30-2 Identity and Ideology

Education 3601 - Unit Plan

Logan Heggie
February 29, 2024
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Rationale for the unit

Why is this unit taught? (What is the purpose of this unit within the course?)

The following is the first of four units. It prepares students for future units via exploring

factors influencing individual and collective beliefs, encouraging students to appreciate

perspectives of identity and ideology to promote an open mind on liberalism, understanding

historical and contemporary expressions of individualism and collectivism and how they are key

values of liberalism, investigating characteristics and themes of ideologies, and uncovering the

relationship between individualism and the common good.

How does the unit address the core concepts of citizenship and identity?

Regarding identity, the unit explores the factors that influence our beliefs and values that

shape our identities, evaluates different perspectives of identity, and explores multiple

frameworks of ideology impacting identities. Concerning citizenship, the unit emphasizes

understanding the diverse societal perspectives with an appreciation for the role of identity and

ideology in shaping citizenship. Further, studying characteristics and themes of ideologies

contributes to a nuanced understanding of how citizenship is influenced by both individual

affiliations and societal structures.

To what extent does it incorporate multiple perspectives?

The unit explores multiple perspectives via studying historical excerpts and contemporary

examples identifying expressions of individualism and collectivism, analyzing media content to

determine how it influences individual and collective values, and active listening of guest

speakers providing contemporary examples of individualism and collectivism. However, the unit

also brings the students perspectives into review via guiding questions and assessments.
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How is the unit framed by an overarching inquiry question?

The unit is framed by the broad question “how do ideologies influence the way people see

themselves, understand history, and shape the societies they live in?” The lessons in the unit

address the different facets and provide an examination of the influence of ideologies. The unit

focuses on how personal identity and perspectives are shaped, it provides historical and

contemporary examples of individualism and collectivism and how they influence events and

societies, it provides engagement opportunities with guest speakers and media/video sources to

determine how experiences shape ideologies and influence societies, and it provides a lesson on

individual freedom, liberalism, collectivism, and the balance between individual rights and the

common good.

How have you attended to the development of skills?

Critical and Creative Thinking

- The unit incorporates opportunities for students to think critically about personal

freedom, individualism, collectivism, and the common good. This is done through mind

mapping, literacy circles, media analysis, and interpretation of case studies and events.

- Creative thinking skills are encouraged via activities such as collage making using

magazines to represent factors on beliefs and values, interpreting images and media

content, and having student speculate on the future based on their understandings of

ideologies.

Historical Thinking

- The unit encourages development of historical thinking skills via lessons on analyzing

historic expressions of Locke, Hobbes, and Rousseau, and using case studies, past
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societies, and scenario cards to apply historical thinking skills to understand

individualistic and collectivist values.

Apply the Research Process

- In most of the lesson’s students are tasked with some aspect of research. However, in

lesson nine the students apply the research process by choosing a country, conducting

research on the dominant ideology, and articulating how themes of the ideology relate to

the characteristics discussed in the unit. This assignment requires students to follow a

structured research process to gather, organize, and present information.

Demonstrate skills of oral, written, and visual literacy

The unit provides activities contributing to the development of oral, written, and visual

literacy skills. Literacy circles and presentations allow students to articulate their thoughts

verbally, letter writing, and journal entries encourage written skills, and

identity mapping, media analysis, and visual representations enhance visual literacy skills.

Develop Skills of Media Literacy

Media literacy skills were developed primarily in lesson three via students creating collages

out of old magazines thus interpreting and selecting media representations of factors that

influenced beliefs and values, and by analyzing a commercial to identify how it shapes societal

beliefs therefore encouraging critical examination of media messages.

Special Considerations

What knowledge, skills, and Timing

While I touch on the meanings of the concept’s identity, citizenship, and perspective, I do

expect that the students will have some understanding of their interpretations as they explore the

relationships between globalization/nationalism, citizenship, and identity previously. Regarding

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skills, I expect the students to have relatively good skills at most of the dimensions as they have

all been addressed in previous social studies courses. The unit will be taught in September or mid

to late January and into February as it is the first unit in the course.

Community Considerations

With the social movements and turmoil occurring globally, communities and classrooms are

growing in diversity. As a result, I plan on incorporating a philosophy of inclusion within my

classroom and the school. I need to ensure that every student feels safe and accepted at school for

students to reach their full potential. This philosophy will be backed up with me presenting

lesson that are differentiated, including cultural perspectives and materials in my lessons, and

ensuring fair disciplinary policies focus on restorative justice principles.

How might you integrate other subject areas?

Regarding this unit, I could further incorporate language arts by having students work on their

creative writing by having them write alternative endings to for historical events. I could

incorporate math via data analysis into the lessons when looking at social trends. I could include

lessons on scientific advancements related to individualism and collectivism or I could discuss

the role of individualism and collectivism in sports.

Are there current event links in the unit?

Within the unit there are a few ways in which the lessons include current events. First, using

media content and images that are used to help students analyze how society is shaped. Second,

using guest speakers to provide current perspectives on individualism and collectivism. Third,

using contemporary case studies in lessons eight and eleven.

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Unit 1: Identity and Ideology

Subject Area: Social Studies 30-2
Grade Level Grade 12
Topic Identity and Ideology
Length of Unit 13 - 75 Minute Lessons

Unit Planning Organizer

General Learning Outcome:
Students will explore the relationship between identity and ideology.
Specific Learning Outcomes: Critical Inquiry Question:
How do ideologies influence the way people see
Values and Attitudes: themselves, understand history, and shape the societies
they live in?
1.1: appreciate various perspectives regarding identity
and ideology. Focus Questions:
1.2: appreciate various perspectives regarding the - How do ideologies influence perceptions of
relationship between individualism and common good identity?
- How does individualism and collectivism
Knowledge and Understanding factor into ideologies?
- In what manner do ideologies influence the
1.3 explore factors that may influence individual and concept of the Common Good?
collective beliefs and values.
1.4 identify historic and contemporary expressions of
individualism and collectivism. Key Concepts:
1.5 examine the characteristics of ideology.
1.6 identify themes of ideologies.
1.7 examine individualism as a key value of ideology. - Identity
1.8 examine collectivism as a foundation of ideology. - Ideology
1.9 examine the relationship between individualism - Perspectives
and common good in contemporary societies. - Individualism
- Collectivism
Skills and Processes (Dimensions) - Liberalism
Most Prominent - Common Good
- S.1: Develop skills of critical thinking and
creative thinking.
- S.2: Develop skills of historical thinking.
- S.7: Apply the research process.
- S.8: Demonstrate skills of oral, written, and
visual literacy
- S.9: Develop skills of media literacy.
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Lesson Outlines
Lesson 1: Exploring Identity and Perspectives

Outcomes: 1.1, S.1.1, S.1.5

- Students will recognize and identify the different factors that create their identity and
make them unique.
- Students will examine how a perspective is created and how it can influence our
identities.
Length: 75 Minutes
Lesson Procedure:
- Opening: Put the question on the board “Are our identities made up of our
experiences?”
- Activity 1: Identity Mapping: Create a visual representation of the aspects that
contribute to their identity. Share with a partner when done and discuss similarities and
differences.
- Discussion: Discuss the different factors that make up identities. After identity, segway
the discussion into perspectives. How are they created - Looking inward and outward.
How do they influence how we analyze events?
- Activity 2: Literacy circle activity. In groups, the students will read “Everyday Use” by
Alice Walker. They will outline and discuss passages that highlight differing
perspectives on identity and heritage and consider visible and invisible aspects of the
characters perspectives.
- Conclusion: Students will come together as a class and discuss what they learned.
Assessment:
- Observation: I will be assessing the collaboration within the literacy circles to
determine understanding of the concepts.

Resource/Materials: SMART/Whiteboard, markers, Copies of "Everyday Use" by Alice Walker.

Boudreau, E. (2021, November 12). Literature circles. Harvard Graduate School of Education.
https://www.gse.harvard.edu/ideas/usable-knowledge/21/11/literature-
circles#:~:text=Literature%20circles%20%E2%80%94%20a%20small
%20group,because%20they%20are%20incredibly%20effective

Marchall, C., & Crawford, E. O. (2022). Chapter Four: Perspective-Taking and Perspective
Taking. In World Wise Learning: A Teacher’s Guide to Shaping a Just, Sustainable
Future (pp. 97–128). essay, CORWIN A SAGE Company.

Walker, A., Cockburn, A., Çimen, S., & Barber, E. (2023, April 3). Everyday use, by Alice
Walker. Harper’s Magazine. https://harpers.org/archive/1973/04/everyday-use/
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Lesson 2: Historical Philosophical Thinkers on Ideologies

Outcomes: 1.1, 1.4, S.2.3, S.2.4

- Students will identify and construct a list of historic expressions of individualism and
collectivism in the works of Locke, Hobbes, and Rousseau.
- Students will evaluate a contemporary issue from the perspectives of Locke, Hobbes,
and Rousseau to interpret how diverse ideologies address current challenges.
Length: 75 Minutes
Lesson Procedure:
- Opening: Philosophical Quotes: Quotes related to identity, ideology, or the role of
government will be on the whiteboard for analysis when student come in.
- Discussion: Present the four characteristics of ideologies. Provide overview of John
Locke, Thomas Hobbes, and Jean-Jacques Rousseau.
- Activity 1: Group Activity: Provide excerpts from the works of Locke, Hobbes, and
Rousseau that highlight their views on the four characteristics of ideologies. How do
they express individualism and collectivism? Have each student in the group report at
least one attribute in the following discussion.
- Activity 2: Students will research a contemporary issue and analyze it from the
perspectives of Locke, Hobbes, and Rousseau. How do their perspectives address
current challenges?
- Closing: Graffiti Wall: Have students draw a symbol or write a short phrase that
represents their main takeaway or a question they still need cleared up.
Assessment:
- Observe students as they contribute to the group activity discussion following activity
one. How well did they understand and synthesize information from the excerpts?
- Observe and assess students' contributions to the Reflection Graffiti Wall. I am looking
for creativity, relevance to the lesson, and depth of thought.

Resources/Materials: Whiteboard, markers, philosophical quotes, PowerPoint, computer,

printed excerpts.

Rapaczynski, A. (1989). Nature and politics: Liberalism in the philosophies of Hobbes, Locke,
and Rousseau. Cornell Univ. Press.

Shea, M. (2024, January 1). Hobbes, Locke, and the Social Contract. American Battlefield
Trust. https://www.battlefields.org/learn/articles/hobbes-locke-and-social-contract

Walker, A., Cockburn, A., Çimen, S., & Barber, E. (2023, April 3). Everyday use, by Alice
Walker. Harper’s Magazine. https://harpers.org/archive/1973/04/everyday-use/
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Lesson 3: Media Factors Influencing Beliefs & Values

Outcomes: 1.1, 1.3, S.9.4

- Students will analyze how media influences beliefs and values and construct a visual
demonstrating their understanding.
- Students will cultivate and utilize media literacy skills by analyzing the impact of a
commercial on individual and collective values.
Length: 75 Minutes
Lesson Procedure:
- Opening: I will bring a bag with different cultural items in it. I will walk around the
room and let the students grab an item out of the bag. As I continue to walk around
with my bag, the students will think about how the item they pulled out represents
beliefs and values. When I am done handing out items the students can start sharing
their thoughts.
- Discussion: Review the concepts from the last lesson that students may be struggling
with. Explain that identities can also be influenced by media.
- Activity 1: Beliefs and values Collage: I will provide a stack of old magazines.
Students will cut out images or words that represent the factors that influence beliefs
and values.
- Activity 2 (if time): Media Analysis: Students will analyze a commercial and identify
how it reflects or shapes societal beliefs. How did the commercial influence individual
and collective values?
- Closing: Whiteboard Question – before leaving the classroom, write one thing you
learned from the lesson.

Assessment:
- Collage: Observation to determine if the students are picking up on the concepts and
provide input. I will also be able to assess the diversity of representations.

Resources/Materials:
- Magazines, glue, tape, scissors, poster paper, markers, computer, commercial,
SMART/White board.

YouTube. (2017, November 9). Apple - Inclusion & Diversity - Open. YouTube.
https://www.youtube.com/watch?v=cvb49-Csq1o&t=1s
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Lesson 4: Historic Individualism and Collectivism

Outcomes: 1.1, 1.4, S. 2.3, S.5?

- Students will identify historic expressions of individualism and collectivism through
the analysis of case studies.
- Students will compare and contrast historical examples, identifying both differences
and similarities in societal structures, values, and individual roles.
- Students will demonstrate an ability to synthesize historical knowledge and apply it to
contemporary and future contexts.
Length: 75 Minutes
Lesson Procedure:
- Opening: Assessment - Students will complete an assessment involving a list of
statements, responding with “often,” “sometimes,” or “rarely”. Each answer is assigned
a letter “C” for collectivism or “I” for individualism. After completion, the students
will tally their “C” and “I” responses to determine if they lean towards collectivism or
individualism.
- Discussion: Define and discuss the concepts of individualism and collectivism. How
are they exemplified in your daily lives? How did individualism and collectivism
evolve?
- Activity 1: Historical Analysis Presentations – In groups, students will study historical
case studies of individualistic and collectivist societies. Students will identify specific
elements, events, or cultural aspects that illustrate either individualistic or collectivist
values. Students will also answer the following:
o How do the historical examples of individualism and collectivism differ in
terms of societal structure, values, and individual roles?
o In what ways do the historical examples still resonate with contemporary
society's values and structures?
o Can you make predictions about the potential trajectory of individualistic or
collectivist values in future societies?
- Conclusion: Brief discussion providing feedback on the presentations.
Assessment:
- Responses to the critical thinking questions will reveal individual and group
understanding of the historical examples and their relevance to contemporary and
future society.

Resources/Materials: Assessment/tally sheets, markers, SMART/White board, case study

excerpts, computer, poster sheets.

Etkin, C., & Coutts, B. (2003). Internet History Sourcebooks Project. Library Journal, 128(7),
43. https://login.uleth.idm.oclc.org/login?url=https://www.proquest.com/trade-
journals/internet-history-sourcebooks-project/docview/196794251/se-2

Home: Library of Congress. The Library of Congress. (n.d.). https://www.loc.gov/

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Lesson 5: Contemporary Individualism and Collectivism

Outcomes: 1.1, 1.4, S.1.1, S.8

- Students will broaden their understanding of diverse perspectives and values related to
identity and ideology via real-world experiences.
- Students will connect theoretical concepts to real-world scenarios and will articulate
how the guest speakers' experiences and perspectives challenged their understandings
of individualism and collectivism.
Length: 75 Minutes
Lesson Procedure:
- Opening: Quick recap of the concepts from the last lesson and introduce the following
guest speakers.
- Activity 1: Guest speakers: Two guest speakers will come in and talk to the class. One
will be a local business owner who supports individualism, and one will be a Hutterite
brother or Indigenous leader explaining their perception collectivism. Students will be
provided an active listening worksheet to fill out while they listen.
- Activity 2: Letter writing. Following the guest speakers, students will use the
information from their worksheet to write a letter to the guest speakers. They will
outline their gratitiude, explain what experiences resonated with them, and how their
perspectives challenged their understandings of the concepts being taught.
- Conclusion: Class discussion - review on the merits and criticisms of both ideologies.
Ask the students to write in their journals how their understandings of these concepts
have changed over the last two lessons.

Assessment: Observe engagement with the speakers and reviewing the letters will help me
analyze student understanding and direct my next lesson. The letters will also allow the
students to gauge their understandings and what they may need help with.

Resources/Materials: Guest speakers, worksheets, markers/pens, letter paper, whiteboard,

envelopes.
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Lesson 6: Ideological Characteristics

Outcomes: 1.5, S.7.2

- Students will develop observational skills via analyzing images of ideologies and
identifying the characteristics of ideology.
- Students will apply and chart their knowledge of characteristics by interpreting
political ideologies.
Length: 75 Minutes
Lesson Procedure:
- Intro Activity: Gallery Walk: Students will walk around the room and analyze different
images that represent different ideologies (legal, political, war, social movements,
environmentalism, etc.). They will write their observations on sticky notes and then
place them on the pictures.
- Discussion: Review notes and discuss how these images reflect ideologies. Explain the
lesson and why ideologies are important. Review characteristics of ideologies from
lesson 3.
- Activity 1: Split the class into small groups and provide them short readings on a
specific ideology (liberalism, conservatism, socialism). Students will identify, discuss,
and write down the characteristics found within their ideology.
- Closing Activity 3: Exit slip – Choose one of the following pictures from the beginning
of class. Explain what you have learned about the ideology represented in that picture.
Assessment:
- Exit slip – This will allow me to evaluate the students understanding of the lesson by
comparing their thoughts on the sticky notes and the information provided on the exit
slips.
Resources/Materials: Images of ideologies, sticky notes, markers, short readings, exit slip
forms.

Laycock, D. H. (2019). Political ideology in parties, policy, and civil society:

Interdisciplinary insights. UBC Press.
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Lesson 7: Ideological Themes

Outcomes: 1.5, 1.6, S.7, S.2.1

- Students will identify themes present in various ideologies, exploring recurring
patterns and concepts that define ideological frameworks.
Length: 75 Minutes
Lesson Procedure:
- Opening: Pictures/paintings representing the different themes of ideologies will be
placed in the whiteboard. What common ideas or recurring themes do you see in the
images? Explain that the lesson will be focused on identifying patterns of themes.
- Activity 1: Split into small groups and provide students with documents representing
different ideologies. Have the students read the documents and identify recurring
themes. What key ideas are expressed? Create a visual representation (mind map).
- Discussion: Each group will present findings from activity. Provide information about
the significance of identifying themes.
- Activity 2: Research Assignment (Part of summative assignment). Students will choose
a country and conduct research on the dominant ideology. What are the themes of the
ideology and how do they relate to the four characteristics?
- Conclusion: Journal Entry - Students will write down the country and ideology of their
choice and explain quickly why they choose that country.
Assessment:
- Mind Map - Assess the accuracy of the maps created by the groups to determine the
students' ability to identify and discuss themes across ideologies.

Resources/Materials: Pictures/Paintings, SMART/Whiteboard, documents of ideologies,

markers, poster paper/flip chart, computer,

Noesgaard, D., Phui, L., Colless, R., & Yoshida, D. (2010). Understandings of ideologies.
Oxford University Press.
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Lesson 8: Individualism and Liberalism

Outcomes: 1.1, 1.7, S.5.2

- Students will explore the impact of personal freedom on both individual identity and
society.
- Students will integrate their understanding of individualism and its expressions in
different domains by creating a flipchart outlining aspects, examples, and connections
between individualism and liberalism.
Length: 75 Minutes
Lesson Procedure:
- Opening Activity: Think-Pair-Share – What does personal freedom mean to you?
Students will write down thoughts for a few minutes, turn to partner and share ideas,
share with the class.
o Guiding questions: Do you like making personal decisions without
interference? Does freedom contribute to personal identity? Does personal
freedom impact society? Are their limitations to personal freedom?
- Discussion: Why is individualism important in society? Introduce information
regarding how individualism is a core component to liberalism. Focus on aspects such
as political, economic, and social expressions of individualism. How do these
expressions lead to liberalism aspects?
- Activity 2: Jigsaw Activity. Students will be divided into three groups representing
expressions of individualism: political, economic, and social. Each group will get a
contemporary case study that relates to their expression and create a flipchart outlining
aspects, examples, and connections between individualism and liberalism in their
expression. The groups will then be re-organized and will teach what they learned.
- Conclusion: Students will return to their original groups and have a representative
summarize their findings to the class.

Assessment:
- Flip Grid: I will collect the flip charts and use them to determine if the outcomes were
met.
- Observation: I will walk around during the activities listening and providing input.

Resources/Materials: Flip Charts, SMART/Whiteboard, Markers, Case Studies, Computer

Noesgaard, D., Phui, L., Colless, R., & Yoshida, D. (2010). Understandings of ideologies.
Oxford University Press.
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Lesson 9: collectivism and Ideology

Outcomes: 1.8, S.1, S.5

- Students will apply their understanding of collectivism by exploring how its values can
be implemented in hypothetical scenarios.
- Students will demonstrate critical thinking and an ability to apply collectivist concepts
to real-world situations.
Length: 75 Minutes
Lesson Procedure:
- Opening: Review the concepts of collectivism. Ensure students understand the
principles guiding collectivism. Explain that today’s lesson is on applying collectivist
values in hypothetical scenarios.
- Activity 1: Formative Group Activity
o Step 1: Place students in groups and provide them a different value (aspect) of
collectivism.
o Step 2: Present hypothetical scenario.
o Step 3: Have students brainstorm on how their assigned aspect can be
implemented in the scenario. Provide guiding questions. Examples:
 How does the scenario relate to your collective aspect?
 Who are the stakeholders and how can their needs be met?
 How can your aspect of collectivism contribute to addressing the
challenges in the scenario?
 What practical steps can you take to implement your collective aspect?
 What are the benefits of implementing the chosen aspect?
o Step 4: Instruct groups to develop a concrete proposal outlining how they
would implement the chosen collectivist aspect in the given scenario. The
proposal can be written or visual.
- Closing: Inform the students that next class they will be presenting their proposals to
the class and submit it to me. This way the class can compare and contrast different
proposals based on different collective values.

Assessment: The proposal will be the formative assessment outlining what they have learned
and what may need to be reviewed.

Resources/Materials: Scenario, list of values, computers, assignment slips indicating the

groups and their aspect, instruction sheet, guiding questions, pens.

Perry-Globa, P., & Fielding, J. (2009). Perspectives on ideology: Teachers Resource (J. Pegis,
Ed.). Oxford University Press.
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Lesson 10: Presentations

Outcomes: 1.8. S.1, S.5

- Students will apply their understanding of collectivism by exploring how its values can
be implemented in hypothetical scenarios.
- Students will demonstrate critical thinking and an ability to apply collectivist concepts
to real-world situations.
Length: 75 Minutes
Lesson Procedure:
- Opening: Explain that groups will present their proposal from the last lesson. I will be
drawing their groups randomly from a hat.
- Activity 1: Group presentations.
- Discussion: Following presentations, we will compare and contrast the different
proposals. We will talk about their feasibility, benefits, and potential challenges.
- Closing: Free time to work on summative assignment.

Assessment
- The proposal will be the formative assessment. The proposal requires students to
articulate how a specific aspect of collectivism can be applied in a scenario. The
proposal will also make the students think critically and allow me to evaluate their
problem-solving skills and provide feedback.

Resources/Materials: Computer. SMART/Whiteboard, hat, paper slips.

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Lesson 11: Individualism and The Common Good

Outcomes: 1.2, 1.9, S.8.3, S.1.1

- Students will critically analyze the relationship between individualism and the common
good via the examination of modern scenarios and a movie clip.
- Students will articulate their thoughts and reflections on the balance between
individual rights and the common good via journal entries.
Length: 75 Minutes
Lesson Procedure:
- Opening discussion: In what ways might prioritizing individual needs conflict with
promoting the common good? Can individualism and collectivism coexist
harmoniously? Provide four criteria to determine if an action or ideology advances the
common good.
- Activity 2: Movie clip from “The Truman Show” where Truman realizes he is being
watched. The clip prompts the question "How do you perceive the balance between
individual rights and the common good in today's world?" Make a journal entry about
your thoughts. Class discussion to follow.
- Activity 3: Case Cards – In small groups, students will be presented with cards
presenting different modern scenarios related to individualism and the common good.
Students will identify instances of individualism and consider how these actions
contribute to or hinder the common good based on the criterion provided above.
- Conclusion: Class-wide reflection on the patterns observed across different scenarios.
This will be followed up by review where I will open the floor to questions regarding
anything discussed in the last 12 lessons.
Assessment
- Throughout the last 12 lesson I have had student make journal entries. I plan on
collecting them and reading through them over the course of the next few days. I will
be able to clear up any misunderstandings I find in the journals.

Resources/Materials: Movie clip, markers/pens, SMART/Whiteboard, computer, scenario

cards.

Gautam, R. (2023). The Key - Social Studies 30-2 Alberta. Castle Rock Research Corp.

YouTube. (2021, September 28). The Truman show. Truman realizes he’s being watched.
YouTube. https://www.youtube.com/watch?v=b7sghRdlf14+https%3A%2F
%2Fwww.learnalberta.ca%2Fcontent%2Fssoc12%2Fhtml
%2Fbalancingindividualismcollectivismandthecommongood_cc.html

Lessons 12 - 13
I am opening up two classes for the students to work on their summative assignments. I will,
however, provide a couple of mini lessons after reviewing the last formulative assignment and
the journal entries.
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Global Ideological Perspective Project

Critical Inquiry Question: How do ideologies influence the way people see themselves,
understand history, and shape the societies they live in?

Task Overview:
In this assessment, you will embark on a journey of cultural understanding and critical
analysis by crafting a comprehensive exploration of a fictional character from a chosen
country. Your task involves delving into the complexities of identity, ideology, and historical
events, connecting them to the broader concepts of individualism, collectivism, and liberalism.

Step 1: Cultural Character Creation

Choose a country and breathe life into a fictional character. Illuminate the factors
shaping their identity, the origins of their perspectives, and the influences molding their beliefs
and values.

Step 2: Ideological Inquiry

Embark on a research expedition to unravel the ideological tapestry of the selected
country. Determine whether its foundations lie in individualism, collectivism, or a harmonious
blend of both. Uncover the characteristics and themes that define the ideological landscape,
setting the stage for a deeper analysis.

Step 3: Values of Liberalism

Engage in an examination of how the chosen country's ideology influences your
character's individual rights, freedoms, self-interests, economic freedom, adherence to the rule
of law, and the right to own property. Connect these values to the broader framework of
liberalism.

Step 4: Historical Events and the Common Good

Navigate through the historical landscape of your chosen country, selecting a pivotal
event for scrutiny. Evaluate this event through the lens of your character, exploring their
perspective based on their deeply ingrained ideology. Assess whether the historical occurrence
contributed to or hindered the common good, unraveling the interconnectedness of personal
beliefs and societal impacts.

Presentation Formats
Your findings and analyses can be presented in a written format, a captivating
multimedia presentation, or a compelling video. Choose the medium that best amplifies your
talents and effectively communicates the connections between identity, ideology, and historical
context.
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Global Ideological Perspective Project

Guide
SLO’s
1.3: Explore factors that may influence individual and collective beliefs and values (culture, language,
media, relationship to land, environment, gender, religion, spirituality, ideology)
1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature,
beliefs about the structure of society, visions for the future).
1.6: Identify themes of ideologies (nation, class, relationship to land, environment, religion).
1.7: Examine individualism as a key value of ideology (values of liberalism: individual rights and
freedoms, self-interest, competition, economic freedom, rule of law, private property).
1.9: Examine the relationship between individualism and common good in contemporary societies.

Step 1: Cultural Character Creation (1.3)

- Choose a country and create a character. Tell me about your character.
o What factors make up their identity?
o How are their perspectives created?
o What influences their beliefs and values?

Step 2: Ideological Inquiry (1.5, 1.6)

- Conduct research to understand the ideological context of the country you chose.
o Is it based on individualism, collectivism, or both?
o What are the characteristics and themes of the ideology?

Step 3: Values of Liberalism (1.7)

- Analyze and describe how the ideology of the chosen country dictates your characters
individual rights and freedoms, self-interests, economic freedom, rule of law, and right
to own property.
o How does the ideology of the chosen country shape the concept of individual
rights for your character?
o Investigate the relationship between the country's ideology and the character's
economic freedom.
o Any societal norms that factor into the rule of law?

Step 4: Historical Events and the Common Good (1.9)

- Research one historical event that occurred within or involving the country of your
character.
o Evaluate it through the lens of your character.
o What is their perspective on the event based on their ideology?
o Did this event contribute to or hindered the common good in their country?

Due date: March 8 at the end of class.

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Global Ideological Perspective Project Rubric

Criteria 5 Points 4 Points 3 Points 2 Points 1 Point

Character Well-developed Developed Somewhat Lack of Missing or

Identity character with character with developed development in incomplete
thorough some exploration character with character's character.
exploration of of factors shaping limited exploration exploration of
factors shaping identity, of factors shaping factors shaping
identity, perspectives, identity, identity,
perspectives, beliefs, beliefs, and values. perspectives, perspectives,
and values. beliefs, and values. beliefs, and values.

Ideological Comprehensive Good Basic Limited No

Context understanding of understanding of understanding of understanding of understanding
the ideological the ideological the ideological the ideological of the
context of the context of the context of the context with vague ideological
chosen country, chosen country, chosen country but identification of context.
including clear including lacks clear individualism,
identification of identification of identification of collectivism,
individualism, individualism, individualism, characteristics,
collectivism, collectivism, collectivism, and themes.
characteristics, and characteristics, and characteristics, and
themes. themes. themes.

Liberalism Thorough analysis of Good analysis of Basic analysis of Limited analysis of No analysis or
Analysis how the ideology how the ideology how the ideology the impact with inaccurate
impacts the impacts the impacts the lack of insights or analysis.
character's rights, character's rights, character's rights, connections.
freedoms, economic freedoms, freedoms,
freedom, rule of law, economic freedom, economic freedom,
and property rule of law, and rule of law, and
ownership. property property
ownership. ownership.

Historical Detailed evaluation Good evaluation of Basic evaluation of Lack of depth in No evaluation
Event of a historical event a historical event a historical event evaluation based or inaccurate
Evaluation through the through the through the on the character's evaluation.
character's lens, character's lens, character's lens, ideology and its
providing a with a solid with a somewhat impact.
comprehensive perspective based clear perspective
assessment based on their ideology. based on their
on their ideology. ideology.

Presentation Engaging Well-crafted Somewhat Lack of No

& Creativity presentation with presentation that engaging engagement in presentation or
effective effectively presentation that presentation and lack of effort
communication and communicates the communicates the struggles to evident.
exceptional use of analysis with good analysis adequately communicate the
multimedia use of multimedia with limited use of analysis with
elements. elements. multimedia minimal use of
elements. multimedia
elements.
 20

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Shea, M. (2024, January 1). Hobbes, Locke, and the Social Contract. American Battlefield Trust.
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