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CGW 4U0 Canadian and World Issues

CGW 4U0 Canadian and World Issues. Unit 1 Introduction. Lesson 1- Studying Issues. An issue is a topic that has engendered so considerable disagreement among people and has reached the stage of open debate. Issues arise out of disagreements among people. Kinds of Issues

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CGW 4U0 Canadian and World Issues

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  1. CGW 4U0Canadian and World Issues Unit 1 Introduction

  2. Lesson 1- Studying Issues • An issue is a topic that has engendered so considerable disagreement among people and has reached the stage of open debate. • Issues arise out of disagreements among people. • Kinds of Issues • Cultural/Religion Resource • Economic Environmental • Political Personal Aspirations

  3. Studying Issues (Cont’d) • Local vs. Interrelated (World) Issues • The fact that an event occurs in another region of the world and has made its way through our news media to our attention does not make it a global issue. It may very well be local in its nature but global in its dissemination. • In the same vein, not all issues with global potential are brought to our attention as they are occurring.

  4. Studying Issues (Cont’d) • Local issues are generally specific to a region and are not common worldwide • · Hunger • · Human Rights • · Housing • Interrelated Issues cross international boundaries and have worldwide consequences • · Natural Disasters • · Environmental Issues • · Wars • * Population Growth

  5. Lesson 2 - Issues and Diversity • The purpose of this course is to examine some of the choices the human race faces today in matters commonly agreed to be important to the QUALITY OF LIFE on this planet. Such matters include: • · Population • · Hunger • · Economic and Human Development • · Nationalism • · Human Rights • · The Global Environment • · The Impact of Technology

  6. Lesson 2 - Issues and Diversity • Questions that we all face: • Should change be sought? • What action is needed to lead to change? • Where should the sum of human effort be directed?

  7. Lesson 3 - Issues Analysis • A. Factvs.Opinion • Facts are unbiased information about realityObjective • Opinions are judgements and views about realitySubjective • Facts and opinions are intertwined: • · The introductions of facts may generate certain opinions, or cause existing opinions to be changed. • Conversely • · The expression of a particular opinion about a situation may cause future facts to be different from present facts • The vehicle often used to convey facts is the media

  8. Lesson 3 - Issues Analysis • B. Logical Fallacies • Suggest several factors that could affect an • individual’s point of view about a particular • issue-expand • Fallacies of illegitimate premise include: • I. BiasObjective vs. Subjective Analysis • Conclusions reached after the researcher has • strained the facts through a set of chosen or • imposed filters. • Religion Life Experience Personal Morality • Culture Family Peer Group

  9. Lessons 3 - Issues Analysis • II. False Syllogism (Argument) –Stereotypes Observation) • A blanket categorization of a group based on the characteristics or behaviour of a minority of its members. Usually leads to racism and xenophobia

  10. Lessons 3 - Issues Analysis • Fallicies of False conclusion include • I. Post Hoc Ergo Prompter Hoc • The primary cause of most types of discrimination. • It is a fallacy of illegitimate conclusion and a significant factor in the formulation of an erroneous hypothesis. • II. Ethnocentricity • The inability of a person to conceive • ideas outside of their own cultural • framework. Euro-centric (Including • North America), Afro-centric, etc. • May require the researcher to develop • a new paradigm.

  11. Lesson 4 - Force Field Analysis Capital Punishment Genetic Engineering Quebec Independence Gender Equality Public Welfare Animal Rights Euthanasia The Wars in Iraq and Afghanistan • This technique calls for the identification of arguments operating for and against it and to devise strategies and additional arguments that reinforce the arguments in its favour and minimize or, even negate opposing arguments. • Force-field analysis is used in the peaceful resolution of issues

  12. Lesson 5 - Diversity and Disparity • Diversity results from disparities and differences. • Disparities are quantitative and include: • Political Freedom • Education • Gender Equality • Health Care • Material Wealth

  13. Lesson 5 - Diversity and Disparity • Differences are qualitative and contain no disparity. They include: • Language • Religion • Customs • Ethnic Heritage • Diversity exists from region to region, but also within countries. It is wrong to assume that all individuals in a developed country are of a particular socio-economic class

  14. Lesson 6 - Diversity Classification • 1. GeographicalClassification • North and South – Wealthier countries tend to lie in the north • East and West - Wealthier countries tend to lie in the west

  15. Lesson 6 - Diversity Classification • 2. Geopolitical Classification • 1st World - Highly industrialized - High standard of living, democratic. Examples include Canada, USA, Great Britain and Germany • 2nd World - Industrialized - Communist (Some former communist) Korea, China, Cuba, Serbia, Slovakia, Hungary and Poland

  16. Lesson 6 - Diversity Classification • 3rd World - Advanced Developing Nations with some notable weakness (Education, health care, banking) Government may be democratic, but is usually authoritarian. Usually resource rich. Examples include Kuwait, Argentina, Brazil, South Africa, Chile and Saudi Arabia. • 4th World - Poorer than 3rd World. Very high poverty, malnutrition, poor housing, inadequate health care. Peru, Dominican Republic, Egypt, India, and Zaire.

  17. Lesson 6 - Diversity Classification • 5th World - Poorest countries on the planet. Little or no industry. Bleak outlook. Usually corrupt authoritarian government. Mali, Chad, Ethiopia, Somalia, Rwanda, Haiti, Nepal.

  18. Lesson 6 - Diversity Classification • 3. Economic Development Classification • Least Developed Countries (LLDC) • Most African countries with a long path to travel before reaching prosperity. Usually resource poor and politically corrupt. • Somalia, Rwanda, Haiti, Cote d'Ivoire, • Lowest GDP/Capita

  19. Lesson 6 - Diversity Classification • Less Developed Countries (LDC) • Former Communist nations and many others - They have the resources but may lack the organization, markets or funding to progress. • Czech Republic, Poland, Hungary, North Korea, Vietnam, Brazil, Argentina. • Low GDP/Capita

  20. Lesson 6 - Diversity Classification • Moderately Developed Countries (MDC) • Nations of the Pacific Rim that have recently found prosperity and a socio-political organization craving progress. • Singapore, Korea, China, Taiwan, Malaysia. • Relatively High GDP/Capita

  21. Lesson 6 - Diversity Classification • Highly Developed Countries (HDC) • Highly organized economies, government and infrastructure. Low Birthrates, Long Life Expectancy, High Literacy, High GDP/Capita

  22. Lesson 7 - A Global Village • Coined in the 1950’s (Marshal McLuhan) in response to the growing speed with which different parts of the world could communicate. • The world became aware of the need to communicate in such matters as: • Environment Protection • Equality of Human Development • Economics/Trade • Sustainable Quality of Life

  23. Lesson 7 - A Global Village Object to Globalization Fear of loss of national control Locally self-sufficient communities form more sustainable economies and environments. Value Globalization Live in harmony Universally acceptable quality of life Role of women Care of environment Share equally in world governance

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