Course Reference Guide - Social Studies 30-2 PDF

Course Reference Guide o cia l Studies S 30- 2 Un d er s ta nd...

Course Reference Guide o cia l Studies S 30- 2 Un d er s ta nd in gs of Ide olog ies  CANADIAN CATALOGUING IN PUBLICATION DATA SST3772 Social Studies 30-2 Module Booklet Package ISBN: 1-894989-93-7 Copyright 2010 Alberta Distance Learning Centre 4601 - 63 Avenue Barrhead, Alberta Canada T7N 1P4 All rights reserved. No part of this courseware may be reproduced, stored in a retrieval system, or transmitted in any form or by any means – electronic, mechanical, photocopying, recording, or otherwise – without written permission from Alberta Distance Learning Centre. Printed in Canada Alberta Distance Learning Centre has made every effort to acknowledge original sources and to comply with copyright law. If errors or omissions are noted, please contact Alberta Distance Learning Centre so that necessary amendments can be made. 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Except where noted, photos courtesy of Thinkstock and Getty Images  Table of Contents Glossary 1 Tutorials 25 What is a Rubric?...................................................................... 27 What is a Critical Challenge?..................................................... 33 How to Take Notes..................................................................... 35 How to Proofread for Common Errors....................................... 39 How to Write a Paragraph.......................................................... 41 How to Analyze a Political Cartoon............................................ 42 How to Read a Picture............................................................... 45 How to Detect Bias and Propaganda......................................... 48 How to View Critically................................................................ 52 How to Conduct Research on the Internet................................. 59 How to Read Critically............................................................... 64 How to Read Charts, Tables, and Graphs................................. 68 How to Cite References............................................................. 71 How to Write an Editorial, Letter, Speech, or Proposal.............. 74 How to Make an E昀昀ective Presentation..................................... 75 Diploma Examination Preparation 77 Information and Tips for Writing Social Studies 30-2 Part A: Written Response...................................................... 81 Part B: Multiple-Choice Questions...................................... 105  Glossary o cia l Studies S 30- 2 Un d er s ta nd in gs of Ide olog ies Understandings of Ideologies Course Reference Guide abdicate to give up a high o昀케ce or responsibility For example, "The King abdicated his throne" means he is no longer the king. absolute monarchy a king or queen who has unlimited power (autocratic power) over a territory and its people (subjects) An absolute monarch has all the decision-making power when ruling over his or her kingdom. An absolute monarch has either inherited the position or taken it by force. alternative thought a way of thinking about an issue that is di昀昀erent from the accepted or usual ideology assimilation to bring someone into a group in a way that minimizes or eliminates the di昀昀erences between the individual and the group Historically, this practice was believed to be the way the original inhabitants of a country could be integrated into European culture. The person(s) were trained to be like Europeans in all ways, and the original culture of the person(s) was ignored. This was the policy used to integrate Aboriginal peoples into Canadian society in the 昀椀rst hundred years of Canada as a nation. authoritarianism a form of government in which the ruler is a dictator and promotes strict obedience to the authority of a state or organization The state is more important than the individual and is glori昀椀ed above the individual. balance of power the situation in which the relative strength of neighbouring states is essentially equal and, thus, discourages war The nation states of Europe were so balanced that no one nation had dominance to endanger the independence of another. ADLC Social Studies 30-2 3  Course Reference Guide Understandings of Ideologies beliefs the things that a person sees as being true A person’s beliefs are based in the concepts of individualism and collectivism. A person’s beliefs are also in昀氀uenced by factors such as Culture Language Religion and Spirituality Environment and Relationship to Land Gender Media bias favouring one side over another (in an argument, etc.) rather than being neutral; to in昀氀uence people either negatively or positively towards some idea or event Bias is based in the beliefs and values of the person(s) involved and, therefore, his or her ideology as well. In the media, bias can be found in newspapers, magazines, TV programs, and including the Internet. For example, “The newspaper article was biased towards the positive aspects of police use of tasers and did not include any negative e昀昀ects of taser use.” This statement suggests the writer of the newspaper article was trying to in昀氀uence people to accept the use of police tasers by omitting the negative things about taser use. bourgeoisie Karl Marx's term for people who own wealth and the means of production; that is, the rich capitalist class of people The bourgeoisie dominate society. brinkmanship a foreign policy strategy of taking a country to the edge (brink) of war to accomplish a certain goal Brinkmanship is a policy of threatening a large scale war to force an opponent to back down. Canadian Charter fundamental rights and freedoms guaranteed to all of Rights and Canadians as part of the Constitutional Act of 1982 Freedoms capital money and equipment such as factories and machines used in the production of goods capitalist values related to the individualistic ideology of capitalism; a business person who owns capital and invests in business ventures; one who believes in the individualist values of capitalism 4 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide capitalism an economic system in which private business people make decisions about production, resources are privately owned, and competition determines prices and what is produced Capitalism calls for no government interference in the economy. Capitalism may also be called laissez-faire economics, which is a French term meaning allow to do, which means the government does not interfere with the economy. censorship the suppression of something regarded as objectionable or threatening centrally planned economy based on the idea of collectivism economy This economic system has the basic economic questions decided by the central government: What to produce? How to produce? For whom to produce? centre the middle ground on the spectrum of individualism and collectivism citizen a person who has the right to live in a country by birth or naturalization citizen advocacy a movement to encourage participation in one's community citizenship the responsibilities, rights, and privileges of being a citizen civil disobedience acting in a way that breaks the laws or rules governing a society class system the division of a society into various classes of people, usually on the basis of social status and wealth classical liberalism ideology based on the belief that the rights and freedoms of the individual should be the foundation of society Classical liberalism originated during the 1800s in Europe with an emphasis on a free-market economy. ADLC Social Studies 30-2 5  Course Reference Guide Understandings of Ideologies Cold War a time of tension between 1945 and 1991 when no military engagement occurred between the superpowers However, the tense relations between the superpowers could turn the war hot given the right circumstances. The Cold War involved primarily the two superpowers of the time, the United States and the Soviet Union, and their allies within their respective spheres of in昀氀uence. The opposing ideological di昀昀erences made each side distrustful of the other. The United States was capitalist and democratic; the Soviet Union was communist and totalitarian. The Cold War was especially threatening because tensions could increase and threaten nuclear war that would have been devastating for all life on Earth. collective a group of people—a group of individuals “collected” into a group A collective group usually has something in common. For example, all the citizens of Canada are the “collective group” of Canadians who share common beliefs and values. collective interest those goals that will bene昀椀t the group rather than any one individual collective the concept that individuals have a duty to the group and that responsibility this responsibility is greater than their individual responsibility collective security the safety (security) of the group (collective) Groups of nations often agree to join forces in an alliance to protect one another from attack. For example, NATO (North Atlantic Treaty Organization) nations originally joined to provide protection from attack by the former Soviet Union. collective will the wants or wishes of a group of people collectivism an ideology based on the importance of the collective, or group The needs of the individual come after the group’s needs have been obtained. collectivization the transfer from private to public or government ownership, especially in agriculture 6 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide communism the political, social, and economic system of certain countries in which the state, governed by a single party without formal opposition, owns all property, controls the production and distribution of goods and services, and to a great extent controls the social and cultural life of the people common good that which is bene昀椀cial for everyone in a society In a society based on individualism, such as capitalism, the common good is achieved by individual ownership of the means of production and by individuals seeking their own self-interest. The government should be involved to enact laws for public order and to protect private ownership of property. In a society based on collectivism, such as socialism, the common good is achieved through an equal sharing of the means of production and by individuals working for the good of everybody. The government should be involved to enact laws for public order and to protect society against private ownership. competition the contest or rivalry among individuals or groups to gain some political, economic, or social advantage Those who support individualism see competition as an incentive for individuals and groups to work more diligently and e昀케ciently. Each individual or group competing for its own self-interest results in the betterment of society. Those who support collectivism see competition among individuals and groups as counterproductive to the goals of society. Everyone should work together for the betterment of society. consensus a general agreement by the members of society consensus occurs when a group of people share their ideas and decision-making develop a strategy that all group members can accept consent of the the theory that a government's right to power is legitimate governed only when it comes from the people it governs ADLC Social Studies 30-2 7  Course Reference Guide Understandings of Ideologies containment a foreign policy of limiting the expansion of an opponnent's sphere of in昀氀uence by using military, economic, and political means on an international scale For example, the United States' Cold War foreign policy intended to stop the spread of communism was to obtain allies around the world by making trade and military alliances with other countries. co-operative a group of people working together to achieve common goals crown corporation in Canada, a company owned by either the federal or provincial governments to serve the common good For example, Canada Post is a federal crown corporation formed to provide mail service for Canadians. demand the desire and ability to buy a certain good or service Usually, if demand is high for a product, its price will go up; if demand for a product is low, the price will go down. democratic an ideology based on the belief that the collectivist values of socialism socialism can be incorporated gradually and peacefully into society through democratic means That is, change can be made through peaceful voting for and legislation of socialist values; violent revolution is unnecessary. détente policy that uses diplomacy and mediation to decrease tensions between countries deterrence the foreign policy of preventing (deterring) an opponent from attacking by building a highly advanced military During the Cold War, the superpowers of United States and Soviet Union built arsenals of nuclear weapons in an e昀昀ort to prevent either side from attacking. In other words, each side worked at showing no signs of military weakness. dictator a ruler with absolute power and authority Usually, a dictator obtains his (or her) position through force. 8 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide dictatorship a form of government in which one person has complete control over the country and its citizens Usually this person, called a dictator, has obtained the position through force. diplomacy the process of countries speaking to one another to make agreements peacefully with each other Government agents called diplomats negotiate alliances, treaties, and other such agreements among countries. direct democracy a form of government in which all citizens may participate directly in decision-making rather than through elected representatives dissent di昀昀erence in opinion from the accepted or established norm; refusal to conform to established ideology distribution of how the wealth from a society’s economy is divided among wealth individuals and groups domestic system a system of manufacture where things are made in workers' homes rather than in separate buildings or factories The products are usually made by hand with a few simple tools or simple hand-powered machines. The domestic system of manufacture was, for the most part, replaced by the factory system during the Industrial Revolution. economic system an organized way of making decisions about the way limited resources are to be used in society Limited resources are caused by scarcity. There are not enough resources to ful昀椀l everyone’s needs and wants. economic values the importance placed on money and possessions economics the study of the production, distribution, and consumption of goods and services economy the method that a society uses for the production, distribution, and consumption of goods and services elitism the attitude that government should be by those who consider themselves superior to others because of intelligence, social status, or greater accomplishment enfranchisement to be given the right to vote ADLC Social Studies 30-2 9  Course Reference Guide Understandings of Ideologies entrench to 昀椀x 昀椀rmly or securely, such as certain rights being entrenched within the constitution to ensure that they are guaranteed to all citizens entrepreneur a person who organizes, operates, and assumes the risk for a business venture; a businessperson environmentalism an ideology of working toward protecting the natural environment from destruction or pollution expansionism a nation's practice or policy of territorial or economic expansion This may happen through war and conquest or by political annexation of a territory. (Annexation means to take control of an area of land and its inhabitants.) extremism the actions or ideology of those that are considered to be beyond what is acceptable Extremist behaviour includes acts of terrorism. factory system a system of manufacture where machines and workers are brought together in one building (a factory) for the purpose of manufacturing goods (products) In the early days of the Industrial Revolution, factory machines were powered by water wheels turned by a local river or canal. Later, steam engines replaced water power. The factory system of manufacture, for the most part, replaced the domestic system during the Industrial Revolution. fascism a political and economic system in which the government has complete control over society It is a single-party dictatorship that is intensely nationalistic, racist, and militaristic. Private ownership of the means of production is allowed as long as the owners are in favour with the government. The state promotes the values of patriotism and duty. The state keeps control over its citizens' ideological beliefs. The state maintains the pageantry and glory of the past. For example, Nazi Germany was a fascist dictatorship from 1933 to 1945 under Adolf Hitler. During the 1920s to 1940s, Italy was also a fascist dictatorship under Benito Mussolini. 10 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide 昀椀rst-past-the-post an electoral system in which the candidate with the most votes wins goods also called products; items that have economic use or that satisfy economic needs or wants Goods, or products, include everything from food, clothing, and shelter to cars, computers, iPods, TVs, washing machines, refrigerators, microwave ovens, jewellry, trains, airplanes, and so on.... humanitarianism the belief that human conditions can be made better for people For example, countries provide humanitarian aid to other countries in times of environmental disaster, war, or famine. Individuals may also make donations of money, food, and clothing. Individuals may even donate their time to work directly with those in need. Governments and organizations may also promote human rights. identity the key characteristics that people use to describe who they are For example, a person may describe his or her identity as Canadian because he or she is a Canadian citizen who believes in democratic rights and freedoms and believes that all Canadians are equal, no matter their ethnic background, gender, or religious beliefs. ideology a theory or concept about the way in which society should be organized. A system of thought that includes beliefs and values and can be seen through actions. An ideology may also be the belief system that is honoured by a group of people or a country. For example, democracy is an ideology that describes how a society can be organized politically. Democracy is part of the belief system honoured by Canadians—their ideology. Another example is the belief system that is honoured by a culture or religious faith. The Muslim religion believes that females should dress modestly, perhaps wear head scarves. This is a part of the Muslim ideology. imperialism the purpose or process of a dominant country extending its control over another, weaker country or territory ADLC Social Studies 30-2 11  Course Reference Guide Understandings of Ideologies Indian Act a Canadian Act of Parliament, 昀椀rst enacted in 1867 and revised many times since, dealing with First Nations people and their descendents who are covered under treaties or are otherwise registered under the Act individual a single person For example, the beliefs and values of an “individual” refers to the beliefs and values of a single person. individualism an ideology with a belief in the primary importance of the individual and in the virtues of self-reliance and personal independence Industrial the rapid change from muscle power to machine power and Revolution the results on society of that change beginning about 1750 in England industrialization the situation in which a society introduces technology into the making of goods Industrialization changes a society from having a mostly agricultural (farming) economy into an industrial economy that uses science and technology to produce machines in factories that mass produce goods (make many copies of a product). interest group an organization that tries to in昀氀uence elected o昀케cials An interest group's goal is to try get laws made that re昀氀ect their particular values and beliefs or that prevent the passing of a law that goes against their beliefs and values. labour work done by humans used in the production of goods and services labour union an organization of workers formed for the purpose of improving the members’ wages and working conditions laissez-faire also known as free-market or free-enterprise system; a belief in the freedom of businesses to make economic decisions without interference from government regulations land natural resources used in the production of goods and services 12 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide land claims claims made by people about their right of ownership over land and water In Canada, land claims tend to involve aboriginal people who claim the land they inhabited before the arrival of European settlers, which was never formally given up under any treaty. left wing also left or leftist; a position on the left of the spectrum of individualism and collectivism; associated with the values of collectivism liberal democracy form of government based on individualism and liberalism Liberal democracy has various forms, but all have the following in common: a constitution that protects the rights and freedoms of individuals as well as providing a structure of government that puts limitations on the amount of power leaders have rule of law through which every individual is equal before the law representative democracy in which citizens have the right to vote for leaders liberalism an ideology based on the freedom of the individual and the values of individualism The values of individualism include individual rights and freedoms, self-interest, competition, economic freedom, rule of law, and private property. Leninism ideology based on Russian revolutionary and leader, Lenin, and his interpretation of Karl Marx's communist ideology Lenin's view was that a communist state would be created through violent revolution, and then an authoritarian government would be formed. lobbyist somebody who is paid to in昀氀uence political representatives on an issue majority in Canada, an elected government where the government governing political party holds more than half the seats in the federal parliament (House of Commons) or a provincial legislature ADLC Social Studies 30-2 13  Course Reference Guide Understandings of Ideologies market a place where goods are bought and/or sold A market can be as small as a local store or as big as the worldwide market where goods are bought and sold internationally. market economy also called a free-market economy, free-enterprise economy, or capitalism; an economic system in which individuals make economic decisions based on self-interest without government intervention means of all the resources needed to produce goods and services, production especially land, labour, and capital media methods of communicating usually in the form of newspapers, magazines, television, radio, and the Internet The media may be used for communicating various things such as the news, weather, advertising, information, and propaganda. mercantilism an economic system in Europe during the 1600s and 1700s in which the wealth of a nation depended on its possession of precious metals such as gold Mercantilism involved countries attempting to sell more than they bought from other countries. To bring in more wealth, countries needed to trade with international markets and establish colonies that could provide resources and also markets to buy goods. Mercantilism was controlled strictly by absolute monarchies that used this economic system to bene昀椀t themselves and the few businessmen to whom the monarchs gave monopolies. military a political system in which government control is held by the dictatorship military minority an elected government where the governing political party government holds less than half the seats but holds more seats than any other party mixed economy an economic system that includes a combination of private control (capitalism) and government control (socialism) 14 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide modern liberalism ideology that developed to address the concerns with the inequality and injustices resulting from classical liberalism Modern liberalism keeps the values of individualism from classical liberalism but adds some of the values of collectivism for the common good. monopoly a company that has complete control over a particular business activity No other company is involved, and therefore, there is no competition in that business activity. multiculturalism in Canada, a government policy by which diverse cultures are encouraged to keep their cultural backgrounds while living together in one society Under multiculturalism, neither English or French is recognized as the dominant culture. Rather, all cultures have equal status. nationalization the process of government takeover of private businesses Nazism ideology of the National Socialist Party (Nazi Party) of Germany whose leader was Adolf Hitler Nazi ideology promoted racial purity and superiority of the German people. The ideology of nazism led to the invasion and devastation of many European countries and their peoples. The most horrendous crime of nazism was the genocide of European Jews, which has become known as the Holocaust. needs those things that are essential for a person to survive such as the basic needs of food, clothing, and shelter non-alignment the foreign policy of a country, usually a developing one, to not form an alliance with a superpower For example, during the Cold War, some developing countries refused to form alliances with either the United States or the Soviet Union. oligarchy a governmental system in which power is concentrated in the hands of a small group of unelected people one party state a form of government in which only one political party forms the government, and no opposition is permitted ADLC Social Studies 30-2 15  Course Reference Guide Understandings of Ideologies paci昀椀sm the belief that violence, war, and the taking of lives are unacceptable ways of resolving disputes parliamentary a democratic form of democracy where the political party democracy with the most elected seats in the parliament forms the government The leader of the party with the most seats becomes the prime minister. The governing political party is responsible to the majority of the elected members of government. party solidarity in Canada, the requirement whereby party members must vote as a block, except in rare cases where they are allowed to vote independently in a free vote Patriot Act a low in the United States called Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act enacted after the attacks on the World Trade Centre to protect Americans Many believe that their fundamental rights and freedoms have been reduced under this legislation. perspective the point of view that is shaped by one’s background and experiences Each person has his or her own perspective through which to see and understand the world. As well, a group of people such as a nation may have a group perspective regarding themselves and the world around them. plebiscite a direct vote of the people taken by the government on a speci昀椀c issue to 昀椀nd what the people think about that issue The government does not necessarily have to follow the results of a plebiscite. pluralism the preservation of the diversity of various cultural and ethnic groups inside one country; the belief that all groups have the right to exist beside one another This means that every group in a country keeps its own beliefs and customs within the laws of a country. Pluralists recognize that all various social groups have rights. Pluralism comes from the root word plural, which means “more than one”. political culture society’s values, beliefs, and customs dealing with decision- making 16 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide political institutions organized government agencies that ful昀椀ll goals of the political system Following is a short list of Canadian political institutions or government agencies: Agriculture and Agri-Food Canada - makes policies regarding security of food system, research and technology, business of farming Bank of Canada - makes policies regarding currency (money), 昀椀nancial system, monetary policy (the 昀氀ow of money) Fisheries and Oceans Canada (including the Canadian Coast Guard) - delivers programs and services that support sustainable use and development of Canada’s waterways and aquatic resources Health Canada - responsible for helping Canadians maintain and improve their health Royal Canadian Mounted Police (RCMP) - the Canadian national police service and an agency of the Ministry of Public Safety Canada political system an organized way to make, ful昀椀ll, and interpret laws and rules political values the importance government places on issues such as taking care of the people, taking care of the environment, and being a government that treats people equally private property the ownership of things, including land and resources, by individuals The concept of private property is a key value of individualism and liberalism. privatization the transfer of ownership of resources from public or government ownership to private or individual ownership pro-democracy a movement that campaigns for greater democracy movement proletariat the working class as de昀椀ned by Karl Marx This group is dominated by the bourgeoisie or rich capitalist class of people. ADLC Social Studies 30-2 17  Course Reference Guide Understandings of Ideologies proportional an electoral method in which citizens vote for a party and representation then seats are assigned based on the proportion of votes cast, resulting in a more accurate re昀氀ection of the will of the people provisional temporary government until a general election can be held government public property the ownership of things, including land and resources, by the government The concept of public property is a key value of collectivism. referendum a direct vote of the people taken by the government on a speci昀椀c issue to 昀椀nd out what the people want the govenment to do about that issue The government must follow the results of a referendum. reformist a person who promotes change in society but who may stop short of changing society completely reparation payment for war damages If the victors in a war did not start the war, they usually force the defeated nations who started the war to pay for the damages caused during the war. representation by also known as rep by pop; an electoral system where population a country's population is divided into voting districts of approximately equal numbers of people Usually, each district gets to elect one representative to send to government. The voting districts are called "electoral ridings". representative a form of government in which a group of elected o昀케cials are democracy elected by the citizens and make decisions on their behalf right wing also right; a position on the right of the spectrum of individualism and collectivism; associated with the values of individualism 18 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide rule of law the concept that everyone is equal before the same laws and that the law is greater than the individual Rule of law is a key value of individualism and liberalism. sanctions actions by a group of nations used to change the behaviour of another nation Sanctions usually involve something to do with trade. If a nation is refusing to cooperate on some issue, trade with that nation will be limited severely. Sanctions can a昀昀ect a nation's economy negatively, thus forcing it to comply. scarcity a situation in which one has not enough of something or it is not available In economic terms, scarcity means there is not enough resource or product or that the resource or product does not exist. self-government political independence; able to govern oneself independent of outside in昀氀uences self-interest individuals acting in accordance with satisfying one’s own needs and/or wants self-reliance individualist value of relying on one’s self for making decisions and to obtain the necessities of life without help from the group social Darwinism the idea based on Charles Darwin's theory of evolution that in human society only the strongest should survive social safety net government-funded services and assistance (such as welfare, old-age pensions, unemployment insurance bene昀椀ts, universal health care) that can help people through bad economic times socialist values related to the collectivist ideology of socialism; a person who believes in the collectivist values of socialism ADLC Social Studies 30-2 19  Course Reference Guide Understandings of Ideologies spectrum a broad range of related objects or values or qualities or ideas or activities A spectrum may often be illustrated in the form of a diagram showing a range of related objects or values or qualities or ideas or activities. For example, the range of beliefs and values of the individual and the collective can be illustrated in the following diagram: The more to the left of the spectrum the person is means beliefs and values are based on a greater emphasis on the group or collective. The more to the right of the spectrum the person is means beliefs and values are based on a greater emphasis on the individual. sphere of in昀氀uence 1. Imperialism: A sphere of in昀氀uence is an area that governs itself but in which an imperialist power claims sole right to trade or invest money. For example, before 1914, many European countries had spheres of in昀氀uence in China. 2. Cold War: A sphere of in昀氀uence is the extent to which a nation is able to extend its in昀氀uence beyond its borders. During the Cold War, both the United States and Soviet Union had spheres of in昀氀uence in various parts of the world. Canada and western European nations were within the American sphere of in昀氀uence. As well, various nations in Africa, the Middle East, Central America, and South America came under the American umbrella. The sphere of in昀氀uence of the Soviet Union included eastern Europe and much of Asia, which included Communist China, North Korea, North Vietnam, and Pakistan and various nations in Africa, the Middle East, Central America, and South America. 20 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide social contract the ideological concept that individuals give up their own self-interest for the common good by following the collective will of society; a government does not have authority by force alone but must have the written consent, such as a constitution, of the people The social contract comes from the political theory of collectivism promoted by the philosopher Jean-Jacques Rousseau (1712-1778). social values the importance placed on concern for others and how we treat others socialism an ideology based on the belief that collectivist values should form the basis for the political, economic, and social parts of society Stalinism ideology based on Soviet dictator Joseph Stalin and his interpretation of Karl Marx's communist ideology Stalin's view was characterized by totalitarian rule while brutally crushing political opponents and dissent. superpower a nation that is or is among the most powerful of all countries, militarily and politically supply the quantity of a good or service that a producer is willing to provide at a particular price For example, movie DVD producers are willing to produce DVDs as long as they can make a pro昀椀t. A store can sell DVDs for other prices than what the manufacturer sells them for because stores want to make a pro昀椀t, too. If a particular DVD does not sell, it probably will not be made anymore, and the store will probably sell it cheaply to get rid of it. theocracy a form of government in which a supreme being is recognized as the state's supreme civil ruler, generally embodied in an individual who is believed to represent the will of the supreme being, or through the religious institutions that act in the name of the supreme being traditional economy an economic system generally found in pre-industrial societies in which labour is divided based on custom and tradition treaty a formal agreement between two or more nations that can take the form of a legal contract ADLC Social Studies 30-2 21  Course Reference Guide Understandings of Ideologies totalitarianism the belief that every aspect of citizens' lives should be controlled by the government This usually involves restricting people rights and choosing leaders without the people's consent. Individuality is unimportant because the state is more important. United Nations an international declaration specifying the human rights Declaration of to which all people are entitled, signed when the United Human Rights nations was formed directly after World War II Although not formally legally binding, it has been adopted in most nations and serves as a foundation for international treaties and laws dealing with human rights. United States Bill the 昀椀rst ten amendments to the 1791 U.S. Constitution of Rights based on John Locke's ideas of "natural rights" including the right to life, liberty, and the protection of property utopian socialism an ideology based on collective communities of workers with improved living and working conditions; land and capital would be owned collectively by the community values the things that are seen to be very important A person’s values are based in the concepts of individualism and collectivism. A person’s values are also in昀氀uenced by factors such as Culture Language Religion and Spirituality Environment and Relationship to Land Gender Media wants those things desired by a person but that are not essential for survival, such as TV, expensive clothes, or a swimming pool War Measures Act a Canadian law designed to give the government greater powers during times of war or emergency Notably used during the FLQ Crisis in Quebec, it was replaced by the Emergencies Act in 1988. 22 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide welfare state a system in which the government undertakes the chief responsibility of providing for the social and economic security of its population The welfare state involves the values of collectivism in which the government (known as the “state”) provides for the common good usually through unemployment insurance, old-age pensions, public health and housing, and other social security measures. will of the people what the citizens of a country want to happen worldview a collection of beliefs about life and the universe held by an individual or group Worldview is the lens through which the world is viewed by an individual or group. It is the perspective from which the world is interpreted. ADLC Social Studies 30-2 23  Tutorials o cia l Studies S 30- 2 Un d er s ta nd in gs of Ide olog ies Understandings of Ideologies Course Reference Guide What is a Rubric? A rubric is a marks scoring guide used in the evaluation of a student assignment. The scoring guide has a 昀椀xed mark scale with the criteria for each mark. Example of a rubric: Why are rubrics used? A rubric describes the quality and understanding that a student demonstrates in his or her assignment regarding the concepts taught in a course. The student may use a rubric before attempting an assignment to understand what is expected. The student may use a rubric during an assignment to ensure he or she is on track. The teacher uses a rubric to mark a student's completed assignment. Both the student and the teacher may use a rubric to discuss how and why the student received a particular mark on an assignment. ADLC Social Studies 30-2 27  Course Reference Guide Understandings of Ideologies Some commonly used rubrics in Social 30-2: Scoring Criteria: Your discussion paragraph should be thorough and thoughtful. Discussion Paragraph The student… explores the issue with a high level of understanding using original ideas supports ideas with extremely accurate and deliberately chosen 9-10 details Excellent organizes and focuses with a high degree of development of ideas and explanations presents ideas that are convincing and deliberate with con昀椀dent control and in a highly developed vocabulary explores the issue with well-considered, thoughful ideas supports ideas with accurate, speci昀椀c details 7-8 organizes and presents with considered development of ideas Pro昀椀cient and explanations presents ideas that are knowledgeable and purposeful with capable control and e昀케cient vocabulary explores the issue with proper but straightforward ideas supports ideas with su昀케cient, generally accurate details 5-6 organizes and presents in a general and clear way but unity Satisfactory stumbles at times presents ideas that are generally clear and straightforward with proper and basic vocabulary explores the issue with incomplete or simple, unfocused ideas lacks support for ideas or presents them clearly unexplored with 3-4 unclear details Limited organizes somewhat but presents uncertainly and lacks in unity presents ideas that are unclear or inappropriate with ine昀昀ective and stumbling vocabulary explores the issue with minimal and/or unrelated or mistaken ideas 1-2 fails to support ideas or presents ideas of questionable importance Poor fails to organize, lacking a controlling idea presents ideas that are unclear and incorrect with misused vocabulary 28 ADLC Social Studies 30-2  Understandings of Ideologies Course Reference Guide Scoring Criteria: Explores the Concept Communicates Point Quality of Creative 5 marks of View Presentation Presentation 5 marks 5 marks provides a thorough communicates constructs a powerful exploration persuasively and convincing 5 engages the audience presentation Excellent passionately generally free of makes highly e昀昀ective errors use of the medium provides a clear and communicates constructs a adept exploration convincingly clear and 昀氀uent 4 engages the audience presentation with few Pro昀椀cient successfully errors makes e昀昀ective use of the medium provides a communicates constructs straightforward conventionally an adequate, 3 exploration engages the audience conventional Satisfactory generally presentation with makes satisfactory some errors use of the medium provides a simple communicates constructs a simple exploration tentatively presentation with 2 engages the audience numerous errors Limited occasionally makes some use of the medium provides a vague communicates constructs exploration unclearly a confused 1 loses the attention of presentation with Poor the audience errors that impede makes ine昀昀ective use understanding of the medium Mark = ______ / 15 ADLC Social Studies 30-2 29  Course Reference Guide Understandings of Ideologies Scoring Criteria: Your paragraph will be marked according to the following Short criteria: Paragraph The student… explores the issue thoroughly discusses the signi昀椀cance of the issue perceptively 5 demonstrates a strong understanding of the complexity of the Excellent issue argues convincingly with relevant examples explores the issue clearly and competently 4 shows a sound understanding of the issue Pro昀椀cient argues clearly with one or more good arguments and accurate examples explores the issue in a straightforward, conventional, and 3 generally clear manner Satisfactory discusses the signi昀椀cance of the issue generally argues with examples that are not always entirely convincing explores the issue incompletely or without depth discusses the signi昀椀cance of the issue super昀椀cially and without 2 development Limited argues with unsupported assumptions and examples that may be inappropriate or lacking explores the issue minimally 1 discusses the signi昀椀cance of the issue and its complexity in a Poor disjointed, inaccurate, or vague manner argues with irrelevant examples or no examples 30 ADLC Social Studies 30-2  Understandings of Ideologies Course Reference Guide Scoring Explanations and Support Communication Criteria: 10 marks 5 marks Position When marking Explanations and When marking Communication, Paragraph Support, markers should consider markers should consider quality of explanations organization and coherence selection and quality of support vocabulary (speci昀椀city and accuracy) sentence construction (clarity, completeness) grammar and mechanics (consistency of tense, punctuation, spelling, capitalization) Proportion of error to the length and complexity of the response must be applied when awarding a mark for Communication. Explanations are thorough and The writing is 昀氀uent and e昀昀ectively comprehensive revealing a organized. Vocabulary is precise and perceptive understanding. Support e昀昀ective. The writing demonstrates E is speci昀椀c and accurate, and errors, con昀椀dent control of sentence Excellent if present, do not detract from the construction, grammar, and mechanics. response. Mark = 10 The occurence of error is rare. Mark = 5 Explanations are appropriate The writing is clearly organized. and purposeful revealing a clear Vocabulary is accurate and appropriate. understanding. Support is relevant The writing frequently demonstrates Pf and appropriate, but may contain e昀昀ective control of sentence Pro昀椀cient some minor errors. Mark = 8 construction, grammar, and mechanics. The occurence of error is infrequent. Mark = 4 Explanations are general and The writing is generally clear and straightforward revealing an functionally organized. Vocabulary is acceptable understanding. Support generally accurate, but not speci昀椀c. The S is relevant but general, may be writing demonstrates basic control of Satisfactory incompletely developed, and/or sentence construction, grammar, and contains errors. Mark = 6 mechanics. Errors do not seriously interfere with communication. Mark = 3 Explanations are over-generalized The writing is uneven and incomplete and/or redundant revealing a but is discernibly organized. Vocabulary confused, though discernable, is imprecise and/or inappropriate. L understanding. Support is The writing demonstrates faltering Limited super昀椀cial, may not always be control of sentence construction, relevant, and may contain signi昀椀cant grammar, and mechanics. Erros hinder errors. Mark = 4 communciation. Mark = 2 Explanations are tangential or The writing is unclear and disorganized. minimal revealing a negligible Vocabulary is ine昀昀ective and frequently P understanding. Support, if present, incorrect. A lack of control of sentence Poor is incomplete, may be marginally construction, grammar, and mechanics relevant, and contains signi昀椀cant is demonstrated. Errors impede and/or frequent errors. Mark = 2 commuication. Mark = 1 Mark = ______ / 15 ADLC Social Studies 30-2 31  Course Reference Guide Understandings of Ideologies Scoring Criteria: Your planning chart should be thorough and thoughtful. Planning and Research The student… plans and conducts e昀케cient research 9-10 explores the issue thoroughly and fully Excellent demonstrates a deep understanding of the issue and its complexity plans and conducts sound research 7-8 explores the issue clearly and competently Pro昀椀cient demonstrates a sound understanding of the issue and its complexity plans and conducts basic research 5-6 explores the issue conventionally Satisfactory demonstrates a generally clear understanding of the issue and its complexity plans and conducts partial research 3-4 explores the issue incompletely Limited demonstrates a limited understanding of the issue and its complexity plans and conducts limited research 1-2 explores the issue inaccurately or with confusion Poor demonstrates a vague, inaccurate, or disjointed understanding of the issue and its complexity Scoring Criteria: Your rating chart must o昀昀er relevant and convincing evidence Assessing the for each of the identi昀椀ed criteria. Your explanation should Rating be thorough and thoughtful and should support the rating provided. The student… o昀昀ers several relevant pieces of evidence for each factor, including 9-10 the most important pieces of evidence Excellent provides evidence that strongly supports all the ratings 7-8 o昀昀ers evidence that is clear and competent Pro昀椀cient provides evidence that supports all or most of the ratings o昀昀ers evidence that is straightforward, conventional, and generally 5-6 clear, but important evidence is sometimes ignored Satisfactory provides evidence that supports the ratings to some extent, but it is not always convincing 3-4 o昀昀ers evidence that is incomplete or lacks depth Limited provides little evidence to support the ratings o昀昀ers little relevant evidence for each factor, or evidence is 1-2 disjointed, confused, inaccurate, or vague Poor provides evidence that does not support the ratings 32 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide What is a Critical Challenge? In this course, you are asked to complete several activities called critical challenges. These encourage you to think critically about important questions. Each question or task requires you to make a judgment or come to some conclusion based on information and reasoning. Critical thinking skills are essential in today's world. Every day, we are faced with decisions we need to make, problems we need to solve, or issues about which we must establish positions. An uncritical thinker accepts what other people have to say at face value without thinking about the issue, but a critical thinker looks at the issue and reaches conclusions by considering the merits and shortcomings of alternatives. Critical thought leads not only to forming a position on a subject, but it leads also to action. "To know and not to act is not to know." Wang Yang-ming, 14th Century Critical thinking skills are essential in a functioning democracy. As citizens in a democracy, we accept the responsibility not only to elect representatives who will do the right thing but also to make decisions that bene昀椀t our fellow humans. Citizens must think fairly and reasonably to arrive at workable solutions in the world we want. Critical thinking skills are essential in our globalizing world. Through increased movement of people, trade, and communication technology, we are becoming more aware that our actions have consequences. Many of life's choices do not have simple, black-and-white answers. How can we decide what to believe or what action to take? By building our thinking and reasoning skills, we can develop the tools to solve problems, analyze issues, and make reasonable choices. A critical challenge helps you develop your critical thinking skills. Most critical challenges encourage a person to focus on the key concept gather relevant information watch for bias and look at alternative viewpoints assess the evidence form a position or a solution to a problem defend and support a position ADLC Social Studies 30-2 33  Course Reference Guide Understandings of Ideologies A community of learners: Remember that you are not alone. From the days of the caveman to today's technologically interconnected world, people have lived in communities where they can share knowledge and skills. In the traditional classroom, ideas, knowledge, and perspectives can be shared. In our homes, by phone, and over the Internet, issues can be discussed and people can come to broader understandings. Intellectual Tools for Critical Thinking Critical thinkers have background knowledge: They know that facts are needed to arrive at positions or produce solutions. They can access information and determine its accuracy. Critical thinkers use criteria for judgment: They decide on what basis a decision will be made. They consider a position or solution's accuracy, plausibility, fairness to all, and feasibility. (Will the plan work?) Critical thinkers use vocabulary that includes inference and observation generalization and over-generalization premise and conclusion bias and point of view Critical thinkers use thinking strategies that include decision-making models and procedures organization of information in logical ways consideration of the perspectives of others Critical thinkers have attitudes that include being open-minded being fair being independent questioning information and ideas Adapted from The Critical Thinking Consortium 34 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide How to Take Notes The purpose of note-making is to summarize information in your own words so you can study or research e昀昀ectively. Make notes of the key points of what you read. Do not copy directly from your textbook or from a webpage. Tips for making e昀昀ective notes: When taking notes from a book, read the chapter titles and the introductory and summary paragraphs before reading the chapter. Try to get the big picture by identifying the main ideas. Make notes of important information in outline form or in a new 昀椀le on your word processor. Always use your own words, but if you quote the author, give him or her credit. (See Tutorial: How to Cite References on page 71.) Use as few words as possible—but keep it clear! Include diagrams, charts, and maps in your notes. Write terms on index cards with de昀椀nitions on the back. Get someone to quiz you. Illustrate terms with simple pictures as a memory aid. Group and regroup the information (look for similarities, di昀昀erences, and patterns). Find links between pieces of information. Make graphic organizers of the information. Graphic Organizers Graphic organizers allow you to "see" how important points of factual information are related while putting your notes into words that you can understand. ADLC Social Studies 30-2 35  Course Reference Guide Understandings of Ideologies Five Examples of Graphic Organizers: You choose which best suits your learning style. 36 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide ADLC Social Studies 30-2 37  Course Reference Guide Understandings of Ideologies 38 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide How to Proofread for Common Errors Proofreading Checklist 1. Ensure that every sentence begins with a capital letter and ends with a period, question mark, or exclamation point. 2. Ensure that every proper noun (name) begins with a capital letter. 3. Check for homonyms, words that sound the same but have di昀昀erent meanings and are spelled di昀昀erently, such as their/there/they're, two/too/to, and its/it's. Check for words often confused because of sloppy pronunciation, such as accept/except, but/put. Check for words often misused although their meanings are distinct:, such as between/among, di昀昀erent/various. Be sure that you have used the correct word. 4. Check that your subjects and verbs agree. This can often be a problem if other words occur between the subject and the verb. One of the sisters live near me. This is incorrect. The writer has made the verb live agree with the noun sisters. However, sisters is not the subject of the sentence; one is the subject. The correct version is One of the sisters lives near me. Watch for muddled pronouns: Joe and me are going to the mall. This is incorrect. Would you say, "Me is going to the mall"? 5. Check that you are using a consistent tense. In other words, you should not be switching between past and present tense. In the story, Harold is the main character. He has a pet cat. Harold was sad when the cat got lost. Do you see the tense shift between the 昀椀rst two and the third sentence? 6. Be sure that you are using complete sentences. Harold was sad. When the cat got lost. “When the cat got lost” is a fragment. It is not a complete thought, and it is not a complete sentence. It needs to be joined to “Harold was sad” as in the example in Number 5. 7. Check for run-on sentences. These are sentences put together without a joining word (such as and, but, or) or with too many joining words. He had a pet cat he was sad when it got lost. It should read: He had a pet cat. He was sad when it got lost. Another correct option is He had a pet cat, and he was sad when it got lost. Another type of run-on sentence occurs when too many sentences are put together with joining words. In the story, Harold is the main character, and he has a pet cat, and he was sad when the cat got lost, but he found the cat in the nearby park, and he brought it home, and it was really glad to see him. This sentence should be divided into at least three sentences! ADLC Social Studies 30-2 39  Course Reference Guide Understandings of Ideologies 8. Did you use apostrophes when you used the possessive form ('s)? That is my brother’s car (possessive). Remember that plural possessives use s'—My two brothers' cattle were on the road. However, apostrophes are not used to show plurals: He has two brothers. Aim to avoid confusing possessives and plurals! It's is a contraction of it is. Its is a possessive pronoun—like his and hers—no apostrophes! Did you use apostrophes when you used contractions (to show a letter is missing)? I don’t know her name. It’s a beautiful day. (But never This is it’s collar.) 9. Have you given your composition an appropriate and interesting title? 10. If this is a formal writing situation, be sure to avoid slang, chat line abbreviations such as u for you, or emoticons such as :) ;^) :^(. Also, in formal writing situations, numbers should be written in full text (ten, not 10) unless they are more than three words (147, not one hundred forty- seven). 11. Have you used commas properly? Use commas for lists. For example, He bought apples, pears, and oranges. Use commas to join two complete sentences using a conjunction, such as and, but, or or. He went to the store, and he bought some milk. Use commas after an introductory part in a sentence. When he got there, the store was out of bananas. On the other hand, there were plenty of grapes. 12. Have you avoided these common errors? alot - incorrect Correct - a lot Better - much or many (especially in formal writing) would of, could of, or should of - incorrect Correct - would have, could have, should have (or would’ve, could’ve, or should’ve in informal writing only) Go online to download a proofreading checklist. 40 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide How to Write a Paragraph In Social Studies assignments and exams, you are frequently asked to write paragraphs. You have been writing paragraphs for many years, and you may have excellent skills in this area. You know that a paragraph is a group of sentences on one topic. Generally, a paragraph has a topic sentence and three or more related sentences. That is just a guideline; paragraphs may be of any length, but they are usually long enough to be meaningful. Be sure that you have explored the topic fully. The following tips may help you re昀椀ne your paragraph writing skills: Unity: Ensure that you understand the topic. Focus on the issue and do not include any unnecessary or irrelevant points just to make the paragraph longer! As well, do not make unsupported statements. Example of a generalization: Thousands of people are on waiting lists and even dying because of our poor health care system. You need support. You need to 昀椀nd concrete evidence to support your view. Your generalization that thousands are dying because of a poor health system may be di昀케cult or impossible to prove. Example of an unsupported personal opinion: Most people in the developing world are poor because they are too lazy to work. Avoid making such personal opinions unless you can support them. Avoid biased or bigoted expressions. Clarity: Be clear in what you are trying to say. It is more important for your reader to understand your message fully than it is for you to use fancy language. Try reading your paragraph aloud. Does it sound like something you would say? If not, it may need revision. Emphasis: Ensure that your reader knows your viewpoint. The conclusion is the point at which you wrap it up—and leave no reason for the reader to ask, "What's your point?" Correctness: Proofread! Use your spell check and grammar check. Get a friend, relative, or classmate to read it for you. Another pair of eyes is very important. See a tutorial on Proofreading This is what your teacher will be looking for when marking your assignment paragraphs. Your teacher will use the Paragraph Rubric. ADLC Social Studies 30-2 41  Course Reference Guide Understandings of Ideologies How to Analyze a Political Cartoon A political cartoon is designed to portray a particular opinion on a current event or issue often in a humourous way. To understand a political cartoon, the viewer has to have an understanding of what is happening in the news. Otherwise, although the the image might be funny, the viewer will not understand the cartoonist's message—the viewer will miss the point! To understand the cartoon, look at the context. Look for details that provide clues about the political issue. Words and captions are helpful. The viewer must know something about what is happening in the world at the time the cartoon was drawn. Symbolism Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. Identify the symbols in a cartoon; then, think about what the cartoonist intends for each symbol to mean. Exaggeration Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things to make a point. Look for any characteristics than seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make through exaggeration. Labelling Cartoonists often label objects or people to show clearly what they stand for. Watch for the various labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear? Analogy An analogy is a comparison between two unlike things that share some characteristics. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a di昀昀erent light. What two situations does the cartoon compare? When you understand the main analogy, decide if this comparison makes the cartoonist's point more clear to you. Irony Irony is the di昀昀erence between the ways things are and the way things should be or the way things are expected to be. Cartoonists often use irony to express their opinions on issues. Look for irony in the situation the cartoon depicts. Think about the point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more e昀昀ectively? 42 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide After you have identi昀椀ed the persuasive techniques the cartoonist used, answer the questions below: Who are the people in this picture? What are they doing? Where and when did this event occur? To what subject in the news does this cartoon refer? How do the words and captions relate to the cartoon? What techniques are used? What is the artist’s opinion on this subject? What perspective is conveyed? For the purposes of this course, what does the cartoon have to do with globalization? Did you 昀椀nd this cartoon persuasive? Explain. Consider this cartoon... ADLC Social Studies 30-2 43  Course Reference Guide Understandings of Ideologies Compare your answers with how one student answered the questions: Who are the people in this picture? What are they doing? In the 昀椀rst frame, a crowd of people is in a city park celebrating Earth Day. In the second frame, the same park is shown after the celebration—with garbage everywhere. Where and when did this event occur? In a large city (skyscrapers and crowds) in the modern day (because of the technology and the fact Earth Day is a recent celebration). The 昀椀rst frame is one sunny day, and the next frame is the next day, a cloudy day. To what subject in the news does this cartoon refer? Earth Day celebrations is the speci昀椀c event. How do the words and captions relate to the cartoon? The words "before" and "after" relate to the celebration and after-e昀昀ects. Captions are "Think Globally" and "Yeah, Yeah, and act locally." These relate to the cartoon in that they show the irony of the situation—that people who claim to love the earth actually do not take measures to protect it. What techniques are used? Irony (actions of so-called environmentalists leave a mess) and exaggeration (lots of garbage, colours are very bright in the 昀椀rst frame and grey in the second) What is the artist’s opinion on this subject? The cartoon refers to the whole idea that a lot of people claim to be "environmentalists", but they actually don't really do anything to protect the environment. Their actions actually hurt the earth. A further detail to support this is that in the second frame, the weather is very bad. It makes it seem depressing, but it also shows climate change—a long-term e昀昀ect of not protecting the environment. What perspective is conveyed? I would say the perspective is environmentalist because the cartoonist shows that people are not really protecting the environment, and they need to do something real to prevent climate change. For the purposes of this course, what does it have to do with globalization? Environmental issues a昀昀ect everyone on the globe. Everyone needs to take action to protect the planet for future generations with real actions, not just big celebrations. Did you 昀椀nd this cartoon persuasive? Explain. Yes. I think a lot of people pay lip service to the environmental issue, but they still drive Hummers and buy more stu昀昀 than they need and live in big houses. Unless they really act locally, change will not happen. 44 ADLC Social Studies 30-2 Understandings of Ideologies Course Reference Guide How to Read a Picture Critical Image Viewing Skills Just as writers have particular perspectives and techniques to get their messages across, artists also use images to convey ideas. In fact, images can convey powerful messages that words cannot. Artists also use various techniques to get their messages across. A picture may be worth a thousand words, but you need to know how to analyze the picture to gain any understanding of it! Images are constructed. Always keep in mind that an image is constructed. Even before photos could be altered digitally, a photographer selected time, place, camera angle, focal point, and various other features to create an image in a particular way. Photographs are constructed just like paintings, sculptures, and other mediums. Images have meaning. Images are created for reasons, and artists have messages that they want to convey. They use many techniques to convey their messages. Many clues are given in an image to assist you, the viewer, to determine the artist's message. When you look at an image, look for details that answer the following: 1. What dominates this image? 2. Who are the people in this picture? What are they doing? 3. What feelings are conveyed by the subject(s)? 4. Where did this occur? 5. When did it occur? Then, ask a few more questions: 1. How does the title or any accompanying text relate to the image? 2. What is the explicit, implicit, and/or symbolic message of the image? Explain. 3. For the purposes of this course, what does the image have to do with the topic? Explain. 4. What perspective