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ecole secondaire lacombe composite high school why do we resist volume 2 issue 3 october 2011 to january 2012 thus the native hue of resolution is sicklied o er with the pale cast of thought and enterprises of great pith and moment with this regard their currents turn awry and lose the name of action special points of interest situational archetypes the legacy of classical liberalism classic literary devices the evolution of classical liberalism to modern liberalism shakespearean theatre the rejection of liberal ideology shakespeare in modern cinema ideological conflicts post-wwii satire parody and the bard alternative thought the challenge to modern liberalism concepts outcomes curriculum and starting to formulate ideas in response to the question to what extent is resistance to liberalism justified the following questions in no particular order will help us begin to develop a meaningful and wellconsidered response to what extent do i understand understand the ideologies that came out of classical liberalism classic conservatism marxism socialism welfare capitalism understand how modern liberalism evolved from classical liberalism labour standards and unions universal suffrage welfare state protection of human rights feminism ism aboriginal collective thought environmentalism religious perspectives neoconservatism postmodernism extremism note the following concepts will be part of the focus of our next unit but may play a role in our activities during this unit understand how after the second world war international relations were strained by differences in ideologies expansionism containment deterrence brinkmanship détente nonalignment liberation movements evaluate the systems that rejected liberalism communism in the soviet union fascism in nazi germany our second unit will reinforce the concepts begun in our first unit whilst testing the limits of your ability your knowledge and your intellectual comfort our literary focus will bring us to shakespeare s masterpiece of existentialism and drama hamlet thematically focused on challenges we will supplement our study of the bard s melancholy dane with selections of prose fiction and non-fiction and poetry that discuss hamlet s themes from various academic perspectives both literary and personal as usual your responses will focus on comprehension and analysis assessment for learning leading to critical analytical responses to literature as well as a measure of narrative writing assessment of learning however since hamlet is a dramatic piece performance will be considered in our assessment for and of learning we will also begin to explore the second related issue of the social studies inside issue this individual assignments team assignments 2 3 narrative writing 4 critical thinking presentation inside story 5 6 understand how much alternative thought challenges modern liberal parents a special message for you 7 liberalism is the philosophy for our time because it does not try to conserve every tradition of the past because it does not apply to new problems the old doctrinaire solutions because it is prepared to experiment and innovate and because it knows that the past is less important than the future pierre elliot trudeau

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life ideas resistance the but challenges why the page 2 individual learning challenges assessment 3 present your own interpretation of a major speech in hamlet minimum length is 20 lines you may team up with others for a multi-character scene and multiply the minimum number of lines accordingly 15 marks 4 critical/analytical response to literature see p 4 35 marks 1 in response to your reading of the return create an assignment that a explains the archetypal significance of the river and kamau s bundle and b analyzes kamau s decision at the river bank in regard to the quality of his character 2 create your own narrative response to the play hamlet based upon the examples provided by the night watch the senioritis of a modern hamlet gertrude talks back ophelia s song or well frankly your creative response may incorporate any form of prose or poetry or even a visual representation and may be serious humourous or satirical but must subscribe to the basic tenets of narrative writing plot character theme we who are elders will instruct you in their true meaning so that when you return to your own land your elders will see that you not been sitting the bush but among those who know things and who have taught you wisdom l bohannan shakespeare in the bush individual resistance 1 create a graphic organizer that examines the ideas of the 18th and 19th century thinkers listed on p 113 of p on i explain the following why were their ideas considered radical at the time how are their ideas related to classical liberalism explain which thinkers best represent your own viewpoints and why 2 create a technology-based assignment in which you identify principles of liberalism that nothing contributes so much to the prosperity and happiness of a country as have remained constant over high profits time see pg 6 david ricardo 3 create an organizer that outlines the similarities and differences between the following ideological responses to classical liberalism p on i p 131-149 lud fascism should more appropridism chartism uto ately be called corporatism because it is a merger of state and pian socialism corporate power marxism classical conservatism wel democracy is beautiful in theory in practice it is a fallacy fare capitalism keynesian econom socialism is a fraud a comedy a phantom a blackmail benito mussolini

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page 3 volume 2 issue 3 team challenges 1 each team will be assigned one act for which they will complete the following tasks 5 marks per task=40 marks find an example of irony and explain its significance to the play identify a prominent symbol in the act and explain its effect on the play s development of plot character and/or theme find an example of the concept of `appearance vs reality and explain its significance to the play identify one example of descriptive imagery and explain its significance to the play s development of plot character and/or theme identify five other prominent figurative/literary devices used by shakespeare in order to increase the effectiveness of his writing explain how the act develops hamlet s character and that of another character important to the act identify five words or phrases that are new to you and that would become an asset to you and your classmates vocabulary use the words/phrases effectively in a sentence paraphrase a soliloquy or aside that is integral to the play s development note these projects are meant to be shared between groups 2 after reading shakespeare in the bush create an assignment that evaluates the bohannan s main idea that human nature is universal 10 marks team resistance learning o what a noble mind is here o erthrown the expectancy and rose of the fair state the observed of all observers quite quite down 1 create a technology-based assignment that demonstrates the connections between the principles of classical liberalism p on i p 105 with principles of the declaration of the rights of man and of the citizen p 115 118 and the principles of the declaration of independence identifies common themes of liberalism in the declaration of the rights of man and of the citizen and from the declaration of independence identifies three classical liberal thinkers whom you think influenced the writers of the declarations team resistingthechallenge a s se s sm e n t compare the ideologies of hamlet with the ideologies we have explored in this unit create an assignment that compares the philosophy of hamlet or claudius with one of the historical figures we have studied in this unit in what ways do their philosophies agree in what ways do their philosophies disagree in what ways were they responding to similar conditions in what ways were they responding to different conditions present your conclusions in an interesting and informative manner capitalist production therefore develops technology and the combining together of various processes into a social whole only by sapping the original sources of all wealth the soil and the labourer karl marx

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newsletter title page 4 critical/analytical response to literature discuss the ideas developed in hamlet about the significance of idealism and truth in an individual s life carefully consider your controlling idea and how you will create a strong unifying effect in your response as you develop your ideas support them with appropriate relevant and meaningful examples from hamlet as well as any reliable sources you select rightly to be great is not to stir without great argument but greatly to find quarrel in a straw when honour s at the stake thought and understanding 10 how effectively ideas relate to the assignment the quality of the literary interpretations and understanding supporting evidence 10 the selection and quality of evidence how well the supporting evidence is employed developed and synthesized to support ideas we are arrant knaves all believe none of us evaluation form and structure 5 how effectively the organizational choices result in a coherent focused and shaped arrangement and discussion in response to the assignment unifying effect or a controlling idea that is developed and maintained matters of choice 5 how effectively choices enhance communication diction choices of syntactic structures such as parallelism balance inversion the extent to which stylistic choices contribute to the creation of voice matters of correctness 5 sentence construction completeness consistency subordination coordination predication usage accurate use of words according to convention and meaning grammar subject­verb pronoun­antecedent agreement pronoun reference consistency of tense mechanics punctuation spelling capitalization

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critical thinking/presentation hamlet s delay arguably the greatest problem of the play hamlet is why hamlet didn t sweep to [his revenge as he promised to do when he first heard the ghost s story his hesitation and delay form the central thread of the plot and are responsible for the deaths of several people including his own why then the delay theory #1 some people argue that hamlet delayed because of external obstacles for example they contend that killing the king who was guarded by swiss soldiers would have been difficult also they say that hamlet was waiting to be able to prove that he had acted justly his difficulties would be further complicated by his own feigned madness and by his desire to conceal his mother s part in the plot thus it may be argued that hamlet was faced with practical difficulties in getting his revenge the time is out of joint o curs d spite that ever i was born to set it right theory #2 a second theory is that hamlet was deterred by conscientious scruples he simply couldn t persuade himself that it was right to commit murder even to avenge his father since there is no direct evidence for assuming this the proponents of this view suggest that he was under an unconscious restraint that his moral nature rebelled against killing although he himself did not realize why he hesitated theory #3 the german writer and critic goethe proposed that hamlet wasn t a strong enough person to act out the revenge required of him this is referred to as the sentimental theory of hamlet goethe maintained that hamlet had a pure moral nature but lacked the nerve that makes a hero theory #4 the english writer coleridge found his key to hamlet s character in the lines and thus the native hue of resolution/is sicklied o er with the pale cast of thought iii,i 85-86 this is one of the most popular theories that hamlet meditated when he ought to have acted that he was primarily a philosopher who was out of touch with the practical world and incapable of meeting real situations theory #5 another popular and well-supported argument is put forth by the english thinker bradley his theory stresses the point that the hamlet who is called upon to avenge his father s death is in an abnormal condition that is had he been his normal self he could have acted but that from the beginning of the play he s in an abnormal state a state of profound melancholy according to this theory the thing that is required of hamlet isn t impossible for him it s impossible for him only under the particular circumstances of the play under extreme shock this theory goes a character such as hamlet might be so damaged that a task that formerly would have been easily accomplished might well be beyond his power discuss one of the above theories logically using supporting evidence from the play and other reputable sources focus your discussion on one theory only consider and refute any strong arguments against your thesis carefully select your sources for relevance and validity format your discussion for effectiveness and readability be prepared to explain and/or defend your thinking to others evaluation 15 marks thought and support how effectively the topic and complexity are addressed the persuasiveness and consistency of the arguments presented how well the supporting evidence is integrated synthesized and/or developed to support arguments awareness of audience and effectiveness of voice 10 marks presentation syntax grammar mechanics punctuation effectiveness and polish of format appropriateness and effectiveness of audio and/or visual elements 5 marks

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identify principles of liberalism that have remained constant over time liberalism as an ideology has retained some core principles and values that reflect a particular view of human nature and the role of governments in society the challenge will be to identify principles and values of liberalism that have remained constant over time by examining the ideas of two important liberal figures choose two from group b see below research and then create a chart or poster in powerpoint that compares them to two from group a group a historical there is no such thing as a model or ideal canadian what could be more absurd than the concept of an all canadian boy or girl a society which emphasizes uniformity is one which creates intolerance and hate pierre elliot trudeau thomas hobbes john locke john stuart mill jeremy bentham adam smith montesquieu david ricardo group b contemporary pierre trudeau 74,263,310-311 401 tommy douglas 52-53 john maynard keynes 138 147-149 208-209 john f kennedy 255 263 297 334 352 413 485 milton friedman 54-55 218 220 285 286 415 chief clarence louie 96-97 quality of presentation nothing contributes so much to the prosperity and happiness of a country as high profits david ricardo grade 5 4 3 2 explanation this project is outstanding in quality it is very clear that a lot of time and effort went into this project to make it look and sound professional this project is a very good one the quality of the work is very good viewing and listening to this project leaves a very positive impression this project generally well done but lacks in consistency it does not have a very professional appearance this project lacks somewhat in quality the creators do not seem to place a lot of effort into his/her work depth and understanding x2 grade 5 4 3 2 explanation this project is outstanding in quality and depth there are few errors it is an exceptional piece of work that demonstrates a solid understanding of the topic this project is very good one it demonstrates a very good understanding of the topic this project is good it demonstrates an adequate understanding of the topic but does not show much depth this project does not demonstrate an very good understanding of the topic some parts of the project may be missing and/or inaccurate.

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e colesecondairelacombecompositehighschool dear parents some of the topics and materials studied in this humanities course might be considered controversial in some circles many of these are required by the programs of study other materials have been selected in order to supplement the study materials mandated by alberta education reading this document with your child you will find references to religion and ideologies whose merits and value have been openly and sometimes hotly debated in our little corner of the world their study is mandated in the social studies curriculum and form a necessary aspect of the meaningful study of literature also the texts including film and video selected for this course have been selected from alberta education s lists of approved resources for ela and social studies with the exception of some independent novel choices uniformly these materials are used to encourage and develop critical thought and introduce varying perspectives to discussions that are inherently global in scope should you find any of the subject matter or textual material to be inappropriate for your child s education please feel free to contact me directly via phone or e-mail to discuss both their educational context and/or possible study alternatives this may include but is not limited to alternate choices of text however these solutions will maintain the standard established in both programs of study that students consider varying perspectives in order to develop reasoned and well-developed conclusions thank you s kabachia lchs humanities ela department head lacombe composite high school 5628-56 avenue lacombe alberta phone 403-782-6615 ext 5192 fax 403-782-4266 email http lchshumanities20.wikispaces.com

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