Friday, December 19, 2009

Worked on questions due at the end of the holidays.

Thursday, December 18, 2008

Worked on questions due at the end of the holidays.

Wednesday, December 17, 2008

Students are to hand in questions from chapter 11. They are then to Read Chapter 12 and answer questions 1, 2, 6, 13, 17, 18 and 19.

Tuesday, December 16, 2008

Read and worked on questions from the text (you have a reading list). You had the choice of either doing questions 1 to 15 at the back of Chapter 11 or doing the one I created from my notes.

Monday, December 15, 2008

Students were to have read chapter 10, The Cold War (170-193) for today. They will be working on chapter questions today (which will be due tomorrow). They are then to read Chapter 11 (Superpower Endente)
additionally, there is a reading on the Post War Period that will prove useful for studying purposes. If they are not here, it will be in their portfolio.

Chapter Questions for Chapter 10


Name two results of the Second World War that led to the Cold War. (value: 2)
Name the three issues that defied resolution at Potsdam in 1945. Compare the positions of the USA and the USSR on these issues. (value: 3)
Explain the disagreement that erupted over Germany. (value: 2)
What was the “Polish question”? (value: 1)
What caused the Soviet-American confrontation in Iran? How was the issue resolved? (value:2)
Why was Turkey considered of strategic importance to the Soviet Union? (value: 1)
What was the Truman Doctrine? What was its significance for American foreign policy? (value: 2)
Explain George Kennan’s role in shaping American foreign policy. (value: 2)
What was the Marshall Plan? Explain why the United States implemented the Marshall Plan. (value: 3)
What were the results of the Marshall Plan for Western Europe? What were the results for the United States? (value: 3)
What was the significance of the Communist coup in Czechoslovakia in 1948? (value: 2)
What were the causes and results of the Berlin Blockade? (value: 3)
Describe the NATO agreement. How is it significant in international power politics? (value: 3)
What was the Cominform? What was its significance? (value: 4)
Explain how Tito was able to remove Yugoslavia from Stalin’s grip without suffering the fate of Czechoslovakia. (value: 4)
Explain the significance of NSC 68 to American foreign policy. (value: 2)
How did the Korean War affect the foreign policy of the USSR? How did the war affect the situation in Europe in the 1950s? (value: 3)
Explain the role played by China in Cold War politics from 1949 to 1960. (value: 2)
Identify the three primary features of Khrushchev’s speech to the Twentieth Party Congress. (value: 3)
What did Khrushchev mean by peaceful co-existence? (value: 2)
Name and explain three consequences of Khrushchev’s speech to the Twentieth Party Congress. (value: 3)
How did the Soviet Union and Poland resolve the unrest that occurred in Poland in June 1956? (value: 2)
Explain how events in Hungary in October 1956 differed from those in Poland in June 1956. (value: 2)
How did the Soviet Union deal with the Hungarians in the 1956 uprising? (value: 2)
Explain what the resolution of the Hungarian Revolution revealed about the Soviet Union’s relationship to Eastern Europe. (value: 1)
Why did the United Nations fail to help Hungary in 1956? Why did the United States not help? (value: 1)
Explain why tension developed once again in Berlin from 1958 to 1961. How was it resolved? (value: 2)
What was the significance of the shooting down of Gary Powers’ U-2 spy plane? (value: 2)
Why did Khrushchev order the installation of missiles in Cuba? (value: 2)
What options did the United States consider when trying to resolve the Cuban Missile Crisis? (value: 2)
Explain how the Cuban Missile Crisis was resolved. (value: 1)
What lessons did the United States learn from the Cuban Missile Crisis? What did the Soviet Union learn? (value: 1)
What were two results of the Cuban Missile Crisis? (value: 2)

Friday, December 12, 2008

Students will read Chapter 10 "Cold war" in their text. They need to take notes and really take time to study as time is running out (no backtracking).

Thursday, December 11, 2008

Students will read Chapter 9 "The United Nations" (pages 147 - 169) in their text. They need to be done the questions handed out by the end beginning of tomorrow’s class as we will be marking them.

Wednesday, December 10, 2008

Students will write a multiple choice exam on WWII. They had the opportunity to view it yesterday. Students are then to read Chapter 9 "The United Nations" (pages 147 - 169) in their text. There will be a handout of questions that they will need to have completed by the end of class tomorrow.

Tuesday, December 9, 2008

Students wrote an in-class essay today. They were allowed to start writing at 7 a.m. Alberta Learning develops this question with the expectation that it be done in 2 hours, but they allow an extra half hour (2 ½ hours max).
Tomorrow, they will write their multiple choice exam on World War II (1936 – 1945). I am allowing them the opportunity to see the exam in a rough state today.

Monday, December 9, 2008

Students will be divided into three groups. Each group will be given the list of Topic A and Topic B essay questions. They will determine two that their group would like to do. These will all be written on the board and discussed. I will not inform them of the one(s) I will choose. They will write their essay tomorrow. They will be allowed to start writing at 7 a.m. in order to have more than the allowed time (more than 2.5 hours).
The choices the students came up with are as follows (keep in mind only ONE will be given to you)
- Should a nation take action against another nation that violates human rights?
- Are nations justified in pursuing nation interests beyond their territorial boundaries?
- To what extent should governmnets protect minority rights?
- Should political decisions be made democratically?
- Should nations align themselves with other nations in the interests of national security and world peace?
- Are nations ever justified in going to war?

Thursday, December 4, 2008

Today, you are to form TWO groups.
One group will examine the U.S. system of government, the issue being faced, who is involved, how that government usually deals with economic issues, what the perspectives are (in house and in society). Think of cause and effect as well.
One group will examine the Canadian system of government, the issue being faced, who is involved, how that government usually deals with minority government situations, what the perspectives are (in-house and in society). Think of cause and effect as well.
To do this EFFECTIVELY, you must look at your group and divide up tasks (one might be the recorder, one might research using this week’s papers, one might go on a news site, such as cbc.ca, one might look at other sites (be sure to record what sites you get info from… if it is opinionated especially).
When this is done, be ready to explain the issue, history, perspectives and the structure to the rest of us (using the board to present main points.

Wednesday, December 3, 2008

Students will mark the following questions:
Chapter 4: The Third Reich (pages 51 to 67)
Chapter 6: Japan’s Ascendency in Asia (pages 93-108)
I will mark the map and Chapter 5, as some did the questions and some did visuals.
If they are not in now, the assigned mark is a zero (they were due more than a week ago).

Tuesday, December 2, 2008

Today we marked the handout called “Assignment One: The War Years (1939-1945). We also discussed the current case study on the situation in our government (the possibility of a coalition government due to a vote of non-confidence). Students were encouraged to investigate this issue further as current case studies are important in essay formation. I also handed out a sheet listing conferences of WWII and handed that out. If you were not here, it is in your portfolio.

Monday, December 1, 2008

Today, you were each given your last exam back, but not the Scantrons. You were then broken into three groups (6 each) and had to decide which 25 questions (out of 75), should not be recorded as part of your mark. Once you did this (about 45 minutes) you then had to get together with the other two groups and come up with a consensus. Once done, you then handed this list into me. I then gave back the scantrons and you each omitted the questions by crossing them out. The mark will be based on this final tally. The advantage of this activity is it gives you some say over how you are assessed and also has you defend your choices within a group structure.

Friday, November 28, 2008

Today, we will finish watching the film "Nanking". There will also be a quiz on Chapter 7 and 8 (second one). If you corrected the first one from yesterday (putting page numbers where you found info to the wrong answers and correcting them or coming up with an argument to show what the right answer is wrong) get it in today... also, the assignment I gave you this week is due Monday now (not today). Breath a sigh of relief.

Friday

Thursday, November 27, 2008

Today, students wrote a partial quiz on Chapters 7 and 8 in their text (WWII and The Pacific War). I will then show them the movie Nanking The true story of how a few brave souls saved the lives of thousands. (2007: 90 minutes). It is about the invasion of Nanking, China's capital city, by the Japanese in 1937.

Wednesday, November 26, 2008

Today, students will answer the question sheet using pages 104 – 138 (the War Years) and pages 134-145 (the War in the Pacific). They will then do a web search to find out what is happening in Bangkok, Thailand. They will have a quiz tomorrow.

Tuesday, November 25, 2008

Students were to read Chapter 7 (WWII) last night in preparation for today. We watched the film “World War II” volume 2 “Divide and Conquer” (57 minutes).
From there, we discussed how to peruse a text chapter in a pinch and how to take movie notes. There was no additional homework, but both Chapter 7 and eight must be read by Thursday.

Monday, November 24, 2008

Students wrote their multiple choice exam in international confrontation and cooperation (chapters 1 to 6).
They are then to read chapter 7 (WWII) for tomorrow. If you were not here, you will need to write an alternative exam this week as others want access to it.

Thursday, November 20, 2008

The students will keep working on the assignment I gave them on Tuesday (refer back to that date in thsi blogger for more info). It is due on Monday. There is also a unit exam on Monday (Interwar Years, multiple choice).
I will also hand out a guide today about what they need to know for that exam.

Wednesday, November 19, 2008

The class will continue working on the assignment given on Tuesday (refer back to that date on the blog). Keep in mind that the assignment is due on Monday and that you have a unit exam on that date (interwar years, multiple choice).

Tuesday, November 18, 2008

Students were given their schedule for the next week (Tuesday, Wednesday, Thursday, and Monday). It is as follows:

Read Chapter 4: The Third Reich (pages 51 – 67) and answer questions (2,3,4,5,6,7,9,10,11,12,13 and the critical response
question 4)
Read Chapter 5: The Soviet Union and the U.S. (pages 68-92)
and answer either all the questions or do a visual (mind map, organizer with map, etc… your style). Be sure to read the
questions if you do a map as they will help ensure you have all
the information necessary.
Read Chapter 6: Japan’s Ascendency in Asia (pages 93 – 108)
answer all the questions on page 107.

All of this work is due on Monday, November 25. That is also the day of your unit exam (multiple choice).

Monday, November 17, 2008

Today, you will watch the video (VHS) “Aftermath: Remnants of War”. This film examines the effect that war has had on a number of countries in the last century. While watching, I want you to write down the country affected, how it was affected and any additional information you come across while watching that you deem relevant.
WHEN THE FILM IS FINISHED! Fill in the movie critique sheet. You are to fill in both sides, attach your movie notes, and hand in.

Friday, November 14, 2008

Today we watched the Biography video “Mussolini: Italy’s Nightmare” (VC 945.091 MUS). We also discussed boom and bust and how it relates to oil prices as well as how the picture could change for this generation if there is a recession that affects employability (looking at perspectives). I reminded students that they must have Chapter three read as there will probably be a quiz on Monday (up to page 49 in text).

Thursday, November 13, 2008

The students will write a multiple choice exam on WWI. They are then to actively read Chapter 3: The reconstruction of Europe (pages 29 - 47) for tomorrow.

Wednesday, November 12, 2008

Today we will finish the presentations on "how to Learn", which were directed towards the concept of WWI. After this, we will discuss the exam that you will be doing tomorrow on WWI. Remember to study the questions that I handed out on Friday.

Friday, November 7, 2008

Students showed their presentations on how to learn, using WWI as their “Subject”. We were supposed to have an exam on Wednesday, but it is postponed to Thursday in order to see all of the presentations. Students were given a number of questions to help them study over the long weekend.

Thursday, November 6, 2008

The students will work on their presentation which they will show tomorrow. They will have a test on WWI on Wednesday. The marking rubrics for this presentation were decided by the students and include the following:
Must be entertaining
Must serve a purpose
Must contain factual/necessary information
Presenters must know what they are talking about!
Presenters must demonstrate participation
Groups also must submit an outline of how each person participated in the preliminary steps leading up to the presentation

Wednesday, November 5, 2008

The students will use this class to finish work on their learning device presentation. We will also create a marking rubric for it. They will show these on Friday.

Tuesday, November 4

Today, we discussed how we learn best. The types we came up with were:
Flashcards
group discussion
researching and presenting a concept
fill in the blank notes
forming a practice test
creating visuals (mind maps, concept maps, timelines, webs)
using acronyms or mnemonics/ connector words
creating analogies (stories)
reading it out loud
timelines
Powerpoints
games
The students are then to read pages 9 to 27 and then, in pairs, create a learning device that they will present on Thursday (and show us how it works).

Monday, November 3, 2008

Yesterday, you guys did up a chart showing the lead up to WWI details and then a chart showing how they could be altered to fit the “Bedtime Story”.
Today, you will read pages 15 to 28 in your text which takes you to the end of WWI. watch “Overview of World War I” which covers the period preceding, including and following WWI. You will create a further chart or visual on the details necessary to understand the times.
You will then be asked to evaluate the film, “Overview of WWI” which covers the period preceding, including, and following WWI (37777000077370 – 940.4 OVE). In order to do this, you will need to read the rest of chapter 2 (WWI) 15 to 28.

Thursday, October 30, 2008

Today, you will have notes (Confrontation: Chapter One) on the overhead and we will discuss key concepts and points. You are then to read chapter two, pages 9 to 12 (Lead up to WWI). Your task is to create an addendum to the story I gave you on Tuesday (the one I read… your visual) of details on the brothers that I haven’t added. We will build on the story as a group so, after reading it, you can create this in groups of four.

Wednesday, October 29

Today, we read "A Bedtime Story" and created a visual for it. We then saw it was an allegory for Europe prior to and leading up to WWI. You are in a new unit today and this was your intro. You also had to identify the Triple Alliance and Triple Entente. Have your textbooks for tomorrow.

Tuesday, October 28

Today, you will watch the documentary "Alive Day." which shows the experiences of ten U.S. soldiers injured in Iraq. You will then answer the question "What are the personal costs engagement; given these, is war justified and in what situations?" This is due for tomorrow.

Friday, October 24

Today, you wrote your economics multiple choice exam. The average was 66 %. Well done

Wednesday, October 22

This will be a study day. You have your in-class essay unit exam on Economics (which could also touch on politics) tomorrow. Keep in mind that you have a multiple choice exam on Friday.

Tuesday, October 21

Today you are to hand in your visual on "The Chinese Economy". You will then have a quiz on the same. You will then work on the last visual of this unit "Fascism and Nazism as Economic Systems' (pages 451 - 463).
Keep in mind that you will have an in-class essay on Wednesday, October 23, and an in-class exam on Thursday, October 24. The in-class essay will have a lead in that will get you past the perspectives and up to the thesis.. The exam will be a topic A final, so will include questions of both an economic and political nature (ie: spectrums, quadrants, continuums, etc).

Monday, October 20

You are to hand in the two visuals assigned Friday (Centrally Planned Systems, p. 314-335; Gorbachev's Reforms, p. 347-352).
You will then do a quiz on Centrally Planned Systems.
You will then read pages 356 - 368 (the Chinese Economy) and do another visual. This is due for tomorrow. Keep in mind the possibility of a quiz.

Friday, October 17

Today you will have a quiz on yesterday's visual (394 - 405). You will then work on creating a visual for BOTH Chapter 8: Centrally Planned Systems (pages 314 - 335) and Case Study 12: Gorbachev's Reforms (pages 347 - 352). Both of these are due on Monday.

Thursday, October 16

Today, you will hand in the visual from yesterday and to a quiz on it. You will then spend the class working on a visual for Case study 14: The Changing Face of Swedish Socialism (pages 394-405). This is due tomorrow.

Wednesday, October 15

Today, you will hand in your visual from yesterday and work on a visual for Case Study 15: Canada's Mixed Economy (pages 409-427). This is due for tomorrow.

Tuesday, October 14

For today, you were to have completed "Theme III: The Economy - The Theoretical Background to Capitalism" (booklet) which covered pages 263-277 and 278 - 295. Hand these in.
Today, you will have a quiz on pages 278 to 295.
You will then be given the rest of the class to work on a visual for Chapter 9: Origins of Welfare Capitalism, Keynesian Economics and the Business Cycle (pages 378 - 388). This is due for tomorrow. Keep in mind that ANY of these might have a reading quiz.

Tuesday, October 14

VOTING DAY!!!!!!!!!

Thursday, October 9

Today you will write an MC reading quiz on chapter 6. You will then begin to examine chapter 7. I will be handing out questions to accompany this. I will also be handing out an overview of economic systems.

Wednesday, October 8

Today, we discussed ways to study. You were to have read Chapter 6 for today (263 - 277). I then gave you the task of creating an organizer for the information. I did hand out an organizer for you to use. It will be in your portfolio. Tomorrow, you will have a test on this chapter.

Tuesday, October 7

Today you are writing your in-class essay. If you need more time, you will get it. In addition, you are to read Chapter 6 in Ideologies (pages 263-277) "An Introduction to Economic Systems" for tomorrow.

Monday, October 6

You have been blessed with a reprieve. As the result of a morning assembly, your in-class essay has been bumped to tomorrow. Use this time to plan out your essay more effectively. Keep in mind that I have provided you with a format. Follow it and you will meet the goals and objectives.

Thursday, October 2

Today we will work on the in-class essay you will be writing on Monday. I will help you understand how to approach one of these in a more concise manner. As you will have the question, it will be your task to collect your case studies and determine your thesis prior to writing. The legwork you do prior to Monday will make things go smoothly.

Wednesday October 1

Today, we are going to review concerns about your dictatorships multiple choice exam. I will then be handing out your next essay assignment, which you will write in class on Monday, October 6.

Tuesday, September 30

You are writing your dictatorships unit multiple choice exam today. For the next two days, we will be working on essay writing followed by an in-class essay assignment. Keep in mind though, that you need to read pages 263-275 in your text to prepare for the next unit on economics (For Tuesday, October 7).

Monday, September 29

You will finish watching “The Rise and Fall of the Soviet Union” which has about ten minutes of viewing time left. The rest of the class is to be used to study and prep for tomorrow’s multiple choice exam on dictatorships. You also need to keep abreast of the elections happening and would do well to take some time to look at the issues/platforms and candidates.

Friday, September 26

Today, you will have a number of handouts in your portfolio. Be sure to pull them out. You will have one on how to successfully answer Multiple Choice exams, one on what will be in the exams and, attached to this one, a number of reading quizzes that you can do for practice (but not for marks so you can discuss it with others).
Today, you will finish watching "The Rise and Fall of the Soviet Union".

Thursday, September 25

We will finish up our notes on Fascism with Mussolini. You are to be sure to focus on getting all of your readings completed (reading actively) with a special focus on Nazi Germany fascism (we touched on this already but not at the needed depth of the text). We will also begin watching "The Rise and Fall of the Soviet Union".

Wednesday, September 24

Make sure you check your portfolio when you come in as there is a page with a few notes on Leninism that I want you to read and attach to your Marxist notes (It just briefly states how Lenin altered Marx's views to suit his own purpose).
Today we will look at the steps necessary to maintain a dictatorship (note skeleton provided) and the political system of the USSR (including Glastnost) (note skeleton provided). If there is time, we will move on to the characteristics of fascism.
Keep up with your readings, even if they don't fit the lectures. The bottom line is that the lectures should round out the readings, not preclude them.

Tuesday, September 23

Today, we will finish off the notes from Friday on Marxism (and dictatorship introduction). I have not finished marking your essays, but have created a new marking rubrics which should make the process of understanding what you are doing (and how I am marking) much easier. In addition, I have put a "Dictatorship" point form overview booklet in your portfolios to help you with this unit. Keep in mind that what you learn here will be reinforced when we move on to more specific examples in the second half of this course.
If we have time, we will move on to discussing "The Political System of the Former USSR"

Friday, September 19

Today we are starting our unit on Dictatorships. I handed out a reading outline for you as well as key questions for this unit. It is up to you to prepare for class by doing the readings and questions stated on that outline.
We discussed Autocracy in depth today and examined ways that dictatorships begin, as well as some of the views that support the "Great Man" theory. If you didn't read the reading for this class, you will have a busy weekend.

Read pages 156-168 (you were to have done this for today) and the handout on Dictatorships that was in your folder.
Answer questions 1,2 and 14 on page 169
Do definitions on pages 169-170
Do questions 1a, b, and c, 4, 5a, 7a and b, 8 a, b, c, and d, and 10a and b. Also, do the first part of question one on page 171 (just make a list, number it and determine the three strongest for and against authoritarianism)

You are also to read the handout on the Government of the former USSR (also in your folder)

Thursday, September 18

Today, you are writing your first MC exam (Democracy... 75 questions). Everyone has attended so that's awesome for getting the results back quickly.

Wednesday, September 17

Today, we worked on the format of the first essay that students will be handing in. The original due date was Thursday, but I am bumping it to Friday to allow more time to study for the democracy unit exam (mc) tomorrow. I also hande dout a study guide for the democracy unit (please ignore any reference to dictatorships).
When it comes to this first essay, the goal is to ensure that you understand how to put one together and how to tie values with concepts, philosophers and your support. It is NOT an essay that you will master, but a work in progress to simply be the first step on the path to mastery. Not "getting" it and trying will lead to success... so don't panic!

Tuesday, Sept. 16

Today, we went over what is expected in a Social Studies essay. There are handouts for this. If you were not here, they are in your portfolio.

Friday, September 12

Today, we will complete the notes on the media, pressure groups..... we will then discuss the government of Sweden.
This weekend, you are to read pages 103 to 116; however, is suggest you read ahead as you will feel overwhelmed next week.
You will have a reading quiz on 103-116 (role of political parties) on Monday.

Questions due Monday:

Define Socialism
Define Democracy
In a visual of your choice show the similarities and differences between the Canadian Political System and the Swedish political system.

Thursday, September 11

You are to hand in your Editorial cartoon assignment.
We will finish the notes from yesterday, starting with backbenchers.
We will carry on discussing the media, pressure groups, opinion polls and lobbyists
You are to read pages 73 to 85 for tomorrow (democracy in Sweden)

Tuesday, September 10

Today, we will discuss the role of political parties in a democracy.
You also need to hand in the questions from yesterday.
You are also doing a quiz (see blogger from yesterday)
For tomorrow, you are to read pages 119-135 in Ideologies

Tuesday, Sept 9

Your homework is due.
In your portfolios is an outline to the end of the unit to simplify your life.
Today we are going to look at the U.S. system of government. You need to read pages 103 to 118 in your text for tomorrow and also there will be a quiz on pages 54 - 72 now that we have reviewed it in-depth.
In addition, you are to do the questions I will give out in class.

Monday, September 8

I am giving you tonight to do the questions I handed out in class on Friday. Make sure you do them!!! (listed below). Today, we examined the government of Canada and its setup (Federal and Provincial). You also had a quick recall activity on the spectrum and quadrant.
In addition, tonight, you are to go to Parties and Leaders at www.nodice.ca/elections/canada/

Make an outline of the five major parties , their political slant, and their leaders,

as well as who is running here (if you can find it).
then place them on the political spectrum…..

Friday, September 5

You will be given your first essay topic: (Due Thursday September 18):
“How should democratic governments make decisions”
► Discuss and write notes on the following Political philosophers

Thomas Hobbes
John Locke
Jean Jacques Rousseau

discuss the relationship between government and power
► Discuss and write notes on the spectrums (see pp. 18 - 20 Ideologies).
Handout out sheet on Ideologies
Do handout #2
(Score one point for each agree on questions 1, 3, 4, 8 and 9, and one point for every “disagree” on questions 2, 5, 6, 7, and 10. Low scores reflect little support for conservatism; high scores indicate strong conservative leanings.)
► Discuss and write notes on the Characteristics of Democracy
In order to prepare for the next class, read the following:
pp. 54 – 72 Ideologies and 31 to 53
Do questions on Ideologies sheet for Tuesday.
Print out the following lecture notes before class:

Thursday, September 4

Today students were expected to have read pages 1 to 13 in Ideologies. We then went over the terms they were to know:


facts values beliefs critical thinking
tolerance ideologies societies political systems
scarcity systems resources economic systems

and categorized them according to whether they were dominantly economic, political, or both.

At this point, they were instructed to take their answers to questions about their country and decide if the answers were dominantly economic or political and highlight them in different colours.

Students were then introduced to the idea of grouping, based on freedom or control.

I used the word “black” and had them brainstorm word associations (all ended up being negative).

I then had them brainstorm word associations for right and left (right came out positive, left came out negative).

I then put up the words “freedom” and “control” and had them decide if these were positive or negative (so that we ended up with freedom being “right” and control being “left”)

I then had them draw an economic spectrum and a political spectrum

Using their answers about their countries, they now had to go through them and decide if they were geared at freedom or control.

While they were doing this, I put up the following words on the board:
Democracy
Capitalism
Public
Private
Socialism
Dictatorship

They had to determine the meanings (which we did on the board as a class) and then label them correctly on their spectrum

For tomorrow, they are to have read pages 13 to 30 in Ideologies

Wednesday, September 3

Today I introduced the class, handing out course outlines. Students were paired up to work on a "create your own country" assignment (below). They were also given a readings list for this unit on Politics (also below) and told to read pages 1 to 12 in their "Ideologies" textbook.
___________________________________________________________________________

ASSIGNMENT ONE: BUILDING A COUNTRY FROM SCRATCH
Your Country: __________________________________________
Your Names: __________________________________________

Population: __________________________________________
Average Age: __________________________________________
Types of Resources: __________________________________________
__________________________________________
__________________________________________

Problems already identified that must be addressed:
High unemployment
Weakened infrastructure (the large-scale public systems, services, and facilities of a country or region that are necessary for economic activity, including power and water supplies, public transportation, telecommunications, roads, and schools).
Anarchy (a situation in which there is a total lack of organization or control) leading to violence
Isolationist mentality which has resulted in minimal trade with the rest of the world
High illiteracy rates
High infant mortality rates
` Malnutrition

Questions you need to answer about your country:

· Give an overview on the laws of your land (at least 15 “laws”) and reasons for them (hint: look at the list above and figure out what you need to worry about…)
· How are they enforced?
· Who decides on the penalties for breaking them?
· Who pays for education
· Who decides what is to be/not be taught?
· Who owns the resources?
· How are goods distributed?
· How are the poor, elderly or inform cared for?
· How does the government pay for itself?
· What about international relationships (will you have trade? Who decides, how is it conducted and for what purpose)?
_________________________________________________________________________________________

Social Studies 30
Topic A – Political and Economic Systems, Theme I: Democracy
Student Outline


INTRODUCTION
Whether an individual is politically active and involved, or cares little for things political, he or she is affected in many ways by the decisions of politicians and governments. Throughout history and in the present day, there have been and there are many types of political systems. In general, political systems can be grouped or are grouped as either democratic or authoritarian. In this section of Topic A, you will be introduced to the topic of political and economic systems, and will begin your study by examining democratic systems of government.

As I already stated, this course requires a lot of independent, but essential, reading. In addition to this, there are also other readings which can be enriching. While I will touch on these, it will be up to you to determine whether or not you wish to read them.

All reading are taken from Ideologies.

Essential Readings (check them off once you have read them)

Chapter 1 (pp. 1 to 12) ________________
Chapter 2 (pp. 13 to 30) ________________
Chapter 3 (pp. 31 to 53) ________________
Case Study 1 (pp. 54 to 72) ________________
Case Study 4 (pp. 103 to 118) ________________
Case Study 5 (pp. 119 to 135) ________________

Enrichment Readings (check them off once you have read them)

Case Study 2 (pp. 73 to 85) ________________
Case Study 3 (pp. 86 to 102) ________________
Case Study 6 (pp 136 to 155) ________________