Contemporary World Syllabus 3u4g21

Secondary 5 Contemporary World COURSE SYLLABUS 2010-2011 Teacher: Miss T. Ausman Room: Lab C ; Extra help hours: by appointment on Days 1, 5 and 7 Course Days: 1,4,9 Homework Homepage: http://missausmanshomework.blogspot.com Course Page: http://secondary5contemporaryworld.blogspot.com (there is a link to here from the homework homepage) As the title of this course implies, we will be looking at the modern world -- its economics and politics, issues about social justice, the role of multinational corporations in global governance, and the way world issues are represented by media and public figures. The Quebec Education Program outlines two main competencies for this course: 1. Interprets a contemporary world problem. 2. Takes a position on a contemporary world issue. It is necessary for students to keep informed of current events. The course website page (URL is above) lists headlines and links for six international newspapers. In particular the following areas are crucial to this course: • news about political activities in various countries i.e. elections, coups, independence movements, labour movements, political protest • International conflicts • Role of International organizations like the United Nations, The World Bank, The International Monetary Fund, World Trade Organization, G8, G20 • Editorials about government policies

COURSE OUTLINE: Course Blog: Throughout the year, we will be learning about many contemporary issues. We will be representing our ideas, and responding to editorials, articles and videos on our course blog. You will be expected to participate in discussions and post original, thoughtful ideas with increased depth as the course progresses. After all, you will be gaining new vocabulary, historical knowledge, and a broader worldview. Specific instructions on how to blog and my expectations for your participation will be distributed in class. Other Work: Assignments may take the form of articles, short opinion papers, debates, and term papers (we will work on the correct structure for a high school term paper in Contemporary World together).

Course Plan: Term 1 and part of Term 2: We will be looking at Political and Economic Systems. The content for this topic includes the study of democratic capitalism, democratic socialism, communism and fascism. Through critical analysis of various systems students will be encouraged to begin to develop their own political and economic philosophies. I caution you to keep an open mind! We will look at the following topics: Political Systems: - Types of political systems (political spectra) and the fact that political systems are organized for the exercise of power by individuals and/or groups based on ideology - role of the individual in different systems - the ongoing evolution of political systems Economic Systems: - the basis of economic decision making (to meet the needs and wants of individuals because resources are limited) - economic systems are organized differently to deal with basic economic questions that arise from the problem of scarcity (supply side and demand side economics) - each economic system provides benefits to individuals to varying degrees - economic systems adapt to new ideas, changing circumstances and the modernization of the marketplace to different degrees Term 1 LES: Wealth: Distribution of Wealth and Emerging Economies -- Balancing social justice with economic development (From LEARN Quebec) This LES looks at poverty and economic disparity around the world, examines causes, reflects on our own role as consumers. Students look at products we use in everyday life, media representations of those products, and consider real responses from youth in the emerging economies where those products are produced. Texts, Concepts and Resources - Texts, clips, activities about social justice initiatives about wealth and industry (the production of primary industry for export in third world countries, Ryan’s Well, etc) - The role of media in our understanding of wealth, consumerism, necessity, right and left wing news and what this means for the representation of information - Mark Achbar, Jennifer Abbott & Joel Bakan, The Corporation, (documentary film) - Michael Moore, Roger & Me (independent film) - The idea of e-governments / e-governance - Responsible (sustainable) industry, green concerns, and marketing

Part of Term 2, and All of 3 and 4: We will look at twentieth and twenty-first century global interactions through the following three topics and their general themes. We will focus on major historical events of the twentieth century with a specific focus on international relations. This topic is not meant to be a ive assimilation of historical facts. You will be challenged to analyse past events, to evaluate the actions of various people and governments, to suggest how things might have been done differently, and to identify to what extent current events are shaped by the past.

Topic 1: Interactions among nations (1919 to 1945) - Interactions among nations involve a range of motives, methods and consequences - Major interactions among nations often result in changes within countries - Global interaction results in new directions in international relationships - Economic Crisis might result in changes that challenge international security Topic 2: The Rise of the Superpowers and the Emergence of the United Nations (1945 to 1975) - Since WWII, nations and international organizations have used different means to provide for national interests and international stability - The Cold War between the USA and Soviet Union dominated international relations - New nation-states have affected the role of the superpowers and international relations Topic 3: Interactions in the Contemporary World (1975 to the Present Day) - The role of traditional superpowers changed in response to a variety of causes - Interdependence among nations is increasing - Warfare has taken on new dimensions with non-traditional motives and causes - Individuals and organizations play a role in addressing international concerns - Role of World Trade Organization, regional cooperation, European Parliament, etc Term 2 LES: Tensions and Conflicts: The Role of the United Nations Organization (UN) in Conflict Management - The Cases of Somalia and the Balkans, Based on the virtual exhibition “ Where to draw the line? Editorial Cartoons in Québec, 1950-2000”. (Adapted from McCord Museum LES). Additional resources will include readings on the “Rights of the child,” “Somalia, Rwanda, and Burundi” from Global Issues: A Primer for Model United Nations (Shreesh Juyal, Ed.) Term 3 LES: Power: The sovereignty of states and economic or political associations --The case of Turkey and the European Union (From LEARN Quebec) This LES examines economic and political associations. Focus on European Union, history and issues in general, then interpretation specifically around the entry application of Turkey to the EU. Texts, Concepts and Resources: - “Israel: The Last Colony” and “Refugees” from Global Issues: A Primer for Model United Nations (Shreesh Juyal, Ed.) - Krasner, Stephen D. 2001. “Sovereignty.” Foreign Policy (Jan-Feb): 20-22, 24, 26, 28.. - Castells, Manuel. 1997. Excerpt from Chapter 2, “The Other Face of the Earth: Social Movements against the New Global Order,” of The Power of Identity. Vol.2 of The Information Age: Economy, Society and Culture, 68-83. Malden, MA: Blackwell. - Chroust, Peter, 2000. “Neo-Nazis and Taliban On-Line: Anti-Modern Political Movements and the Modern Media.” In The Internet, Democracy, and Democratization, edited by Peter Ferdinand, 102-118. London: Frank Cass.

Class Procedures: I have very few explicit rules in my class, except to say that we all must respect one another. My foremost request is that you do not talk while I am speaking – whether it is during attendance or when I am at the front of the room speaking to you. It is terribly rude and makes the class long and difficult if I have to stop and ask everyone to be quiet all the time. I will ask that you do not listen to iPods in my class; however, I do permit water. Your responsibilities include bringing paper and pencil to class, every class. You need your Contemporary World binder and any texts we are studying. As well, you must hand in all assignments on time. While I am somewhat flexible about late assignments due to illness or other excused absences, I expect you to see me the day you return from illness, whether we have Contemporary World that day or not, to get your missed work. You need to be caught up at all times because I will not accept a pile of late assignments at the end of term.

Grading: All assignments will be graded on the standard QEP rubric of 1 to 5. A rubric will be handed out for major assignments, and you may approach me at any time for clarification.

GOOD LUCK THIS YEAR! I AM SURE WE WILL HAVE AN ENJOYABLE TIME IN SECONDARY 5 CONTEMPORARY WORLD!