo. Examples of Individualism and Collectivism Coexisting Entrepreneurialism: John Stanton (Running room founder) is an example of individual success benefiting society. His entrepreneurial spirit and self- reliance demonstrate individualism, but his support for charitable events and healthy living reflects collectivist values. Anita Roddick (founder of The Body Shop) also combined individualism and collectivism: ○ She created a successful business while promoting social and environmental causes. ○ The body shop's mission statement emphasizes the role of business in social change. Dr. Muhammad Yunus (founder of Grameen Bank) demonstrates how individualism (entrepreneurship) can empower others through collective means: ○ Provided micro-loans to help impoverished people start the own businesses. ○ Grameen Bank has loaned over $7 billion, focusing on helping the poor, thus blending individual empowerment with collective welfare. Social Programs and Public Services Canada demonstrates a balance between individualism (rights, freedoms, and economic independence) and collectivist social programs (healthcare, welfare, public education). These programs reflect collectivism by pooling resources through taxation, even though not everyone directly benefits from them. The social welfare state does not limit individualism, but rather complements it by ensuring fairness and economic equality. Kibbutz System in Israel Originally based on collectivist values (shared property, communal living), kibbutzim in Israel have gradually adopted more Social 30 Page 14  Originally based on collectivist values (shared property, communal living), kibbutzim in Israel have gradually adopted more individualist elements, such as personal ownership of clothing and more personal freedoms. The integration of individualism into a historically collectivist system shows how both ideologies can evolve together. Non-Governmental Organizations (NGOs) NGOs like Habitat for Humanity embody both individualist and collectivist values: ○ They are founded on private initiative (individualism) but work toward collective social goals like housing for the homeless. ○ NGOs allow individuals to pursue personal fulfillment while contributing to the greater good. Example: ○ A resident of a gated community involved in the Jimmy Carter Work Project initially engaged out of self-interest but later embraced a more collective mindset, reflecting the NGO’s mission of breaking down social barriers. Social 30 Page 15  U1L2 Part 4: Source Analysis/Interpretation September 12, 2024 1:42 PM Notes What is an ideological perspective? ◼ Simply put, it is the point or belief (perspective) that is presented about a specific concept (idea). ◼ To express an ideological perspective in this course, you will need to explain what point is made about a specific concept that you study. You need to do two things: o Identify the ideology (specific concept from the course) that is relevant to the source o Explain what point or belief (perspective) is expressed about the source. o DO NOT DO THIS IN YOUR OWN WORDS. You need to use specific relevant course terminology in your response. If you have not used specific terminology studied in the course in your interpretation, it is not specific enough, and does not demonstrate that you understand the connection between the source and what you have studied in the course. ◼ DO NOT simply identify the ideology, you need to also identify the perspective. For example, the statement: “the ideological perspective of the source is individualism” is not a valid statement because no perspective is identified. Individualism is a specific concept from the course, but you need to explain what point does the source make about individualism and present that. This is the perspective. Therefore, a statement such as: “The ideological perspective of the source is that individualism is more important than collectivism in a democratic society” would be an example of a an ideological perspective. o The ideology or specific concept of individualism is identified (as well as collectivism – use as much specific relevant terminology as possible) o The perspective or belief that individualism is more important that collectivism in a democratic society is explained. o Therefore there is an ideology, and a perspective for this statement. The following are two example sources that have been interpreted: Source 1 Social 30 Page 16  So, to get started, what specific concept (ideology) from the course is relevant to the source? ◼ Individualism is presented (the man chose to “go it alone”) -- there are other relevant concepts you could connect to the source, but for this example we will focus on individualism. Next, you need to ask yourself, what specific point does this source make about the concept of individualism? ◼ The cartoon suggests that individualism in society does not result in self-reliance(notice the specific course terminology) and can lead to economic hardship. ◼ The cartoon suggests that individualism can lead to hardship and therefore does not promote the common good. ◼ The cartoon suggests that pursuing individualism does not necessarily result in achieving economic freedom. ◼ The cartoon suggests that those who act in self-interest do not necessarily achieve economic freedom. Source 2 In earlier times, Inuit were very close. They had strong friendships and helped each other through hard times … The problem today is that there are too many people in the communities and a lot of them are too self-centred and involved with their own problems to help others. -- Mary Anulik Kutsiq For a quote, you do the same as for a cartoon, you need to consider what specific concept from the course is relevant to the source – what concept does the source reflect? DO NOT RESTATE OR PARAPHRASE THE QUOTE. ◼ The source pertains to the concept of collectivism, co-operation, individualism, collective interest (you may consider some others as well). Now that several concepts have been identified, let’s focus on the point that is made about collectivism. ◼ The source presents the ideological perspective that within Inuit communities collectivism best serves the common good, rather than individualism. Now it is your turn – what point does this source make about the concepts of co-operation and collective interest? Write a statement of your own beginning with “The ideological perspective of the source is Social 30 Page 17 interest? Write a statement of your own beginning with “The ideological perspective of the source is that collective interest ….” Then do the same for co-operation. Another Exemplar Source: Note, as a reminder, when you interpret the source, you need to identify the ideological perspective reflected in the source. In other words, what point about a concept from the source is reflected in the source? Therefore, a statement such as: “the ideological perspective is individualism” is not a valid ideological perspective, because it only identifies the ideology (concept) of individualism. You would need to explain what point (perspective) is reflected in the source about individualism. Therefore, a statement such as: “the ideological perspective is that pursuing individualism can benefit the collective good; would be a valid/complete interpretation. Do you see how in this statement the ideology (concept) individualism is identified, and the point that it can benefit the collective good is identified. This is what your statements should look like. Also, notice the ideologies in the above statement are italicized, and the perspective is underlined. You should be able to do this with your own work, the ideology (a specific concept from the course) should be clearly identified, and you should be able to underline a portion of your statement that identifies the point made about that source. SS 30-1 Unit 2 Lesson 3 Example source sample response: The ideological perspective in this source connects to fascism, and how it can be a very inconspicuous and misleading form of government that can appear to benefit the collective good, but is really a deception. The picture shows a procession of a strong and fierce military marching through a city, going completely unnoticed by the people on the street. Hitler’s SA (storm troopers) may be alluded to by the fact that in the Star Wars films these soldiers were called Storm Troopers. Hitler’s Nazi Germany exemplifies a fascist state and, as he had the support of many Germans behind him, shows that one can be blinded by false promises and encourage fascism without a conscious thought. The caption “Fascism: You really think it’ll be this obvious?” contributes to the point that fascist groups and governments are not obvious in their pursuit of power. It also suggests that it can be dangerous to sacrifice too many individual rights in the pursuit of collective security, as was the case in Nazi Germany. The source relates to liberalism because fascism is a strong rejection of liberalism, especially modern liberalism as modern liberalism places value on collective and individual rights, and freedoms. Under fascist regimes, some principles of liberalism, such as individual rights and economic freedom are restricted, as was the case in Hitler’s Nazi government. Fascism is a radical alternative to liberalism; its forced loyalty to the state and disregard for human freedoms of intellect directly oppose the principles of liberalism, and the source presents the ideology that Social 30 Page 18 intellect directly oppose the principles of liberalism, and the source presents the ideology that fascism can be difficult to identify and oppose. (263 words) Social 30 Page 19 U2L1 Part 1: The Origin and Growth of Liberalism and 19th- Century Liberalism September 16, 2024 11:40 AM Today's Topics: Unit 2 Issue: To what extent is resistance to liberalism justified? Chapter 3 Issue: Uncovering 19th-Century Liberalism: To what extent can classical liberalism impact a society? History of Classical Liberalism ○ The Origins of Laissez-Faire Economics Key Terms: capitalism: an economic system based on free markets, fair competition, wise consumers, and profit-motivated producers; A minimum of government involvement is favoured free market: a market that operates with limited government intervention. In a free-market economy, questions regarding production and marketing of goods and services are decided through the free market interaction of producers and consumers. limited government: the principle of little government involvement in the affairs of an economy, in the belief that this results in more efficient self-regulating markers Enlightenment: An intellectual moment of the 17th and 18th centuries when classical liberalism spread through Europe and changed some people's beliefs about religion, reason, nature, and human beings; also called the Age of Reason humanist: someone who believes in the supremacy of reason of individuals over faith and who has developed an interpretation of history and beliefs about human nature, the structure of society, and the purpose of life, based on reason rather than religi on. traditional economy: an economic system usually practiced by a pre-industrialized society, where their needs are met through agriculture, hunting, and fishing, and where there tends to be division of labour based on custom and tradition physiocrats: a group of Enlightenment philosophers in France who criticized the prevailing economics of mercantilism. Physiocrats believe that government should leave business entrepreneurs alone to follow their natural self-interest. mercantilism: an economic theory that says the aim of all economic pursuits should be to strengthen the power and wealth of the state Textbook Notes: History of Classical Liberalism: Definition and Key Principles Classical Liberalism: Ideology emphasizing individualism and the following principles: ○ Rule of law ○ Individuals rights and freedoms ○ Private Property ○ Economic freedom ○ Self-interest ○ Competition Philosophical Foundations Human Rationality: Classical liberalism values the rational decisions of individuals, both politically and economically. Free market: Economic system with minimal government intervention, where individuals freely pursue self-interest (associated with the invisible hand). Historical Context Origins: ○ Developed in Europe post-Renaissance (14th-16th centuries) and Reformation. ○ Renaissance: Emphasized individual importance. ○ Reformation: Valued reason alongside faith, challenging church authority. ○ Enlightenment (17th-18th centuries): Stressed logic, reason, and progress, which led to the formation of classical liberalism. Rise of Humanism: ○ Shift from religious to secular concerns. Humanists: Valued arts, literature, and the celebration of human accomplishments. Social 30 Page 20  ○ Humanists: Valued arts, literature, and the celebration of human accomplishments. Feudalism & Economic Shifts Decline of Feudalism: With the rise of trade in cities, a new middle class emerged, weakening the aristocracy's traditional agricultural power base. Individuals Rights & Governance: Advocated for limiting governments role to securing rights and the rule of law. Encouraged constitutional representative government and free enterprise. Enlightenment Thinkers and the Development of Classical Liberalism: Thomas Hobbes (1588-1679): State of Nature: Humans are inherently selfish, and unchecked selfishness leads to chaos. Social Contract: Citizens surrender individual sovereignty to a ruler (Leviathan) for security and order. John Locke (1632-1704) Opposed authoritarianism (state and church), advocating for reason as the basis for decision-making. Natural Rights: Life, liberty, and property are inherent, and governments are accountable to protect these rights. Social Contract: Government derives authority from the consent of the governed. Charles de Montesquieu (1689-1755) Advocated for separation of powers (executive, legislative, and judicial branches) to ensure government accountability. Stressed the importance of citizen participation in democracy to safeguard liberty. John Stuart Mill (1806-1873) His book, On Liberty (1859) defined the limits of government power over individuals. Supported freedom of speech and individual autonomy, as long as actions do not harm others. The Origins of Laissez-Faire Economics: Industrial Revolution Industrialization in Britain (mid-18th century): Shift from agrarian economy to urban, factory-based production. Contributing factors: 1. Commercial Fleet & Navy: Supported by sea trade and colonial empire. 2. Parliamentary Government: Passed Enclosure Acts, which displaced rural farmers, creating a labor force for factories. 3. New Ideas of Progress: Influenced by Enlightenment thinkers, who promoted human agency and innovation. Laisezz-Faire Capitalism Physiocrats (French Enlightenment Economists): Opposed mercantilism, advocating for minimal government intervention in the economy. Believed in the natural regulation of markets through self-interest. Adam Smith (1723-1790) The Wealth of Nations (1776): Introduced the concept of the invisible hand, asserting that individual self-interest in a free market ultimately benefits society. Limited role of Government: Should ensure the rule of law, enforce contracts and provide public goods (education, infrastructure). Social 30 Page 21 U2L1 Part 2: The Evolution of Classical Liberal Thought September 18, 2024 3:26 PM Today's Topics: The French Revolution (1789-1799) Textbook Notes: Introduction: Origins of Classical Liberalism Key Thinkers: John Locke, Montesquieu, Adam Smith, John Stuart Mill. Main Concern: Protecting the rights and freedoms of citizens. Key Question: How did classical liberal thought evolve into the principles of liberalism? Historical Context: ○ American Revolution (1776) - seen as an evolving experiment. ○ French Revolution (1789-1799)-considered more significant due to France's prominence as a nation-state. The French Revolution (1789-1799): Connection to Liberalism: ○ Liberalism as an ideology evolved through applying Enlightenment ideas to real-word political situations. ○ The French Revolution serves as a case study in how liberal concepts coalesced into political ideology. Context Leading to the Revolution: Louis XVI's Autocracy: ○ The French monarchy under Louis XVI was struggling to maintain control. ○ Protestant Reformation had limited impact on French governance. Economic Challenges: ○ Government bankruptcy: Despite heavy taxation on ordinary citizens ○ Corruption and outdated taxation system: Contributed to France's financial decline. ○ Debt from wars: Particularly France's involvement in the American War of Independence. ○ Royal Spending: Lavish spending by the king and his court worsened the situation. The Estates General: Estates General (Les états généraux): ○ An advisory body representing the three estates (classes of citizens in France. ○ Had not called into session since 1614. Recalling the Estates General (1788): ○ The king was forced to recall the Estates General due to the nation's financial problems. ○ Lack of royal commitment to reforms led to the rebellion of the Third Estate (common people). Liberalism and Popular Support Revolutionary Leaders: ○ Believed in liberal principles but relied on mass support, which escalated into mob violence. Maximilien Robespierre: One of the best-know leaders. ○ His famous quote reflects the moral justification of the revolutionary violence: "Crime butchers innocence to secure a throne, and innocence struggles with all its might against the attempts of crime." ○ Source: "On the Principles of Political Morality" (1794). Reign of Terror: Mob Mentality: Revolution led to chaos and mass violence. Reign of Terror (1793-1794): ○ Thousand of people lost property and lives during this period of extreme revolutionary fervour. Key Liberal Achievements of the Revolution Declaration of the Rights of Man and of the Citizen (1789): ○ Adopted by the National Assembly (Assemblée nationale): ▪ A foundational document promoting individual freedoms, primarily for men. Social 30 Page 22  ▪ A foundational document promoting individual freedoms, primarily for men. ○ Importance: Despite later revisions and the selective application of its principles, pit remains a key example for how liberalism influenced French society. ○ Main Ideas: ▪ Emphasized personal liberties. ▪ Focused on the rights of citizens within a society. Summary: The French Revolution showcased the evolution of liberal thought into political ideology. Though it began with idealistic principles, the revolution quickly descended into violence. Despite this, it resulted in critical documents, such as the Declaration of the Rights of Man and of the Citizen, that solidified the impact of liberal thought on Western society. Social 30 Page 23 U2L1 Part 3: Liberal Principles in Action September 19, 2024 10:35 PM Today's Topics: Key Terms: The Industrial Revolution (circa 1750-1900) Industrialization: the stage of economic development during which the Changes in Agriculture: Enclosure application of technology results in mass production and mass consumption within a country. This is accompanied by urbanization and Commercial and Industrial Revolutions changes in national living standards. The Industrial Revolution's Impact on 19th- enclosure: the act of enclosing. Land that has been held in common Century Society becomes the private property of an individual. Reflect and Analyze capital: the money or other assets with which an entrepreneur starts in business; any tool or mechanism used in the creation of wealth. A hammer may be considered capital for a carpenter opening a business, or a fridge may be considered capital for an ice cream vendor. class system: the division of a society into different classes of people, usually based on income or wealth nouveau riche: from French, meaning "newly wealthy"; factory owners, bankers, retailers, lawyers, engineers, and other professionals and entrepreneurs who gained their wealth during the Industrial Revolution. The term also generally refers to those people who are relatively new to wealth. urbanization: an increase in the number of people residing in cities and an extension of urban boundaries to include areas that were previously rural Textbook Notes: Introduction: 19th-Century Context: Classical liberalism had become widespread, particularly in Great Britain, where it influenced economic policies. Focus: Part 3 examines the ramifications of liberalism on capitalism, industrialization, the class system, and the role of government. Key Question: How did classical liberalism influence 19th-century European society? The Industrial Revolution (circa 1750-1900): Definition: Transition from an agricultural and mercantile society to a modern industrial one. Impact: Described as the most far-reaching transformation since the advent of agriculture. Affected labour, consumption, family structures, social structures, and individual thought. ○ Quote by Richard Hooker (1996): "The most far-reaching, influential transformation of human culture since the advent of agriculture eight or ten thousand years ago." Connection to Liberalism: Economic Freedom: The Industrial Revolution provided fertile ground for capitalism, which aligned with liberal values of economic freedom, individual freedom, private property, self-interest, and competition. Technological Advancements: Entrepreneurs sought profit and efficiency, which were supported by the liberal desire for minimal government intervention. Samuel Smiles' View: Advocated the liberal ideals of perseverance and self-reliance in overcoming obstacles. ○ Quote: "Impediments thrown in the way of human advancement may, for the most part, be overcome by steady good conduct, honest zeal, activity, perseverance, and a determined resolution to surmount difficulties." Changes in Agriculture: The Enclosure Movement: Pre-18th Century: Agriculture in Britain was based on small-scale subsistence farming on common land. Enclosure: The process of converting common land into private property. ○ Enclosure increased during the 18th century due to new agricultural technologies an the growth of sheep farming. ○ Inclosure (Consolidation) Act of 1801: Facilitated the enclosure process, forcing small farmers off their land and creating a workforce for the new factories. ○ Liberalism supported the sanctity of private property, driving this transformation. The Commercial and Industrial Revolutions: Mercantilism to Free Trade: The influx of gold and silver from the Americas during the 15th and 16th centuries stimulated economic growth and discredited government-regulated mercantilism. Factories: Factories arose in the 18th century, initially in textiles, where innovations such as the spinning jenny and power Social 30 Page 24  ○ Factories: Factories arose in the 18th century, initially in textiles, where innovations such as the spinning jenny and power loom enabled large-scale production. ○ Liberalism's Role: Liberal ideology promoted private enterprise, innovation, and minimal government interference, facilitating industrial growth. Impact of the Industrial Revolution on 19th-Century Society: Social Structure and the Rise of the Middle Class: Old Class System: Wealth had been traditionally derived from land ownership, dominated by the aristocracy. New Middle Class: Industrialization created a new class of factory owners, bankers, professionals, and entrepreneurs (nouveau riche). ○ Economic Gains vs. Working Class Struggles: While the middle and upper classes prospered, factory labourers endured harsh working conditions and low wages. Working Class Hardships: Émile Zola's Depiction: In his novel Germinal (1885), Zola portrayed the brutal condtions of 19th-century coal miners, where extreme heat, suffocation, and relentless physical labour defined the workers' experiences. ○ Quote: "The drops fell on his face, beating at him, splattering endlessly…He didn’t want to stop cutting." Perception of Strikes: Elizabeth Gaskell's North and South (1885): ○ Gaskell portrayed the conflict between factory owners and their workers, showing the owner class's disdain for labour strikes. ○ Quote by Mrs. Thornton: "The truth is they want to be masters, and make the masters into slaves on their own ground." Urbanization and Living Conditions: Urban Migration: Mechanization of agriculture and job availability in factories caused mass migration to cities, leading to overcrowding and poor living conditions. Slums and Tenement Houses: Poor urban workers lived in unsanitary conditions, often exploited by landlords. ○ Jacob A. Riis' How the Other Half Lives (1890): ▪ Riis exposed the living conditions of low-income New Yorkers, emphasizing the cramped and unhealthy environments. ▪ Quote: "Several hundred people… pro-rata allotment of ground area scarcely equal to two square yards." Summary: The Industrial Revolution, fueled by liberal principles, transformed European society economically and socially. It created a new capitalist class and changed the nature of labour, but also led to social inequalities, poor working conditions, and urban poverty. Social 30 Page 25 U2L2 Part 1: Opposition to Liberalism September 24, 2024 8:23 AM Today's Topics: Key Terms: Chapter 4 Issue: Responding to Classical Luddism: a protest movement of the early 1800s against industrialization Liberalism: To what extent did classical and mechanization. Protestors broke into factories and destroyed liberalism meet the needs of society? machines. Chartism: a working-class movement to strengthen citizen action and Grassroot Movements motivation to participate in community and civic affairs; often focuses on Socialist Ideologies bringing the marginalized back into the community. Classical Conservatism socialism: any ideology that contains the belief that resources should be controlled by the public for the benefit of everyone in society, and not by private owners and investors Utopian socialists: humanitarians who advocated an end to the appalling conditions of the average worker in the industrial capitalist countries of the 19th century; people who believe it is possible to work to bring about a better world and that obvious evils can be eradicated humanitarianism: trying to improve the lives of others and to reduce their suffering through various means, including social reform and aid. Marxism: a radical form of socialism, often called scientific socialism or communism to distinguish it from other socialist ideologies communism: a system of society with property vested in the community and each member working for the common benefit according to his or her needs command economy: an economic system based on public (state) ownership of property in which government planners decide which goods to produce, how to produce them, and how they should be distributed (for example, at what price should they be sold); also known as centrally planned economy; usually found in communist states classical conservatism: an ideology that says government should represent the legacy of the past as well as the well-being of the present, and that society should be structured in a hierarchical fashion, that government should be chosen by a limited electorate, that leaders should be humanitarian, and that the stability of society is all important Textbook Notes: Introduction: Opposition to Liberalism Overview: Classical liberalism and the Industrial Revolution led to a significant transformation in British society. The shift moved society from being agricultural and dominated by landed classes, to one based on industry, the middle class, and laissez-faire government, This transformation led to the rise of ideologies that opposed classical liberalism, such as Luddism, Chartism, Socialism, Marxism, classical conservatism, welfare capitalism, the welfare state, and Keynesianism. Grassroots Movements: 1. Luddites: ○ Originated in the early 19th century due to the replacement of skilled textile artisans with machines operated by cheaper, unskilled labour. ○ Formed the Army of Redressers (1811-1817) and destroyed over 200 machines. ○ The British government declared machine-breaking a capital offence and deployed 12,000 troops. ○ The movement was ultimately suppressed through force and law, leading to the execution or deportation of many Luddites. 2. Chartists: ○ A working-class movement in Britain (1838-1848) seeking political and social reforms. ○ Key goals outlined in the People's Charter (1838): ▪ universal suffrage for all men over 21 ▪ equal electoral districts ▪ voting by secret ballot ▪ an end to the need for property qualifications for Parliament ▪ pay for Members of Parliament ▪ annual elections ○ Despite three petitions (1839, 1842, and 1848) and significant support, the movement failed, but many demands were eventually implemented in the Reform Acts of 1867 and 1884. Socialist Ideologies: Social 30 Page 26 Socialist Ideologies: General Characteristics: ○ Socialism advocates for public control of resources for the benefit of society, valuing economic equality and cooperation ove r competition. ○ Socialists critiqued the inequalities of classical liberalism and the exploitation inherent in capitalism. 1. Utopian Socialism: ○ Inspired by Thomas More's concept of an ideal society outlined in Utopia (1516). ○ Key figures: Robert Owen (Great Britain), Charles Fourier, Claude Saint-Simon (France), Horace Greely (US). ○ Advocated for peaceful reforms such as education and improved working conditions to counter the negative effects of capitalism. ○ Robert Owen's New Lanark experiment (Scotland) demonstrated a humane approach to industrialization, improving worker conditions and promoting education. 2. Marxism: ○ Developed by Karl Marx and Friedrich Engels, Marxism is a radical form of socialism also known as scientific socialism or communism. ○ In his book "The Communist Manifesto," (1848) Marx argued that history is driven by class struggles and advocated for a proletarian revolution to overthrow capitalism. ○ Core goals outlined to the manifesto include: ▪ Abolition of private property ▪ Centralized state control of the economy ▪ Redistribution of wealth ▪ Classless society ○ Marxism influenced revolutions and command economies in countries like the Soviet Union and China. Classical Conservatism: Reactionary Ideology: ○ Classical conservatism developed as a reaction against the changes brought by classical liberalism and the French Revolution. ○ Edmund Burke (1729-1797) is a prominent figure in classical conservatism. ○ Burke's views emphasized the importance of tradition and the continuity of institutions over radical change. Key Beliefs: ○ Society is an organic whole and should be structured hierarchically, with leadership by those most suited to govern. ○ Government should be chose by a limited electorate, prioritizing stability and continuity over radical reforms. ○ Leaders have a humanitarian responsibility to care for society's welfare, but change should occur gradually to preserve the social order. Social 30 Page 27 U2L2 Part 2: Competing ideologies: The Liberal Response September 29, 2024 3:52 PM Today's Topics: Key Terms: Question for Inquiry: How did classical liberalism labour unions: associations of workers engaged in a similar respond to competing ideologies? function who unite to speak with management about The Liberal Response their concerns. Their purpose is to provide a united ○ Welfare Capitalism voice that speaks for the rights of its members. ○ Welfare State welfare capitalism: initiatives by industrialists to provide ○ Influence of the Great Depression on workers with non-monetary rewards to head off the Labour: A Canadian Example growing demand for labour unions; also refers to ○ Keynesian Economics government programs that would provide social safety ○ Keynes’s Theories in Practice: The nets for workers Advent of the Welfare State progressivism: a 1920s movement in the United States, usually associated with President Theodore Roosevelt, that reacted to the perceived abuses of laissez-faire capitalism by large corporations. Progressives favoured “a square deal” for average citizens and used legislation and some regulation of the marketplace to achieve this. welfare state: a state in which the economy is capitalist, but the government uses policies that directly or indirectly modify the market forces in order to ensure economic stability and a basic standard of living for its citizens, usually through social programs Great Depression: an economic crisis that began in late 1929 with the stock market crash and continued through the 1930s. During this period, banks failed, factories closed, many people became unemployed, and international trade declined. Textbook Notes: Overview: This chapter examines the modifications classical liberals made to their values and beliefs as they responded to the needs of society. It explores the shift from classical liberalism, which emphasized individual rights, private property, economic freedom, and the rule of law, to welfare capitalism and the welfare state. Welfare Capitalism: Definition: welfare capitalism refers to a blend of classical liberal economic principles with limited government intervention to protect workers' rights and provide a social safety net. Industrialists' Response: ○ Entrepreneurs and industrialists recognized the growing demand for labour unions and government -provided social programs. ○ Some industrialists implemented initiatives such as non-monetary rewards for workers to maintain loyalty and prevent labour unrest. For example, George Pullman built a village for workers, not out of humanitarian concern, but to prevent complaints. Two Interpretations of Welfare Capitalism: ○ In the United States: Refers to employer-driven initiatives to improve workers' conditions and stave off union demands. ○ In Europe and Other Parts of the Industrialized World: Refers to government legislation that provided protection for workers, including limited working hours, minimum wage, and social benefits like pensions and medical insurance. Legislative Progress: ○ Factory Acts (Britain, 1810 onward): A series of laws that improved factory working conditions, regulated child and women labour, and limited working hours. ○ Germany (1883-1889): Introduced laws that provided leave for illness and maternity, insurance for job -related injuries, and old-age assistance. Resistance to Change: Industrialists and capitalists were reluctant to adopt welfare capitalism and viewed government interventions skeptically. Theodore Roosevelt and Progressivism: Social 30 Page 28 Theodore Roosevelt and Progressivism: Roosevelt's "Square Deal" (1902): ○ Roosevelt advocated for fairness between labour and capital. He intervened in a Pennsylvania miners' strike, threatening to use the army against mine owners who refused to negotiate. Progressive Party Platform (1912): ○ Advocated for: ▪ Equal suffrage for men and women. ▪ Social and Industrial Justice. ▪ Minimum wage standards and the prohibition of child labour. ▪ National health service to protect public health. Impact: Roosevelt's platform marked a shift toward a new form of liberalism, called progressivism, which laid the groundwork for further reforms in worker rights and social justice. Welfare State: Definition: The welfare state refers to a government system where the state plays a key role in providing for the social and economic well-being of its citizens, combining free-market principles with government intervention. The Great Depression (1929-1939): ○ Economic collapse that highlighted the failures of laissez-faire capitalism. ○ The stock market crash in 1929 triggered a series of events leading to widespread unemployment, factory closures, and the collapse of international trade. Impact on Labour Movements: ○ In Canada, the Crowsnest Pass coal worker strike of 1932 exemplified the growing dissatisfaction with low wages and poor working conditions. ○ Radical left-wing factions influenced labour movements, such as the Mine Workers Union of Canada (MWUC), which aligned with the Communist Party of Canada during this period. Keynesian Economics: John Maynard Keynes (1883-1946): Economist who developed a new economic theory in response to the Great Depression. Keynes's Critique of Classical Liberalism: ○ Classical liberalism assumed that supply and demand would naturally balance to ensure full employment, but the Great disproved this. ○ Keynes argued that the economy is inherently unstable and that government intervention is necessary to regulate consumer demand and prevent recessions. Keynes's Solution (Demand-Side Economics): ○ During Inflation: Governments should raise taxes, reduce spending, and increase interest rates to cool down the economy. ○ During Recession: Governments should lower taxes, increase spending (even if it leads to deficit spending), and lower interest rates to stimulate demand and growth. Fiscal Policy: The government's role in taxing and spending to influence the economy. Monetary Policy: Actions taken by the central bank control the supply of money and regulate interest rates. Keynesian Theories in Practice: The Advent of the Welfare State: Franklin D. Roosevelt's New Deal (1933-1938): ○ Roosevelt implemented massive public works programs, such as the Tennessee Valley Authority, to provide jobs and stimulate the economy. ○ The New Deal also reformed the banking system, provided emergency relief, and redistributed power resources. Shift to the Welfare State: ○ Roosevelt's New Deal marked the beginning of the shift to a mixed economy and a welfare state, where free-market principles coexist with government interventions to protect citizens. ○ By late 1950s and 1960s, the welfare state had become a reality in most democratic countries, including Canada. Social 30 Page 29 U2L2 Part 3: The Expansion of the Concept of Equality October 2, 2024 8:27 PM Today's Topics: Key Terms: The Extension of Equality labour standards: government-enforced rules and standards ○ Labour Standards and Unions aimed at safe, clean working environments, and the ○ Universal Suffrage protection of workers’ rights to free association, ○ Equality Rights for Women in Western collective bargaining, and freedom from discrimination Democracies feminism: the belief in the social, political, and economic equality of the sexes. The term also stands for the movement that advocates for these equalities Textbook Notes: The Extension of Equality: Classical Liberalism and Entrepreneurs: Initially, classical liberalism brought more freedom primarily to the producers of wealth: factory owners, mine owners, investors, and other industrial leaders. Key Outcomes: ○ Greater liberty for industrial leaders. ○ Led to improved products and better conditions for many members of society. ○ Legislative reforms, like labour laws, were passed to establish labour standards. Labour Standards and Unions: Worker's Sentiments: The passage of labour laws brought some improvements, but workers sought more. They desired an equal voice in their workplace and society. Workers began to advocate for labour unions to collectively bargain for better wages, hours, and conditions, challenging the established power structures. Poem example: The poem from the 1870s highlights the demand for a shorter work day paraphrase 8 hours for work, rest, and leisure UN paraphrase and better conditions, reflecting the struggles of workers at the time. Union Formation: In the 19th century, workers began forming unions to improve their standard of living, demanding the right to organize and bargain collectively. ○ Workers united in their trades to collectively bargain and threaten strikes. ○ Unions allowed them to negotiate fair wages and working conditions, which challenged capitalist control over workplaces. International Labour Organization (1919): Founded as part of the League of Nations, aimed to protect workers' rights on a global scale. Universal Declaration of Human Rights (1948): Articles 23 and 24 outline rights for work, equal pay, and the formation of unions, as well as the right to leisure and reasonable working hours. Perspectives on Unions: 1. Worker's Party (1922): ○ The trade union movement was facing a crisis as capitalists sought to reduce workers' standards and dismantle unions. ○ Advocated for the united front of the working class to resist capitalist aggression. 2. Capitalist Perspective: ○ Capitalism is credited for shorter work weeks; better living standards, and economic growth, not unions. ○ According to this view, private property, free markets, and entrepreneurship ---not unions---were the key drivers of increased productivity and worker prosperity. Universal Suffrage: Classical Liberalism and Voting Rights: Voting Restrictions: Social 30 Page 30  ○ Classical liberalism originally limited voting to propertied men, excluding women, First Nations peoples, and certain religio us and ethnic groups. ○ Voting was seen as a privilege for wealthy men, and this concept persisted into the late 19th century. Expansion of Suffrage: From 1867 to 1919, voting restrictions were slowly lifted for men, and later for women. ○ Dominion Elections Act (1920): Granted voting rights to all citizens of European descent. ○ First Nations and Inuit Rights: Full voting rights for First Nations were not granted until 1960, and Inuit voting became accessible only after the 1960s. Equality Rights for Women in Western Democracies: Feminism and Classical Liberalism: Feminism: The belief that men and women should be treated equally in all respects. ○ Rooted in Enlightenment ideas, but classical liberal thinkers initially excluded women from the rights they advocated for men. Key Figures and Ideas: Denis Diderot: Asserted that women were governed by their biology, perpetuating ideas of female inferiority. Jean-Jacques Rousseau: Claimed women were created for men's pleasure and were inherently inferior. Mary Wollstonecraft: Early feminist who argued in “A Vindication of the Rights of Women” (1792) that education would allow women to become equal to men, not just better wives and mothers. Victorian Era (19th Century): The ideology of “separate spheres” confined women to domestic roles. Women’s inferiority was widely accepted, and they had little voice in societal restrictions placed upon them. ○ Social Contributions: Women engaged in charitable activities, anti-poverty campaigns, and child labor movements, laying the foundation for broader public activism. Suffrage Movement: Women’s activism for social reforms like temperance evolved into a push for voting rights. First Wave Feminism: Focused on women’s suffrage, gaining political power to achieve broader equality goals. ○ 1929 Legal Victory in Canada: Women gained the right to be appointed to public office, following a struggle that extended to the British government. 20th Century Advancements: Governments passed laws ensuring gender equality in marriage, divorce, abortion, and workplace rights. ○ Gender equality was entrenched in the Charter of Rights and Freedoms. Global Perspectives on Women’s Suffrage: Lebanon: Partial suffrage for women, with education requirements not imposed on men. Saudi Arabia: No suffrage for women; first local elections were held in 2005, but women were excluded. United Arab Emirates: No suffrage for men or women; political positions are appointed. Connection to Modern Liberalism: In some countries, the restriction of suffrage, especially for women, reflects a lack of alignment with modern liberal ideas of individual rights and freedoms. Social 30 Page 31 U2L3 Part 1: Twentieth-Century Rejections of Liberalism October 3, 2024 12:18 PM Today's Topics: Key Concepts: Evaluating ideological systems that rejected principles of Chapter 5 Issue: Twentieth-Century Rejections of liberalism. Liberalism: To what extent is the rejection of liberalism justified? Textbook Notes: Chapter Title: Twentieth-Century Rejections of Liberalism: Introduction: The Beginning of Revolution in Russia Event: ○ In January 1905, peaceful demonstrators in St. Petersburg, Russia, marched to the Winter Palace to petition Czar Nicholas II. ○ They were unarmed, protesting social inequalities under the laissez-faire capitalist system. Petitions Demands: ○ Recognition of basic human rights (freedom of speech, press, religion, conscience). ○ State-sponsored education system. ○ Improved working conditions. ○ Fairer wages and an eight-hour workday. ○ Condemnation of forced overtime by factory owners. Outcome: ○ The protest, known as Bloody Sunday, resulted in hundreds being gunned down by the czar's Imperial Guard. ○ This event marked a turning point, increasing dissatisfaction with the authoritarian monarchy and sparking the Russian Revolution of 1917. Russian Revolution's Cause: ○ Reaction to injustices of the czarist system and uncontrolled free-market capitalism. ○ The Bolsheviks, led by Vladimir Lenin, aimed to destroy the class-based system (bourgeoise vs. proletariat) and rejected classical liberal principles. ○ The Bolsheviks' goal: to provide better living and working conditions for the proletariat and peasants. Chapter Issue: In this chapter, ideologies rejecting liberalism in favour of totalitarian systems are analyzed. Ideologies explored include communism and fascism, which arose as reactions to liberalism. Key Question: "To what extent is the rejection of liberalism justified?" Historical Examples: ○ Soviet Russia under communism. ○ Nazi Germany under fascism. Summary: The chapter invites reflection on whether and to what extent the rejection of liberalism is justified. The rise of totalitarian systems (communism and fascism) dramatically shaped the course of the 20th century, challenging the values of liberal democracy and economic freedom. Both ideologies ultimately resulted in authoritarian regimes that prioritized state power over individual rights. The balance between freedom and authority continues to be a central debate in modern political discourse. Social 30 Page 32 U2L3 Part 2: Societal Conditions leading to the rise of Totalitarianism in the 20th Century October 3, 2024 1:33 PM Today's Topics: Key Terms: Question for Inquiry: Why did ideologies that communism: a system of society with property vested in rejected liberalism emerge? the community and each member working for the Societal Conditions leading to the rise of common benefit according to his or her capacity and Totalitarianism in the 20th Century receiving according to his or her needs ○ The Nature of Totalitarian Regimes fascism: an extreme, right-wing, anti-democratic nationalist ○ The Need for Change in Russia movement which led to totalitarian forms of ▪ Lenin and the Rise of Communism governments in Germany and Italy from the 1920s to ▪ Ineffectual Reform the 1940s ○ Communism Is Established totalitarianism: a government system that seeks complete ○ The Rise of Totalitarianism in Germany control over the public and private lives of its citizens ▪ Aftermath of the First World War radical: extreme; revolutionary. A radical change in a ▪ Economic Turmoil political regime often rejects the political and ▪ The Legacy of Authoritarian Rule economic traditions of the past. ▪ Nationalism, Militarism, and Law reactionary: tending to oppose change. A reactionary and Order change in a political regime often idealizes the past ▪ Theories of Racial Superiority and and accepts economic inequality the Use of Jews and Others as emancipation: freeing from restraint, especially legal, social, Scapegoats or political dissidents: people who disagree with the government dissident: the political act of disagreeing; the right to disagree. Sometimes dissent takes the form of popularly organized opposition to a tradition or an official policy or statute. Textbook Notes: Societal Conditions That Led to the Rise of Totalitarianism in the 20th Century: Overview of Totalitarianism Definition: Totalitarianism is a government system that seeks total control over public and private lives of its citizens. Key Characteristics: ○ Hierarchically organized society led by a single party or elite group. ○ Utilizes propaganda, coercion, and strict communication control to maintain power. ○ Mussolini summed it up: "Everything within the state, nothing outside the state, nothing against the state." Rejection of Liberalism: Totalitarian regimes like Soviet Russia and Nazi Germany rejected liberal principles such as individual worth and limited government in favour of an all-powerful collective state. The Nature of Totalitarian Regimes: Response to Change: ○ Radical (Soviet Union): Aimed for a classless society with state ownership of property, rejecting past traditions. ○ Reactionary (Nazi Germany): Idealized the past, accepting economic inequality and promoting beliefs of natural superiority. Control Mechanisms: ○ extensive local, regional, and national organization ○ youth, professional, cultural, and athletic groups (often forced participation) ○ a secret police using terror ○ indoctrination through education ○ the censorship of the media ○ redirecting popular discontent (use of scapegoats) Common Features: ○ Rejection of liberal values. ○ Focus on the collective over individual freedom. Social 30 Page 33 The Need for Change in Russia: Peasantry and Serfdom: ○ 80% of the Russian population were peasants; many were serfs legally bound to the land they worked on. Czar Alexander II emancipated serfs in 1861, but slow reforms left them paying for their land for decades, fueling discontent. Industrialization: ○ Rapid but delayed industrialization created tension, with a growing population (from 50 million to 100 million). ○ The autocratic political system resisted liberal reforms, and limited democratic reforms were insufficient. Revolutionary Movements: ○ Czarist Reaction: ○ After Czar Alexander II's assassination in 1881, his successor, Alexander III, imposed stricter political control and used se cret police to exile liberals and revolutionaries. ○ Many dissidents encountered Marxist ideas in exile and brought them back to Russia. Lenin and the Rise of Communism: Conditions in Russia (1899): ○ Vladimir Lenin described Russian workers as oppressed by both capitalists and the czarist regime, with limited political righ ts and severe repression. Revolutionary Climate: ○ Discontent from industrial workers, peasants, and other groups led to unrest, including assassinations by revolutionary groups like the Socialist Revolutionary Party. ○ The 1905 Revolution, fueled by authoritarianism and slow reforms, resulted in limited concessions like civil rights and the Duma, which were suppressed by the Czar. Ineffectual Reform: The Russian Revolution of 1917: Collapse of Czarist Rule: ○ The pressures of WWI, including food shortages and military failures, caused mass strikes and demonstrations. ○ Czar Nicholas II abdicated (surrendered), and Lenin's Bolsheviks took control in October 1917. Establishment of Communism: ○ Lenin's slogan, "Land, Peace, Bread," appealed to the landless, starving and dispirited citizens. ○ A bloody civil war (1917-1922) between the Red Army (Bolsheviks) and White Army resulted in the establishment of the Soviet Union by 1922. The Rise of Totalitarianism in Germany: Post-WWI Germany and the Weimar Republic Weimar Constitution: ○ Enacted in 1919, it established a modern democratic political structure in Germany. ○ However, liberal democracy was rejected within 15 years, leading to the rise of Hitler and the Nazi regime. Aftermath of the First World War: Treaty of Versailles: ○ The treaty imposed harsh penalties on Germany, including war guilt, reparations ($33 billion), demilitarization of the Rhineland, territorial losses, and military restrictions. ○ These conditions fostered resentment and undermined confidence in the Weimar government. Economic Turmoil: Hyperinflation (1923): ○ Germany's economy collapsed, leading to hyperinflation and the destruction of middle -class savings. Dawes plan: ○ Temporarily as the economy with loans from American banks, but the 1929 stock market crash worsened the situation. Nationalism, Militarism and Law and Order: Nazi Ideology: ○ Promoted extreme nationalism, calling for the unification of all German -speaking peoples and centralization of power under a single leader. ○ Militarism, with a lega