How are societies governed?
Key concept: Systems
Related concept: Power
Global context: Fairness & development
Statement of inquiry:
The governance of societies is organised by different systems that are used to distribute power affecting fairness and development.
TASK
What is a monarchy ?
Write down three different responses to the inquiry question "What is a monarchy?", using:
- 10-15 words
- 30-50 words
- 75-100 words
TASK
Who's who in the World of the privileged few?
Individually, choose a monarch, from the modern day or through any period of history, and create a montage and biography of the monarchs life and times.
Focus upon the 3 key concepts of Time Place and Space, Change and Systems.
Consider:
- System of government
- Political background
- Dissent and pressures for change
- Character and attitude of the monarch
- Social norms and values
- Successes and failures
Here's the current controversy surrounding Prince Laurent of Belgium to get you thinking.
ATL: Communication
Effective communication of ideas, arguments and information is a crucial skill. Learn more from the document opposite.
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Complete this on A3 or A2 for display in the classroom.
Concentrate upon structure, accessibility of information and validity of argument.
Concentrate upon structure, accessibility of information and validity of argument.
The monarchy in Japan
The present monarch in Japan (known as the Emperor) is the head of a constitutional monarchy and now plays a largely symbolic and ceremonial role. The power of the monarch in Japan has shifted through history. Prior to 1868 the Emperor exercised little political control, the most powerful figure in Japan during this time was the shogun, the military leader who ruled over the feudal system. The balance of power changed during an event called the Meiji Restoration when the power and authority of the emperor was restored. The Japanese Constitution of 1889 (or the Meiji Constitution) was written to replace Japan's previous militaristic absolute monarchy system with a form of Western-style liberal democracy. The emperor gave it to a gift to his people at the time, but in reality he still held absolute power. However after the defeat of Japan in the Second World War Japan was occupied by the USA, who helped them write a new constitution. The result was the 1947 constitution which set up the basis of the constitutional monarchy that exists today. TASK Study source A and B on page 9 of your text book. These sources show the constitutions of Japan in different times in history.
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TASK
The arguments for and against constitutional monarchy.
Looking at the table 1.1 on page 10 and source A,B & C on page 12 answer the following question:
Is monarchy a fair system of governance?
When answering this question consider what arguments are presented in source A, B & C against the UK monarchy. Also use evidence from the Japanese political system link to explain issues surrounding the Japanese monarchy. Consider both perspectives and remember to structure your answer using the PEE planning tool.
The arguments for and against constitutional monarchy.
Looking at the table 1.1 on page 10 and source A,B & C on page 12 answer the following question:
Is monarchy a fair system of governance?
When answering this question consider what arguments are presented in source A, B & C against the UK monarchy. Also use evidence from the Japanese political system link to explain issues surrounding the Japanese monarchy. Consider both perspectives and remember to structure your answer using the PEE planning tool.
How does democracy work ?
Democracy is a system of government where citizens are allowed to participate in the proposal and creation of laws. Throughout history, different places have had different forms of democracy.
Two of the most common forms of democratic government are direct democracy and representative democracy. In a direct democracy, citizens are directly involved with creating laws, and in a representative democracy, citizens elect representatives who create laws on their behalf.
(for further detail 16 & 17 of your text book)
Democracy in Ancient Greece (see unit 3 MYP 1 for re-cap)
Democracy first appeared as a form of government in Ancient Greece around 800 B.C.E. In Ancient Greece, all native born males, regardless of how much money they had or what family they were born into, could vote regarding the government of the polis, or Greek city-state.
The polis was a tight-knit, small community of citizens who agreed on certain rules and customs. Usually, a polis was centered on a small town and the countryside that surrounded it. The low number of citizens allowed Greek voters to vote in person on any issue involving the government of their town.
This type of democracy is called a direct democracy because citizens have the ability to vote on an issue in person rather than having an elected representative who votes on their behalf, as many modern democracies do.
In some places, several poleis would gather together and create leagues of city-states. Each city-state remained independent in its internal affairs, but they would band together to fight off invaders.
One of the major problems of the Greek democracy was the extreme individuality of the each city-state. Since each polis was unique, it was difficult for a league of city states to remain united for long.
In addition, it was common for several city-states to battle with one another over land or other resources. Because each city-state was unique and independent in its internal affairs, Greek city-states had difficulty with maintaining a cohesive league of city-states. Without a clear leader, many leagues were ultimately unsuccessful.
How have modern democracies developed?
Create a podcast that describes and explains a significant event in the evolution of our collective ideas of democracy.
- What were the main historical contexts of the event?
- In what ways did it impact upon lives and perceptions at the time?
- How has it impacted upon democratic developments into the modern period?
- What resonances do the events still have on our collective ideas of democracy?
ATL: Critical thinking
So how do we think critically? Here are some tips and ways of thinking:
So, as you construct your argument and podcast, try and bring in a discussion about the validity and perspective of the evidence that you are using.
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“There are things known and there are things unknown, and in between are the doors of perception.” Aldous Huxley. |
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Assessment
You are to create an EP (For those of a certain age - "An extended play record, often referred to as an EP, is a musical recording that contains more tracks than a single, but is usually unqualified as an album or LP" Wikipedia.org.) of one to three songs that reflect an aspect of political control, structure or importance.
This can be as varied as a particular event or inequality, to an individual or personality, to a whole system of government. The focus is to comment upon, discuss, explain and analyse the many issues raised within this topic and reflect this within the band and EP name, the lyrics and the artwork.
Consider:
Have you effectively designed the album cover and inner sleeve.
Are the song lyrics relevant to the issues highlighted.
Have you clearly explained the song meaning and the political context, event or issue that the song is commenting upon.
This can be as varied as a particular event or inequality, to an individual or personality, to a whole system of government. The focus is to comment upon, discuss, explain and analyse the many issues raised within this topic and reflect this within the band and EP name, the lyrics and the artwork.
Consider:
Have you effectively designed the album cover and inner sleeve.
- Does the album cover reflect the aspects of government featured in the album?
- Are the images easy to understand?
- Does the layout clearly show the impact of the politics covered?
- Does the design create the right emotion or understanding for the viewer?
Are the song lyrics relevant to the issues highlighted.
- Are the lyrics telling a story: dates, people, places?
- Do the lyrics intend to reflect a point of view?
- Is the intention to communicate an emotion: anger, hope, loss, injustice?
- Are the sense of the lyrics clear for the viewer or listener?
Have you clearly explained the song meaning and the political context, event or issue that the song is commenting upon.
- Have you researched around the particular issue within your song?
- Have you shown good knowledge and understanding of the issue?
- Have you clearly described and explained the political or social issue, considering its context and importance? Why this particular issue?
- Does the viewer have a better understanding of the context and meaning in the song, even if the lyrics are not wholly clear or necessarily telling a story?
- Have you documented the sources used in your song explanations?
Below are examples of album covers, band names and album names. They tend to have a recognisable theme and focus.
Here are lyric page design possibilities, but the final layout is all your own and creative responses are likely to score more highly.
As you will need to add an explanation for the song subject and lyrics, it would be advisable to have the lyrics and explanation forming a cohesive design. However, as long as the information is communicated clearly, is academically well researched, explained, described and referenced, the format can also be as creative as you wish. This could mean one song and its explanation per page, or 2 or 3 in a thematic layout. Remember, images can add interest and understanding.
Below are examples of songs that have a political theme within the lyrics that are intended to affect the listener, either emotionally or intellectually. Spend some time getting a feel for their techniques.
A song about racial attitudes and actions in the US were the Constitution suggests that: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness."
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There is a lynching at Home Depot of the last day labourer
In this sanctuary city with its anchor-baby births They say “It’s time we had some justice for the white race on this earth This place is strange and getting stranger” “We got to round ’em up! Door to door tonight we’re ready” Knock Knock Knock “Drag them from their beds They got some nerve to say they were here first” “We’re gonna round them up! Hiding in the semi-trailers” Knock Knock Knock “Beat it in their heads We keep our word and Maricopa pure” |
They’re sweating in Sun City cause they just got off the course
Saying “Sheriff Joe it’s awful and it’s only getting worse” “Oh did you hear about Rob Krentz? They left him bleeding in the dirt These Spics they’re brave and getting braver” “We got to round ’em up! Door to door the posse is ready” Knock Knock Knock “Drag them from their beds Cause it’s their turn for someone to get hurt” “We’re gonna round ’em up! Crying in the day-care centre” Knock Knock Knock “Beat it in their heads They’ll never learn until Maricopa burns!” |
A song that has a different take on the idea of the "American Dream".
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Now I'm stealing cigarettes
And selling off to friends for rent Plus a paycheck and still in debt? I'm asking how could this be? I know they know I'm beneath them Even "Homeless Assholes" know my name Now it's "Urban Flight" or cell for a night Y'know it's all the same One can tell themselves About when "Going Gets Rough" But determination just isn't enough When over-time defines your life This American me |
Tradition tells us home own
But the timecards saying no go Now the suits are talking foreclose From sea to shining sea Time was a war time economy Was a silver lining to tragedy But even those with homes Are now those alone In the land of the free I asked for nothing And I got it in spades Worked for a living and I earned a cage Now they say I look old for my age This American me |
A song that challenges the benefits of living in a democratic capitalist society, suggesting that not all benefit equally.
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There is power in a factory, power in the land
Power in the hands of a worker But it all amounts to nothing if together we don't stand There is power in a union Now the lessons of the past were all learned with workers' blood The mistakes of the bosses we must pay for From the cities and the farmlands to trenches full of mud War has always been the bosses' way, sir The Union forever defending our rights Down with the blackleg, all workers unite With our brothers and our sisters from many far off lands There is power in a union |
Now I long for the morning that they realise
Brutality and unjust laws can not defeat us But who'll defend the workers who cannot organise When the bosses send their lackeys out to cheat us? Money speaks for money, the Devil for his own Who comes to speak for the skin and the bone What a comfort to the widow, a light to the child There is power in a union The Union forever defending our rights Down with the blackleg, all workers unite With our brothers and our sisters from many far off lands There is power in a union |
Here is work from previous years based upon the concept of conflict.
Criterion A: Knowing and understanding
i. use a range of terminology in context ii. demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples. 0 The student does not reach a standard described by any of the descriptors below. 1–2 The student: i. makes limited use of terminology i. demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples. 3–4 The student: i. uses some terminology accurately ii. demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples. 5–6 The student: i. uses considerable and relevant terminology accurately ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples. 7–8 The student: i. consistently uses a range of terminology accurately ii. demonstrates excellent knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples. |
Criterion C: Communicating
i. communicate information and ideas in a way that is appropriate for the audience and purpose ii. structure information and ideas according to the task instructions iii. create a reference list and cite sources of information. 0 The student does not reach a standard described by any of the descriptors below. 1–2 The student: i. communicates information and ideas in a way that is not always appropriate to the audience and purpose ii. organises information and ideas in a limited way iii. lists sources of information inconsistently. 3–4 The student: i. communicates information and ideas in a way that is somewhat appropriate to the audience and purpose ii. somewhat organises information and ideas iii. creates an adequate reference list and sometimes cites sources. 5–6 The student: i. communicates information and ideas in a way that is mostly appropriate to the audience and purpose ii. mostly structures information and ideas according to the task instructions iii. creates an adequate reference list and usually cites sources. 7–8 The student: i. communicates information and ideas in a way that is completely appropriate to the audience and purpose ii. structures information and ideas completely according to the task instructions iii. creates a complete reference list and always cites sources. |