Reference no: EM131357824
Question: Introduction: Dissent and the Social Contract
The Social Contract is a mental construct which explains how and why we interact with society the way we do. The Social Contract is a fictitious document which we are all born into as a member of society.
Although it is not written down anywhere (per se), we learn what is and what is not acceptable behaviors in society. This concept weaves its way throughout this course.
Here is an essay which explains the Social Contract:
https://cyberactive.bellevue.edu/bbcswebdav/pid-8586432-dt-content-rid-14373275_2/xid-14373275_2
During this phase, you will:
Synthesize information from a variety of sources and translate it into written arguments defending the importance of preserving civil and human rights in a democratic society.
Use written, oral, or visual communication as an effective tool to advocate for civil and human rights.
Analyze foundational ideas of governance and judge their best application in order to assume responsibility for making positive changes in government and society.
Influence others to effect change leading to growth in good governance.
Video & Commentary: Dissent and the Social Contract
https://youtu.be/XF9Quk0QhSE
Read the following commentary:
https://content.bellevue.edu/cas/la/400-410-420/id/kss/marian-anderson-and-dr-martin-luther-king.pdf
Readings & Research: Dissent and the Social Contract
Review the following Required Reading Articles:
https://www.archives.gov/exhibits/charters/declaration_transcript.html
Thomas Jefferson, Declaration of Independence, 1776
The First Amendment to the United States Constitution discusses five rights including the ''Establishment Clause'' which discusses religious freedom. The remaining four rights dicussed in the First Amendment (to the U.S. Constitution) discusses the rights that are neccessary for a free people to legally engage in dissent against the use of unjust power by government. It reads, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
https://content.bellevue.edu/cas/la/400-410-420/id/kss/federalist-no-10.pdf
James Madison, 1787
Skim this Article:
https://mrdivis.yolasite.com/resources/Vaclav%20Havel''s%20Power%20of%20the%20Powerless.pdf
was written as a vehicle of political dissent by Vaclav Havel. In 1978 the nation of Czechoslovakia (which no longer exists) was under the repressive control of USSR or the Union of Soviet Socialist Republics. After the USSR collapsed in 1991, the remnants of this nation were once again referred to by its historical name, Russia. Amid the movement to break away from the USSR and pursue a national course of self-determination, Havel wrote this declaration of independence for his home state. Students are asked to note the similarities and the differences between Jefferson's Declaration of Independence and Havel's essay. How are they similar? How do they differ? Who is the intended audience of each document? Are the individual documents easy or difficult to understand? One is a formal and ratified document which was heavily edited while the other is the individual commentary. Also, notice how Havel uses the story of the sign in the grocer's window. Instead of a creating a slogan which unified the nation in ideology (also known as propaganda), Havel suggests that the sign became a hallmark of oppression against the people and unintendedly unified them in their resistance to a tyrannical government.
https://www.foreignaffairs.com/articles/afghanistan/2001-01-01/are-human-rights-universal
Foreign Affairs, Thomas Frank, 2001
Review the following Required Research Articles:
https://www.people-press.org/2014/09/18/how-is-ideology-linked-to-child-rearing-values/
Pew Research Center, 2014
https://www.people-press.org/2014/09/18/teaching-the-children-sharp-ideological-differences-some-common-ground/
Pew Research Center, 2014
Videos: Dissent and the Social Contract
Review the following videos:
Watch or Read: In 1963 members of the Civil Rights movement marched on Washington D.C. Dr. Martin Luther King is introduced as the "moral leader of our nation." King describes the march as the greatest demonstration for freedom in our nation. At this demonstration for equality he delivers what is among the most powerful and meaningful speeches in American history.
https://youtu.be/H0yP4aLyq1g
Martin Luther King - I Have A Dream Speech - August 28, 1963 (Full Speech), xBLACKxOPSxSECRETSx, 2013
https://www.archives.gov/press/exhibits/dream-speech.pdf
Martin Luther King Jr. 1963
Civil Rights activist Mahatma Gandhi was known in India as 'The Great Soul.' His moral philosophy of non-violence in public dissent in pursuit of civil rights became a model that Dr. King followed in the 1960's civil rights movement. Like King, Gandhi was assassinated. In a brief overview, this video details Gandhi's philosophy of non-violence.
https://youtu.be/TkHTbkPoEQ8
Ghandi''s Philosophy of Non-Violence, 018dmartin, 2013
Early American writer Henry David Thoreau is one of America's great writers. He wrote about the necessity of civil disobedience. Thoreau's choice to pursue a simple life and individual happiness includes a willingness to challenge social norms of consumption and status. Is happiness a function of wealth and goods - or can we learn something from Thoreau's discussion of civil disobedience and individual happiness?
https://youtu.be/JJL9S0J8-4k
POLITICAL THEORY - Henry David Thoreau, The School of Life, 2015
Watch, Read, or Listen: Oscar winning Hollywood actors read the Declaration of Independence.
https://youtu.be/DSKOx8DKPIg
A Reading of The Declaration of Independence (Mirror), BearFlagTrading , 2012
Read:
https://www.archives.gov/exhibits/charters/declaration_transcript.html
Thomas Jefferson, Declaration of Independence, 1776
Listen: The annual reading of The Declaration Of Independence by National Public Radio staff members.
https://www.npr.org/2016/07/04/483757766/the-declaration-of-independence-240-years-later
NPR, 2014
In this video noted Conservative William F. Buckley interviews one of the great Western thinkers in the 20 th Century. In this course we read two articles by Adler. In this video he discusses education, the importance of reading and how our freedom depends upon an informed citizenship. Filmed in 1983, Adler blames students inability to learn upon the ignorance of their teachers. He also discusses how it is only by challenging readers with difficult readings that they can become strong critical thinkers.
https://youtu.be/iK3m9amWF5s
Mortimer J Adler - The Great Ideas, LibertyPen, 2012
NOTE: Watch from: 5:00 - 9:06
Who said philosophy has to be hard and boring? What are your rights and where do they come from? Harvard's Michael Sandel examines John Locke's libertarian roots and the incorporation of Locke's thoughts on 'natural rights' and their manifestation in our own Declaration of Independence. Sandel unravels the complexity of understanding our rights and Locke's theory of our rights.
https://youtu.be/MGyygiXMzRk
Justice: What''s The Right Thing To Do? Episode 04: "THIS LAND IS MY LAND", Harvard University, 2009
NOTE: Watch from: 0-8:13 min.
Understanding our Constitutional Rights and the basis for their authority is complicated. But as we learn from reading The Declaration of Independence this week, Americans have a duty to assure our government acts justly. As we learn from Madison's article, Federalist Paper No. 10, the majority have an obligation to protect the rights of the minority. In the article by Frank, former Secretary-General of the United Nations Boutros Boutros-Ghali, (Boo-troos Boo-troos Gaul-E) says there "is no one set of European rights and another of African rights" (Frank, 2001). And yet nations push back against a definition of rights that come from a source external to their nation or their culture. They see a universal standard of human rights as an intrusion on national sovereignty. Vaclav Havel, once President of the former European nation Czechoslovakia, writes of the grocer who capitulates to placing a sign in his window because refusing to post the placard could pose a personal threat.
While Jefferson suggests that citizens have an obligation to act against an unjust government, in reality, it is often difficult to know whether, as an individual, we should engage in dissent or not. How often have you witnessed someone engage in some form of protest, which from your perspective was nonsensical? How do we know whether an act of government is just - what are the criteria?
For this assignment, identify two issues; one domestic and one international. Use the Dissent and Social Contract to complete the assignment and follow the instructions below:
Clearly the Framers knew that citizens need certain rights in order to fulfill the expectations expressed by Jefferson and Madison. Take a moment to reread the First Amendment. You will notice that this short document actually outlines five rights. The last four rights mentioned in the First Amendment empower citizens to engage in dissent against their government including freedom of speech, freedom of assembly, freedom of the press, and freedom to petition the government for a redress of grievances.
Use a legitimate media source to identify two specific incidents where the rights of an individual or a demographic population have been infringed upon by government: one incident where the decision-making government is located within the USA and another incident where the decision-making government is outside of the USA. Be cautious to differentiate between the acts of an individual who is employed, elected, or appointed to government and actions/policies that are endorsed by the government.
Discuss the incident in brief but sufficient detail. Rely on the ideas discussed in the assigned course materials to determine whether the actions of government were just or unjust. Use appropriate citations in your work. Remember, it is your job as a student to demonstrate learning based upon the assigned course materials. Students should base their argument upon no less than three of the assigned course reading articles. Use the videos and research papers to round-out your understanding.
Use the ideas of the Social Contract to examine these incidents.
Critically examine the posting of three different students. With appropriate respect and tact, provide critical feedback to your fellow learners by agreeing, or not, with their two conclusions. (Remember, an appropriate but constructive critical analysis of another student's work helps both students how to build stronger arguments.)
Attachment:- dissent-and-social-contract.rar