Board Endorsed October 2009 amended Octpber 2015

Download 3.04 Mb.
Date conversion29.04.2016
Size3.04 Mb.
1   ...   21   22   23   24   25   26   27   28   ...   143

Power, Politics and Ideology Value 1.0



Specific Unit Goals

This unit should enable students to:

A Course

T Course

  • demonstrate investigation and interpretation skills necessary to analyse historical information and achieve independence in researching

  • demonstrate investigation and interpretation skills necessary to solve problems of evidence and achieve independence in researching

  • communicate a logically developed, articulate and focussed argument to convey historical positions or ideas

  • demonstrate knowledge, awareness and understanding of significant individuals, social groups, places, events and technologies related to political economies

  • demonstrate knowledge, awareness and understanding of the history of ideas pertaining to individual freedom, citizen rights and responsibilities and the creation of political ideologies

  • demonstrate an understanding of a variety of political theories

  • evaluate the merits of a number of a variety of political theories


A study of this unit should include at least two of the following content areas. There is scope for some areas to be treated in more depth than others. Topics for study will be guided by teacher expertise and student interest.

Political Philosophy

Greek influences (Plato, Aristotle etc.)

Early Modern influences (Machiavelli, Hobbes, Rousseau, Mill etc)

Political Ideologies



Religious fundamentalism






Liberation theology



Identity politics


Politics of Growth and International Relations

Environmental Politics


In each area, study could be guided by, but not limited to, the following focus questions:

Over time, what has motivated people to seek change in the way they organise themselves?

What are the roles, functions and purpose of government?

How have ideas of government and individual rights changed over time?

In the history of political reform and individual rights, to what extent have religious values been significant?

Should government be purely secular? Historically, what have been the outcomes?

The historical and changing nature of political ideology?

What do universal freedom and social justice mean within the contexts of ideology?

Teaching and Learning Strategies

Refer to page 30.

Assessment Task Types

Refer to page 32.

Student Capabilities

Evidence could be in:

Student Capabilities



Teaching and Learning


creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members


Refer to pages 41-79 for resource.

1   ...   21   22   23   24   25   26   27   28   ...   143

The database is protected by copyright © 2016
send message

    Main page