Political Systems in Literature and Other Texts
Political Systems –
Why should ELA teachers talk about politics
and economics?
What are our goals for this conversation?
•
To give students a frame of reference for future texts. Political and
economic systems and the philosophies from which they are born form
the majority of informational texts (particularly arguments) as well as
many fiction texts. (Think Dickens, Shakespeare, Holocaust Lit,
post-apocalyptic lit, … the list goes on and on.)
•
To give students the tools to think beyond simple ‘character-matches.’
(e.g., “Boxer represents the working man.” Therefore?)
•
To empower students as writers with resources for
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Point to
Ponder:
What might
the
Step 1 Directions:
Gather as much
information as you can
from the next few slides,
taking notes where
necessary.
You will be asked to
combine this
information with that
gathered from your
research to draw
conclusions about texts.
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Q
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Communism
Socialism
Capitalism
Product Availability and
Price
Consumers have limited
choice of goods and
services; prices are usually
high
Consumers have some
choice of goods and
services; prices are
determined by supply
and demand
Consumers have a wide
choice of goods and services;
prices are determined by
supply and demand
Employment Options
Little choice in pursuing a
career; most people work
for government-owned
industries or farms
Some choice of careers;
many people work in
government jobs
Career choice is unlimited.
The market is open, generally
without government
interference.
Ownership of Goods
Ideally, all property is
owned by and “shared” by
the people; distribution is
based on need rather than
on effort.
Workers are paid and
allowed to spend wages
as they choose while the
government owns and
operates business and
industry for the benefit of
the working class. Needs
are met but
advancement is not
possible, limiting
incentive to work harder.
Workers are paid and allowed
to spend wages as they
choose, creating a profit for
business and industry. That
profit is reinvested into the
economy to fuel economic
growth. Hard work is often
rewarded with advancement,
leading to higher wages.
Democracy
Communism
Republic
Fascism
Monarchy
Theocracy
Control
Voters(the people) Ideally, the people govern directly; dictators rule “temporarily.” No communist government has ever lasted beyond that stage. Voters friend(the
people) A single, ruling party (generally headed by one person) becomes the government. People are motivated and controlled through force and propaganda.
King or queen Leaders chosen because of religious status. People often believe that their religious/political leaders were selected and endorsed by God.
Ruler
The Citizens Electedrepresentative Inherits power from an older relative
Central
Principle
Equal rights of
the people From each according to his ability, to each according to his needs.
Document or agreement that limits power of elected officials.
The state must gain glory through conquest. All benefit when the state is
victorious.
A particular family line is entitled to govern a nation.
Government
decisions are made on the basis of religious laws and traditions.
Religion
People’s choice None because religion grants power outside the state.People’s choice Civic (citizens worship the state through
nationalism)
Often central, changing with ruler; may be people’s choice.
Central; often interpreted in the strictest terms
Summary
Elected officials represent the will of their constituents; majority rules.All people are the same; therefore, classes make no sense. No private property; the government should own everything.
Differs from
democracy : elected representatives governed by agreed-upon charter that protects rights, even from elected
officials.
The state controls business. Wealth is redistributed “to the glory of” the state or a chosen group.
Rules of succession allow the oldest living descendent to take the throne when a king or queen dies.
This system can only survive when a large percentage of the population adheres to the same religion.
Political Systems: The Name
Game
Step 2 Directions: Use what you have learned about political systems
and work with your partner or team to fill in the chart that tells what
kind of political system is depicted in each text. Be ready to cite
What are you seeing here?
Southington, Connecticut school children pledge their allegiance
to the flag, in May 1942.
Seventy one years ago -- December 22, 1942 -- Congress got the United States out of what had turned into an unexpectedly embarrassing
situation. It concerned the Pledge of Allegiance -- specifically, something called the Bellamy Salute. Most people today have likely never heard of it, but the Bellamy Salute was once a constant part of the country's life. Until 1892, there was no such thing as a Pledge of Allegiance. Daniel Sharp Ford, the owner of a magazine called Youth's Companion, was on a crusade to put American flags in every school in the country. He sensed that the U.S. needed a boost of patriotism. Keep in mind: Not even 30 years before, the Civil War had still been raging. National unity was a fragile concept. As part of the campaign, Sharp gave an assignment to a member of his staff: Francis J. Bellamy, who was an author, a minister and an advocate of the tenets of Christian socialism. Sharp asked Bellamy to compose a Pledge of Allegiance to the flag. Bellamy wrote it, and it was published in the magazine.
It didn't take long for the Pledge to become wildly popular, even omnipresent. At schools, at campgrounds, at public gatherings, in
Congress, people routinely faced the flag and pledged their allegiance to it. Because, inherently, there is something physically awkward about people simply standing in place, their arms hanging limply by their sides, staring at a flag and reciting a pledge, it was decided that devising a salute would be appropriate.
