Social 30-2 chapter_15.pdf

Chapter Reflecting on Ideology and Citizenship 15 Key Issue:...

Chapter Reflecting on Ideology and Citizenship 15 Key Issue: To what extent should we embrace an ideology? Related Issue: Should my actions as a citizen be shaped by an ideology? Key Skill: Demonstrating citizenship and co-operation with others in Chapter Issue: your community in response To what extent should ideology shape responses to to issues issues in times of peace and in times of conflict? Key Terms and Question for Question for Concepts: Inquiry #1: Inquiry #2: What are various In what ways might anti-war movements understandings of the rights, roles, and civil disobedience the rights, roles, and responsibilities of grassroots movements humanitarian crises responsibilities of citizens be affected political participation citizens in democratic by the actions of pro-democracy movements societies? government during protest times of conflict? respect for law and order rights, roles, and responsibilities of citizenship Question for Inquiry #3: In what ways might the rights, roles, and responsibilities of citizens be affected by the actions of government during times of peace? 394 Chapter 15: Reflecting on Ideology and Citizenship  Chapter 15 Issue: To what extent should ideology shape responses to issues in times of peace and in times of conflict? Figures 15-1, 15-2 ▲ On May 8, 1967, Muhammad Ali (left) spoke with reporters after he had been charged by a US federal grand jury for refusing to be drafted into the armed forces. On June 7, 2006, First Lieutenant Ehren K. Watada (right) of the US army announced that he refused to fight in Iraq because if he did, he believed that he would be responsible for war crimes. Figure 15-1 Figure 15-2 Cassius Clay, a US Olympic medalist and a heavyweight boxing champion, converted to Islam in 1964. He took the name Muhammad Ali. In 1967, during the Vietnam War, he was called up to serve in the US army. He refused on the grounds of his religious beliefs. The US Justice Department found him guilty of refusing to be drafted. Ali’s boxing licenses were cancelled, and his championship title was taken from him. In 1971, the US Supreme Court PAUSE AND REFLECT overturned Ali’s conviction. Ehren Watada, a lieutenant in the US army, believed that the US invasion of Which is more important to you, Iraq in 2003 was illegal and unjust. He also believed that as a citizen of a your right to follow your ideological democratic country he had the right—and the responsibility—to question beliefs or your responsibility as a decisions made by his government. When he refused to participate in the Iraq citizen to serve your country in times war in 2006, he was charged with several offences. At a speech at the Veterans of conflict? What do you think for Peace 2006 National Convention in Seattle, Washington, Watada said that Canadians in the 21st century believe he was simply a patriotic American who believed in the principles and laws of are the responsibilities of a citizen? his country and its constitution. He faced a court-martial in February 2007, and To what extent should these the case was declared a mistrial. responsibilities be more important Some people believe that Ali and Watada had the right as American citizens than rights? to refuse military service, either on the basis of religious beliefs or conscience. Others think it is the responsibility of citizens to fight for their country during a time of conflict. To these people, the rights of the individual are less important than their responsibilities as citizens. Chapter Issue: To what extent should ideology shape responses to issues in times of peace and in times of conflict? In this chapter, you will explore how society’s beliefs and values can affect government decisions and legislation and how various interpretations of citizens’ rights, roles, and responsibilities influence individual and collective actions in times of peace and of conflict. These interpretations can affect legislation regarding who is a citizen, what is expected of citizens, and whether citizens accept or reject their government’s understanding of citizenship. Through this exploration, you will gain the tools you need to address the Chapter Issue: To what extent should ideology shape responses to issues in times of peace and in times of conflict? You will also begin to address the Related Issue for Part 4: Should my actions as a citizen be shaped by an ideology? Part 4 Issue: Should my actions as a citizen be shaped by an ideology? 395 Chapter 15 Issue: To what extent should ideology shape responses to issues in times of peace and in times of conflict? Rights, Roles, and Responsibilities of Citizens Question for Inquiry 1. What are various understandings of the rights, roles, and responsibilities of citizens in democratic societies? In this section … Respect for Political Humanitarianism Protest and Law and Participation Civil Order Disobedience People have different points of view about their rights, roles, and responsibilities as citizens. Depending upon their views on citizenship, people may feel a responsibility to act in various ways. The reasons for different points of view and actions can be linked to many factors, including people’s ideological beliefs and values and personal experiences. As shown in Figure 15-3, age may also be a factor. According to Statistics Canada, people under 30 are less likely to vote than people over 30, but they are as likely or more likely to take other political actions, such as signing a petition or participating in a demonstration or march. Why do you think some individuals under 30 may see their rights, roles, or responsibilities as citizens differently from some people over 30? Should differences in how people in a country practise their rights, roles, and responsibilities influence government decisions during times of peace and times of conflict? In this section, you will explore some general understandings of rights, roles, and responsibilities of citizens in democratic societies, including demonstrating respect for law and order, participating in the political process, acting in a humanitarian capacity, and protesting or engaging in civil disobedience to express a point of view. Consider various perspectives for each example, and decide for yourself what you think the rights, roles, and responsibilities of citizens should be and when citizens should take action. When should our personal beliefs and values motivate us to respond to an issue and how do they shape our responses? Respect for Law and Order One of the responsibilities of citizenship is to obey the laws of the community in which you live. These laws are part of a contract we agree to follow as citizens of a community, and laws are adapted based on feedback from the public through the political and legal systems. People who work in the justice system, such as police officers, judges, and prosecutors, ensure that these laws are followed. 396 Chapter 15: Reflecting on Ideology and Citizenship  Chapter 15 Issue: To what extent should ideology shape responses to issues in times of peace and in times of conflict? Political participation (%) Age group Total 15 to 21 22 to 29 30 to 44 45 to 64 65 or older Follow news and current affairs daily 68 * 35 * 51 66 * 81 * 89 * Voting behaviour Voted in at least 1 election 77 * — 59 71 * 85 * 89 * last federal 74 * — 52 68 * 83 * 89 * last provincial 73 * — 50 66 * 82 * 88 * last municipal or local 60 * — 35 52 * 70 * 79 * Non-voting political behaviour At least 1 non-voting political behaviour 54 * 59 58 57 56 39 * searched for information on a political issue 26 * 36 32 26 * 25 * 17 * signed a petition 28 * 27 * 31 31 29 16 * boycotted a product or chose a product for 20 * 16 * 25 25 21 * 8* ethical reasons attended a public meeting 22 * 17 16 23 * 25 * 20 * expressed his/her views on an issue by 13 * 8 9 13 * 16 * 12 * contacting a newspaper or a politician participated in a demonstration or march 6* 12 * 8 6 6* 2* spoke out at a public meeting 8* 4 5 9* 10 * 7* volunteered for a political party 3 2 3 2 4* 4 — Not applicable ▲ Figure 15-3 Political Activity * Statistically significant difference from 22- to 29-year-olds (p