1. Social Studies 30

2. Chapter 1 (page 48-60)

3. Review  Ideology: a set of principles or ideas that explains your world and your place within it.  Ideologies are concerned with the essential questions of life, such as What are humans like, and why do they act as they do? How should society be organized? How has the world worked in the past? How should it work in the future?

5. Human Nature  Beliefs about human nature (about whether people are essentially good or bad) are fundamental to any ideology What the Boxes Say -- The $500,000 Man says: I Want $1,000,000 The $5,000 man wants $2,000 increase The $3 a day man wants $3.25 or $3.30 The $1 a day man wants an increase of 5 or 10 cents Human Nature, As Described By Samuel Gompers, The Saturday Globe, Utica, N.Y,

6. Structure of Society  Social structures bind us together as a society help the society to function in an orderly fashion.  Social structures reflect the beliefs and values of that society Example: Economics (social welfare in Canada vs. USA)

7. Interpretations of History  Events of the past tend to influence the beliefs and values we hold  Also, countries have ideological interpretations of their histories that affect the identities of their citizens  CPR construction in Canada CPR construction in Canada

8. Visions of the future  Conceptions of what the world should be like in the future helps to guide the actions of people who embrace ideology

10. Themes…  Typical themes of concern to ideology include nation, class, race, environment and relationship to the land, gender, and religion Often it seems that one or two themes predominate in an ideology (ex: Marxists heavily emphasize theme of class, Capitalists emphasize freedom) Progressivism: an umbrella term for various ideologies that advocate moderate political and social reform through government action

11. ThemeDescriptionExample NationA community of people usually occupying a defined territory, often politically independent Kurds: one aspect of ideology is to seek self determination ClassA division of society, such as middle class, usually defined by income, wealth, privilege, or role in society Collectivist values (eliminate class barriers) vs. individualist values (class reflects talent and initiative) RaceA grouping of human beings distinguished according to biological traits such as skin color Eradicate racial discrimination vs. assertion of superiority

12. ThemeDescriptionExample Environment and relationship to the land The natural surroundings in which a person lives, and his or her connection to those surroundings Green ideology of ecological wisdom GenderThe male or female considered as a sociological category Feminism concerned with attaining equal legal and political rights for women ReligionThe worship of one or more deities and acceptance of a particular set of values associated with that worship Liberalism promotes freedom of religion whereas other ideologies seek to create a society based on the values of a particular religion.

13. Voices  Read and critically analyze the speeches from Tommy Douglas, Milton Friedman, and Ovide Mercredi (pages 52-56). DouglasFreidmanMercredi Key themes Beliefs about human nature Beliefs about structure of society Visions of the future

14. Assignment  Music and ideology Music is a powerful outlet for creativity and ideas. Either independently or with a partner your assignment is to find a song that is embedded with beliefs and values that are reflective of an ideology We will listen to these songs briefly at the start of each class over the next couple weeks

15. Music and ideology  Step one: select your piece of music and save on CD or memory key (to bring to class)  Step two: locate lyrics of your song and put onto PowerPoint presentation  Step three: in your presentation provide some information on your artist (where from? time era? etc…)  Step four: on the last slide of PowerPoint answer the following questions…  Step five: sign up for a day to present

16. Questions  What beliefs and values about human nature are present in the song?  What beliefs and values about societal structure are present in the song?  What are the key ideological themes focused on? (Explain your reasoning)  Do you think music is powerful tool for spreading an ideology? (Why/why not?/consider a comparison to other types of media)

17.  Medieval Times – (later Middle Ages) people identified with their group (clergy, peasant, craftsman) rather than their individual identity; authority came from God = little room for individualism in political matters  Renaissance – greater interest in the individual (revival of Greek and Roman attitudes); humanistic art (taking credit for works)  Protestant Reformation – individual challenges to the Catholic Church (religion became more personal)

19. Protestant Reformation 1517

20. Renaissance's effect  People began to question their lives and authority

21. What had become the biggest authority figure of the Middle Ages ?

22. Martin Luther- 1517  German monk  Questioned Churches practices Sale of indulgences by Johann Tetzel  building a church ○ “ selling forgiveness for sins” Automatic trip to heaven in after-life

23. 95 Theses  Luther was so upset at church he decided to write down the 95 Theses (95 things church is doing wrong) and nails them to the church in Wittenberg (Germany)

24. How did this become such a big deal?  effect of the printing press –spread ideas faster  Opened people’s eyes to church malpractices

25. Martin Luther  “Faith Alone” will save you  All should read the Bible in their own vernacular (language)  Priests do not have special powers  Simplify the sacraments to baptism and communion  Religious Education for all.

26. How will people react?  How will the church react?

27. Church’s Reaction  Want Martin Luther to recant (take back) what he said @ Diet of Worms Diet – group/assembly Worms is a place in Germany

29. Luther says NO!!!!!!!!!! Hier stehe ich. Ich kann nicht anders. Gott helfe mir. Amen." ("Here I stand. I can do nothing else. God help me. Amen.") He is excommunicated from church and forced into hiding for the rest of his life

30. What is the results of Luther’s actions? Opened people’s eyes to corruption of the church -soon others began to create new churches away from the Roman Catholic Church based on own beliefs– ex John Calvin-- Calvinism -Ex. Protestant, Lutheran, Baptists, Puritans, Methodists, Calvinists, and so on.

32. John Calvin - Calvinism  French lawyer - moved to religious community in Geneva, Switzerland  “Faith Alone” saves you  The Bible holds the truth  Religious Education  PREDESTINATION - God has already decided who is saved/condemned.

33. Calvinism  Spreads to France, Germany, Netherlands, Scandinavia, Scotland  Dutch Reformed,  Scottish Presbyterians, American Baptists, Puritans, from this branch.

34. Henry VIII of England  Wished to divorce Catherine of Aragon and marry Anne Boleyn  Pope refused to grant it  Henry declares himself head of the Church of England in the “Act of Supremacy” 1534  In America we call this the Anglican Church

35. Act of Supremacy- 1534  The King is head of the church in England, not the Pope!!

36. Or, The Catholic Church Strikes Back!!

37. 1545 Council of Trent  Met over 17 years  Determined what was heresy (against church teachings)  Reaffirmed what was Church teachings  Launched the Inquisition, and the Jesuits

38. Remember: The Spanish Inquisition

39. IN SHORT, THE REFORMATION ENDED CHURCH UNITY IN WESTERN EUROPE

41. Historical understanding

42. Individualism rule of law private property competition individual rights and freedoms economic freedom self-interest Government control is seen as interfering and counter-productive

43.  Rule of law – everyone is subject to the law, including the government – each individual is the same  Individual Rights – key to liberalism is for each individual to have the right to vote, freedom of conscience, association… Balance of individual rights – freedom of speech  Private Property – real estate, physical property and intellectual property: respecting the individual  Self-interest/economic freedom: laissez-faire and invisible hand Text pages 71 - 79

44. Collectivism economic equality co- operation public property collective interest collective responsibility adherence to collective norms Government is seen as a positive force that can help by controlling society

45.  Economic equality – may not mean same amount of money, but access to goods and services Progressive taxation  Public property (owned by the state) – in the interest of the collective society  Collective interest – unions  Collective responsibility – holding the whole group responsible for the actions of individuals within the group (connections)  Collective norms – often voluntary, but the ideological pressure encourages people to follow Text pages 80 - 86

46.  Read pages 88 – 91, 94 – 97 and make your own notes of how to identify if someone’s actions are individualist or collectivist. E.g  Then compare your notes with a classmates to see if you agree on your criteria.  Debates: Pg 76 – intellectual property rights discussion Pg 92 – child care debate Pg 98 – smoking laws Actions of an individualistActions of a collectivist

47.  Survey – textbook page 30 (30-1) and page 7 (30-2)  The Political Compass The Political Compass

48. What do you think?

49. CONFLICT OF IDEOLOGIES? Tiananmen Square, 1989