The Assignment is to do the second part of the assignment listed in the doc. The second part of the document has three sources that you will base your source analysis on. The paper must contain 4 paragraphs. Three of those paragraphs is to explain what the source is, analyzation and how it connects to liberalism. The fourth and final paragraph needs to explain how all sources relate back to liberalism. This is part two of the assignment so please scroll all the way down. You must base your sources around
– Liberalism
– Collective rights
– Individual rights
In this section, you have considered competing rights around the world, looking at the complex challenges presented to liberal democracies to ensure individual and collective rights are respected in a pluralist society.
In this two-part assignment, you will review some examples of the rejection of liberal principles in contemporary liberal democracies, and then complete an interpretation of sources writing assignment.
Part One: Examples of Illiberalism 10 marks
Review pages 372 to 404 in your textbook, Perspectives on Ideology. Describe and identify five examples of situations in which our democratic government chose to reject principles of liberalism.
• For each example write a brief description of the event, and then
• Identify the specific liberal principle or individual/collective right that was violated. This means specific reference to a Charter right, or PRICES in the right hand column.
Description of situation Rejected/Violated principle or right
Japanese Canadians in Internment Camps
After the Japanese government took responsibility for the Pear Harbour bombing, something that initiated the Second World War. The Canadian government implemented the War Measures act in an attempt to secure all Japanese Canadians into one location for the fear of them being spies for the Japanese government. It limited freedoms for Japanese Canadians after placing all of them in internment camps. During this time, Japanese Canadian citizens were forced to work within labour camps and were kept within these camps for years, eventually forming their own societies. Eventually, when the Second World War ended, many Japanese returned to their homes only to find them sold for cheap prices by the government. Many businesses and homes were sold for extremely cheap and many individuals found themselves no longer having the life they used to. Many individuals were left with an ultimatum, either be deported back to Japan or Relocate farther from of the coasts of British Columbia. As a collective, all Japanese Americans were targeted and had their individual as well as collective rights limited. Many civil rights were breached. Their right to participate in an legal activities were compromised as the government believed that they were spies for the Japanese governments. After moving to internment camps, many were forbidden from participating in any type of democratic process. Mobility rights were also rejected as everyone was relocated to internment camps with no choice to stay until the government announced otherwise. Legal rights such as the rule of law and the right to life and liberty were also scrutinized as many had their freedom taken away from them and were viewed as less then citizens because of their ethnic origins. Japanese citizens were no longer viewed as equals and were treated as though they were agents in espionage
The Irish Pub in Montreal
The McKibbin’s Irish Pub located in Montreal had sparked backlash after their vintages signs and services were accused of being selective and derogatory. The Pub was littered with signs that read ‘English only’ as well as similar chalkboard messages, menus and services. While some claim that the signs added a unique Irish feel to the pub, others said that the service and events held at the bar were offensive as it did not keep Canadian French speakers in mind. Many felt as though the pub violated the Quebec Language laws. However, owners of the pub defended their business by claiming that they do have bilingual menus and their staff know a fair amount of conversational French. The pub is only one of many businesses in Quebec reported to have violated the language rights of the province
This Event violated language rights of Quebec as it targeted Francophone speaking citizens in Quebec. The Pub had décor that insisted on English speakers only and that intimidated Canadian French Speakers. Francophone speakers felt as though they were being discriminated against and their language was being belittled.
The Irish Pub in Montreal
The McKibbin’s Irish Pub located in Montreal had sparked backlash after their vintages signs and services were accused of being selective and derogatory. The Pub was littered with signs that read ‘English only’ as well as similar chalkboard messages, menus and services. While some claim that the signs added a unique Irish feel to the pub, others said that the service and events held at the bar were offensive as it did not keep Canadian French speakers in mind. Many felt as though the pub violated the Quebec Language laws. However, owners of the pub defended their business by claiming that they do have bilingual menus and their staff know a fair amount of conversational French. The pub is only one of many businesses in Quebec reported to have violated the language rights of the province
This Event violated language rights of Quebec as it targeted Francophone speaking citizens in Quebec. The Pub had décor that insisted on English speakers only and that intimidated Canadian French Speakers. Francophone speakers felt as though they were being discriminated against and their language was being belittled.
Abdullah Almalki
Abdulla Almalki was a Syrian-Born Canadian citizen from Ottawa who ran a company as a supplier to an electronics manufacturer in Pakistan. He became the centre of an RCMP national security investigation due to his job and frequent travels to Afghanistan and Pakistan. Because of this, Almalki’s home was raided by the RCMP in early 2002 under suspicions that he was working with Terrorist organizations. In Aprl 2002, he was arrested and subsequently detained for 22 months by Syrian police while on a trip visiting his mother. While in jail, he was beaten and tortured under the belief that he knew other terrorist spies residing in Canada. In 2004, a judge found a lack of evidence proving he was a terrorist and he was allowed to return back home to Canada in 2004. RCMP and CSIS agents at the time believed that he knew of other Muslim men working for organizations such as Al-Qaeda, ISIS and the Taliban. Almost all of Almalki’s rights were discriminated against. His mobility rights were violated as he was under scrutiny for travelling in and out of Canada to Pakistan and Afghanistan. This also affected his legal rights as he was no longer allowed the liberties of life and security. His safety of being a Canadian citizen was stripped when he was detained in a Syrian Prison and brutally tortured. He was no longer being viewed as an equal but a terrorist due to his travelling history despite lack of evidence. This stripped him of equality rights.
Alberta Francophone Schools
This event occurred in the 1980’s when Francophone parents became dissatisfied with the fact that there was limited francophone schooling in Alberta for their children. Wanting to have their kids educated in Canadian French, certain parents came together and pursued legal action. This case made it all the way to the Supreme Court who eventually ruled in their favour, mandating that Alberta provide education that is taught in Canadian French. Francophone parents were defending their right to language. They believed they had every right to be able to freely speak French as well as have their children educated in Francophone schools if needed. They felt as though Alberta was not rightfully providing them with the proper schooling/education their children require in order to truly have a language freedoms.
The October Crisis
The October Crisis was the one of the last times the War Measures Act needed to be implemented in Canada. It was enacted in October 1970 as Canada underwent significant political, social and cultural changes. Many social reforms were demanded all throughout the crisis which prompted the government to take control. Many individuals and collectives advocated for less government control, more freedoms and more democratic control for the majority. Some of the reforms promoted were the Anti-War movement, Civil rights and the Women’s Liberation movement. Certain groups tried to promote reforms through the use of violence and even went as far as performing certain illegal acts and even terrorism. Groups such as the Quebec Liberation Front (FLQ) was formed and performed a string of robberies and bombings under the beliefs that it would further their goals. The implementation of the War Measures Act was met with support by the majority of Canadians. However, many Quebec Nationalists believed that the use of the act was excessive and that the government had acted with little to know information except for the belief that all separatist supporters were potential terrorists. The October Crisis stripped various people of their freedom of speech and peaceful assembly. While some groups did promote their beliefs through violence. Other separatist supporters were no longer allowed to voice their opinion and participate in movements. Their right to participate in any political activities (protests, social reforms movements etc.) were violated as the government seized total control.
Part Two: Interpretation of Sources 20 marks
Examine all three sources and complete the assignment below.
Source I
Clay Bennett
Source II
– From Canadian Charter of Rights and Freedoms, 1982
Source III
Assignment
Examine each source.
Write a response in paragraph form in which you;
interpret each source to demonstrate your understanding of how each source links to liberalism
AND
explain one or more of the relationships that exist among all three sources.
Reminders for Writing
• Ensure that each source is thoroughly interpreted, AND that
• Each source is clearly and specifically linked to your understanding of liberalism.
• Establish and thoroughly explain at least one overall relationship that exists among all 3 sources.
• Organize your response into a minimum of 4 paragraphs.
• Proofread your response for correct social studies’ vocabulary, spelling and grammar.
• Please review the scoring rubric on the following page before completing your response.
If you need a more specific planner, please refer to the Course Reference Guide, or contact the lead teacher.
Scoring Criteria 20 marks
This is the same task and rubric used on the midterm, final and diploma exam.
Interpretation of Sources
( 3x 4=12 marks ) Relationships
( 6 marks ) Communication
( 2 marks )
Excellent
E Interpretation of the source is sophisticated, insightful, and precise, demonstrating a perceptive understanding of links to liberalism.
4 The explanation of relationship(s) is perceptive and thorough.
6 Vocabulary is precise and deliberately chosen. Sentence structure is controlled and sophisticated. The writing demonstrates skillful control of mechanics and grammar and is judiciously organized.
2
Proficient
Pf Interpretation of the source is logical, specific, and adept, demonstrating a sound understanding of links to liberalism.
3.2 The explanation of relationship(s) is capable and purposeful.
4.8 Vocabulary is appropriate and specific. Sentence structure is controlled and effective. The writing demonstrates capable control of mechanics and grammar and is purposely organized
1.6
Satisfactory
S Interpretation of the source is adequate, straightforward, and conventional, demonstrating a generalized understanding of links to liberalism.
2.4 The explanation of relationship(s) is adequate and straightforward.
3.6 Vocabulary is conventional and generalized. Sentence structure is controlled and straightforward. The writing demonstrates basic control of mechanics and grammar and is adequately organized.
1.2
Limited
L Interpretation of the source is incomplete, vague, and simplistic, demonstrating a confused understanding of links to liberalism.
1.6 The explanation of relationship(s) is superficial, incomplete, redundant, and of questionable accuracy.
2.4 Vocabulary is imprecise, simplistic, and inappropriate. Sentence structure is awkward. The writing demonstrates a faltering control of mechanics and grammar and is ineffectively organized.
.8
Poor
P Interpretation of the source is scant, inaccurate, and irrelevant, demonstrating little or no understanding of links to liberalism.
.8 The explanation of relationship(s) is scant, illogical, and tangential.
1.2 Vocabulary is overgeneralized and inaccurate. Sentence structure is uncontrolled. The writing demonstrates a profound lack of control of mechanics and grammar and is haphazardly organized.
.4
ZERO Zero is assigned to a response that fails to meet the minimum requirements of Poor
.
