1. Power and Authority

2. Objectives Differentiate the essential characteristics of various systems of government, including democracy, consensus, monarchy, autocracy, and military regime. Investigate and classify the systems of government in place at different periods in the history of the societies studied (e.g., democracy, consensus, monarchy, autocracy, military regime). Interpret the effect of the system of government on the worldview of the societies studied, in terms of who had power, and how government leaders obtained power (e.g., Iroquois chiefs chosen by clan mothers, European leaders selected by elite males) and how power was exercised. Explain the reasons underlying the existence of a particular system of government at a specific moment in the history of the societies studied. Define the concept of the rule of law and trace its origins in the societies studied. Draw conclusions about the effect of the rule of law on the worldview of the societies studied. Compare the distribution of power and the application of authority of a society studied to contemporary Canadian society.

3. Pre-Quiz Terms: Monarchy Military Regime Democracy Communism Autocracy Republic

4. Forms of Government Outcome: determine characteristics of different systems of government JIGSAW – Research one of these forms of government – answer – Summary of government idea – individual who came up with it – Country that is an example of it (* the one your group needs to look up then use your phones to see what you can find!) Communism - DAMIAN Democracy – Consensus - NOAH Republic - JAMA Military Regime - Jaden Socialist - Arhum Monarchy - CHRISTA Autocracy - Rayne

5. Democracy/Consensus Definition: “a form of government in which supreme power is vested in the people and they elect a leader/representative” Origin: “Ancient Greeks – citizens voted” Example: “Canada, United States” Worldview: “freedom and everyone deserves a say” Problem: “takes a lot of time to make decisions, everyone needs to be educated on their vote”

6. Military Regime Definition: “a country ruled directly by the military” Origin: “throughout history” Example: “North Korea” Worldview: “biggest military = powerful people” “might = right” Problem: “war, violence, bloodshed”

7. Communism Definition: “a government where the community shares everything and everyone takes what they need. Everyone contributes to making the society better and are paid evenly.” Origin: “Karl Marx” “In Vietnam” Example: “Vietnam” “China” Worldview: “everybody is equal” Problem: “can lead to corruption in individuals who ‘control’ the money”

8. Monarchy Definition: “a government ruled by a sovereign head of state” “king, queen, or emperor” “leadership is passed through blood” Origin: “tribal kingship – origins” Example: “King Tutankamen” “Pharoah” Worldview: “our ruler is rich with a lot of power” Problem: “if the family ceases to exist, who would rule?” “if your ruler is incompetent, there is no replacing them”

9. Autocracy Definition: “a system of government where one person is in absolute power” Origin: “throughout history” Example: “dictatorship”, “Saddam Hussein”, “Adolf Hitler” Worldview: “feel safe and secure” Problem: “leader does not make good decisions” – “person in power is a jerk.”

10. Republic Definition: “form of government in which country issues are a public matter - elected individuals” “very similar to democracy” Origin: “Rome” Example: “Rome” Worldview: “people have the ability to make choices” Problem: “rich individuals are given power so the lower-class are not fairly represented”

11. Governing throughout history Outcome: classify systems of government in studied points of history Greece - democracy Rome - Republic Egypt - Monarchy U.S.S.R – Communism Union of Soviet Socialist Republics Canada - Democracy North Korea – Military Regime

12. Connecting worldview to government Outcome: analyze how systems of government in societies studied affect the population's worldview In small groups, you will be given a system of government. Answer the following on looseleaf Form of Government (1): Three points on possible ideas on what their worldview may have been (3): - - -

13. Where do you stand? http://www.politicalcompass.org/test Take the above quiz if you wish to look at some leaders you may be similar to. Authoritarian (Fascism) vs Libertarian (Anarchism) Free Market Capitalism vs Controlled/Government Economy Different quiz: http://www.gotoquiz.com/what_are_your_politi cal_beliefs http://www.gotoquiz.com/what_are_your_politi cal_beliefs

14. Why “that government” then? Outcome: explain reasons why a particular system of government existed at a certain time of societies Greece – city-states or “polis” - Were they independent? Rome – what did it build on from Greece?

15. Rule of Law Outcomes: determine the concept and origins of rule of law and its effect on worldview in societies Rule of Law – Independently look up and read to answer the following: http://worldjusticeproject.org/what- rule-lawhttp://worldjusticeproject.org/what- rule-law - Rule of law is a system in which no one, including government, is above the law - Four principles of rule of law 1. The government and all it’s officials are held accountable under the law. 2. Fair laws that protect people’s rights and security 3. Laws are enforced fairly and efficiently 4. Justice is served by independent, capable and unbiased individuals who reflect the community that they serve. (judges and lawyers) Origin http://www.democracyweb.org/rule/history.php – Code of Hammurabi --> Greek --> Roman How would the evolving rule of law affect worldview (consider influence of how power changed for leaders)?http://www.democracyweb.org/rule/history.php

16. Power and Authority in Canada Outcome: compare historical practices to current Canadian practices of power and authority Canada Form of government - Worldview - How are we different from ________? What do we do different in Canada than _________?

17. Battle of Governments Outcome: Assessing understanding of power and authority You will be separated into “societies” that each exist under different governments, you will be posed questions regarding certain issues. You will need to come up with what a society that has your government would do in that situation. I want you all to try and organize yourselves in the group as if you made up the particular government/society (5 questions x 3 points = 15 total marks x 4 = 60 Project marks) “perfect” answer – three points “solid” answer – two points “acceptable” answer – one point “unacceptable” answer – zero points Each team will be asked 5 questions regarding governmental issues – each group member must respond, but utilize time to discuss questions. BRING A PROP THAT REPRESENTS YOUR GOVERNMENT!

18. Battle of Governments Society’s Government Question # CommunismMonarchyDemocracyAutocracyMilitary Regime Republic 1 2 3 4 5

19. Power and Authority – Imperialism New Objectives Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies studied. Research the imperial activities of a society studied, and critique the reasons for imperialism in the context of the time period (e.g., Macedonia, Rome, England, Spain, France, Mongolia). Assess the treatment of indigenous populations by the imperialists in the societies studied. Evaluate the authenticity and validity of information sources used in the inquiry process.

20. Pre-Quiz Terms: Imperialism Resources Wealth Indigenous Territorial Expansion

21. Imperialism Definition: Origin: Example: Worldview: Problem:

22. Resources Definition: Origin: Example: Worldview: Problem:

23. Indigenous Definition: Origin: Example: Worldview: Problem:

24. Wealth Definition: Origin: Example: Worldview: Problem:

25. Territorial Expansion Definition: Origin: Example: Worldview: Problem:

26. Which societies displayed Imperialism? Outcome: research the imperial activities of a society studied, and critique the reasons for imperialism in the context of the time period (e.g., Macedonia, Rome, England, Spain, France, Mongolia) Brainstorm a list of societies you can think of or that we have covered: - THE MONGOLS! http://www.youtube.com/watch?v=szxPar0BcMo http://www.youtube.com/watch?v=szxPar0BcMo

27. Impact of Imperialism Outcome: Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies studied. Assess the treatment of indigenous populations by the imperialists in the societies studied. What impact did societies trying to build an empire have on other groups? Guiding questions - What were some societies that were “trying to build an empire?” - How did these societies treat people that they conquered? Write down your thoughts and submit - /5

28. *Chapter 17,18, 19 – Germans, Franks, Irish *Chapter 20 – Vikings *Chapter 23 – Eastern Slavs (Ukraine) *Chapter 24 – Feudal Society *Chapter 26 – Rise of Trade and Towns

29. Canada New Objectives Investigate the roles and responsibilities of members of the societies studied and those of citizens in contemporary Canada. Differentiate the criteria for citizenship in the societies studied with that in contemporary Canadian society. Investigate examples of the oppression of rights of particular groups or individuals in societies studied including examples in Canada (e.g., slavery, limited franchise, restrictions on property ownership). Examine the rights and responsibilities of people as they existed within the societies studied, and compare findings to contemporary Canadian society. Explain the means to achieving rights in the societies studied, and compare this to contemporary Canadian society. Compile an inventory of the diverse roles and responsibilities of people within the societies studied, according to various classifications (e.g., gender, age, vocation, social class). Compare roles within societies studied to those in contemporary Canadian society. Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans, comparing the worldviews of the two.

30. Other Objectives Investigate the roles and responsibilities of members of the societies studied and those of citizens in contemporary Canada. Differentiate the criteria for citizenship in the societies studied with that in contemporary Canadian society. Investigate examples of the oppression of rights of particular groups or individuals in societies studied including examples in Canada (e.g., slavery, limited franchise, restrictions on property ownership). Examine the rights and responsibilities of people as they existed within the societies studied, and compare findings to contemporary Canadian society. Explain the means to achieving rights in the societies studied, and compare this to contemporary Canadian society. Compile an inventory of the diverse roles and responsibilities of people within the societies studied, according to various classifications (e.g., gender, age, vocation, social class). Compare roles within societies studied to those in contemporary Canadian society. Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans, comparing the worldviews of the two.