This document defines various literary and film terminology used for analyzing, discussing, and creating works of literature, film, and other artistic media. It provides concise definitions for over 70 terms across a variety of categories including vocabulary, dramatic composition, cinematography techniques, and assessment criteria. The terms cover concepts related to elements of style, genre, narrative devices, rhetorical devices, and production roles.
The document defines various literary and film terminology as well as concepts related to individualism, liberalism, and collective responsibility in society. Some key terms include:
- Active voice and passive voice in writing
- Ad hominem and ad misericordiam fallacies in arguments
- Aerial shots, close-ups, and tracking shots in film
- Archetypes, themes, and motifs commonly found in literature
- Individualism, liberalism, and progressivism as political ideologies
- Concepts like individual rights/freedoms and economic freedom in a liberal democracy
- The difference between individual and collective interests and responsibilities
This document provides definitions for various literary terms that will be used throughout the school year. It defines terms related to characters like protagonists and antagonists. It also defines elements of plot such as exposition, rising action, climax, falling action and resolution. Additionally, it defines literary devices like imagery, mood, conflict, flashbacks, foreshadowing, point of view, setting, theme, tone, metaphors, similes, oxymorons, personification and alliteration. Examples are provided for many of the terms.
Indirect characterization is revealed through a character's thoughts, words, actions, and how other characters respond to them. Medieval romances were fantastic stories about knights that often involved quests. Round characters are complex with many traits that can change, while flat characters only have one or two traits that remain static.
The document defines several literary terms including plot, point of view, protagonist, rhyme, rhythm, setting, simile, soliloquy, sonnet, and stanza. It provides examples of different points of view such as first person, third person objective, third person limited, and third person omniscient. It also asks which point of view The Epic of Gilgamesh is written from, with the answer being third person objective.
This document provides an overview of several concepts and theories in narrative theory:
- Narratives involve a sequence of events (plot) presented in a particular way (narrative) to an audience. Analysis focuses on how the story is constructed rather than just the story itself.
- Narratives use various codes - technical, verbal, symbolic - to convey meaning and information to the audience. Tzvetan Todorov's theory examines how narratives progress from an initial equilibrium, through disruption and resolution, to a new equilibrium.
- Roland Barthes explored symbols, indexes, and icons in communication. Signifiers represent concepts (signifieds) in both denotative and connotative ways.
A drama is a story enacted on stage involving characters who face a conflict. It follows a dramatic structure that includes an exposition, complications, climax, and resolution. Tragedies typically involve serious themes like life and death and end unhappily, featuring a tragic hero with a flaw. Comedies usually center on a romantic plot and end happily. Modern plays focus more on personal issues and experiment with unconventional structures. Plays are brought to life through performances that involve actors, directors, designers, and technicians working to realize the playwright's vision on stage for an audience.
This glossary defines various media terms that may be useful for Alex's exam and portfolio revision, including:
1) Terms related to newspapers like broadsheet, tabloid, headlines, and pyramid story structure.
2) Film and television terms such as genre, narrative, camera angles, and editing.
3) Broadcasting terms like format, jingle, live, and marketing.
4) General media concepts such as representation, ideology, and mass media.
Drama is a type of literature that uses spoken language as its medium to portray human actions and experiences. Originating from ancient rituals related to agriculture and life cycles, drama explores the human condition through elements like characters, dialogue, settings, and narratives with introductions, developments, climaxes and conclusions. Plays are structured around basic psychological plots and archetypes.
The document defines various literary and film terminology as well as concepts related to individualism, liberalism, and collective responsibility in society. Some key terms include:
- Active voice and passive voice in writing
- Ad hominem and ad misericordiam fallacies in arguments
- Aerial shots, close-ups, and tracking shots in film
- Archetypes, themes, and motifs commonly found in literature
- Individualism, liberalism, and progressivism as political ideologies
- Concepts like individual rights/freedoms and economic freedom in a liberal democracy
- The difference between individual and collective interests and responsibilities
This document provides definitions for various literary terms that will be used throughout the school year. It defines terms related to characters like protagonists and antagonists. It also defines elements of plot such as exposition, rising action, climax, falling action and resolution. Additionally, it defines literary devices like imagery, mood, conflict, flashbacks, foreshadowing, point of view, setting, theme, tone, metaphors, similes, oxymorons, personification and alliteration. Examples are provided for many of the terms.
Indirect characterization is revealed through a character's thoughts, words, actions, and how other characters respond to them. Medieval romances were fantastic stories about knights that often involved quests. Round characters are complex with many traits that can change, while flat characters only have one or two traits that remain static.
The document defines several literary terms including plot, point of view, protagonist, rhyme, rhythm, setting, simile, soliloquy, sonnet, and stanza. It provides examples of different points of view such as first person, third person objective, third person limited, and third person omniscient. It also asks which point of view The Epic of Gilgamesh is written from, with the answer being third person objective.
This document provides an overview of several concepts and theories in narrative theory:
- Narratives involve a sequence of events (plot) presented in a particular way (narrative) to an audience. Analysis focuses on how the story is constructed rather than just the story itself.
- Narratives use various codes - technical, verbal, symbolic - to convey meaning and information to the audience. Tzvetan Todorov's theory examines how narratives progress from an initial equilibrium, through disruption and resolution, to a new equilibrium.
- Roland Barthes explored symbols, indexes, and icons in communication. Signifiers represent concepts (signifieds) in both denotative and connotative ways.
A drama is a story enacted on stage involving characters who face a conflict. It follows a dramatic structure that includes an exposition, complications, climax, and resolution. Tragedies typically involve serious themes like life and death and end unhappily, featuring a tragic hero with a flaw. Comedies usually center on a romantic plot and end happily. Modern plays focus more on personal issues and experiment with unconventional structures. Plays are brought to life through performances that involve actors, directors, designers, and technicians working to realize the playwright's vision on stage for an audience.
This glossary defines various media terms that may be useful for Alex's exam and portfolio revision, including:
1) Terms related to newspapers like broadsheet, tabloid, headlines, and pyramid story structure.
2) Film and television terms such as genre, narrative, camera angles, and editing.
3) Broadcasting terms like format, jingle, live, and marketing.
4) General media concepts such as representation, ideology, and mass media.
Drama is a type of literature that uses spoken language as its medium to portray human actions and experiences. Originating from ancient rituals related to agriculture and life cycles, drama explores the human condition through elements like characters, dialogue, settings, and narratives with introductions, developments, climaxes and conclusions. Plays are structured around basic psychological plots and archetypes.
This document outlines the key elements of fiction, including types of fiction like novels, short stories, and allegories. It discusses important fictional elements such as characters (protagonist, antagonist, foil), conflicts (man vs. man, nature, self, etc.), plots (exposition, climax, resolution), point of view (first person, third limited, omniscient), setting, themes, and techniques like tone and stream of consciousness. Characterization, compelling plots, well-developed themes, and purposeful narrative techniques are fundamental to crafting quality fictional works.
The document summarizes the key elements of drama that can be used to analyze dramatic works. It divides these elements into three categories: literary elements, technical elements, and performance elements. The literary elements include plot, character, exposition, conflict, theme, and dialogue. The technical elements comprise scenery, costumes, props, lights, and sound. The performance elements involve acting, character motivation, verbal and nonverbal expression, and character analysis.
This document defines and explains various literary terms that will be used throughout the school year, including: character, antagonist, protagonist, denotation, connotation, imagery, mood, plot, rising action, climax, falling action, resolution, conflict, flashback, foreshadowing, suspense, point of view, setting, style, theme, tone, and figures of speech such as metaphor, simile, oxymoron, personification, and alliteration. Definitions and examples are provided for each term.
This document provides an outline for teaching fiction. It discusses the key elements of fiction including:
- The nature of literature - Literature uses language aesthetically and fictionally to be both true and expressive. It aims to provoke an emotional response in readers.
- The nature of fiction - Fiction differs from history in that it uses invented facts and emphasizes order, conflict, and individual experiences over large-scale events. It also deals with subjective human perception.
- Elements of fiction - These include plot, characterization, theme, setting, and point of view. It defines these elements and provides examples of how authors use them in fictional works.
The document defines and discusses the key elements of drama, including its origins in ancient Greece, dramatic structure, genres such as tragedy and comedy, modern drama, performance aspects, and setting the stage. It notes that drama is a story enacted live for an audience, explores dramatic conventions like exposition, climax, and resolution, and describes the roles of actors, directors, designers, and others in bringing a play to life for viewers.
It is a powerpoint presentation that discusses about the lesson or topic: Literary Devices. It also talks about the definition and different types and examples about the types of Literary Devices.
This document defines and provides examples of various literary devices and story elements including: alliteration, allusion, metaphor, hyperbole, simile, mood, onomatopoeia, oxymoron, paradox, rhyme, tone, antagonist, protagonist, climax, falling action, resolution, suspense, foreshadowing, dilemma, mystery, reversal, conflict, plot, flashback, irony, point of view, setting, symbol, theme, and genre. It examines these concepts in 3 sentences or less to highlight their key attributes and functions.
This document provides a summary of teaching fiction and its elements. It discusses plot structure, characterization, conflict, theme, and other literary elements. It also defines various genres of fiction like fairy tales, realistic fiction, historical fiction, mystery, fantasy, and science fiction. Specific elements of each genre are outlined. The document aims to help teachers effectively teach fiction to students through understanding these concepts.
Literary elements include characters, setting, theme, conflict, plot, point of view, symbolism, tone, and imagery. These elements work together to convey the author's ideas and capture the overall experience for the reader. Characters should change or grow by the end of the story. Conflict drives the plot forward by creating oppositional forces. Theme explores central insights or views of human nature.
Drama is a story enacted on stage for a live audience. The earliest known plays date back to ancient Greece in the 5th century BC and were produced to honor the god Dionysus. A play tells a story through characters who face a central conflict that builds to a climax and is ultimately resolved. Comedies typically have happy endings while tragedies often deal with serious themes and end unhappily. Modern plays focus on ordinary people and personal issues. When performing a play, theater artists bring it to life through acting, directing, sets, costumes, lighting, and other elements to share the experience with an audience.
This document provides an overview of the different elements of fiction as a literary genre. It defines fiction as an imaginative recreation of life that includes short stories and novels. It then describes 10 key elements of fiction - characters, setting, conflict, plot, point of view, mood, tone, symbolism, images, and theme. For each element, the document provides details on their definition and purpose within a work of fiction. It also includes examples and exercises for students to practice analyzing works of fiction using these elements.
This document provides an overview of prose as a literary form. It defines prose as ordinary written or spoken language without a metrical structure. The document then discusses the main types of prose, including fiction and non-fiction. It also examines key elements of prose like narrative, plot, character, setting, point of view, and theme. Examples are provided to illustrate concepts like characterization, setting, and how point of view is employed in literary works.
This powerpoint presentation describes the Dramatic Features of a Play and can be used to assist the individual's creative process or simply become integrated into a lesson about theatre.
Lights, Camera, Distraction: An introduction to screenwritingGaz Johnson
A workshop presented at Rawlings College, Quorn 11th March 2014 for creative writing students. Introduces the structure, format and process behind screenwriting for films.
This document provides definitions and explanations of drama as a genre of literature. It discusses drama as an imitation of life through impersonation or re-enactment of actions. Some key points:
1. Drama is a genre of literature that is meant to be performed on stage. It uses dialogue and actors to portray characters and tell a story through their interactions.
2. Drama is defined as an imitation of an action. It recreates and reflects reality through impersonations rather than directly telling a story.
3. For an action to be considered drama, it must involve actors imitating or pretending to be other people/characters and re-enacting events, whether real or imagined, for an audience. This
This document provides definitions and explanations of common literary devices including irony, symbolism, flashback, and foreshadowing. It discusses three main types of irony - verbal, dramatic, and situational. Symbolism is defined as objects, characters, or actions that represent something else. Flashback interrupts the plot to recreate an earlier incident, while foreshadowing provides clues about future events.
The document provides an introduction to screenwriting and film theory. It discusses key elements of screenwriting including:
1) The screenplay is the blueprint of a film and remains constant while the medium changes.
2) Screenwriting is more economical than novels and maintains structure through the lens of the camera.
3) Successful screenplays are character-driven with character development through conflict and changes.
The document defines over 100 terms related to humanities, literature, art, film, grammar, politics, and economics. It includes definitions for parts of speech, literary devices, artistic techniques, political ideologies, economic systems, and more. The terms cover a wide range of topics and provide definitions to better understand various works and concepts.
The elements of drama can be categorized into three areas: literary elements, technical elements, and performance elements. Literary elements include plot, character, theme, and language. Technical elements include scenery, costumes, props, lights, and sound. Performance elements include acting, character motivation, empathy, speaking, breath control, and nonverbal expression through gestures, body alignment, and facial expressions.
The elements of drama can be categorized into three areas: literary elements, technical elements, and performance elements. Literary elements include plot, character, theme, and language. Technical elements include scenery, costumes, props, lights, and sound. Performance elements include acting, character motivation, empathy, speaking, breath control, and nonverbal expression through gestures, body alignment, and facial expressions.
The document defines over 100 terms related to literature, writing, film, and assessment. It provides definitions for literary devices, genres, rhetorical devices, dramatic terminology, cinematography terms, and criteria for analyzing writing such as coherence, diction, syntax, and thesis statements. The document also defines political and economic ideologies like liberalism, individualism, progressivism, and concepts like private property, public property, and economic equality.
A drama is a story enacted on stage through dialogue and action. The three main elements of drama are literary elements like plot, character, and theme; technical elements like scenery, costumes, and lighting; and performance elements like acting, movement, and expression. A well-written drama uses these elements to explore serious themes and human experiences through compelling stories that engage the audience.
This document outlines the key elements of fiction, including types of fiction like novels, short stories, and allegories. It discusses important fictional elements such as characters (protagonist, antagonist, foil), conflicts (man vs. man, nature, self, etc.), plots (exposition, climax, resolution), point of view (first person, third limited, omniscient), setting, themes, and techniques like tone and stream of consciousness. Characterization, compelling plots, well-developed themes, and purposeful narrative techniques are fundamental to crafting quality fictional works.
The document summarizes the key elements of drama that can be used to analyze dramatic works. It divides these elements into three categories: literary elements, technical elements, and performance elements. The literary elements include plot, character, exposition, conflict, theme, and dialogue. The technical elements comprise scenery, costumes, props, lights, and sound. The performance elements involve acting, character motivation, verbal and nonverbal expression, and character analysis.
This document defines and explains various literary terms that will be used throughout the school year, including: character, antagonist, protagonist, denotation, connotation, imagery, mood, plot, rising action, climax, falling action, resolution, conflict, flashback, foreshadowing, suspense, point of view, setting, style, theme, tone, and figures of speech such as metaphor, simile, oxymoron, personification, and alliteration. Definitions and examples are provided for each term.
This document provides an outline for teaching fiction. It discusses the key elements of fiction including:
- The nature of literature - Literature uses language aesthetically and fictionally to be both true and expressive. It aims to provoke an emotional response in readers.
- The nature of fiction - Fiction differs from history in that it uses invented facts and emphasizes order, conflict, and individual experiences over large-scale events. It also deals with subjective human perception.
- Elements of fiction - These include plot, characterization, theme, setting, and point of view. It defines these elements and provides examples of how authors use them in fictional works.
The document defines and discusses the key elements of drama, including its origins in ancient Greece, dramatic structure, genres such as tragedy and comedy, modern drama, performance aspects, and setting the stage. It notes that drama is a story enacted live for an audience, explores dramatic conventions like exposition, climax, and resolution, and describes the roles of actors, directors, designers, and others in bringing a play to life for viewers.
It is a powerpoint presentation that discusses about the lesson or topic: Literary Devices. It also talks about the definition and different types and examples about the types of Literary Devices.
This document defines and provides examples of various literary devices and story elements including: alliteration, allusion, metaphor, hyperbole, simile, mood, onomatopoeia, oxymoron, paradox, rhyme, tone, antagonist, protagonist, climax, falling action, resolution, suspense, foreshadowing, dilemma, mystery, reversal, conflict, plot, flashback, irony, point of view, setting, symbol, theme, and genre. It examines these concepts in 3 sentences or less to highlight their key attributes and functions.
This document provides a summary of teaching fiction and its elements. It discusses plot structure, characterization, conflict, theme, and other literary elements. It also defines various genres of fiction like fairy tales, realistic fiction, historical fiction, mystery, fantasy, and science fiction. Specific elements of each genre are outlined. The document aims to help teachers effectively teach fiction to students through understanding these concepts.
Literary elements include characters, setting, theme, conflict, plot, point of view, symbolism, tone, and imagery. These elements work together to convey the author's ideas and capture the overall experience for the reader. Characters should change or grow by the end of the story. Conflict drives the plot forward by creating oppositional forces. Theme explores central insights or views of human nature.
Drama is a story enacted on stage for a live audience. The earliest known plays date back to ancient Greece in the 5th century BC and were produced to honor the god Dionysus. A play tells a story through characters who face a central conflict that builds to a climax and is ultimately resolved. Comedies typically have happy endings while tragedies often deal with serious themes and end unhappily. Modern plays focus on ordinary people and personal issues. When performing a play, theater artists bring it to life through acting, directing, sets, costumes, lighting, and other elements to share the experience with an audience.
This document provides an overview of the different elements of fiction as a literary genre. It defines fiction as an imaginative recreation of life that includes short stories and novels. It then describes 10 key elements of fiction - characters, setting, conflict, plot, point of view, mood, tone, symbolism, images, and theme. For each element, the document provides details on their definition and purpose within a work of fiction. It also includes examples and exercises for students to practice analyzing works of fiction using these elements.
This document provides an overview of prose as a literary form. It defines prose as ordinary written or spoken language without a metrical structure. The document then discusses the main types of prose, including fiction and non-fiction. It also examines key elements of prose like narrative, plot, character, setting, point of view, and theme. Examples are provided to illustrate concepts like characterization, setting, and how point of view is employed in literary works.
This powerpoint presentation describes the Dramatic Features of a Play and can be used to assist the individual's creative process or simply become integrated into a lesson about theatre.
Lights, Camera, Distraction: An introduction to screenwritingGaz Johnson
A workshop presented at Rawlings College, Quorn 11th March 2014 for creative writing students. Introduces the structure, format and process behind screenwriting for films.
This document provides definitions and explanations of drama as a genre of literature. It discusses drama as an imitation of life through impersonation or re-enactment of actions. Some key points:
1. Drama is a genre of literature that is meant to be performed on stage. It uses dialogue and actors to portray characters and tell a story through their interactions.
2. Drama is defined as an imitation of an action. It recreates and reflects reality through impersonations rather than directly telling a story.
3. For an action to be considered drama, it must involve actors imitating or pretending to be other people/characters and re-enacting events, whether real or imagined, for an audience. This
This document provides definitions and explanations of common literary devices including irony, symbolism, flashback, and foreshadowing. It discusses three main types of irony - verbal, dramatic, and situational. Symbolism is defined as objects, characters, or actions that represent something else. Flashback interrupts the plot to recreate an earlier incident, while foreshadowing provides clues about future events.
The document provides an introduction to screenwriting and film theory. It discusses key elements of screenwriting including:
1) The screenplay is the blueprint of a film and remains constant while the medium changes.
2) Screenwriting is more economical than novels and maintains structure through the lens of the camera.
3) Successful screenplays are character-driven with character development through conflict and changes.
The document defines over 100 terms related to humanities, literature, art, film, grammar, politics, and economics. It includes definitions for parts of speech, literary devices, artistic techniques, political ideologies, economic systems, and more. The terms cover a wide range of topics and provide definitions to better understand various works and concepts.
The elements of drama can be categorized into three areas: literary elements, technical elements, and performance elements. Literary elements include plot, character, theme, and language. Technical elements include scenery, costumes, props, lights, and sound. Performance elements include acting, character motivation, empathy, speaking, breath control, and nonverbal expression through gestures, body alignment, and facial expressions.
The elements of drama can be categorized into three areas: literary elements, technical elements, and performance elements. Literary elements include plot, character, theme, and language. Technical elements include scenery, costumes, props, lights, and sound. Performance elements include acting, character motivation, empathy, speaking, breath control, and nonverbal expression through gestures, body alignment, and facial expressions.
The document defines over 100 terms related to literature, writing, film, and assessment. It provides definitions for literary devices, genres, rhetorical devices, dramatic terminology, cinematography terms, and criteria for analyzing writing such as coherence, diction, syntax, and thesis statements. The document also defines political and economic ideologies like liberalism, individualism, progressivism, and concepts like private property, public property, and economic equality.
A drama is a story enacted on stage through dialogue and action. The three main elements of drama are literary elements like plot, character, and theme; technical elements like scenery, costumes, and lighting; and performance elements like acting, movement, and expression. A well-written drama uses these elements to explore serious themes and human experiences through compelling stories that engage the audience.
A drama is a story enacted onstage that originated from ancient Greek theater. Tragedies typically deal with serious themes and end unhappily, while comedies focus on romantic conflicts and end happily. The elements of drama that can be analyzed include literary elements like plot, character, and theme as well as technical elements of scenery, costumes, lighting, and sound and performance elements of acting, character analysis, and nonverbal expression.
A STUDENT S GLOSSARY OF LITERARY TERMSTracy Morgan
This document provides definitions for over 50 literary terms used to analyze and describe various elements of fiction and non-fiction texts. It defines common literary devices like metaphor, simile, irony and plot structures including exposition, rising action, climax, resolution. It also defines genres and forms of writing such as novels, plays, essays, news articles. The document serves as a reference for students to understand terminology used to discuss and critique different types of written works.
The document provides definitions for over 100 literary and dramatic terms. It begins with terms like "ab ovo beginning" and ends with terms like "internal rhyme". The document serves as a glossary to define and explain key concepts and techniques used in literature and drama.
The document outlines the key elements of drama and theatre, dividing them into three categories: literary elements, technical elements, and performance elements. The literary elements include plot, character, theme, and language. Technical elements comprise scenery, costumes, props, lights, and sound. Performance elements involve acting, character analysis, vocal expression, gestures, and movement on stage.
The document outlines the key elements of drama and theatre, dividing them into three categories: literary elements, technical elements, and performance elements. The literary elements include plot, character, theme, and language. Technical elements comprise scenery, costumes, props, lights, and sound. Performance elements involve acting, character analysis, vocal expression, gestures, and movement on stage.
The document outlines the key elements of drama and theatre, dividing them into three categories: literary elements, technical elements, and performance elements. The literary elements include plot, character, theme, and language. Technical elements comprise scenery, costumes, props, lights, and sound. Performance elements involve acting, character analysis, vocal expression, gestures, and movement on stage.
This document defines and explains various literary terms across three categories: narrative elements, style elements, and genres. It provides concise definitions for over 50 terms related to analyzing and discussing literature, such as allegory, allusion, anecdote, irony, metaphor, and novels. The definitions cover concepts like characters, plots, points of view, structures, tones, and more.
The document outlines the key elements of drama and theatre, dividing them into three categories: literary elements, technical elements, and performance elements. Literary elements include plot, character, theme, and conflict. Technical elements comprise scenery, costumes, props, lights, and sound. Performance elements consist of acting, character analysis, vocal expression, and nonverbal communication through gestures, facial expressions, and movement.
This document outlines the key elements of fiction: character, plot, setting, theme, and style. It provides details on types of characters (round, flat), point of view (1st, 2nd, 3rd person), components of plot (exposition, conflict, climax, resolution), how setting establishes context, and how theme is conveyed through imagery, symbols and allegory. Style is defined as the writer's language choices, which along with voice and tone, help establish the overall attitude or feeling of a story.
This document outlines the key elements of fiction: character, plot, setting, theme, and style. It provides details on each element, including that characters can be round or flat, plots involve exposition, rising action, conflict, climax, and falling action, settings establish when and where the story takes place, themes are conveyed through imagery and symbols, and style incorporates elements like point of view, diction, and tone.
Description of how the concepts of the theory or model fit to the .docxcarolinef5
Description of how the concepts of the theory or model fit to the mission and philosophy of the institution
15%
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution.
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission.
No examples of how the theory or model fit to the philosophy and mission of the institution are described.
Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description.
Fit of the theory or model to the mission and philosophy of the institution is described but is not logical.
Does not include a slide on the fit of theory or model to the institution’s philosophy and mission.
I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please
TEACHING AND LEARNING TO STANDARDS
Reading and Literature – A Glossary of Literary Terms
1
A GLOSSARY OF LITERARY TERMS
LITERARY DEVICES
Alliteration: The repetition of initial consonant
sounds used especially in poetry to emphasize
and link words as well as to create pleasing,
musical sounds. Example—the fair breeze blew,
the white foam flew.
Allusion: A reference to a well-known person,
place, event, literary work, or work of art to
enrich the reading experience by
adding meaning.
Characterization: Techniques a writer uses to
create and develop a character by what:
• he/she does or says,
• other characters say about him/her, or how
they react to him/her
• the author reveals directly or through a
narrator.
Dialect: Speech that reflects pronunciation,
vocabulary, and grammar typical of a
geographical region.
Flashback: Interruption of the chronological
(time) order to present something that occurred
before the beginning of the story.
Figurative Language: Language that has meaning
beyond the literal meaning; also known as
“figures of speech.”
• Simile: comparison of two things using the
words “like” or “as,” e.g. “Her smile was as
cold as ice.”
• Metaphor comparison of two things
essentially different but with some
commonalities; does not use “like” or “as,”
e.g. “Her smile was ice.”
• Hyperbole: a purposeful exaggeration for
emphasis or humor.
• Personification: human qualities attributed
to an animal, object, or idea, e.g. “The
wind exhaled.”
Free Verse: Poetry that does not conform to a
regular meter or rhyme scheme. Poets who write
in free verse try to reproduce the natural rhythms
of spoken language.
Foreshadowing: Important hints that an author
drops to prepare the reader for what is to come,
and help the reader anticipate the outcome.
Imagery: Words or phrases that appeal to the
reader’s sens.
Description of how the concepts of the theory or model fit to the .docxdonaldp2
Description of how the concepts of the theory or model fit to the mission and philosophy of the institution
15%
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution.
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission.
No examples of how the theory or model fit to the philosophy and mission of the institution are described.
Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description.
Fit of the theory or model to the mission and philosophy of the institution is described but is not logical.
Does not include a slide on the fit of theory or model to the institution’s philosophy and mission.
I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please
TEACHING AND LEARNING TO STANDARDS
Reading and Literature – A Glossary of Literary Terms
1
A GLOSSARY OF LITERARY TERMS
LITERARY DEVICES
Alliteration: The repetition of initial consonant
sounds used especially in poetry to emphasize
and link words as well as to create pleasing,
musical sounds. Example—the fair breeze blew,
the white foam flew.
Allusion: A reference to a well-known person,
place, event, literary work, or work of art to
enrich the reading experience by
adding meaning.
Characterization: Techniques a writer uses to
create and develop a character by what:
• he/she does or says,
• other characters say about him/her, or how
they react to him/her
• the author reveals directly or through a
narrator.
Dialect: Speech that reflects pronunciation,
vocabulary, and grammar typical of a
geographical region.
Flashback: Interruption of the chronological
(time) order to present something that occurred
before the beginning of the story.
Figurative Language: Language that has meaning
beyond the literal meaning; also known as
“figures of speech.”
• Simile: comparison of two things using the
words “like” or “as,” e.g. “Her smile was as
cold as ice.”
• Metaphor comparison of two things
essentially different but with some
commonalities; does not use “like” or “as,”
e.g. “Her smile was ice.”
• Hyperbole: a purposeful exaggeration for
emphasis or humor.
• Personification: human qualities attributed
to an animal, object, or idea, e.g. “The
wind exhaled.”
Free Verse: Poetry that does not conform to a
regular meter or rhyme scheme. Poets who write
in free verse try to reproduce the natural rhythms
of spoken language.
Foreshadowing: Important hints that an author
drops to prepare the reader for what is to come,
and help the reader anticipate the outcome.
Imagery: Words or phrases that appeal to the
reader’s sens.
The document outlines the key elements of drama and theatre, including literary elements like plot, character, theme, and language; technical elements like scenery, costumes, props, lights, and sound; and performance elements like acting, character motivation, analysis, and vocal and physical expression. It provides definitions and examples of each element to comprehensively cover the building blocks of plays and theatrical productions.
1. The document defines various literary devices including figurative language such as similes, metaphors, hyperbole, and personification. It also discusses alliteration, imagery, onomatopoeia, characterization, narration, foreshadowing, free verse, dialect, flashbacks, point of view, irony, humor, satire, suspense, style, and symbols.
2. Examples are provided for many of the literary devices to illustrate their meanings.
3. Literary devices are techniques used by writers to convey meaning, develop characters, provide structure, and engage readers.
Humanities: Literature
Latin littera; letter the art of written works
Literary translated:
“acquaintance with letters”
[“as in the “arts and letters”]
Literature in its widest sense:
Embraces all compositions in writing or print which preserve the
*results of observation,
*thought, or
*fancy;
but those upon the positive sciences are usually excluded.
II.LITERARY GENRE:
literary technique
Tone
Content
Length
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Grandmothers To Grandmothers raises money to support grandmothers in countries where high percentages of orphans are raised by their grandmothers due to HIV/AIDS. These grandmothers take on parenting duties without time to grieve the loss of their children. They worry about who will care for the children once they pass away. The organization is asking others to help by matching funds raised by a Humanities 30-1 class to support these grandmothers in need.
Grandmothers To Grandmothers raises money to support grandmothers in countries where high percentages of orphans are raised by their grandmothers due to HIV/AIDS. These grandmothers take on parenting duties without time to grieve the loss of their children. They worry about who will care for the children once they pass away. The organization is asking others to help by matching funds raised by a Humanities 30-1 class to support these grandmothers in need.
The royal commission on aboriginal peoples w bibliographyLaceyP
The Royal Commission on Aboriginal Peoples was established in 1991 in response to the Oka Crisis between indigenous and non-indigenous groups over land. The commission conducted research over 5 years, consulting with over 2000 indigenous people. It aimed to address the relationship between indigenous and non-indigenous peoples in Canada and make recommendations. However, the government failed to fully implement the commission's proposals to improve issues like indigenous self-governance, land claims, education, employment and living standards.
The royal commission on aboriginal peoples w bibliographyLaceyP
The Royal Commission on Aboriginal Peoples was established in 1991 in response to the Oka Crisis between indigenous and non-indigenous groups over land. The commission conducted research over 5 years, visiting communities and commissioning studies. It addressed issues like governance, lands, economy, culture, and the situation of indigenous peoples in northern Canada. However, the government did not fully implement the commission's recommendations, and socioeconomic gaps between indigenous and non-indigenous Canadians remain.
The document discusses Team Resistance and their connections to foundational documents promoting individual rights and freedoms and the rule of law such as the Declaration of Independence and the Declaration of the Rights of Man and of the Citizen. It then discusses rejections to liberalism such as one party rule, central control of organizations, and compulsory work. Circumstances that led people to find communism or fascism appealing such as economic struggles in Germany and Russia are also summarized.
Companies competing for profits sometimes neglect pollution control measures. As fossil fuels dwindle, companies increasingly seek alternatives to fuel machinery. Private property owners must properly care for the environment on their land and not cause unnecessary pollution. While individuals have rights to use resources, they cannot do so without limits and must be responsible for pollution and replenishing used resources. The Kyoto Protocol aims to ensure nations respect the environment and regulate greenhouse gases to protect natural resources for future generations.
Ideological responses can take many forms. People may react to new ideas and information in both thoughtful and knee-jerk ways. It is always best to consider multiple perspectives on a topic with an open and inquiring mind.
The document summarizes three sources that discuss different political and economic ideologies. The first source supports modern liberalism and Keynesian economics, arguing that government intervention is needed to prevent issues like debt and poverty and allow individuals to pursue happiness. The second source criticizes socialism, arguing that government involvement in the economy is impossible. The third source promotes classical liberalism and self-interest, depicting wealthy men who do not see the benefits of economic growth that helps the poor. Overall, the sources debate the appropriate level of government intervention in the economy and whether capitalism best supports individual self-interest.
The document discusses when and how governments can justifiably reject liberalism and restrict citizens' rights and freedoms in order to preserve democracy during times of crisis. It argues that rights can be suspended temporarily if doing so is necessary to address threats like war, terrorism, or pandemics. However, any restrictions must be limited in scope and duration to actually benefit society and citizens. Long-term or overly broad limitations that undermine democracy should be avoided. Examples from Canada and Germany illustrate how temporary, focused measures can preserve democracy, while open-ended power grabs cannot.
The document outlines the conditions under which rejecting liberalism and temporarily suppressing citizens' rights could be justified to preserve democracy. Specifically, it argues that rights may be suppressed temporarily during times of crisis that threaten the entire nation, like war or terrorism, as seen in examples from Canada. However, suppression must be narrowly targeted and lifted once the threat ends to avoid open-ended rights violations. More recent acts like Canada's Emergencies Act include safeguards to protect rights by limiting suppression to specific areas rather than nationwide.
Source I advocates for modern liberalism and Keynesian economics by arguing that some government intervention is needed to create social programs that prevent issues like debt and poverty, allowing people to freely pursue happiness. Source II takes a classical liberal and conservative view, criticizing socialism and arguing that the free market naturally produces goods through human labor. Source III satirizes capitalism by depicting rich men questioning whether an economic boom benefits society if everyone shares in the prosperity.
Charles Dickens was born in 1812 in Portsmouth, England and died in 1870. He had a difficult childhood, being forced to leave school at a young age to work in a blacking factory due to his father's debts. Dickens went on to become one of the most famous authors of the Victorian era, writing many classic novels that brought social issues to light such as Oliver Twist, A Christmas Carol, and A Tale of Two Cities. His works were greatly influenced by his own experiences with poverty and criticized the injustices of 19th century English society. Dickens married Catherine Hogart and had 10 children, though he may have had other romantic relationships as well.
The document discusses rejecting aspects of liberalism and whether that necessarily leads to totalitarianism. It provides two examples: Germany in WWII fully rejected liberalism and established a totalitarian regime under Hitler, while the Democratic Republic of Congo rejected only economic competition to gain stability, suffering poverty as a result. Not all rejections of liberalism result in totalitarianism - it depends on which aspects are rejected, as individual rights and freedoms are a major part of life. The document also notes there are multiple perspectives on how much rejection of liberalism principles a society can tolerate before dysfunction results.
Rejection of liberalism in germany and russiaLaceyP
The document discusses how liberalism was rejected in Germany and Russia due to desperate situations in those countries. In Germany during the 1930s Depression, citizens were desperate for solutions and accepted Hitler's proposals to cleanse the country despite their absurdity. In Russia in the late 1800s, most citizens were poor peasants in difficult conditions. When Lenin promised change through violent revolution, the desperate populace was open to this idea. Both countries rejected liberal values like individual rights and rule of law due to citizens being willing to accept extreme proposals when facing turmoil and needing solutions.
Exploration of the 18th and 19th century thinkers lacey pilgrimLaceyP
The document summarizes the ideas of several 18th and 19th century thinkers and how their ideas related to classical liberalism. Hobbes believed humans are selfish and would give up rights to a ruler for protection, with the ability to overthrow a ruler not providing protection. Locke focused on natural rights like life, liberty, and property, and government accountability. Montesquieu advocated for separation of government powers and rule of law. Smith believed free markets and limited government allowing self-interest would benefit society. Mill and Dickens emphasized individual rights and freedoms, with Dickens also noting environmental and child labor issues limiting freedom. Their ideas commonly centered around individual rights, limited government, rule of law, and economic freedom.
The document discusses two sources that present different ideological perspectives - collectivism and individualism. Source I describes an Inuit society that practices collectivism, where the group's goals and sharing resources took precedence over individuals. Source II depicts individualism through a cartoon advocating self-interest and competition rather than helping others. Both sources relate to concepts of welfare capitalism/state by showing either a community-based social safety net or an argument for individual self-sufficiency over public assistance.
Authoritarian governments concentrate power in the hands of a single ruler or small group who may not be democratically elected, whereas representative democracies embrace principles of elected officials representing citizens and protecting civil liberties and individual freedoms. This paper likely analyzes and compares the structures and implications of authoritarian and representative democratic forms of government.
The document outlines the conditions under which temporarily rejecting liberalism and suppressing citizens' rights could be justified to preserve democracy. Specifically, it argues that rights may be suppressed temporarily during times of crisis that threaten the entire nation, like war or terrorism, as seen in examples from Canada. However, such suppression must be narrowly targeted and lifted once the threat ends to avoid open-ended dictatorship. More recent acts like Canada's Emergencies Act include safeguards to ensure suppression is temporary and limited in scope.
The Royal Commission on Aboriginal Peoples was established by the Canadian government in response to crises like the Oka Crisis and Meech Lake Accord in order to address issues facing indigenous peoples. Over five years, the commission interviewed tribes to understand their concerns but failed to resist the imposition of liberalism. While the government created plans to reduce economic and quality of life gaps between indigenous and non-indigenous Canadians through education, jobs, housing, and services, these goals were not accomplished. As a result, statistics still show non-indigenous Canadians have a better quality of life, raising questions about whether more action is needed.
The document summarizes the key events that led to the Cuban Missile Crisis. It explains that after Fidel Castro took power in Cuba, he developed closer ties with the Soviet Union due to mistrust of the US after failed invasions. In response, the Soviet Union provided military and economic support to Cuba. This alliance allowed the Soviet Union to place nuclear missiles in Cuba, escalating tensions with the US and leading to the Cuban Missile Crisis.
1. Vocabulary<br />Literary Terminology<br />Abstract: based on general principles or theories rather than on specific instances<br />Active Voice: One of the two “voices” of verbs, when the verb of a sentence is in the active voice, the subject is doing the acting.<br />Ad hominem fallacy: against the man, or person. A claim or argument is rejected on the basis of some irrelevant fact about the author of or the person presenting the claim or argument.<br />Ad misericordiam: argument from pity or misery. When pity or related emotion such as sympathy or compassion is appealed to for the sake of getting a conclusion accepted.<br />Apostrophe: the sign ('), as used: to indicate the omission of one or more letters in a word, whether unpronounced, as in o'er for over, or pronounced, as in gov't for government; to indicate the possessive case, as in man's; or to indicate plurals of abbreviations and symbols<br />Archetype: An original model or type after which other similar things are patterned; a prototype<br />Artistic Unity: all parts are essential to every other part; all aspects of the novel are there because they are necessary parts.<br />Bibliography (works cited list): referencing research found and published by different authors to prevent plagiarism, cite after each quote used directly from source.<br />Catharsis: the purging of the emotions or relieving of emotional tensions, esp. through certain kinds of art, as tragedy or music.<br />Character foil: a character that contrasts the protagonist or main character <br />Citation: the act of citing or quoting a reference to an authority or a precedent<br />Cliché: a worn, stereotyped expression; a sentence or phrase, usually expressing a popular or common thought or idea, that has lost originality, ingenuity, and impact by long overuse<br />Coherence: logical interconnection; overall sense or understandability<br />Colloquialism: using characteristic of or appropriate to ordinary or familiar conversation rather than formal speech or writing; informal<br />Comic relief: an amusing scene, incident, or speech introduced into serious or tragic elements, as in a play, in order to provide temporary relief from tension, or to intensify the dramatic action<br />Critical analysis: an appraisal based on careful analytical evaluation<br />Dues ex machina ending: a plot device in which a person or thing “out of the blue” to help a character overcome a seemingly insolvable difficulty.<br />Didactic: intended for instruction; instructive<br />Documentary: a film that presents factual information, opinions, or historical events. <br />Editorial: an article in a newspaper or other periodical presenting the opinion of the publisher, editor, or editors<br />Elegy: a mournful, melancholy, or plaintive poem, esp. a funeral song or a lament for the dead<br />Essay: a short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative<br />Eulogy: a speech or writing in praise of a person or thing, esp. a set oration in honor of a deceased person<br />Exposition: writing or speech primarily intended to convey information or to explain; a detailed statement or explanation; explanatory treatise<br />Expository: of the nature of exposition; serving to expound, set forth, or explain<br />Extended metaphor: a metaphor that is extended through a stanza or entire poem, often by multiple comparisons of unlike objects or ideas<br />Figurative language: speech or writing that departs from literal meaning in order to achieve a special effect or meaning, speech or writing employing figures of speech<br />Formal essay: has an opening paragraph that tells the reader what you’re going to tell them. It has at least three paragraphs to elaborate on what you said in the opening paragraph. Then it has a closing paragraph which summarizes what you said. And a formal will never have I, me, or you, written in it.<br />Genre: a class or category of artistic endeavor having a particular form, content, technique, or the like<br />High culture: the set of cultural products, mainly in the arts, held in the highest esteem by a culture.<br />Informal essay: a short literary composition just like an essay, but is often more relaxed. It is usually used for employment purposes. <br />Informational essay: an essay that contains research and evidence to supports that information, an essay to inform someone of a certain topic<br />In medias res: in or into the middle of a sequence of events, as in a literary narrative.<br />Language arts: the skills, including reading, composition, speech, spelling, and dramatics, taught in schools to give students a thorough proficiency in using the language<br />Low culture: is a term for some forms of popular culture and is often encountered in discourses on the nature of culture<br />Metacognition: awareness and understanding one's thinking and cognitive processes; thinking about thinking<br />Passive voice: One of the two “voices” of verbs. A verb is in the passive voice when the subject of the sentence is acted on by the verb.<br />Personal essay: a story about you personal life, containing personal ideas and perspectives<br />Post hoc, ergo propter hoc fallacy: derives from a Latin phrase, traditionally interpreted as “After this, therefore because of this.quot;
This fallacy is committed when it is concluded that one event causes another simply because the proposed cause occurred before the proposed effect.<br />Rhetorical device: a use of language that creates a literary effect (but often without regard for literal significance) <br />Rhetorical question: a question asked as to prove a point, as if the answer was obvious<br />Sarcasm: a sharply ironical taunt; sneering or cutting remark<br />Sardonic: characterized by bitter or scornful derision; mocking; cynical; sneering<br />Satire: a literary composition, in verse or prose, in which human folly and vice are held up to scorn, derision, or ridicule<br />Stream-of-consciousness story:<br />Tragedy: a dramatic composition, often in verse, dealing with a serious or somber theme, typically that of a great person destined through a flaw of character or conflict with some overpowering force, as fate or society, to downfall or destruction<br />Tragic flaw: the character defect that causes the downfall of the protagonist of a tragedy<br />Tragic hero: a literary character who makes an error of judgment or has a fatal flaw that, combined with fate and external forces, brings on a tragedy<br />Verisimilitude: something that only appears to be true or real, e.g. a statement that is not supported by evidence<br />Weasel words: deliberately misleading or ambiguous language<br />Writer’s handbook: indispensable companion for everyone in the writing profession. Packed with provocative articles, useful advice, key contacts, hints and discussion.<br />Writing prompt: may be an open-ended sentence, a question, a topic, or a scenario that generates writing.<br />Dramatic/ Visual Composition/ Film Terminology<br />Art (visual) essay: using visual effects, such as pictures, and as little text possible, creatively expressing your opinion on specific topics<br />Aerial shot: usually done with a crane or with a camera attached to a special helicopter to view large landscapes, this shot would be restricted to exterior locations.<br />Cinematography: refers to the camera work in a film; cinematography, if carefully or brilliantly practiced, can be considered an art in itself.<br />Close-up shot: a shot that brings the subject very close to the camera. Faces are often focused on and so close-ups are usually used for tense or intimate scenes, or to show character reactions.<br />Composition: the organization or grouping of the different parts of a work of art so as to achieve a unified whole<br />Dollying: a shot when the camera rolls toward or away from the subject.<br />Director: the person responsible for the interpretive aspects of a stage, film, or television production; the person who supervises the integration of all the elements, as acting, staging, and lighting, required to realize the writer's conception<br />Eye-level shot: taken at eye-level of the subject to make them look average, as if the audience were right beside them looking at their point of view.<br />High-angle shot: taken from a higher position, shooting down on a subject, making the subject look small, unimportant, inferior, unheroic, lonely, or vulnerable<br />Long shot: taken at some distance from the subject; it includes the entire bodies of actors and many details of the set or setting.<br />Low-angle shot: taken from a lower position, shooting up at a subject, making the subject look important, heroic, stronger, superior, and larger-than-life. <br />Medium shot: probably the most common camera shot, showing subjects as from a moderate distance from the camera, with the top halves of bodies showing.<br />Panning: a camera movement horizontally from one side to another; it is often used to suggest point of view, what a character sees.<br />Photo essay: a group of photographs, usually with supplementary text, that conveys a unified story and is published as a book or as a feature in a magazine or newspaper.<br />Playwright: a writer of plays; dramatist<br />Screenplay: a motion-picture or television scenario.<br />Script: a description of what is going on in the film: camera shots, sets, as well as all of the characters’ dialogue. <br />Stage directions: an instruction written into the script of a play, indicating stage actions, movements of performers, or production requirements<br />Tracking: a shot taken by a camera moving alongside the actor. The camera usually moves on rails, producing a smooth, seamless effect. This technique is often used in stalking scenes of horror movies.<br />Voice-over: the dubbed-in narration that is added to a soundtrack to give a story-telling or first-person point of view effect. <br />Assessment Terminology<br />Coherence: logical interconnection; overall sense or understandability<br />Controlling idea: indicates the direction, and often the writing strategy, you will adopt.<br />Diction: style of speaking or writing as dependent upon choice of words<br />Implied thesis: indirect and does not directly state a specific thesis<br />Matters of choice: the words and sentences you choose to present your ideas that represent your idea the best.<br />Matters of correctness: the correct sentence structures and punctuality needed in proper grammar.<br />Syntactic: of or pertaining to syntax<br />Thesis: a proposition stated or put forward for consideration, esp. one to be discussed and proved or to be maintained against objections<br />Thesis statement: an explanation of the topic or purpose of a research paper<br />Social Vocabulary<br />Related Issue #1 – Identity <br />Liberalism- a collection of ideologies all committed to the principle of the dignity and freedom of the individual as the foundation for society. Liberalism has faith in human progress and tends to favour decentralized power, both in political and economic affairs, and respect for the sovereignty of the reasoning individual. <br />Individualism- a current of thinking that values the freedom and worth of the individual, sometimes over the security and harmony of the group.<br />Common Good- the good of a community; something that benefits the public health, safety, and/or well-being of society as a whole.<br />Collectivism- a current thinking that values the goals of the group and the common good over the goals of any one individual.<br />Ideology- a set of principles or ideas that explains your world and your place within it, which is based on certain assumptions about human nature and society and provides an interpretation of the past, an explanation of the present, and a vision for the future. <br />Progressivism- a 1920s movement in the United States, usually associated with President Theodore Roosevelt, that reacted to the perceived abuses of laissez-faire capitalism by large corporations. Progressives favoured “a square deal” for average citizens and used legislation and some regulation of the marketplace to achieve this.<br />Individual Rights & Freedoms- a key principle of individualism and an important feature of liberal democracies.<br />Competition- the act or an instance of competitng or contending with others. Competition is seen as an incentive for individuals and groups to work harder and more efficiently.<br />Economic Freedom- the freedom to buy what you want and to sell your labour, idea, or product to whomever you wish.<br />The rule of Law- a key principle in liberal democracies that states that every individual is equal before the law and all citizens are subject to the law.<br />Private Property- something that is owned by an individual, including real estate, other forms or physical possessions, and intellectual property. The right to the protection of private property is a central principle of liberalism and is seen as a natural extension of the concept of the worth of each individual.<br />Public Property- anything not privately owned by individuals. Generally speaking, public property is owned by the state or the community, and managed according to the best interests of the community.<br />Collective Responsibility & Interests- a set of interests that members of a group have in common and holding them responsible for the actions of individuals within the group or collective.<br />Cooperation- working together to the same end; a principle emphasized by collectivist ideologies.<br />Economic Equality- a principle common to collectivist ideologies which can have different meanings depending on the person or the ideology. Governments may try to foster economic equality through tax policies and by ensuring that all people earn equal wages for work of similar value.<br />Collective Norms- The rules of behaviour that are part of the ideology of the group. They tend to reflect the values of the group and specify those actions that are proper and those that are inappropriate, as well as rewards for adherence and the punishment for conformity.<br />Related Issue #2 – Resistance to Liberalism <br />John Locke- advocate for democracy; direct involvement of citizen in government. Believed government action requires public consent.<br />Baron de Montesquieu- Ideological Co-Founder of the American Constitution along with John Locke; advocated constitutionalism, the preservation of civil liberties, the abolition of slavery, gradualism, moderation, peace, internationalism, social and economic justice with due respect to national and local tradition. He believed in justice and the rule of law; detested all forms of extremism and fanaticism; put his faith in the balance of power and the division of authority as a weapon against despotic rule by individuals or groups or majorities; and approved of social equality, but not the point which it threatened individual liberty; and out of liberty, but not to the point where it threatened to disrupt orderly government.<br />Adam Smith- pursuing you own interests/wealth is in the interest of society to further social progress.<br />John Stuart Mill- English philosopher, political theorist, political economist, civil servant and Member of Parliament, was an influential liberal thinker of the 19th century whose works on liberty justified freedom of the individual in opposition to unlimited state control.<br />Laissez Faire Capitalism- Non- interference or non-intervention. Laissez-faire economics theory supports free markets and an individual’s rights to own private property.<br />Industrialization- the stage of economic development during which the application of technology results in mass production and mass consumption within a country.<br />The Class System- The division of a society into different classes of people, usually based on income or wealth<br />Limited Government- The principle of little government involvement in the affairs of an economy, in the belief that this results in more efficient self-regulating markets.<br />Classic Conservatism- An ideology that says government should represent the legacy of the past as well as the well-being of the present, and that society should be structured in a hierarchical fashion, that government should be chosen by a limited electorate, that leaders should be humanitarian, and that the stability of society is all important.<br />Marxism- A radical form of socialism, often called scientific socialism or communism to distinguish it from other socialist ideologies.<br />Socialism- Any ideology that contains the belief that resources should be controlled by the public for the benefit of everyone in society, and not by private interests for the benefit of private owners and investors<br />Welfare Capitalism- Initiatives by industrialists to provide workers with non-monetary rewards to head off the growing demand for labour unions; also refers to government programs that would provide social safety networks for workers.<br />Labour Standards- Government-enforced rules and standards aimed at safe, clean working environments, and the protection of workers’ rights to free association, collective bargaining, and freedom from discrimination.<br />Unions- the act of joining together people or things to form a whole.<br />Universal Suffrage- The right of all members of society, once they reach the age of accountability, to fully participate politically. This participation begins with the right vote.<br />Welfare State- A state in which the economy is capitalist, but the government uses policies that directly modify the market forces in order to ensure economic stability and a basic standard of living for its citizens. Usually through social programs.<br />Human Rights- The basic rights and freedoms, to which all humans are entitled, often held to include the right to life and liberty, freedom of thought and expression, and equality before the law.<br />Feminism- The belief in the social, political, and economic equality of the sexes. The term also stands for the movement that advocate for these equalities.<br />Communism- A system of society with property vested in the community and each member working for the common benefit according to his or her capacity and receiving according to his or her needs.<br />Fascism- An extreme, right-wing, anti-democratic nationalist movement which led to a totalitarian forms of government in Germany and Italy from the 1920’s to and 1940’s.<br />Expansionism- a country’s foreign policy of acquiring additional territory through the violation of another country’s sovereignty for reasons of defence, resources, markets, national pride, or perceived racial superiority.<br />Containment – the American Cold War foreign policy of containing the spread of communism by establishing strategic allies around the world through trade and military alliances. <br />Truman Doctrine and Domino Theory- The Cold War“containment” notion was born of the Domino Theory, which held that if one country fell under communist influence or control, its neighboring countries would soon follow. Containment was the cornerstone of the Truman Doctrine as defined by a Truman speech on March 12, 1947. The Truman Doctrine, the Marshall Plan, NATO and the United Nations then became the foundation of American foreign policy through the Reagan administration and beyond, for about 50 years.<br />Deterrence- the Cold War foreign policy of both major powers aiming to deter the strategic advances of the other through arms development and arms build up. Deterrence depends on each combatant creating the perception that each is willing to resort to military confrontation.<br />Brinksmanship- international behaviour or foreign policy that takes a country to the brink of war; pushing one’s demands to the point of threatening military action; usually refers to the showdown between the United States and the Soviet Union over Cuba in October 1962.<br />Détente- a period of the Cold War during which the major powers tried to lessen the tensions between them through diplomacy, arms talks and reductions, and cultural exchanges.<br />Non-alignment- the position taken during the Cold War by those countries in the United Nations that did not form an alliance with either United States of the Soviet Union. This group of countries became a third voting bloc with the UN and pushed for more aid for the developing world. <br />Liberation Movements- military and political struggles of people for independence from countries that have colonized or otherwise oppressed them.<br />Neo-Conservatism- an ideology that emerged in the United States during the 1950s and 1960s as a reaction against modern liberal principles. Some aspects of neo-conservatism challenge modern liberal principles and favour a return to particular values of classical liberalism. Other neo-conservative ideas challenge both classical and modern liberal principles and favour values identified as “family values” and traditional values, often resting on a religious foundation. <br />Environmentalism- a political and ethical ideology that focuses on protecting the natural environment and lessening the harmful effects that human activities have on the ecosystem.<br />Post-modernism- a movement of thought, art, and criticism, that raises questions about the faith that moderns have in reason and in progress, and tries to get people to rethink their assumptions about the meaning of modern life.<br />Extremism- a term used by others to describe the beliefs and actions of those perceived to be outside of the accepted norms of political or social behaviour. Extremism mat be a response adopted by those whom ordinary political means of redressing perceived wrongs are deemed ineffective.<br />Related Issue #3 – Contemporary Liberalism<br />Consensus- majority of opinion<br />Direct vs. Representative Democracy- The representatives form more than what it used to be when it was an independent ruling body (for an election period) charged with the responsibility of acting in the people's interest, but not as their proxy representatives; that is, not necessarily always according to their wishes, but with enough authority to exercise swift and resolute initiative in the face of changing circumstances. It is often contrasted with direct democracy, where representatives are absent or are limited in power as proxy representatives.<br />Authoritarianism- a form of government with authority vested un an elite group that may or may not rule in the interests of the people. Authoritarian political systems take many forms, including oligarchies, military dictatorships, ideological one-party states, and monarchies.<br />Command Economies- an economic system based on public (state) ownership of property in which government planners decide which goods to produce, how to produce them, and how they should be distributed; also known as centrally planned economy; usually found in communist states.<br />Free market Economies- a market that operates with limited government intervention. In a free-market economy, questions regarding production and marketing of goods and services are decided through the free interaction of producers and consumers. <br />Traditional Economies- an economic system usually practiced by a pre-industrialized society, where need are met through agriculture, hunting, and fishing, and where there tends to be a division of labour based on custom and tradition.<br />Mixed economies- an economic system based on free-market principles but with some government intervention, usually to regulate industry, to moderate the boom-and-bust nature of the free-market business cycle, and to offer social welfare programs. In some mixed economic systems, the government owns some key industries (such as communications, utilities, or transportation). <br />American Bill of Rights- the first 10 amendments to the US Constitution. Ratified by the original 13 states by 1791, it is based primarily on John Locke;s concept of “natural rights” for all individuals, including life, liberty, and the protection of property. <br />Canadian Charter of Rights and Freedoms- a document entrenched in the Constitutional Act, 1982, that lists and describes the fundamental rights and freedoms guaranteed to Canadians. <br />Quebec Charter of Human Rights and Freedoms- a statutory bill of rights and human rights code that was passed by the National Assembly of Quebec in 1975.<br />War Measures Act- a Canadian law that gave the federal cabinet emergency powers for circumstances where it determines that the threat of war, invasion, or insurrection, real or apprehended, exists. It was replaced by the Emergencies Act (1988).<br />Patriot Act- a U.S. law enacted in response to the September 11, 2001 terrorist attacks, which gave law-enforcement officials greater ability to tap telephones and track Internet users<br />Debt- an amount of money, a service, or an item of property that is owed to somebody<br />Poverty- the state of not having enough money to take care of basic needs such as food, clothing, and housing<br />Racism- he belief that people of different races have different qualities and abilities, and that some races are inherently superior or inferior<br />Pandemics- outbreaks of disease on a global scale<br /> <br />Terrorism- the policy of various ideological groups to disrupt the affairs of an enemy state or culture by the use of violent acts against non-combatants, in order to create debilitating terror and confusion<br />Censorship- the act of restricting freedom of expression or access to ideas or works, usually by governments, and usually to protect the perceived common good; may be related to speech, writings, works of art, religious practices, or military matters. <br />Illiberalism- ideologies opposed to the values, beliefs, and principles of liberalism; usually refers to undemocratic actions but may be found in democratic countries during times of crisis.<br />Issue #4 – Citizenship <br />The Human Condition- refers to the distinctive features of human existence. As finite and mortal entities, there are series of features that are common to most human lives, and some that are inevitable for all. These features and the human response to them constitute the human condition. However, understanding the precise nature and scope of what is meant by the term quot;
human conditionquot;
is itself a philosophical problem.<br />Dissent- the political act of disagreeing the right to disagree. Sometimes dissent takes the form of popularly organized opposition to a tradition or an official policy or statute.<br />Civility- thoughtfulness about how out actions may affect others, based on the recognition that human being live together.<br />Civil Disobedience- the refusal to obey a law because it is considered to be unjust; a form of non-violent political protests. <br />Political Participation- any number of ways a citizen can be involved in the political process, such as voting, running as candidate, supporting a candidate, attending constituency meetings, speaking out, demonstrating, protesting, writing letters to elected representatives. <br />Citizen Advocacy- a movement to strengthen citizen action and motivation to participate in community and civic affairs; often focuses on bringing the marginalized back into the community.<br />Humanitarian Crises- (or quot;
humanitarian disasterquot;
) is an event or series of events which represents a critical threat to the health, safety, security or wellbeing of a community or other large group of people, usually over a wide area. Armed conflicts, epidemics, famine, natural disasters and other major emergencies may all involve or lead to a humanitarian crisis.<br />Civil rights movements- popular movements, notably in the United States in the 1950s and 1960s, that work to extend rights to marginalized members of society. Often these struggles aim not only for legal and civic rights, but also for respect, dignity, and economic and social equality for all.<br /> <br />Anti-war movements- organized campaigns against war. The Vietnam anti-war movement gained public support during the late 1960s and contributed to the United States ending that war. These movements can be pacifist in general, and aimed at ending or restricting the military policy options, or they can be movements opposing specific military campaigns.<br />McCarthyism (Red Scare)- an anti-communist movement in the United States during the 1950s, led by Republican senator Joseph McCarthy. It was intended to uncover and persecute those with perceived ties to communism within the US government, universities, and entertainment industries.<br />Pro-democracy movements- movements or campaigns in favour of democracy.<br />Collective and Individual action- As an explanation of social movements, an inquiry into collective action involves examining those factors that cause the setting of standards of social integration, as well as those factors which lead to standards of deviance and conflict. An explanation of a collective action in sociology will involve the explanation of those things which are similar or dissimilar to collective actions at different times and in different places.<br />