Social Studies 30-2 Course Package

Mr. Clay
Topic 1: Should ideology be the foundation of identity?
Identity: A person’s idea of who he or she is. A person’s national identity and personal identity is made of a mix of how other people view them as well as how they view themselves. A person’s beliefs and values help create identity.
Ideology: A set of beliefs and values that is held by a society. These are key beliefs around which a political or economic system is centered. In general, there is a strong ideological difference between those who value individualism and collectivism. For example, individualists believe in benefiting themselves before the society. Collectivists believe in economic equality and putting the goals of the society ahead of their own personal interests.
A) Factors that influence individual and collective beliefs and values
Common Good: Means putting the public interest above self-interest and group demands. Common good involves working to achieve social and economic conditions that benefit everyone. It promotes a responsibility and service to others. Common good also involves doing more to meet our responsibilities to aid the disadvantaged, protect our natural resources, and provide opportunities rather than burdens for future generations.
Culture: Is a combination of beliefs, customs, practices, and behaviours of a group of people. Family and society in which a person lives helps forms a person’s culture. A shared culture will help influence ones ideology.
Language: The common words and actions that a group of people have. Language along with culture unites people and is an important part of a person’s identity.
Media: Is the tools used to pass along information including the radio, television, newspapers, and the Internet. These forms of media have a strong influence on our beliefs and values including what people buy and affect our opinion of body image.
Relationship to land and Environment: Individuals who have lived or worked in an area for a long time feel connected to the land or environment. If a person has lived on particular land or lived off the land (Aboriginal groups) help shape a person’s values and beliefs. For example being raised on a farm will become a part of that person’s identity as farmer or rancher.
Gender: Involves the roles and expectations of males and females. Each society has different roles for men and women. These roles affect a person’s personal identity. Gender roles have changed in Canadian society as a result of the two world wars because while men were fighting overseas, women were required to leave their roles as housewives and work in the factories.
Religion: A set of collectively held beliefs and practices involving places of worship or faith. Religion focuses on God or gods that try to explain why humans exist and what is our place in the universe. When a person joins a religion it becomes a part of their identity.
Spirituality: Involves a person connecting with their soul/spirit or religious/sacred objects. A person does not have to be a part of a religion to be spiritual. Being spiritual can affect the way one sees the world.
Ideologies Change: Beliefs and values change over time. Often new ideas and opinions cause people to change the old beliefs and values. These changes can be encouraged by revolutions or protests. Some changes are a result of a shift from individualism to collectivism or collectivism to individualism.
B) Historic and modern ideas of individualism and collectivism
Individualism: A value held by supporters who believe that the goals of the individual are more important than the goals of society. Capitalists and those who believe in democracy believe in individualism. Individualism is a key value of liberalism because personal freedoms, including political freedom and human rights, are important parts of individualism. Individualism developed out of the Renaissance period (approx. 1300s – 1600s). During this period the importance of the individual overtook the importance of a class or group. During the Age of Enlightenment (1600s to late 1700s) philosophers began to write about the importance of the individual. People realized that each person is important, that reason should be the source of knowledge, and that individuals could govern themselves.
Collectivism: A value held by supporters who believe that the goals of society are more important than the goals of the individual. Collectivism believes that individuals depend on each other within society and that companionship, support, and approval of others is crucial to happiness. Collectivism found early roots in Aboriginal communities. Aboriginal groups were focused on meeting the needs of the group when it came to land management, decision-making, and the education as well as raising of children. It is the opposite of individualism. Communists and socialists believe in this value as the underlying principle of these ideologies in equality. Collectivism is the opposite of liberalism because collectivism takes away the importance of the individual.
C) Characteristics of ideologies
Interpretations of history: History is about how we got to be who we are and what society was like in the past. When a nation looks at its history, their understanding of their history becomes a part of their ideology. Another important belief when trying to understand history is that humans are progressing and improving over time however there are some people who feel the advances in technology have hurt, not helped society.
Beliefs about human nature: Involves answering the questions of “What are humans like?” and “What should society be like?” It involves looking at what is the physical, emotional, and social (how people interact with each other) makeup of human beings. Individuals like Thomas Hobbes, John Locke, and Jean-Jacques Rousseau have attempted to explain human nature and helped develop ideologies.
- Thomas Hobbes: Believed human nature involves fear, violence, and dangerous self-interest. Hobbes believed that extreme individualism involved only looking out for themselves and hurting anyone who get in their way. Believed that we need to have security more than we need to have freedom.
- Jean-Jacques Rousseau: Believed people are naturally good however become corrupted by society. He believed humans are free and equal. Rousseau saw that when an individual owns private property they become selfish and lose compassion for others. Rousseau wanted society to be focused on the will of the people was most important. He also believed that the people should make the decisions themselves instead of electing people to represent them in government.
- John Locke: Believed that people are rational, smart, and realistic. Locke believed that power came from the people and those who should have power must be appointed by the people. Governments are in place to protect life, liberty, and property and that any action the government takes must be approved by the majority of the people.
Beliefs about society: Ideologies involve creating a society of peace and goodwill or tyranny and fear. Ideologies are the base that society is built upon. All societies must decide between individualism, collectivism, or a mix of both. Even though a society might be individualist there can be laws that promote collectivism.
Beliefs about the structure of society: Structure of society is built upon beliefs and values. Therefore, society will change when beliefs and values change. There are three main parts to the structure of society including social, economic, and political structures.
- Social Structures: Unwritten rules in society about how people should act like respecting the elderly people. Social structures also involve how people interact with each other.
- Economic Structures: How decisions regarding the economy are made. A society must choose between a centrally planned/command (collectivist) economy or a free market/capitalist (individualist) economy. An example is whether to have private hospitals where patients pay for treatment or the government providing health care to its citizens.
Centrally Planned (Collectivism) Capitalism (Individualism)
Society (through government) is Individuals are responsible
responsible for the well-being of others. for their own well-being.
- Political Structures: How political decisions in a society are made. A society can have a democracy where decision-making power is divided up between many people or a dictatorship where all power is with one person. Also political structures involve how a citizen should behave. In a democracy a citizen can disagree with the government however in a dictatorship the citizen must allows follow the government.
Dictatorship (Communism) Dictatorship (Fascism)
Democracy
Visions for the future: Ideologies have beliefs of what society should look like in the future. These future images all involve making life better for the people of that society. For example, Karl Marx, founder of the communist ideology, believes that in the future people will be free to do whatever and whenever they want.
D) Themes of ideologies
Nation: Involve being linked to a specific country (Canada) or a group of people with the same culture, history, language, traditions, and goals (Métis people). People care deeply about their nation and this is an important factor when a person adopts an ideology.
Class: Involves the way society is built. Class is based on the job a person has or the amount of money people have. Examples include the working class, middle class, or upper class. Class is important for ideologies because ideologies like communism try to solve the class problem by making everyone equal.
Environmentalism: Involves the link between human being and the environment. Questions like how we can use the environment, how can we develop and protect the environment are important for questions for ideologies to answer.
Religion: Involves looking at important questions about human beings, how the world is, and the way the world should be. Ideologies attempt to answer these important questions. Furthermore many countries are ruled by religious beliefs and values.
E) Individualism as a key value of ideology
Liberalism: A group of ideologies that focuses on the dignity and freedom of the individual person as the basis of society. Liberalism believes in human improvement as well as political and economic power being divided between many different individuals, not one person or group. Liberalism also respects the freedom of an individual to control their decisions and lifestyle. There are two main types of liberalism, classical and modern.
Individualism as an ideology: Individualism is the heart of classical liberalism and capitalism. Individualism focuses on the private property, self-interest, freedom, competition, and that laws affect everyone equally.
Political Roots of Liberalism: The American and French Revolutions are the roots of Liberalism. The Declaration of Independence (United States) and Declaration of the Rights of Man and of the Citizen (France) both recognized the rights of the individual. These two documents were based on the ideas of Locke, Rousseau, and Montesquieu. These documents are the basis for many legal rights and freedoms in Western democracies.
- Rule of Law: The idea that the ‘law’ has the greatest power in society and that all individuals must follow those laws. No individual is greater than the law, no matter how much power they have. If an individual breaks the law they are to be penalized for their actions. The Magna Carta is an example of rule of law.
o The Magna Carta: Passed in 1215, this document attempted to limit the powers of the ruler of England and to prevent the leader to rule without regard for the law. This document became the document with Western democracies based many laws on.
- Social Contract: An idea where each individual of society agrees to be governed so that they can gain the benefits of living in that society. Hobbes, Rousseau, and Locke all had different versions of a social contract.
- Individual rights and freedoms: Are an important value of individualism and democracy. Nations that support liberalism pass charters to ensure that all citizens have the same legal freedoms and rights. Governments decide what the individual rights are as well as the limits on these rights. In Canada, the government passed the Charter of Rights and Freedoms (1982) to protect every Canadian citizen no matter what race, sex, etc… one belongs to.
o Charter of Rights and Freedoms (1982): Created with the Canadian constitution the Charter of Rights and Freedom protect the privileges Canadians citizen have. Included is the right to choose a religion, freedom of speech, the right to vote, rights to life, liberty, and security, etc…
Economic Roots of Liberalism: The economic roots of Liberalism come from the idea of mercantilism.
o Mercantilism: Originated in the 1500s, mercantilism believed that a country should export more goods than import, accumulate gold and silver, and protect their economy by taxing and setting quotas on imports. Mercantilism also believed that a healthy economy came from the oppression of the workers. They believed that more work was done if there was less free time, extra money, or education for the workers. Out of mercantilism brought ideas of individuals, like Adam Smith, who believed in an economy where there is no government control or intervention.
- Self-interest: Based on a person acting in a certain way to look after what is important to that person. Many believe that when a person acts in their self-interest they will help others and contribute to the common good.
- Competition: The underlying principle of individualism. Competition occurs when individuals struggle and compete for the same goal. Competition is essential in capitalism and fundamental to free market economies.
- Privatization: Where government owned property or businesses are sold to private companies or individuals. These individuals or companies who buy the property or business are to run the business without government involvement. Nationalization is the opposite of privatization.
- Economic freedom: Ability for individuals to choose what to buy, what to sell, and where to work to look after their self-interest. Employers also have a right to look after their self-interest by choosing who to hire and how much to pay them.
- Private property: A characteristic of free market economies, it is when ownership of resources is in the hands of individuals. In a free market economy citizens have the right to own private property. The opposite is public or government ownership.
Social Roots of Liberalism: Social roots of liberalism developed out of the late 1800s and early 1900s when people made a case for the government to get involved in society to protect and support those living in poverty. The Great Depression in the 1930s brought more government intervention into society and changed the classical liberal ideas that government should play a lesser role in society.
F) Collectivism as a foundation of ideology
Collectivism as an ideology: Collectivism is the heart of communism and socialism. It believes in central planning of the economy and that the group is more important than the individual person. Collectivism focuses on public property, equality of all persons, and working together as a group to help everyone (cooperation).
Collective responsibility: There are two aspects to collective responsibility. First, it involves the group’s responsibility to the individual. If one person succeeds or fails, the group will receive the reward or criticism. Secondly, the individual is responsible to the group. Therefore a person must consider the affect their actions will have on the group.
Collective interest: Based on goals or ideas that focus on what is best for the entire group. All individuals focus their decisions and actions toward achieving the goal to benefit the group. Many times the individual will have to put aside their own personal interests so they can benefit the entire group.
Cooperation: A collectivist idea that states people will put forth a common effort to produce goods
Economic equality: The idea that all individuals in society make the same amount of money and have the same quality of life. In Canada there is not much equality but the government collects income taxes to support programs like employment insurance and welfare to try to provide for those individuals who need them.
Adherence to collective norms: Collective norms are a set of actions that are considered acceptable by a group. Individuals who are a member of a group must decide to follows the collective norms of that group. These norms are in place to benefit and protect the group’s values and beliefs.
Public property: Where property, in theory, is owned by an entire society and not by private individuals. In practice, property and resources are owned and controlled by the government.
The concept of public property is also present to a lesser extent in liberal democracies such as Canada. Besides Crown Corporations, parks and schools are all examples of property that the government manages in the interest of all society. These properties are maintained with public money generated through taxation.
- Nationalization: When the government takes ownership of businesses and/or property from the individual. The government then controls the business or property for society. Privatization is the opposite of nationalization.

G) Relationship between individualism and common good in present-day societies
Individualism and the common good: Societies that are democratic and capitalist often have difficulty finding a balance between the common good and the importance of the individual. The reason for this difficulty is because of the opposite values of placing the individual first (individualism) and looking after the common good of all people (collectivism). These two ideologies are the views of different political parties in a democracy therefore it can be difficult to meet the desires for the common good if a individualist government is in power. If a society takes pride in being individualist (free market/capitalist) it would be opposed to the government getting involved to make sure everyone is taken care of, this would become a mixed economy or collectivist (socialist).
H) Should personal identity be shaped by ideologies?
Personal identity and ideology: Ideologies make up a person’s identity. All people are shaped by the society they grow up in and therefore will often take values from society and make it their own. Liberal societies allow a person to think critically and voice their opinions whereas other ideologies like communism and fascism do not.

Topic 2: Is resistance to liberalism justified?
A) Aboriginal contributions to the development of liberalism
The Haudenosaunee Confederacy (1400s-1600s): Involved membership of six Aboriginal nations (Mohawks, Oneida, Onondaga, Cayuga, Seneca, and Tuscarora). Each nation of the confederacy had their own chief and council, these representatives would address the internal affairs of each nation. The leaders of these six nations worked together to promote peace and harmony. During this time the idea of individuals being given power to control aspects of society was contrary to European society where only the nobility, Church, and royalty have the right to run and obtain power.
The Great Law of Peace: Known as the constitution of the Haudenosaunee Confederacy, outlined the path to harmony and unity among the warring nations, divided power between different levels of government, and established equal participation of people. It also guaranteed rights of speech, rights to religion, and rights to the individual.
Fur Trade (Before 1867): Aboriginal fur trade promoted business between Aboriginals and the European settlers. Both groups benefited from mutual trade and this is an early example of a modern day market economy where buyers and sellers meet to exchange goods and services.
The Indian Act (1876): Originally meant to assimilate (absorb) Aboriginal people into ‘white’ English-Canadian culture. Aboriginals were to change their lifestyle and traditions to ‘fit’ into the Canadian culture. Examples include prohibiting Aboriginal ceremonies, dances, festivals, and tradition clothing. Even though the Indian Act took away individual rights and freedoms this eventually leads to an increase in awareness for Aboriginal rights and freedoms.
Aboriginal Voting Rights (1960): As a result of the Indian Act of 1876 if Aboriginals wanted to vote they had to deny their Aboriginal heritage and become Canadian however in 1960 Aboriginals were given the right to vote without having to lose their identity. This is an important step for the Aboriginal desire for equal rights and freedoms.
The Red Paper (1970): Also known as Citizens Plus, the Red Paper is the Aboriginal response to the Canadian government policy of assimilation stated in the White Paper of 1969. The National Indian Brotherhood (now the Assembly of First Nations) wrote the response wanting for a return to traditional land ownership for Treaty Indian as well as a demand for Aboriginal rights and freedoms.
Métis, First-Nation, and Inuit Self-Determination: After receiving rights and freedoms from the government, Aboriginal groups are currently working to attain the ability to make their own laws, policies, and decisions that are in the best interest of their group (self-determination).
B) Relationship between the values of liberalism and the beginning of liberal ideas
Western European Origins of Liberalism: Liberal ideas in the early 1800s began as challenges to the structure of European society. Spain and France were absolute monarchies where the king had absolute power. This power was often abused and individual’s right to travel, freedom to own property, and freedom of speech was restricted. In the mid 1700s people began to question the power of rulers and demand changes.
Adam Smith: An individual who supported the classical liberal movement. Smith rejected the idea of mercantilism because government leaders often favoured the business owners and landowners which can lead to monopolies where one or two businesses could make a profit. Monopolies prohibit competition. However, Smith supported the idea of capitalism or free-market economy. He supports individual rights and freedoms as the most important. He believed that competition is an important part of the economy and to develop a person’s interests. In his book “The Wealth of Nations” Smith identified ideas of ‘laissez-faire’ (hands off) and the ‘invisible hand’ in support of capitalism. Smith focused on supply and demand, specifically that price is set by demand. Smith also was a supporter of consumer sovereignty.
- Laissez-faire capitalism: An economic theory developed by Adam Smith that states that economies function best when the government does not become involved in the economy. This idea involves free markets, low taxes and regulations, as well as private ownership of property.
- Invisible Hand: An economic theory developed by Adam Smith in which individuals, acting their own self-interest, will benefit the common good of society. This is a characteristic of free market economies.
Using page 105 of Understanding of Ideologies, complete the following table on the comparison of Mercantilism to Capitalism
Mercantilism Capitalism

John Stuart Mill: Another individual who supported the classical liberal movement, Mill’s essay “On Liberty” outlined the benefits of allowing many individual rights and restricting the role of the government. The government’s role was to preserve rule of law, protect private property, and ensure that individual rights are secured. He believed that the government could not force an individual to follow a certain path through law but that the individual must choose for themselves (individual freedom and choice). Mill also believed in freedom of speech.
- Freedom of Speech: Mill felt that all individuals, male or female, has a right to speak for or against the policies of society. Mill thought that the government should avoid having every person think the same way because of the fear that it might lead to intolerance. It is more dangerous to silence the individual than allow them to speak freely. He also felt that by dissenting (disagreeing with the conditions of society) society will change for the better.
Classical liberalism: Focuses on individualism. Classical liberalism includes the respect for people`s rights and freedoms, private ownership, and the pursuit of life, liberty (freedom), and pursuit of happiness. Every person has an equal chance to become successful. The government holds the power in society however only when it is given by the people. If the government abused the power, people have the right to protest and revolt against the government. Classical liberalism is the basis of free market economies.
C) The impacts of liberal ideas on 19th century society
Limited government: An idea that government power must be limited to protect individual freedoms. The reasoning is that if a government has too much authority they become free to do anything without consequences. The Canadian government must follow the Charter of Rights and Freedoms and the Canadian Constitution.
Industrialization: The process of introducing industry to a specific area, moving from an agricultural society and hand-made production to machine-driven mass production in factories. It changed the way people grew food, where people lived, how people worked, and how people made and spend money. The industrialization of England during the late 18th century became known as the Industrial Revolution.
- Luddites: A group in England who protested and revolted against the changes associated with the Industrial Revolution. These individuals broke into factories, destroyed machinery, and attacked business-owner because skilled workers were losing their jobs and the new technologies threatened their livelihood.
Conditions of classical liberalism: As a result of classical liberalism many individuals were free to take risks by investing in business, building factories, purchasing machines and supplies to hiring workers. Some individuals were rewarded for their ‘risk’ with large profits whereas others worked long hours in rough conditions simply to provide for their families. This led to the division between rich and poor, known as disparity. Many felt the entrepreneurs were ‘robber barons’ because they made great profit and never gave to their workers.
- Class system: A way of viewing an individual’s place in society. The system is based on how much power and status a person has. This idea appeared during the Industrial Revolution. Most class systems have upper, middle, and lower classes. The gap between the rich and the poor grew as a result of the capitalism in the 19th Century. Capitalism also led to the workers being cruelly and inhumanely treated specifically the problems associated with pollution, creation of city slums, long working hours, and abuse of the worker. Today, the class system leads to inequality between people.
D) The growth of liberalism
Labour standards: The negative results of the Industrial Revolution created a need for groups to protect worker’s rights. Rerum Novarum is an example of a desire for labour standards and unions.
- Rerum Novarum (1891): The Roman Catholic response to the worsening condition of workers. It called for protection of the worker’s rights as well as the right of owning private property.
- Factory Acts: A series of laws passed in the late 1800s and early 1900s to make better and fairer working conditions for workers especially women and children. Examples of laws include the cleaning of the workplace, how long a child could work for in one day, and the education children must receive. The laws promoted liberalism by protecting the rights of all workers.
Labour Unions: Created to secure good wages for workers, protect against child labour, and prevent human rights violations. Unions often use strikes or work stoppages to bring about changes. Many view unions as an interference to the economy. Unions force employers to pay worker higher wages and therefore increasing the price of goods to cover the extra cost. A significant union strike occurred in 1919 when thousands of workers left their work for six weeks in Winnipeg.
Welfare state: The belief that the government looks after its citizen through programs like health care, employment insurance, old-age retirement plans, etc… The goal of a welfare state is to create equality between individual and the economy. These programs make sure everyone has an equal opportunity for economic success. Classical liberals are heavily against a welfare state because it can cause individuals to depend on the government instead of themselves.
Voting rights: The concept of every adult individual receiving the right to vote, called universal suffrage. Liberalism believes that all citizens (men, women, minorities, etc…) have the right to an equal vote in political decisions. In Canada, women were given the right to vote in 1918 and Aboriginals received the right to vote in 1960.
Feminism: The belief in the right of women to be politically, economically, and socially equal to men. This began with the woman’s desire for the right to vote in the early 1900s and has progressed to outright equality with men today.
Protection of human rights: Liberal ideas include the protection rights and freedoms for all persons. In the mid to late 1900s, modern liberal movements ensured that human rights involved all people no matter their race, gender, nationality, economic status, or sexual orientation. Some examples of laws created for human rights protection are the Canadian Charter of Rights and Freedom, the United Nations Universal Declaration of Human Rights, and the non-governmental organization named Amnesty International.
- United Nations Universal Declaration of Human Rights: Passed by the United Nations in 1948. Rights include the right to take part in government, the right to freedom of thought and worship, the right to own property, the right to work and be free to choose where to work, the right to protection against unemployment, and the right to equal pay.
Liberalism Shift: With the development of labour standards, voting rights, feminism, and human rights the idea of liberalism changed from classical to modern.
- Modern Liberalism: Allows for the government to get involved with the economy and society to help promote more freedom and justice for the common good of citizens. This style of liberalism focuses on the rights of minorities and attempts to make sure all people can have a good standard of living (social welfare programs). It also promotes more freedom to make personal choices like abortion, same-sex marriage, etc… This form of liberalism concerns for the environment, humanitarian efforts, and political correctness.
Using page 109 of Understanding of Ideologies, complete the following table on the comparison of Modern Liberalism to Classical Liberalism
Ideological Values
Collectivism Individualism
-
Modern Liberalism Classical Liberalism
- -
- -
- -
Different Understandings of Liberal: The word ‘liberal’ does not always refer to the ideology of liberalism. It can also describe how a person or group feels about political or economic change. A liberal would support change in a political or economic system. A conservative would be an individual would wish to keep the same established political or economic system.
Desire for Change
Radical Liberal Moderate Conservative Reactionary
Radical – wants a great degree of change, may support the use of violence
Liberal – wants some change, interested in improvement
Moderate – are open to changes if necessary
Conservative – wants to keep the status quo, the way it is now
Reactionary – would like a change back to the way it was, may support the use of violence
E) Ideologies created in response to liberalism
Socialism: Believes in state ownership and management of the economy (collectivism) as well as a society built on equal opportunities for all individuals (equality). There are two main types of socialism; democratic socialism, and communism/Marxism. Early socialists include Robert Owen, Charles Fourier, and Karl Marx.
- Robert Owen: Felt it was the responsibility for the business owners to operate productive workplaces as well as take care of their employees. He recognized the importance of the worker, no workers means no products. Owen believed that socialism brought a perfect balance between economic as well as physical, social, and emotional needs.
- Charles Fourier: Felt that the perfect place is created when people could prosper and develop to the greatest potential. He felt society should be arranged small communities that could take care of themselves through careful planning and regulation.
- Karl Marx: Regarded as the most important socialist. He wrote the Communist Manifesto with Freidrich Engels. Marx’s ideas lead to the idea of Marxism.
Values of Socialism and Liberalism
Collectivism Individualism

Liberalism
Socialism
Communism/Marxism: Created by Freidrich Engels and Karl Marx, Marxism involves a class struggle (rich vs. poor people) that brings about a change in society, a revolution where the workers would overthrow the rich. Marx saw that the rich have constantly exploited the poor. This class struggle causes political and economic problems. Marx believed the solution to all problems is to set up public ownership of resources as well as a classless society with no separation between the rich and poor. Marxism ultimately believes that the interests of the workers as the same as the interests of society.
Utopian Socialism: A society that is focused on cooperation as opposed to competition. Robert Owen and Charles Fourier were strong believers in utopian socialism.
Democratic Socialism: Early socialists believed in some aspects of Marxism (classless society with wealth being distributed fairly) however they felt change could occur without a violent revolution. They felt change could occur through elections and reform. Political parties began to develop in Western Europe and North America that included aspects of both liberalism and socialism. Many socialist embraced classical liberal values of democracy, freedom, individual rights but also felt that capitalism also infringed on workers’ rights. They created a system where many key industries were government owned and controlled however there was also the ability for individuals to own some private ownership of business. In democratic socialism the government would also provide social programs like employment insurance, health care, and education.
Examples of Democratic Socialism in Canada…
- The Great Depression: Brought economic hardships with high unemployment during the 1930s. Many felt the reason for the Great Depression was an economy that had no government guidance. These hardships brought a call for a more equal and fair society and many felt the best way to correct the economy and solve the hardships was for the government to get more involved with the economy.
- Co-operative Commonwealth Federation (CCF): Developed in Calgary during the Great Depression, the CCF was a political party that called for shelters for the homeless, job creation programs, pension (retirement) programs for those who could not afford to be cared for, and health care programs that were paid for by the government. In 1944, the party gained power in Saskatchewan. The CCF is now known as the New Democratic Party (NDP) in Canada.
o Tommy Douglas: Democratic socialist leader of the CCF in Saskatchewan and premier from 1944 – 1961. Douglas was responsible for creating Saskatchewan Medicare. Later he became the first federal leader of the New Democratic Party in Canada and was responsible for the creation of Canada’s first universal health care system.
- Quebec Socialism: After the Second World War, the Quebec government created many public work projects (highways, schools, hospitals) to provide employment for its citizens. These socialist ideas continued into the 1960s with the creation of a welfare state (Quiet Revolution) where there was great access to health care and education as well as governments providing more money to support families.
F) Ideological systems that rejected liberalism
The Rise of Socialism in Russia: Prior to 1917 Russia was ruled by a czar who controlled all social, political, and economic aspects of the country. People did not have basic rights like other countries, like Britain and the United States, had. Though changes to Russian society brought more rights and freedoms in 1861, Russia experienced a gap between the rich and poor. Many workers were upset over their working conditions and looked for changes. In 1898, the Russian Socialist Democratic Labour Party (RSDLP) was created to demand changes in Russian society. Members of the SDLP included Vladimir Lenin, Leon Trotsky, and Joseph Stalin. The RSDLP would be the driving force behind the Russian Revolution of 1917.
Communism in the Soviet Union: Communism rejects liberalism because Soviet society was completely controlled by Communist Party of the Soviet Union. All political and economic power was held by the leader of the communist party. All rights to freedom of speech, freedom to religion, and the ability to criticize the communist government were removed. Those who attempted to speak against the government or practiced their own religion were often sentences to hard labour or often killed.
- Reign of Vladimir Lenin: Lenin controlled Russia from 1917 to 1924. Lenin rose to power as the leader of Bolsheviks, a communist party, who called for the end of Russian participation in World War I and under the slogan “Peace! Land! Bread!” which gained the popularity of the peasants and working class. The Bolsheviks overthrew the Russian government to gained control in 1917. Lenin was a dictator who first established communist control in Russia based on his version of communism known as Leninism. Leninism believed that revolution, and often violence, could be used to create a perfect society. While in control, Lenin’s first economic policy was known as War Communism where the government has complete control over all aspects of society including mass state controlled farms and heavy industry. War Communism was unsuccessful after the peasants, specifically the Kulak farmers, revolted due to mass famine and high production quotas. In response to these failures, Lenin introduced the New Economic Policy (NEP) which allowed for some private ownership and individualism. Lenin is known as the “Father of the Soviet Union” because he oversaw the joining of many republics with Russia to create the Union of Soviet Socialist Republics (USSR). He also brought the following changes to Soviet society…
a) Land was distributed to the people,
b) Factories were given to the worker so they could made decisions about wages and working conditions,
c) Men and women were considered equal and valuable contributors to society.
o Red Terror: A time period in Lenin used force and terror to maintain political control within Russia. Lenin established a secret police force, called the Cheka, which were used to police the labour camps (Gulags), torture and execute political opponents, as well as put down rebellions or riots by workers or peasants. These display undemocratic, or illiberal, practices by Lenin and the Bolshevik government.
- Reign of Joseph Stalin: Stalin was the leader of the communist party in the former USSR from 1924 to 1953. Stalin brought forth his own version of communism called Stalinism. Lenin did not want Stalin to be the next leader on the USSR, as Lenin wanted Leon Trotsky to follow him. Stalin was a totalitarian dictator who rid all political opposition in the Communist Party and armed forces (Great Purges), including Trotsky who was eventually exiled and assassinated in Mexico. Stalinism called for the Soviet communism to involve oppression and fear instead of revolution and freedom (Leninism). Stalin rejected liberal ideas with some of the following policies…
a) Continued, and expanded, the use of Gulags (prison camps) to contain those who opposed him,
b) Creation of the NKVD (secret police force) to enforce his control over Soviet society and carry out the Great Purges,
c) Used the Young Pioneer organization to indoctrinate youth toward Communist ideas suppressing differing perspectives.
d) Scapegoated Trotskyists, Capitalists, and the Kulak farmers.
e) Focused on industrializing the USSR by a three (3) Five-Year Plans,
f) Collectivization of farms to create a large state farming system named Kolkhozes (collective-ownership) and Sovkhozes (state-ownership).
Even though Stalin was a ruthless dictator he managed to transform the USSR into a major industrial and powerful force in world affairs.
o Five Year Plans (1927, 1932, and 1937): Focused on increasing oil, coal, steel, and iron production in the USSR through quotas. Also used to increase the military strength in preparation for war.
Fascism: A political system that is characterized by one party in power and is led by a totalitarian dictator. It primarily existed between World War I and World War II. It revolves around a system of central planning where the government is in complete power. Fascism rejects democracy and individual rights and freedoms. Fascists believed that democracies are weak, unstable, and unable to solve problems in society. Fascists also believe that all society has the same focus and that their nation-state must to dominate all other nations. This is based on the concept of Social Darwinism. This ideology does allow for private ownership economically however business owners, although they are allowed to make a profit for themselves, must produce goods for the good of the state. Currently, fascism is associated with racism and hatred of non-white ethnic groups.
- Social Darwinism: Developed out of Charles Darwin’s idea of ‘survival of the fittest’ states that some individuals or groups achieve power and advantage over other because they are stronger and fitter. Fascists adopted Darwin’s idea and use it to support their policies of discrimination against individuals or groups.
Fascism in Germany: After the Germans were defeated in World War I, the victors forced the Weimer Republic (German government) to sign the Treaty of Versailles placing blame for the war solely on Germany. The Treaty led to economic chaos where many people were unemployed. These economic problems also caused political problems as many people lost support in the German government. These economic and political problems, combined with the fear and hatred of communism, opened the door for Adolph Hitler and the National Socialist German Workers Party (NSDAP or Nazi Party) to gain power.
- Reign of Adolph Hitler: Hitler was elected into power as the leader of the National Socialist German Workers Party (NSDAP or Nazi Party). He promised economic changes in Germany by reducing unemployment and gaining revenge for the hardships created out of the World War I peace treaty (Treaty of Versailles). Hitler showed his rejection of liberalism when he had all other political parties in Germany eliminated with the Enabling Act (1933). This act gave the leader of the Nazi Party absolute decision-making power and the ability to ignore German constitution for four years. The Enabling Act also removed many individual rights and freedoms. Once in power Hitler, he brought form his own version of fascism known as Nazism. Nazism believed that there was one superior race, the Aryans. To secure his power, Hitler also used propaganda, youth movements, the elimination of any opposition, force and terror with his secret police (the SA storm-troopers and later the SS), as well scapegoating (placing blame for problems) on the communists, Jewish population, and the Weimar government. Hitler persecuted those who were deemed undesirable to society including the Jews, homosexuals, people with mental or physical disabilities, and the Roma people (gypsies). The primary focus of the Nazi Party was the state and only the state, no individual rights and freedoms.

o Jewish Persecution: The Jewish people became the main target of Hitler’s blame. He passed the Nuremberg Laws to identify who the Jewish people were and how to ensure the purity of the ‘master race’ (Aryan race). Further persecution of the Jews occurred in 1938 when Jewish businesses, homes, synagogues were vandalized as well as 91 Jews killed and 30000 sent to concentration camps. This event is known as Kristallnacht (Night of Broken Glass). Finally, Hitler’s ‘final solution’ involved mass genocide of all individuals who were deemed inferior to the German population or undesirable (specifically the Jews) during the Holocaust.
G) Ideological conflict shaped international relations after the Second World War
Wartime Conferences: After the Second World War, various meetings were necessary to decide the fate of the defeated axis powers (Germany, Japan, etc…) These two major conferences laid the ground work for the eventual Cold War between the United States and the Soviet Union.
- Yalta Conference: A meeting of Stalin (USSR), Roosevelt (USA), and Churchill (Britain) to “redraw the map of Europe” by dividing Germany into four zones of occupation with each major Allies (USA, Britain, France, USSR) controlling a “sphere of influence.” Berlin was also divided into four zones with each allied nation having a portion of control. Even though Berlin itself was in the Soviet zone of occupation, the city was too important for one nation to have complete control of the city. The conference also led to elections in new countries in Europe that were given freedom after World War II.
- Potsdam Conference: Truman (USA), Stalin (USSR), and Churchill (Britain) met to discuss the conduct of Germany and Japan during the Second World War. There was a disagreement between Stalin and Truman over the treatment of Germany. This began the mistrust between the two powerful nations leading to the beginning of the Cold War.
Cold War: Is a major ideological conflict between the United States and the Soviet Union after the Second World War. The United States believed in individualism and free market economy whereas the Soviet Union believed in collectivism, and a command economy. These two major superpowers had many issues and conflicts including the Cuban Missile Crisis, boycott of Olympic Games in Moscow (1980) and Los Angeles (1984), and the arms race. The United States became fearful of communist influence, known as the Red Scare, and began a propaganda campaign in an attempt to protect against the spread of communism and socialist ideas.
- McCarthyism: Known as the Second Red Scare, it is the practice of accusing individuals of disloyalty, rebellion, and treason without considering proper evidence. Developed out of the Cold War, McCarthyism focused on the fear of communist influence in the United States and the Soviet spies within the USA. Many Americans were accused of being communist or a communist supporter. Educators, politicians, union activists, and entertainers were major targets of accusations. Many became unemployed, have their careers ruined, or even imprisoned.
Superpowers: Countries who are superior to others politically, economically, and militarily (nuclear capabilities).
Expansionism: The establishment of spheres of influence (control over a nation) by the democratic capitalist United States and the communist Soviet Union. These superpowers covered the globe by controlling other nations including…
USA – Israel (1948), China (1949), Cuba (1959), Grenada (1982), Vietnam, and Afghanistan
USSR – the nations or `satellite states` behind the Iron Curtain (Poland, Hungary, Czechoslovakia, Bulgaria, Romania)
o The Iron Curtain: A term coined by Winston Churchill in 1946 to describe the imaginary border between Soviet-controlled countries in Eastern Europe, and the nations of Western Europe. The Berlin Wall, once it is created in 1961, would become the starting point, as well as a concrete symbol, of the Iron Curtain.
Containment: Policy developed by President Truman of the USA to stop the spread of communism around the world. Truman also wanted to improve American security and influence around the globe. The Truman Doctrine, Marshall Plan, the Berlin Blockade, and Berlin Airlift are all examples of containment.

- Truman Doctrine: Truman was determined to protect Europe from communism. He did not want the Soviet Union to establish anymore influence in Europe. He wanted to “support free people…”
- Marshall Plan: Named after George C. Marshall, US Secretary of State, who urged the US Government to send foreign aid to war torn Europe after World War II. The reason for the economic aid was to assist the European countries so that they could resist communism and the USSR. The Marshall Plan was an aspect of the Truman Doctrine.
- Berlin Blockade: At the end of WWII, Germany was divided into four zones of occupation. Three of the zones merged into one as they shared the same democratic ideologies (Britain, France, and the United States). The Soviets wanted to force the West out of Berlin so they could have control of Germany. In 1948, Stalin blocked any supplies from entering West Berlin in the hopes that it would force the Western nation to give their claim in the city. This is the first major event of the Cold War and ended on May 12, 1949.
- Berlin Airlift: In response to the Berlin Blockade, the Americans and the British airlifts supplies to the city of Berlin for eleven months. The Soviets eventually called off the blockade, as it was not as effective as they thought it would.
- Domino Theory: An idea of Truman that stated that communism must be contained at all costs. If communism is not stopped the nations if Southeast Asia (Vietnam, Korea, Cambodia) would fall like dominos to communism and will become satellite states of the USSR.
NATO: North Atlantic Treaty Organization. It is the best example of a Cold War alliance. It is an alliance between democratic nations that states an act of aggression against any members was an attack against them all. It was a containment policy against Soviet expansionism (the spread of communism). In 1949, NATO was created to provide collective security against potential Soviet aggression in Europe. Canada has an active role in NATO.
WARSAW Pact: The communist equivalent to NATO. This is another example of the Cold War alliance. NATO and WARSAW Pact are opposing alliances.

War of Words: Refers to words and images used to attack the ‘enemy.” This included open threats and name-calling between politicians as well as the use of propaganda to promote their ideologies.
Prestige War: Are wars of achievement, not direct fighting. These wars of achievement attempt to portray either the Americans or the Soviets as leaders or the best when it came to non-military competition like the Space Race.
Espionage: When two ideologies are in conflict, like the Cold War, attempting to spy on the ‘enemy’ is a common occurrence. Nation-states attempted to steal military secrets to gain an advantage over their opponent. The media played a major role on the issue of spying during the Cold War. In 1945, a Soviet spy ring was discovered in Canada which led to many arrests. Furthermore the fear of communist spies in the United States reached a pinnacle when two Americans, Julius and Ethel Rosenberg were executed in 1953 because they were convicted of giving atomic bomb secrets to the Soviet Union.
Deterrence: A term that refers to the discouragement of war or aggression based on the consequences of revenge or retaliation. These actions create a balance of power (equal strength) to deter aggression. The USA and USSR never engaged in nuclear war because of deterrence. For example, the Soviets never launched a missile against the USA because the USA would fire them back of the Soviets. Due to the arms race, both superpowers have enough nuclear ability to completely destroy each other and the world. This is called Mutual Assured Destruction (MAD).
- Arms Race: The desire of each superpower to build up more military power (nuclear) than the other. Even though the large amount of weapons is threatening, the fact that both nations have the same means (balance of power) acts as a deterrence to war.
Brinkmanship: A form of conflict where one nation pushes the other to the ‘brink’ of war with the idea that the other side will back down before there is an actual confrontation. The USA did this when they blocked the Soviet shipment of nuclear weapons to Cuba in 1962 (Cuban Missile Crisis). A recent example is the conflict between India and Pakistan where both nations are threatening nuclear weapons if the other does not back down.
- Cuban Missile Crisis: Fidel Castro, the communist leader of Cuba, signed a massive trade agreement with the Soviet Union and also received protection from the Soviets. In 1962, the American CIA trained a group of Cuban exiles to invade Cuba and overthrow the Castro government. The became known as the Bay of Pigs Invasion however the attempt failed when the exiles and the CIA were captured after they landed in Cuba. This worsened the tension between the USA and USSR. That same year the USA learned that Soviet missile sites were being constructed in Cuba. The American government’s response to the installation of missiles was to put a naval blockade or quarantine around the island of Cuba to stop the missiles. Both nations threatened to use nuclear weapons against the other if they do not back down. The two key players in this conflict were John F. Kennedy (USA) and Nikita Khrushchev (USSR). Both sides backed down due to the nuclear devastation.
Proxy Wars: Conflicts that result from two opponents using a third nation as a battleground instead of directly fighting each other. The Cold War had the USSR and USA involved indirectly fighting in Korea, Vietnam, and Afghanistan.
- Korean War: After World War II both superpowers had a sphere of influence in Korea. The USA had the south and the USSR had the north. North Korea invaded South Korea in 1950 by crossing the border called the 38th parallel. The USSR thought that USA would stay out of the war but the United Nations became involved with 9 out of 10 soldiers being American. The USA wanted to be involved in this action to stop communism. North Korea eventually pulled out of South Korea and the containment of communism was successful.
- Vietnam War: The United States entered the Vietnam War due to the policy of containment and the domino theory. The USA supported democracy and wanted to halt the expansion of communism. Containment failed as South Vietnam fell to communism. The Americans had little success in Vietnam due to the guerilla style of fighting of the Vietnamese which frustrated the American soldiers. There was little support for the war back in the USA as the American people could see the civilian bombings and destruction caused by the war on TV. This resulted in many protesting against the government in hopes of stopping the war.
- Afghanistan: The tension between the USA and USSR was low until 1979 when the Soviets invaded Afghanistan. The USSR entered to expand their sphere of influence however the Americans attempted to help stop this expansion by supplying weapons to the Afghan soldiers. The terrain and guerrilla tactics of the Afghan soldiers proved very difficult and frustrating for the Soviet troops. Very similar to the Americans in Vietnam who were frustrated with the tactics of the Vietnamese soldiers.
Détente: The lessening of tensions between two superpowers. After the Cuban Missile Crisis détente occurred. This is characterized by treaties, arms limitations, and open communication.
Disarmament: Reducing, limiting, and dismantling offensive weapons (nuclear). It is an example of détente or the lessening of tensions between the superpowers. Examples of disarmament are the arms reduction talks.
- Arms Limitation Talks: Diplomatic talks to reduce weaponry and tension between the USSR and USA.
a) SALT I (Strategic Arms Limitation Talks) – 1972: Anti-Ballistic Missile Treaty to freeze the number of long-range land and sea ballistic missiles.
b) SALT II – 1979: continue to limit ballistic missiles and long range bombers and missiles. Never signed by the USA due to Soviet invasion of Afghanistan.
c) INF Treaty (Intermediate Range Nuclear Forces) – 1987: called for the destruction of nuclear and ground-launched ballistic and cruise missiles with intermediate range (500 - 5500 kms).
d) START I (Strategic Arms Reduction Treaty) – 1991: reduce nuclear warheads, inter-continental ballistic missiles (ICBMs), and bombers. ICBMs range was over 5500kms.
e) START II – 1993: banded the use of multiple independently targetable reentry vehicle (MIRVs) on ICBMs. This allowed multiple warheads to hit multiple locations using one ICBM.

Diagram of MIRV nuclear technology.
Liberation (Pro-Democracy) Movements: Actions to gain independence from a controlling country and change the current ideology. Poland, Hungary, and Czechoslovakia, all Soviet states after World War II, conducted liberation movements between pro-Soviet forces and anti-Soviet forces.
- Poland (1956): Labour unrest grew into revolution as people were protesting Soviet domination. Although the USSR nearly rolled tanks to restore Soviet order they decided to give Poland some measure of independence and control over their own affairs.
- Hungary (1956): Events in Poland raised hopes for independence in Hungary. Hungarians demanded independence from Soviet control. After three days of conflict with the USSR, Hungary did not receive independence and Soviet order was restored.
- Czechoslovakia (1968): Soviet forces invaded Czechoslovakia to regain the sphere of influence. This action seemed unjustified to the Americans as the Czechs were denied their right to make their own decisions (self-determination).
- Poland (1980): A trade union called Solidarity was created in Poland, the first non-communist trade union in a then-communist country. The Soviet-controlled government tried to stop the anti-communist Solidarity movement however it was too strong. The government had to negotiate with this movement and it led to semi-free elections.
End of the Cold War: There are many events that marked the end of the Cold War. The Berlin Wall symbolized the tension of the Cold War. When the wall collapsed in 1989 it also symbolized the collapse of the Cold War in Europe. Other events that marked the end of the Cold War were when Soviet leader Mikhail Gorbachev announced the elimination of nuclear weapons, and the Soviet withdrawal of troops from Afghanistan. In 1989, the changes in Soviet policy by Gorbachev, however, are most clearly the reasons for the fall of the Iron Curtain.
- Ideological Changes (Glasnost and Perestroika): Glasnost was the policy of openness and political freedom. It eventually led to the downfall of the communist party of the USSR in the late 1980s and early 1990s. Perestroika meant the restructuring of the communist economic system and political system. Economically, Gorbachev allowed for individualism by allowing plant managers to provide input into what should be produced. He encouraged small private business and eliminated factories that were producing unwanted goods. He tried to make the move from a centrally planned economy to a free market economy. The change was difficult for the people of the USSR to adapt to at once. Politically, Gorbachev allowed for the existence of new political parties who eventually gained power through democratic elections.
H) Viewpoints on the burden of liberalism
Aboriginal experiences: The Indian Act of 1876 was passed in Canada to control the behavior of Aboriginals people and remove their cultural traditions and customs. The goal of this act was to have Aboriginal people leave their Aboriginal heritage and become full citizens of Canada. This policy of assimilation (forcing Aboriginal people to become Canadian) is shown in Residential schools and the Banning of the Potlatch Ceremony. These two events were used to force Aboriginal people into rid themselves of their traditional Aboriginal identity and adopt Canadian traditions and culture. The liberal ideas of individual rights and that law apply to all people threaten Aboriginal bands’ collective traditions.
- Residential Schools: Schools funded by the Canadian government and ran by the Roman Catholic Church as well as the Anglican and United Churches. These schools took Aboriginal children from their families and forced children to rid themselves of their Aboriginal roots and assimilate to Canadian culture. Children were punished for speaking their own languages and practicing their own faith.
- Banning of the Potlatch (1885): Ceremonial First Nation dance, called a Potlatch, was banned by the Canadian and American governments in an attempt to assimilate the First Nation people into “civilized” society. This ceremonial dance was viewed as a “useless custom” that was wasteful, unproductive, and uncivilized.
- Assimilation of the Inuit: In an attempt to force assimilation on the Inuit people the Canadian government ordered the killing of thousands, some suggest up to 20,000, of Inuit sled dogs, called Qimmit, that were essential transportation for the Inuit way of life. As well the Canadian government stripped Aboriginal people of their identities, specifically women and their children, if they married a man without ‘Indian’ status.
I) Modern liberalism is challenged by alternative thought
Aboriginal collective thought: Modern liberalism involves a shift away from traditional Aboriginal culture and beliefs of collectivism. The policies the government of Canada created in the late-1800s to mid-1900s resulted in conflict with the Aboriginal people. The Royal Commission on Aboriginal People identified that the Canadian government’s 150 year policy of assimilation was wrong and the Aboriginal people deserve the right for themselves to determine what they need. Examples of compensation include land claims, and self-government.
- Land Claims: Aboriginal groups are discussing with provincial and federal governments to gain land for their tribes. Much of this land was promised to the Aboriginal groups through treaties that were signed when Canada became a country and settlers moved to Western Canada.
- Self-Government: The ability of Aboriginal groups to make their own decisions about their economy, education, culture, etc… so that they can meet the best interests of their group. This is instead of having the Canadian government making the decision for Aboriginals.
Environmentalism: Environmental challenges are different for every nation and region. Each region must take care of their individual environmental concerns these include the Kyoto Protocol or the Asia-Pacific Partnership of Clean Development and Climate. The problem with environmental solutions is they can cause more harm than good. These environment solutions limit the freedoms of the individual as well as freedom of companies in free market economies.
- Kyoto Protocol: The United Nations passed this agreement in an attempt for countries to reduce greenhouse gas emissions by 20% by the year 2020 from industries around the world. The Kyoto Protocol has strict guidelines that are to be met and have enforcement devices in place to make sure countries are following the protocol. Though Canada has signed the agreement, it has had difficulty meeting the requirement of the Kyoto Protocol due to the high cost to business and the governments. The United States, China, and India have not agreed to the Kyoto Protocol. As a result of the cost and large targets, the Canadian government withdrawn from the Kyoto Protocol.
- Asia-Pacific Partnership on Clean Development and Change (APP): Developed in response to the Kyoto Protocol, the APP attempted to allow government to adopt greenhouse gas emissions reductions at an easy pace without strict enforcement like the Kyoto Protocol. Governments were free to set their own reasonable targets for reducing gas emissions. This partnership ended in 2011.
Religious perspectives: Religious organizations view modern liberalism as destroying traditions beliefs and values. Issues like same-sex marriage, abortion, euthanasia, and stem-cell research have become more acceptable in society. Religious organizations feel these issues violate the Church’s teachings and need voice their opinions against these changes. The Roman Catholic Church has spoken out against same-sex marriage and abortion in an attempt to hold onto traditional values of protecting human life and teachings from the Bible that states marriage should be between a man and woman.
Extremism: Belief that the actions or ideologies of individuals or groups violate the values of society. These individuals and groups take often use excessive force or purposely break laws to protest and show their disapproval. Extremist organizations often violate the rights and freedoms of others as well as act against modern liberalism. However some of these extremist organizations have had restrictions placed on their beliefs and opinions even though these are protected by Charter of Rights and Freedoms. Examples of extremist organizations include the Red Army Faction, al Qaeda, ISIS/ISIL, the FLQ, and other religious cults.
- Red Army Faction (RAF): A group of West Germans who, after World War II, became unhappy with the capitalist influence and values of NATO countries who occupied Germany. These individuals wanted communist influence and collective values. Between 1960s – late 1990s, the RAF protested by killing 30 people, setting fire to department stores, as well as numerous kidnapping, bombings, and robberies. Many RAF members that were arrested had been considered political prisoners, prisoners of a corrupt and hard capitalist government.
J) Contemporary Events on the Imposition of Liberalism
Imposing Liberalism: Nations attempt to enforce an ideology such as liberalism on another nation for two reasons. The first is for self-interest, such as to eliminate terrorist threats, the second reason is for humanitarianism, such as to improve living conditions or stop human rights violations.
- Treaty of Versailles: American president Woodrow Wilson insisted that democracy be an essential component of the Versailles peace treaty. The Weimar Republic, a liberal democracy, signed the Treaty and elections were established in Germany.
- Afghanistan: The “war on terror,” a military, political, and ideological conflict headed by the USA, was a direct result of terrorist attacks. In order to protect liberal democratic countries from further attacks, some nations, such as Afghanistan and Iraq, have been identified as threats to peace and have therefore been invaded.
The USA, Canada, and Britain invaded Afghanistan in 2001 to remove the Taliban from power. The Taliban were known to be supporting al Qaeda, the terrorists responsible for the attacks against the United States.
- Iraq: In 2003 the USA invaded Iraq arguing that the country was a threat to the US and the world because Iraq could use WMD to aid terrorist groups. The leader of Iraq, Saddam Hussein, was caught and found guilty crimes against humanity for the mass murders of the ethnic Kurds in Iraq.
Unlike the war in Afghanistan, the Iraq conflict did not receive the same support and international approval. The United Nations deemed the war illegal. In fact, France, a member of the Big Five of the Security Council, vetoed the invasion. This put a strain of the relationship between France and the USA.
Impositions of Liberalism for Humanitarian Reasons: A belief that liberal nations must intervene for moral and ethical reasons, when non-liberal nations violate human rights.
o The USA has maintained an economic embargo against Cuba since 1960. The purpose is to end the communist system (containment) and bring liberalism to Cuba. These restrictions are beginning to slowly be relaxed by the United States.
o The invasion of Afghanistan and Iraq was partly based on human rights violations as the Taliban was an oppressive regime where women had no rights and Saddam Hussein, in Iraq, tortured and murdered his own citizens.
K) Should resistance to liberalism be justified?
Resistance to Liberalism: If citizens believe that liberal ideas and policies are violating their fundamental rights and freedoms, citizens may feel they need to show their disapproval through protests, petitions, labour strikes, and sometimes violence. Examples include the Oka Crisis, the FLQ Crisis and protesting same-sex marriage and abortion.
- Oka Crisis: The Mohawk Aboriginal stood up against the city of Oka, Quebec over traditional Aboriginal land claim. The town in Quebec wanted to build a golf course on the land claim which included a burial ground and a sacred grove of pine trees. Barricades were created by the Mohawk Aboriginal to prevent access to the sacred area. The province of Quebec tried to deal with the crisis with the Quebec Security (SQ) organization however violence broke out with eventually one SQ soldier was killed when he was shot in the face. The conflict became so serious the Royal Canadian Mounted Police (RCMP) and the military were called to help solve this issue. This conflict lead to racism directed at the Mohawk people by the people of Quebec.
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Topic 3: Are the values of liberalism viable?
An Economic Spectrum
Equality Inequality
Communism | Modern Liberalism | Fascism
Democratic Socialism Conservatism (Classical Liberalism)
Government Regulation Spectrum (Political Power)
Communism/Fascism | Modern Liberalism | Anarchism
Democratic Socialism Conservatism (Classical Liberalism)
A) Should governments reflect the will of the people?
Will of the People: Unlike authoritarian governments, democracies focus on liberal views like individual rights and freedoms and decisions are made to meet the wants and needs of the people. Democratic governments are made up of people who attempt to meet the will of the people.
Consensus decision making: A way of making decisions where a group of individuals share ideas, solutions, and concerns to find a solution that all members can accept. Many Aboriginal communities use this to express the desires of the people.
Types of Democracies…
Liberal democracy: A form of government in which the rights and freedoms of the individual are guaranteed, specifically through the Charter of Rights and Freedoms in Canada and the Bill of Rights in the United States. It also believes that individuals are equal. Individuals, in a liberal democracy, are allowed to vote for their leaders. Liberal democracies also have multiple political parties. Liberal democracies state that political decisions are made through the legislature and legal decisions are made through an independent judiciary system.
Parliamentary democracy: The executive branch (Prime Minister and Cabinet) need the support of the legislative branch (MPs and Senate) to make and pass laws. The Prime Minister has no real power without the support of the party he/she belongs to. Canada is an example.
Presidential/Republican democracy: A system where an elected official, usually the president, holds constitutional power in the form of a veto and the ability to pass executive orders. The United States of America is an example.
Direct democracy: A state where all qualified voters make all political decisions. These are also known as referendums or plebiscites.
Representative democracy: A state where political powers are given to representatives who then act as a voice for the people who voted them in. The representatives must be accountable to the people or they will not be voted for in the next election. This system is also called responsible government. In Canada, these representatives are called Members of Parliament (MPs) and sit in the House of Commons. In Alberta, these representatives are called Members of the Legislative Assembly (MLAs).
- Representation by Population: When a country or province is having an election, the land is divided up into groups based on equal population. The MPs and MLAs represent a constituency, a political riding or area of Canada that they are responsible for. The people in the constituency vote for MP during a federal election and an MLA during a provincial election.
- Political Parties: A political party is a group of people who share similar beliefs or ideologies. In dictatorships only one party is allowed to exist. In the USSR it was the communist party under Lenin and Stalin. In Canada our main parties are the Liberal Party, Conservative Party, New Democratic Party, and Bloc Quebecois. The Liberal and Conservative parties have dominated the history of Canadian politics.
o Party politics and liberalism: Some aspects of political parties act against the idea of liberalism. First, MPs must have complete loyalty to their political party they belong to. For example, if a member of the Liberal Party criticizes the Prime Minister for his/her actions they can be dismissed from the party. Secondly, majority governments can be dictatorial. If they have the majority they do not have to follow the will of the people, they can choose to pass whatever law they like without worrying about criticism.
Levels of Government: The Canadian government is divided into three distinct levels…
o Federal (postal service and armed forces),
o Provincial (education and forestry),
o Municipal (garbage collection, fire and ambulance)
Separation of Power: The division of power in a democratic state. This is to ensure that no single political party becomes too powerful. There are three distinct powers or branches…
- Executive Power: The constitutional power to carry out and execute a country’s laws. The Prime Minister, Cabinet, and Governor General have this power in Canada however the Prime Minister and Cabinet have the real power and the Governor General is only a figurehead and serves only a ceremonial power.
o Governor-General: Has four main duties in Canadian society. They represent the queen in Canada, represent all Canadians and support our sovereignty, celebrate excellence in Canada, and bring Canadians together. The governor-general is not affiliated with any political party. Their job often entails giving final approval to bills, dissolving Parliament and calling an election if there is a non-confidence vote.
 Non-Confidence Vote: When the opposition in the federal government proposes a vote in an attempt to show a loss of support for the party in power. If the party in power does not have support of the Parliament, the government must be dissolved by the Governor General and an election is called.
- Legislative Power: The constitutional power to make, pass, or amend (change) laws. The two ‘houses’ of parliament have this power in Canada, the House of Commons and the Senate.
o House of Commons: Major law-making body in Canada. There are 338 seats (members) within the House of Commons. Members spend time debating and voting on bills. Furthermore, this is where members express the views of their riding (constituents), discuss national issues, and call on the government to explain their actions.
o Senate: Intended to represent regional and minority issues that often get overlooked in the House of Commons. The Senate has 105 members. The House of Commons and the Senate make up the Parliament. Once a bill (law) comes to the Senate from the House of Commons, the senators review the bill and often recommend changes. If the bill gets passed by the Senate it then goes to the governor-general to receive Royal Assent or approval. Senators are appointed by the governor-general under the recommendation of the prime minister.
- Judicial Power: The constitutional power to interpret or judge laws passed by the executive and legislative branches. The Supreme Court of Canada has this power. The judges, or judicial branch, must be independent and free of political bias in order to operate properly.
Characteristics of Democracy…
Voting/Elections: The process of citizens choosing a government. It involves a person selecting, through secret ballot, a representative of a political party or an individual wanting to gain public office.
- Secret Ballot: In a democracy voters are protected from harm and scrutiny by voting in secret. The secret ballot protects citizens from being threatened for their political beliefs and ideologies. The most fundamental aspect of democracy is the freedom to vote for the person of choice during an election.
Majority Rule: Democracies follow the decision-making policies of whichever decision is made or supported by the majority of voters. Majority rule is 50% of the vote plus one.
Checks and Balances: In a democracy there are systems in place to prevent the government, or one person in power, from having too much power and eventually becoming a dictatorship. These systems “check” on the government and keep the “balanced” so that the government is not in complete control of society. Some examples include opposition parties, the media, branches of government, special interest groups and periodic elections.
- Special Interest Groups: Also called lobbyists or pressure groups. These are groups where members share a common belief or ideology. The purpose of these groups is to put pressure on the government to make changes. Examples are MADD (Mothers Against Drunk Driving). This is an organization that pressures the government to impose harsher laws and punishments for drivers who are caught under the influence. Greenpeace is another interest group. People who put pressure on the government to impose laws to protect the environment privately operate this organization. Some critics of lobby group say that they are a threat to democracy as some think they represent the views and ideas of very powerful minorities. These minorities have influence through money and could have an adverse effect on decision-making by politicians. An example is the tobacco industry that spends billions of dollars on lobbying the government to lighten the laws on smoking advertising.
- Opposition in Government: Democracies allow for free and open competition among political parties in power. The largest group that does not become the government in a Canadian election then forms the official opposition. The role of the opposition party is to criticize the government and to keep them accountable to the people that voted them in. The official opposition is the party that received the second largest number of votes in a federal election. The Conservative Party of Canada is currently the official opposition.
- Periodic Elections: The Canadian Constitution states that the federal government must have an election at least every five years. This makes sure Canadians are able to choose whether they want to keep the same political party in power. The constitution also states that the Parliament must meet at least once a year to ensure that all elected members have a say in the decisions of the government.
Dictatorship: A political system where society is governed by and ruled by one totalitarian and/or authoritarian dictator. It is a system where one individual, group, or junta (military) leader complete control over its citizens. Dictators believe in one-party politics and hate democracy because they feel citizens cannot take care of themselves and therefore need a dictator to make the decisions for the good of everyone.
- Authoritarian: A political system in which one person assumes total constitutional power under his/her authority. The dictator places all power within themselves.
o Absolute Monarchies (Autocracy): A king or queen is given the right to rule because of tradition or religious beliefs. A historical example is Louis XVI (France).
o Military Dictatorships: Military leaders control all key political positions and usually gain power by overthrowing the previous government, called a 'coup d' etat'. Historical examples include Idi Amin (Uganda) and Augusto Pinochet (Chile).
o Oligarchy: A form of dictatorial government directed and controlled by a few influential members. Most dictatorships are actually oligarchies. For example, the Russian Federation under Vladimir Putin is considered a modern day oligarchy.
o Minority Tyrannies: A small group of people have political control over the majority of the population. A historical example is the apartheid in South Africa where the minority white people discriminated against the majority non-white people.
- Totalitarian: A political system where the government has complete control over the actions of the citizen. An authoritarian government can become totalitarian when if bans all political opposition and forces the citizens to surrender their right to the leader.
Techniques of a Dictatorship…
- Propaganda: Used to influence the opinions and behaviors of citizens. This is usually accomplished through indoctrination.
- Controlled participation: Citizens feel that they contributing to the nation by attending rallies or becoming a part of the secret police. The Nuremberg rallies in Nazi Germany were famous in this respect as they were very popular and had a mesmerizing impact on German citizens.
- Scapegoating: Placing blame on a specific group of people for societal problems. This is often used to redirect attention from flaws within state policy toward the targeted groups.
- Pageantry: Highly colorful, splendid, and stately displays or ceremonies to show off the government. This is usually accomplished through military parades and rallies. Hitler used the nighttime military parade.
- Fear and Terror: Another method of influencing the will of the people is to use terror to deter dissent and criticism. Besides the campaigns against dissidents by Hitler and Stalin, other dictators also relied on terror to secure power. One such dictator is the Marxist leader of Cambodia named Pol Pot. The Khmer Rouge emptied cities and moved people on to collective farms where they performed hard labor. Anyone opposed to the Khmer Rouge were executed. More than 2 million were executed or starved to death known as the “Killing Fields.”
Anarchism: An ideology where people believe that society would benefit with no leadership and government. Anarchists believe the government should be eliminated because people could live in total freedom through cooperation. Many anarchists use violence as a way of achieving their goals.
B) Should governments encourage economic equality?
Economic equality: There are three main areas of economic equality, egalitarianism, equitable distribution of income, and equality of opportunity. Most liberal democracies believe in an economy that tries to eliminate economic inequalities and that wealth should be shared more equally. However there are others who believe in more individualistic society, which calls for the government to play only a small role in addressing economic equality.
- Egalitarianism: Believes that all people are equal and have the same political, economic, and social rights. It believes people should own the factories and machines as well as there should be a guaranteed income to meet a person’s needs. This is a collectivist value.
- Equitable Distribution of Income: Believes those who make more money should pay higher taxes than those who make less money, called progressive taxation. It also believes the government should encourage citizens to spend money in times of hardship as well as raise or lower taxes to help the citizen spend. This is a mix of both collectivist and individualist values. An example is the New Deal during the Great Depression.
o Progressive Taxation: Believes in a system where an individual who has a higher taxable income (make more money in a year) will pay higher taxes to the government than an individual who makes less per year. This is how a government can attempt to reduce the gap between the rich and poor in society. The Canadian government has implemented a system of progressive taxation.
o The New Deal: Is an example of the government intervening in times of economic crisis. President Franklin D. Roosevelt introduced it in 1933-39 in the United States. Due to the Depression of the 1930s the unemployment rate was high and no one was spending money in the economy. The New Deal was the introduction of government spending to stimulate the economy. It created new social programs such as social security, unemployment insurance, public works programs, and welfare (redistribution of wealth). There are many critics of the program because it violated the principles of laissez-faire and free market economies. This is also known as Keynesian Economics.
- Equality of Opportunity: Believes that there should be a minimum wage and no discrimination of who should be hired for jobs. Believes that there should be no obstacles should stand in the way of any person who wants to succeed economically. Also people should earn equal wages for those who do the same work. An example is the American Civil Rights Act. This is a more individualist value.
o Civil Rights Act: Passed in 1964 as a result of the civil rights movement (lead by Martin Luther King Jr.) this law ensured that hiring and employment practices were free of racial and gender discrimination.
C) Political and economic systems reflect the values of liberalism
Economic Questions: All economies attempt to answer the basic economic questions of ‘what to produce’ and ‘how to produce’.
- What to produce: Every economic system must decide what to produce. For example, should a nation produce lawn mowers or cars, and should we grow wheat or potatoes? Free market economies produce what individuals choose to produce and centrally planned economies produce what the government decided to produce.
- How to produce: By which people, using resources, produce goods of a nation. In free market economies private individuals produce goods. In a centrally planned economy goods are produced by the government. The four factors of resources that that can be used to produce goods are land, labour, capital, and entrepreneurship.
o Land: Anything that comes from the earth and is used in the production of goods.
o Labour: Labour is the workforce (both physical and mental) used to build or manufacture or provide a service.
o Capital: Refers to the money that is needed to operate or start a business. Capital also refers to the buildings and machinery or the assets that a business owner owns.
o Entrepreneurship: Refers to a person who combines the other factors to make a profit. They often find new ways to produce goods and services or new develop new goods and services to bring to market.
Business Cycle: The natural cycle or flow of the economy in any society. It refers to the movement of prices through four phases in the economy.

1. Economic prosperity (Peak) - where interest rates (cost to borrow money) are neither high or too low and unemployment is low. People are spending money in the economy.
2. Recession - due to rising interest rates and higher unemployment. People are not spending, as they are not confident in the economy.
3. Depression (Trough) - the part where people are not spending at all except for essential services. Businesses are failing and unemployment is very high. The Great Depression is an example of this phase.
4. Recovery - the phase of the cycle where people begin to spend money again. As a result new jobs are created and unemployment drops.
Free market (capitalist) economy: An economic system that relies on private ownership of resources and low government involvement. It is based on competition and profit motive, which is the motivation for businesses to make profit. This is also called ‘capitalism’ or ‘private enterprise’. This is an individualist economy.
Characteristics of the free market economy…

- Supply and Demand: How prices are set in a market economy. If demand is greater than the supply, prices will be high. If the supply is greater than demand, price will drop. Prices will be low when there is an overpopulation of a product. In a market economy, the consumers are in control and they determine prices through supply and demand.
- Consumer Sovereignty: In a market economy the consumer is given the freedom to choose what he/she wants to buy.
Command economy: An economic system where the government makes all economic decisions. The former USSR, and communism, is associated with this system. This is also known as a ‘centrally planned economy’ or ‘public enterprise’. This is a collectivist economy.
Characteristics of a command economy…
- Central Planning: The central government makes all economic decisions on behalf of the people. Individuals do not make any decisions. Within the former USSR, GOSPLAN controlled by the communist government, directed what to produce and how to produce it within the Soviet economy. Collectivization, creation of large state-owned property, is the important principle within this system.
- Group Incentive: In a command economy’s incentive refers to a reward for completing of fulfilling a quota or plan. The problem with group incentive is all workers are treated equally no matter how hard one works. Everyone receives the same rewards. This often resulted in a lack of motivation. In a free market economy the incentive is making money. The more one works, the more money one can make.
Mixed economy: Those economies have elements of both the individualist and collectivist economies. This is an economic system in which government control over important industries and resources is combined with privately owned businesses. These are nations that combine private and public enterprise. In the Canadian mixed economy there is a significant level of government ownership of health-care facilities. The role of the government is to be responsible for unemployment, economic growth, poverty, and disease. Mixed economies have welfare systems for the poor, sick, and disabled. Sweden is an example of a mixed economy.
o Sweden: A specific type of mixed economy is called Democratic Socialism in which the elected governments control resources and key industries to provide employment for the nation. The government also provides many social services. However, private enterprise is allowed to exist. Sweden is an example of democratic socialism. In Sweden there are various government programs to care for citizens from birth to death. Thus, Sweden has been named the “cradle-to-grave” country. Due to government controlling key industries there is very low unemployment. The cost for such social programs in Sweden is very high taxes that each citizen must pay (progressive taxation).
- Welfare Capitalism: An economic system where capitalists and industrialists recognize worker’s rights and their protection in free market economies. This became known as welfare capitalism because classical liberalism was combined with government legislation to protect workers with limited working hours and minimum wage. It also provided social safety nets including pensions. These business owners were interested in keeping the workers happy so they would avoid forming unions.
D) Government practices may not reflect values of liberalism
Acting against the Will of the People: When faced with urgent times of crisis or issues, governments will often disregard liberal values, like the will of the people, to find immediate solutions that protect the common good of the country. Examples when individual liberties were disregarded for the better of society include the Conscription Crisis, the War Measures Act, the Emergencies Act, and the Anti-Terrorism Act.
- Conscription Crisis (1917): During World War I, Canada was expected to contribute to the war effort since Canada had close ties with Britain. At the start of the war many citizens volunteered for the war however as the war continued there were less Canadian soldiers going to war. Prime Minister Borden decided that all male citizens between 20 and 45 were required to go to war. There were only a few exceptions including those working in factories and farmers. Many people, including a large number of people in Quebec, objected to this law and protested against the government.
- War Measures Act: Involves the suspension of individual civil rights by the Canadian government to help protect the Canadian people. The War Measures Act has been used three times in Canadian history, during World War I, World War II, and during the October Crisis.
o World War I: Passed in 1914 after the outbreak of World War I, the War Measures Act gave the federal cabinet powers to deal with issues of national security. Authorities were given the power to arrest and hold anyone suspected of disloyalty to Canada or who is sympathetic to the enemy. Many citizens were arrested and held in camps so they could be watched. Furthermore some citizens were denied their right to vote.
o World War II: During the Second World War many citizens of Japanese decent were arrested or forced to leave their homes and relocate to isolated areas. Furthermore individuals of German or Italian descent were also considered enemies and were arrested. These ‘enemy aliens’ were forced to live in internment camps in the interior of British Columbia and could not leave without permission from the RCMP. In 1943, the Canadian government sold the possessions, homes, and business of the Japanese-Canadians as well as the Italian-Canadians.
o October Crisis: The Front de Liberation du Quebec (FLQ) desired Quebec to become its own independent nation separate from Canada. The FLQ felt the Canadian government did not look after the interests of Quebec. The FLQ used violence in an attempt to get the Canadian government to give into their demands. The FLQ used bombs to blow up mail boxes and kidnapped two politicians, one French and one English, eventually killing one of them. Prime Minister Pierre Elliot Trudeau implemented the War Measures Act which suspended civil rights and freedoms. The War Measures Act made it legal for the military and the police to arrest citizens who were suspected of being with the FLQ. The War Measures Act acted against the values of liberalism because the rights and freedoms of individuals were allowed to be taken away at any time by the government.
- The Emergencies Act: Replaced the War Measures Act. The act is used when there are issues of national emergency like natural disasters or security threats. It states when the government can suspend civil liberties and allows the Parliament to ensure the government is using the power appropriately. It also makes sure the government respects the Charter of Rights and Freedoms.
E) Should governments promote individual and collective rights?
Canadian Charter of Rights and Freedoms: Guarantees the rights and freedoms for all citizens. As well as gives individuals freedom to think and act in certain ways and freedom of abuses from governments. It also limits the ability of the government. However rights do have limits. Most laws are for the individual however there are some rights that look after the collective group including the French language, minority rights, and Aboriginal rights. However there are many people believe that the charter does not go far enough in protecting individual rights because it does not protect a life free of poverty, a right to a job, and a right to a decent wage like the United Nations Universal Declaration of Human Rights does.
- Quebec Charter of Rights and Freedoms: In 1975, Quebec created its own Charter of Rights and Freedoms. This charter prevents discrimination based on race, gender, sexual orientation, age, religion, and language. It also promotes economic rights including the government provides adequate food, clothing, and housing to its citizens. However some feel that these economic rights are not being met by the government.
Multiculturalism Act: Passed in 1988, the act ensures that all individuals receive equal treatment while respecting their diversity. Within the act it recognizes the rights of Aboriginal people, states the English and French are the only official languages, and ensures minorities have the right to keep their own culture, language, and religious practices.
Rights of Official Languages: Like the Aboriginal people, Francophones (French-speaking) and Anglophones (English-speaking) possess rights because of their historical importance to Canada. However there are times when the French-speaking people have not shared the same rights and English-speaking people. The Charter of Rights and Freedoms protects the French language as well as ensures that Canada remains officially bilingual, both French and English. Furthermore, Parliament and New Brunswick have legislation to place to protect the use of either French or English language.
- Manitoba School Act: Passed in 1890, the act took away public funding for French-speaking schools as well as eliminate French as an official language of Manitoba.
- Minority Languages: There have been instances where individuals feel their rights to the French language, protected under the Charter of Rights and Freedoms, have been violated. In 1990, many Francophone parents wanted Francophone schools and school boards in Alberta. The legal action went to Canada’s Supreme Court and Alberta was made to establish Francophone schools.
- Quebec Language Rights: The rights of English-speaking people in Quebec have become an important issue. Many English speaking people feel that the province of Quebec is violating their rights by creating French-only signs in public places. Many people feel that by creating French-only signs their right to the English language, protected by the Charter of Rights and Freedoms, are being violated. However this ‘right of expression, thought, and belief’ are limited.
F) Are the values of liberalism practical in the context of modern day issues?
Terrorism: Following the September 11th, 2001 terrorist attacks, American president George W. Bush declared a war on terrorism to prevent further attacks. As a result governments have taken action to fight terrorism including increased security in malls, airports, and other public areas. In Canada, the government has passed the Anti-Terrorism Act to combat threats against the Canadian public.
- Anti-Terrorism Act: Passed in December of 2001, this act defines what terrorism is as well makes terrorism a public offense. This act allows for the temporary suspension of rights and freedom for people who are suspected of terrorism or have knowledge of terrorism. The act defines terrorism as any act (based on religion, politics, or ideology) that is meant to intimidate the public with regard to security or to force people or governments to stop doing any act.
- USA PATRIOT Act – Passed in 2004, this act is used to identify, arrest, and prosecute suspected terrorists in the United States. This act places limits on liberties that citizen has. However this has brought controversy as many feel the act violates rights and freedoms as well as gives too much power to the government to accuse, arrest, and punish people who are often innocent.

Racism: Following the September 11th terrorist attacks, profiling (making decisions about people using statistics on groups) based on race has become an issue that acts against liberal values regarding rights and freedoms of the individual. Many Middle Eastern and Muslim people have been accused of terrorism based on their religious beliefs and cultural background even though they are innocent. These individuals have been suspected, questioned, and even held because their appearance is similar to those of the terrorists from September 11th.
Debt and poverty: Poverty involves individuals in society having little more than the necessities of life including water, food, shelter, and clothing. There are also others who do not even have those necessities. Governments must examine whose responsibility it is to address these issues. In Canada, a person lives below the ‘poverty line’ if he or she spends more money on food, shelter, and clothing than the average person in the same community. Many suggest looking at other indicators including how many people use food banks, and homelessness.
- Poverty and the World: Around the world, more than a billion people live in extreme poverty where they live off of less than $1 a day. The United Nations created the World Bank to help eliminate poverty around the world however many feel this organization has allowed companies to make money off the poor. Many view the issues relating to poverty as challenges to liberalism because how can individuals pursue self-interest and limit government intervention when there are individuals who are homeless and hungry.
Environmental concerns: Aspects of liberalism can have important effects of environmental concern and resource use and development. As the desire for self-interest, a liberal idea, increases individuals will buy more goods and therefore will use more resources. Some view the environment as a way to make money and choose to exploit the environment whereas others suggest the environment should be used to grow, tend, harvest food, and enjoy the surroundings. An example of an environmental issue over the use of resources is the Arctic Environment.
- Arctic Environment: Full of resources (oil, gas, and diamonds) and a potential major shipping route there is debate on which country and companies should have access to the potential economic boom in this area. Countries including the USA, Russia, Canada, and Denmark and others have showed interest in the Arctic environment. Many feel the opportunity for resource development is too great to pass on whereas other feel it is too risky for the environment.
Censorship: Censoring (or editing) the Internet acts against the ideas liberalism specifically the individual’s right to express themselves, their right to self-interest, and freedom from government intrusion on their lives. The Supreme Court of Canada has decided that editing the internet for inappropriate content is not justified in a democratic society. Some feel that the Internet must be censored but there is disagreement on what is appropriate and what is not appropriate to have on the Internet.
Pandemics: Are new infectious diseases that can cause serious illness to a wide population. Often individual liberties, including the right to travel and self-interest, are restricted when an individual has a serious illness. The debate is whether the individual rights of travelers, roles of authorities, and the interest of individuals are more important that the interest of society as a whole. Some feel it is important to restrict freedoms of those who are ill to prevent others from become ill.
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Topic 4: Should my actions as a citizen be shaped by an ideology?
A) Views on the rights, roles, and responsibilities of the individual in a democratic society
Respect for law and order: All citizens must obey the laws of the community in which they live. These laws have been created through the political and legal systems as a result of feedback from the public. Furthermore, there are some individuals in society who believe that they have a responsibility to not only follow the laws but ensure that all citizens follow the laws as well.
Political participation: In democracies citizens are encouraged to participate in the electoral process by electing representatives into government. Citizens can also participate by speaking out through the media and becoming involved with special interest groups. When citizens do not vote during an election and there is a low voter turnout it is referred to voter apathy. In Canada teenagers are able to participate through protests, rallies, writing letters, and joining a political party. As citizens in a democracy it is their right to voice concerns to the government.
B) Views on the rights, roles, and responsibilities of the individual in times of conflict
Protest: Criticizing or disagreeing with the government is an important aspect of the liberal democracy as long as the people follow the laws of the community. Protests and demonstrations are designed to bring public attention to concerns of a group of citizens and to influence actions of those who have power to make changes.
Civil disobedience: Often individuals feel they need to break the laws of a community to make a point. These occur when a situation is unfair or unjust in society and want to take strong, non-violent action so they can bring about change. An example of civil disobedience is students standing up against the Chinese government in Tiananmen Square in 1989.
Anti-war movements: Individuals often show their citizenship in democratic societies by taking part in movements or protests against the government’s involvement in war. Anti-war movements involve citizens engage in non-violent actions to force the government to not participate or withdraw troops from a war that, in their opinion, is unjust or illegal. An example of an anti-war movement is the Vietnam Anti-war Movement.
- Vietnam Anti-war Movement: When Cassius Clay (Muhammad Ali), a world-famous boxer, refused to relist in the US Army to go to Vietnam individuals started to rethink about American involvement in the Vietnam conflict. In 1967, the majority of Americans did not think the United States interference in the politics of another country was legitimate. Some doubted that the war was about freedom and equality like the United States government claimed the war was about. The movement began in universities and colleges in the United States when more and more troops were being sent to Vietnam. In 1969, 500 000 protestors marched for peace in Washington D.C. The graphic war images on the television contributed to the anti-war movement and had a huge impact on public opinion. Furthermore, the television helped show the anti-war demonstrations and gain more support for the movement.
Pro-democracy movements: Are protests that demand changes for actions taken by individuals or governments that are against democratic practices like fixing election results or forcing, with threats of violence, individuals to remove themselves from elections. An example is election fraud that occurred in the Ukraine.
- Ukraine Election Fraud: In 2004, citizens were unable to access the rallies, there were instances of voter intimidation, multiple voting, and burning of ballot boxes. This lead to large protests demanding that another election be held in the Ukraine. Eventually the Supreme Court in the Ukraine forced another election where the people were able to vote freely.
- Arab Spring: The Arab Spring, also known as the Arab Awakening, is a revolutionary wave of demonstrations and protests occurring in the Arab world that began in 2010. To date, there have been revolutions in Tunisia, Egypt, Yemen, Libya, and a civil war in Syria resulting in the fall of their governments and a move towards democracy.
C) Should ideology shape responses to modern day issues?
Humanitarianism: Often situations of extreme poverty, disasters, and abuse will influence how a person understands their rights and responsibilities as a citizen. Many local, national, and international organizations organize the efforts of the citizen who are concerned with the issues of poverty, disaster, etc… Humanitarian organizations provide medical aid, food, shelter, and support those in need. The Canadian government had created an agency, called the Canadian International Development Agency (CIDA), which attempted to reduce global poverty and contribute to a flourishing world. This is now a part of Global Affairs Canada. Other examples include Oxfam, Amnesty International, and Development and Peace.
- Amnesty International: An organization established by private citizens whose goals are to protect the human rights of political prisoners. They usually focus on those who have received cruel or unusual punishment. The nation that Amnesty International has had the most focus on has been China who has historically been a violator of human rights.
- Indonesian Tsunami: In December 2004, a massive earthquake off the coast of Indonesia created a large tsunami (tidal wave) that hit countries in the Indian Ocean region. Millions were homeless and over 200 000 died. The Canadian government encouraged Canadian citizens to donate money to the relief effort and donated $213 million itself to various agencies including the Red Cross, Doctors without Borders, Oxfam, and UNICEF who provided aid to the region. UNICEF rebuilt schools, restored safe water, trained health care workers, and protected children from abuse and neglect.
Climate change: Many Canadians feel the climate change is a potential world crisis that needs to be addressed. Global warming, caused by greenhouse gases, is an increase in the earth`s global temperature that can lead to melting of the ice caps, rising sea levels, food shortages, tropical diseases, severe droughts, and frequent flood and hurricanes. The Paris Conference, signed in April 2016, attempts to limit the global warming by attempting to control the global temperature increase, as well as financing climate change, starting in 2020. Furthermore, individuals feel that it is their responsibility as citizens of the world to help deal with the issues surrounding climate change. Some people may participate in days like Earth Day which attempts to have individuals reduce greenhouse gas emissions by turning off lights, using compost to reduce garbage, and conserve more energy.
D) Opportunities to demonstrate active and responsible citizenship both individually and collectively
Understandings of Citizenship: Citizenship is a form of identification that is used to describe an individual’s belonging. There are three different ways to understand citizenship in society. These include legal, personal, and political understandings.
- Legal Citizenship: Legal citizenship is based on where one was born, and the nationality of your birth parents, for example if an individual was born in Canada they would be a Canadian citizen. Furthermore countries can use the process of naturalization as well to determine citizenship.
o Naturalization: The process of applying for citizenship to determine whether or not a person can legally become a citizen of a particular country. Some countries use the nationality of the parents to determine ones national and cultural identity.
- Personal Citizenship: For some individuals citizenship does not involve where a person was born but where a person lives and works, where a person’s loyalty is, or where one sees their future.
- Political Citizenship: Involves an individual’s ability participate in politics or society of their community or country. All individuals need to play a role in helping the community. Individuals can get involved through direct or indirect political participation.
o Direct Political Participation: Involves going to meetings, protesting, or joining non-governmental organizations.
o Indirect Political Participation: Involves writing letters to newspapers or contributing money to organizations.
o Indirect Political Participation: Involves writing letters or contributing money to community organizatio