Component Exemplary Accomplished Developing Beginning Does not attempt Description of at least 3 ethical and/or legal issues 25 Points Possible Student provides a thorough, accurate description of 3-4 ethical and/or legal issues. Description demonstrates knowledge of course concepts. Student provides a thorough, accurate description of 3 ethical and/or legal issues. At times description lacks coherence. Description demonstrates knowledge of course concepts. Student provides a thorough, accurate description 2 ethical and/or legal issues. OR Student provides a marginal description of 2-3 ethical and/or legal issues. Inaccuracies are present. Sufficient details and supporting evidence are lacking. Student provides a thorough, accurate description 1 ethical and/or legal issue. OR Student provides a marginal description of 1-2 ethical and/or legal issues. Inaccuracies are present. Sufficient details and supporting evidence are lacking. Student does not include a description of ethical issues. Identification of Ethical Codes 20 Points Possible Student identifies 3-4 relevant ethical codes that reflect understanding of course concepts. Student identifies 3 relevant ethical codes that reflect understanding of course concepts. Student identifies 2-3 ethical codes that are mostly accurate and reflect some course concepts. Student identifies 1-2 ethical codes that are mostly accurate and reflect some course concepts. Student does not identify ethical codes Explanation of 3 Courses of Action 20 Points Possible Student provides 3 courses of action that reflect understanding of course concepts. Courses of action are insightful, thorough, and accurate. Student provides 3 courses of action that reflect understanding of course concepts. Courses of action are detailed. Minor inaccuracies present. Student provides 2 courses of action that reflect understanding of course concepts. Courses of action are detailed. Minor inaccuracies present. OR Student provides marginal explanation of 2-3 courses of action. Sufficient details and supporting evidence are lacking. Student provides 1 course of action that reflects understanding of course concepts. Courses of action are detailed. Minor inaccuracies present. OR Student provides marginal explanation of 1-2 courses of action. Sufficient details and supporting evidence are lacking. Student does not explain courses of action. Description of decision making process for each course of action 35 Points Possible Student provides insightful, thorough, and accurate description of decision-making process for 3 courses of action. Student provides detailed description of decision-making process for 3 courses of action. At times description lacks coherence. Student provides a marginal description of decision-making process for 2-3 courses of action. Inaccuracies are present. Sufficient details and supporting evidence are lacking. OR Student provides detailed description of decision-making proces ...

1. Component
Exemplary
Accomplished
Developing
Beginning
Does not attempt
Description of at least 3 ethical and/or legal issues
25 Points Possible
Student provides a thorough, accurate description of 3-4 ethical
and/or legal issues. Description demonstrates knowledge of
course concepts.
Student provides a thorough, accurate description of 3 ethical
and/or legal issues. At times description lacks coherence.
Description demonstrates knowledge of course concepts.
Student provides a thorough, accurate description 2 ethical
and/or legal issues. OR Student provides a marginal description
of 2-3 ethical and/or legal issues. Inaccuracies are present.
Sufficient details and supporting evidence are lacking.
Student provides a thorough, accurate description 1 ethical
and/or legal issue. OR Student provides a marginal description
of 1-2 ethical and/or legal issues. Inaccuracies are present.
Sufficient details and supporting evidence are lacking.
Student does not include a description of ethical issues.
Identification of Ethical Codes
20 Points Possible
Student identifies 3-4 relevant ethical codes that reflect
understanding of course concepts.
Student identifies 3 relevant ethical codes that reflect
understanding of course concepts.
Student identifies 2-3 ethical codes that are mostly accurate and

2. reflect some course concepts.
Student identifies 1-2 ethical codes that are mostly accurate and
reflect some course concepts.
Student does not identify ethical codes
Explanation of 3 Courses of Action
20 Points Possible
Student provides 3 courses of action that reflect understanding
of course concepts. Courses of action are insightful, thorough,
and accurate.
Student provides 3 courses of action that reflect understanding
of course concepts. Courses of action are detailed. Minor
inaccuracies present.
Student provides 2 courses of action that reflect understanding
of course concepts. Courses of action are detailed. Minor
inaccuracies present. OR Student provides marginal explanation
of 2-3 courses of action. Sufficient details and supporting
evidence are lacking.
Student provides 1 course of action that reflects understanding
of course concepts. Courses of action are detailed. Minor
inaccuracies present. OR Student provides marginal explanation
of 1-2 courses of action. Sufficient details and supporting
evidence are lacking.
Student does not explain courses of action.
Description of decision making process for each course of
action
35 Points Possible
Student provides insightful, thorough, and accurate description
of decision-making process for 3 courses of action.
Student provides detailed description of decision-making
process for 3 courses of action. At times description lacks
coherence.
Student provides a marginal description of decision-making
process for 2-3 courses of action. Inaccuracies are present.

3. Sufficient details and supporting evidence are lacking.
OR Student provides detailed description of decision-making
process for 2 courses of action. At times description lacks
coherence.
Student provides a marginal description of decision-making
process for 1-2 course of action. Inaccuracies are present.
Sufficient details and supporting evidence are lacking. OR
Student provides detailed description of decision-making
process for 1 course of action. At times description lacks
coherence.
Student does not include a description of decision-making
process for courses of action.
Assessment of Best Option
35 Points Possible
Student provides an insightful, thorough description of best
course of action. Course of action is consistent with ethical
and legal guidelines.
Student provides a detailed description of best course of action.
Course of action is consistent with ethical and legal guidelines.
Few inaccuracies present.
Student provides a marginal assessment of best course of action.
Few inaccuracies are present. Sufficient details and supporting
evidence are lacking. Course of action is not consistent with
ethical and legal guidelines.
Student provides a marginal assessment of best course of action.
Inaccuracies are present. Sufficient details and supporting
evidence are lacking. Course of action is not consistent with
ethical and legal guidelines.
Student does not include an assessment of best course of action.
Formatting/Writing
20 Points Possible
Work is presented in a logical and coherent way. Writing is
clear, articulate, and error free. Citations are composed in
proper format with few or no errors. Student integrates 3 or

4. more scholarly references to support ideas.
Work is grammatically sound with a few minor errors. Citations
are composed in the proper format with some errors. Student
integrates 3 scholarly references to support ideas.
Work contains frequent grammatical errors. Citations are
inaccurate or improperly formatted. Student integrates 2-3
scholarly references to support ideas.
Work contains multiple grammatical errors that impact overall
communication of ideas. Citations are inaccurate or improperly
formatted. Student integrates 1-2 scholarly references to support
ideas.
Work does not demonstrate appropriate graduate level writing.
Difficult to follow ideas. Lacking organizational structure.
Student integrates 0 scholarly references to support ideas..
Summary Comments:
Total Points:
You are a supervisor in your thirties. You and your new
supervisee have a great deal in common. It’s become routine to
hold your supervision sessions in the local Starbucks. When the
work is done, you can relax and enjoy each others'
company. You’re thinking of sharing a room at the upcoming
conference on family therapy in Boston. Identify the ethical and
legal concerns that apply to this situation.
In the case analysis, please include the following information:
· Description of at least 3 ethical and/or legal issues in the
vignette
· Identification of relevant ethical codes
· Explanation of 3 courses of action to resolve the issue
· Description of the decision-making process for each course of
action

5. · Assessment of option that best upholds the ethical standards of
the profession
The paper should be 5 to 6 pages, and include a minimum of 5
scholarly resources.
Chapter
Third Edition
The West: A Narrative History
The West: A Narrative History, Third Edition
Frankforter • Spellman
The Age of Ideology
19
*
Key Question: Challenging
Conventional IdeasA wide range of ideological “isms” emerged
on the European political scene during the early 19th
century.Spurred by the years of the French Revolution and
Napoleon's imperial expansion, these new ideas would shape the
attitudes and behaviors of many Europeans, especially those in
the expanding middle class.

6. Key Question: Challenging
Conventional IdeasHow did ideological commitments fuel (and
perhaps continue to fuel) political action?
Soldiers Firing on Civilians Revolution spread across Europe
during the spring and summer of 1848, but in most cases the
established authorities used force successfully to defeat their
opponents. The revolutions were led by fragile coalitions
between the middle and working classes. Ideological differences
weakened the opposition in every country.
*
Soldiers Firing on Civilians Revolution spread across Europe
during the spring and summer of 1848, but in most cases the
established authorities used force successfully to defeat their
opponents. The revolutions were led by fragile coalitions
between the middle and working classes. Ideological differences
weakened the opposition in every country.
The Congress System and the Conservative AgendaAfter
Napoleon's fall, representatives of the victorious powers
assembled in Vienna in September 1814 to adjust the political
map of the continent.Most were members of the old
aristocracy—men who were suspicious of liberal political ideas,
who viewed the middle class as troublesome upstarts, and who
hoped to restore monarchs, especially reactionary ones, to their
“legitimate” places of power.

7. The Congress System and the Conservative AgendaThe
“Congress System” attempted a conservative revision of
European politics, turning the clock back to a time before 1789
and avoiding the excesses of Revolution in the future.
Prince Clemens von Metternich The leading figure at the
Congress of Vienna, Metternich would remain an important
spokesperson for nineteenth-century conservatism until he fled
from Vienna during the revolution of 1848.
*
Prince Clemens von Metternich The leading figure at the
Congress of Vienna, Metternich would remain an important
spokesperson for nineteenth-century conservatism until he fled
from Vienna during the revolution of 1848.
Map 19–1 Europe in 1815 The delegates at the Congress of
Vienna dismantled Napoleon's empire and made a wide array of
territorial adjustments. The Holy Roman Empire was not
restored; instead it was replaced by a new German
confederation.
*
Map 19–1 Europe in 1815 The delegates at the Congress of
Vienna dismantled Napoleon's empire and made a wide array of
territorial adjustments. The Holy Roman Empire was not
restored; instead it was replaced by a new German

8. confederation.
Ideological Ferment:
Conservatism and LiberalismEuropean conservatives argued that
tradition, hierarchy, and corporate relationships were to be
preserved and respected.In their view, the state must be the
arbiter of rights on a collective basis, and not for individuals.
Ideological Ferment:
Conservatism and LiberalismLiberals, by contrast, believed that
human beings were individuals who possess inherent rights.As
such, the power of the state should be restrained, but also
committed to the development of the rational, self-directed
citizen.
The Revolutions of 1830–1832Liberalism appealed most
directly to the aspiring middle class, who became increasingly
incensed by the high-handed behavior of the monarchs that was
imposed on them by the Congress of Vienna.
The Revolutions of 1830–1832In a spontaneous uprising in
Paris in 1830, clashes between citizens and soldiers resulted in
the restored Bourbon king's abdication and the accession of a
new monarch, Louis Philippe, who owed his position to the
support of the wealthy bourgeoisie.

9. The Revolutions of 1830–1832Uprisings elsewhere resulted in
the creation of the Kingdom of Belgium, a valiant failed
insurgency in Poland against Russian control, and nationalist
revolts in Italy, which also failed.
Delacroix, Liberty Leading the People Eugene Delacroix's
famed painting dramatized the French uprising of 1830. This
painting helped to popularize the image of Marianne, who
symbolizes the French nation and the republican values of
liberty, fraternity, and equality. Eugene Delacroix (1798–1863),
“Liberty Leading the People.” July 28, 1830. Painted 1830. Oil
on canvas, 260 x325 cm. Photo: Hervé Lewandowski. Musee du
Louvre/RMN Reunion des Musees Nationaux, France.
SCALA/Art Resource, NY
*
Delacroix, Liberty Leading the People Eugene Delacroix's
famed painting dramatized the French uprising of 1830. This
painting helped to popularize the image of Marianne, who
symbolizes the French nation and the republican values of
liberty, fraternity, and equality. Eugene Delacroix (1798–1863),
“Liberty Leading the People.” July 28, 1830. Painted 1830. Oil
on canvas, 260 x325 cm. Photo: Hervé Lewandowski. Musee du
Louvre/RMN Reunion des Musees Nationaux, France.
SCALA/Art Resource, NY
The Revolutions of 1848In the spring of 1848, another series of
revolutions swept across the continent in dramatic fashion,

10. threatening the restored regimes of Western Europe and
featuring a radical dimension that questioned the legitimacy of
all monarchs.Famine conditions in the 1840s resulted in public
demonstrations, violent clashes, and the abdication of Louis
Philippe in France.
The Revolutions of 1848The desperately poor of Paris continued
to demand a new social order, and a nephew of Napoleon, Louis
Napoleon, restored order with a Republic (which he later
overthrew as the Emperor Napoleon III).
Map 19–2 The Revolutions of 1848 Revolution was
widespread in 1848. As this map indicates, the call for political
reform and the recourse to violence in order to secure reforms
was concentrated in Italy, France, and Germany.
*
Map 19–2 The Revolutions of 1848 Revolution was
widespread in 1848. As this map indicates, the call for political
reform and the recourse to violence in order to secure reforms
was concentrated in Italy, France, and Germany.
Nationalist Revolutions in 1848In Germany, Austria, and Italy,
liberal revolutions were often allied to ethnic or nationalist
concerns.Across Germany, liberal politicians worked to forge a
pan-German national parliament under the leadership of a
constitutional monarch, but the Prussian king refused to accept
a title “from the gutter.”

11. Nationalist Revolutions in 1848Polyglot Austria was wracked
by internal convulsions along ethnic lines, and revolutionary
and republican movements in Italy were suppressed by
international intervention.
Giuseppe Garibaldi (1807–1882) Seen here toward the end of
his life serenely dressed in his trademark poncho (a mode of
dress headopted in the 1830s and 1840s as a freedom fighter in
South America), Garibaldi was a forceful and spiritual leader of
the movement for Italian unification, which was achieved, after
many conflicts, in 1861.
*
Giuseppe Garibaldi (1807–1882) Seen here toward the end of
his life serenely dressed in his trademark poncho (a mode of
dress he adopted in the 1830s and 1840s as a freedom fighter in
South America), Garibaldi was a forceful and spiritual leader of
the movement for Italian unification, which was achieved, after
many conflicts, in 1861.
Assessing the Revolutions
of 1848The initial successes enjoyed by revolutionaries in 1848
were reversed by Europe's dynastic rulers once they realized
that their liberal opponents did not enjoy broad-based popular
support.The fragile alliance of middle-class liberals, students,
and urban workers was undermined by ideological splits.

12. Assessing the Revolutions
of 1848Nevertheless, the core of the revolutionary agenda—
written constitutions, freedoms of speech and the press,
representative political institutions, military units under civilian
control—were not extinguished by the failures of 1848.
A portrait of Giuseppe Mazzini, from about 1865
*
A portrait of Giuseppe Mazzini, from about 1865
Britain and ReformThe only major European power that avoided
revolution throughout the period was Great Britain, but that
country also experienced a fundamental transformation of its
politics, as the right to vote was extended to members of the
commercial and industrial middle class.
Britain and ReformWith the Reform Bill of 1832, property-
owning middle-class men achieved the right to vote in
parliamentary elections, and the “franchise” would be further
extended in 1867, and then to all adult men in 1918.

13. House of Commons With the passage of the Great Reform Bill
of 1832, the membership of Britain's House of Commons began
to include representatives drawn from new urban centers.
*
House of Commons With the passage of the Great Reform Bill
of 1832, the membership of Britain's House of Commons began
to include representatives drawn from new urban centers.
Key Political Developments in Europe, 1815-1848
*
Key Political Developments in Europe, 1815-1848
The Chartist Movement A Chartist demonstration in 1842.
The Chartists were the first large working-class organization in
Britain. Their efforts to extend the right to vote and other
political rights contributed to the birth of modern trade
unionism and socialism in Europe.
*
The Chartist Movement A Chartist demonstration in 1842.
The Chartists were the first large working-class organization in
Britain. Their efforts to extend the right to vote and other
political rights contributed to the birth of modern trade
unionism and socialism in Europe.

14. The Romantic MovementArtists reacted against Enlightenment
attitudes and aesthetics in the early 19th century.A concern with
individual creativity anchored in the emotions, a stress on the
unique and even spiritual nature of the creative process, and a
celebration of spontaneity informed by the imagination were the
hallmarks of a “Romantic” approach to the world.
The Romantic MovementPoetry, music, painting, and novels
reflected this personalized, passionate, and intuitive sensibility.
William Blake's Jerusalem The visionary poet and artist
William Blake was a key figure in the Romantic movement. The
Romantics did not share the Enlightenment's faith in reason,
instead extolling emotion, spontaneity, and human instinct.
Blake spent many years on his prophetic book, Jerusalem in
which he created his own mythological world through etchings
and symbolic prose.
*
William Blake's Jerusalem The visionary poet and artist
William Blake was a key figure in the Romantic movement. The
Romantics did not share the Enlightenment's faith in reason,
instead extolling emotion, spontaneity, and human instinct.
Blake spent many years on his prophetic book, Jerusalem in
which he created his own mythological world through etchings
and symbolic prose.

15. The Marxist ChallengeThe enfranchisement of the bourgeois
factory owner, accountant, or lawyer seemed to be of little
benefit to the uneducated and unskilled city dwellers who were
experiencing the harsh labor conditions brought on by
industrialization.
The Marxist ChallengeUtopian socialists believed that a society
based on cooperation instead of competition could be secured in
a peaceful manner, but Karl Marx (1818–1883) was less
confident in the willingness of self-interested producers to
ameliorate the plight of their less fortunate workers.
Karl Marx Marx was deeply affected by the human costs
associated with the rise of industry, and his socialist philosophy
provided comfort to those who looked forward to the end of
capitalist economies.
*
Karl Marx Marx was deeply affected by the human costs
associated with the rise of industry, and his socialist philosophy
provided comfort to those who looked forward to the end of
capitalist economies.
The Communist ManifestoMarx and Friedrich Engels
collaborated in publishing a short tract in February 1848,
coinciding with the outbreak of revolution across Europe,
entitled The Communist Manifesto.The work called upon the

16. working class, i.e., the laborers in the new industrial economy,
to overthrow the capitalist economic system by force.
The Communist ManifestoMarx believed that, throughout the
course of human history, class conflict stood at the center of
material life.
The Impact of MarxismA conflict between the owners of the
means of production and the laborers who were exploited by
them would, he believed, result in revolution and a “dictatorship
of the proletariat,” and that this would happen first in Britain,
as it was the most industrialized country in Europe.
The Impact of MarxismWhile the revolutions of 1848 failed to
achieve their aims, Marx's theory of history was embraced by
intellectuals and workers alike, as it seemed to possess the ring
of scientific certainty.His views would revolutionize intellectual
life well after his death and would provide compelling
explanations for how things worked in the industrialized world.
Key Question RevisitedThe ideological struggles of the period
1815 to 1848, born in the French Revolution and its aftermath,
would resonate in the conflicts of the late 19th and throughout
the 20th centuries.How did these ideologies come into conflict
with each other, especially in their real-world applications?Did
the conflicts among them make them more compelling and more
focused?