Alternatives to Modern Liberalism

Suggested Activities

In this possible culminating critical challenge, students examine perspectives that offer alternatives to modern liberalism and determine the extent to which these perspectives offer viable alternatives to the principles (30-1) and values (30-2) of liberalism.

Students will require an understanding of the principles (30-1) and values (30-2) of liberalism to complete the following activities. The activities of Ideology and Identity (Overarching Critical Inquiry) can be used to familiarize students with the required concepts.

1. Analyze contemporary events to identify alternative thought that motivates opposition to modern liberalism.

Examine judgements of liberalism
Begin by asking students to examine media accounts of various protests. These media accounts should feature groups and protests against the principles (30-1) and values (30-2) of liberalism. Examples of accounts could include quotes from opponents of liberalism, photographs of protest signs, press releases and video and audio news clips (see References). Instruct students to identify what issues and concerns may have prompted protesters to act. For example, students might suggest issues and concerns associated with free trade and globalization.

If students are using photographs, you may wish to refer to Interpreting and Reinterpreting Visual Images (Modelling the Tools) to structure the activity.

Provide each student or pair of students with a copy of Analyzing Opposition to Liberalism: Protests (Lesson Material). Instruct students to examine the media accounts to determine alternative thoughts represented and identify the principles (30-1) and values (30-2) of liberalism being opposed. In addition, students should identify actions taken in support of the alternative thought and record reasons for opposition. See below for an example.

Invite students to share their observations about opposition to the principles (30-1) and values (30-2) of liberalism. Discussion might be prompted by questions such as these:

• Which principles (30-1) and values (30-2) of liberalism appear to prompt the greatest concern?
• Why do various individuals and groups object to the principles (30-1) and values (30-2) of liberalism?
• How do advocates of liberal principles and values respond to such challenges?

During the discussion, introduce the idea that contemporary alternatives to liberal principles and values do exist, although they are not always widely supported.

Assess alternatives to liberalism
Provide each student or pair of students with a copy of Assessing Alternatives to Liberalism (Lesson Material) and instruct students to determine the extent to which these alternatives provide challenges to the principles (30-1) and values (30-2) of liberalism. Encourage students to use the criteria and research to make conclusions on alternatives to liberal thought. Space has been provided in the retrieval chart for students to include additional criterion. Criteria for a valid alternative to liberalism might include the following:

• feasibility
• Are these alternative ideas possible and workable?
• Would it be practical to implement these ideas?
  
• effectiveness
• Will these ideas address perceived problems and shortcomings of liberalism?
• Will these ideas produce desirable results?
  
• sustainability
• To what extent will these ideas be supported?
• Will these ideas work over the long term?

Create a visual of an alternative to liberalism
Invite students to select an alternative thought and use appropriate technologies to create a visual of their chosen alternative to be shared with the class during the upcoming panel discussion. Students may use a web or a mind map. The visual should include background information about the chosen alternative as well as information on the criteria. Check to ensure that student selections will provide representation for each of the alternative thoughts specified in the specific outcome 2.12.

You may wish to refer to Webbing Ideas (Support Material) for more information.

2.  
3. Participate in a panel discussion to determine the extent to which alternative thought challenges the viability of liberalism

Participate in a panel discussion
Inform students that they will be advocating for their assigned alternative in a panel discussion that addresses two questions:

• To what extent is resistance to liberalism justified? (30-1) or Is resistance to liberalism justified? (30-2)
• To what extent does alternative thought challenge the viability of liberalism?

Consider designating one student as the host of the discussion and one group to be the advocates for liberalism.

Work with students to build the criteria for an effective performance in a panel discussion. The criteria could include the following:

• The host and panelists present well-researched positions and questions.
• The host and panelists ask effective questions and follow-up questions.
• The host and panelists ensure that each person has a chance to contribute.
• Panel members clearly state their positions and use specific evidence to support their positions.

Students use their research to prepare questions and statements they would like to present, remembering that they are to be advocating for the assigned perspective and responding to the two focus questions.

If a student is playing the host, he or she should create a list of powerful questions to ask. For detailed suggestions, see Asking Powerful Questions (Modelling the Tools). Provide time for groups to practise discussion questions and points. You may wish to ask students to present to another group to receive peer feedback prior to the panel discussion.

Invite groups to present their questions and statements in response to the two focus questions. Ask students in the audience to jot down questions for the panelists. As part of the panel discussion, the host might invite questions at the end from the audience and ask panelists to respond. Consider asking students to take notes on the information they hear during the panel discussion. You may want to ask students to use a collaborative
note-taking template.

Respond to the issue
Ask students to plan a response to the two focus questions:

• To what extent is resistance to liberalism justified? (30-1) or Is resistance to liberalism justified? (30-2)
• To what extent does alternative thought challenge the viability of liberalism?

You may wish to refer to Justifying My Choice (Support Material) to structure and assess this activity.

Extension: Write an argumentative essay
Ask students to develop an argumentative essay as a response to one of the two focus questions.