ALL PPTs ARE LABELLED BELOW
Unit 2 - Foundations of Government-How the foundation was laid?
- Goal Statement: Students will begin to understand the foundation that created the United States as we know it today
- Essential Question - Why is a foundation important? What are the documents, philosophies and theories that contributed to the foundation of America?
- NCSCOS
- Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (CE.C&G.1.1)
- Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (CE.C&G.1.4)
- Lesson - Students will be lead through direct instruction on the information related to the Foundational Documents and Theories that help shape America
- Slideshow for direct instruction - Foundational Documents and Theories
- Review of the 13 Colonies Map - 13 Colonies Map (Links to an external site.)
- Student Work - As the class is covering the information or after the class has covered the information, students should use the Foundational Documents and Theories - Student (Links to an external site.) notes to continue to build their notebook
- This can be either be printed or used as a digital copy
- Homework/Asynchronous
- Philosophers Reading and Questions assignment
- /Users/lynnecoyne/Desktop/the_enlightenment%20-%20Google%20Slides.html
- Test Corrections - If you scored below an 80 on your Unit #1 Test, you have the opportunity to raise your grade up to an 80. The correction assignment is to take the test using this code redounit1 on schoolnet and your grade must be higher than an 80 for the corrections to count toward increasing your grade. All Test Corrections must be completed by Monday 2/1.
- Goal Statement: Students will begin to understand the reasons for the American Revolution and the events that lead to the American Revolution.
- Essential Question - What is a revolution? What are some examples of revolutions? Why did the colonists (at least some of them) believe that a revolution with England was the best course of action?
- NCSCOS
- Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (CE.C&G.1.4)
- Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the US Constitution and the Bill of Rights to help promote liberty, justice and equality. (CE.C&G.1.02)
- Lesson - Students will be lead through a direct instruction of the events both direct and indirect that lead to the American Revolution
- Slideshow for direct instruction - Events Leading to the American Revolution
- Resource for Enlightenment discussion - Enlightenment Thinkers Chart (Links to an external site.)
- Student work - As the class is covering the information or after the class has covered the information, students should use the Events Leading to the American Revolution Student (Links to an external site.)notes to continue to build their notebook
- This can either be printed or used as a digital copy
- Homework/Asynchronous
- Finish reviewing Events Leading to the American Revolution notes
- Create a list to be shared during class discussion of what you believe to be the short term and long term causes of the American Revolution (what lead America to the point of revolution and what were items that pushed the colonists to believe that revolution was the best choice).
- Goal Statement: Students will review the founding principles written in the Declaration of Independence
- Essential Question - Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy beginning with the writing of the Declaration of Independence. How did the Declaration of Independence establish the foundation of American government?
- NCSCOS
- Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (CE.C&G.1.1)
- Explain how the development of America’s national identity derived from principles in the Declaration of Independence, US Constitution and Bill of Rights (CE.C&G.4.2)
- Lesson - Students will be lead through direct instruction of the Second Continental Congress and the important decisions that were made during the meeting. Students will also be lead through the basics of the Declaration of Independence
- Slideshow for direct instruction - Second Continental Congress notes
- Slideshow for direct instruction - Declaration of Independence notes
- Completed Enlightenment Thinkers Chart - Enlightenment Thinkers Chart (Completed) (Links to an external site.)
- Student work - As the class is covering the information or after the class has covered the information, students should use the Second Continental Congress Student (Links to an external site.)notes and the Declaration of Independence Student (Links to an external site.)notes to continue to build their notebook
- This can either be printed or used as a digital copy
- Homework/Asynchronous
- Finish reviewing both the Second Continental Congress notes and the Declaration of Independence notes
- Lesson - Students will be lead through direct instruction of the Second Continental Congress and the important decisions that were made during the meeting. Students will also be lead through the basics of the Declaration of Independence
- Goal Statement: Students will review the founding principles written in the Declaration of Independence
- Essential Question - Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy beginning with the writing of the Declaration of Independence. How did the Declaration of Independence establish the foundation of American government?
- NCSCOS
- Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (CE.C&G.1.1)
- Explain how the development of America’s national identity derived from principles in the Declaration of Independence, US Constitution and Bill of Rights (CE.C&G.4.2)
- Lesson - Students will finish any notes left over from covering the Declaration of Independence notes presentation. At the conclusion of the notes, Students will participate in a close reading and discussion of the preamble and principles of the Declaration
- Document - The Declaration of Independence Activity (Links to an external site.)
- Video -Too Late to Apologize (Links to an external site.)
- Student work - Students will work together as a class to perform a close reading and discussion of the Declaration of Independence and work to answer the questions on the Declaration of Independence Activity
- Homework/Asynchronous
- Declaration of Independence Scandal Activity
- Goal Statement: Students will begin to breakdown the Articles of Confederation to understand what was successful and why the Articles of Confederation failed as our first government of the newly formed United States
- Essential Question - What was the format of the government under the Articles of Confederation? What was successful about the Articles of Confederation? What made the Articles of Confederation fail?
- NCSCOS
- Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (CE.C&G.1.1)
- Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (CE.C&G.1.4)
- Lesson - Students will be lead through direct instruction to learn about the first government of the United States and understand why the Articles of Confederation were a good first step but ultimately failed as a government.
- Slideshow for direct instruction - Articles of Confederation notes
- Student work - As the class is covering the information or after the class has covered the information, students should use the Articles of Confederation Student (Links to an external site.)notes to continue to build their notebook
- This can either be printed or used as a digital copy
- Homework/Asynchronous
- Strengths and Weaknesses of the Articles assignment
- Goal Statement: Students will begin to understand the steps that the founding fathers took to move from the Articles of Confederation to the Constitution and begin to cover some of the basics related to the Constitution.
- Essential Question - How did the founding documents of the United States reflect continuity and change? Is the changing from the Articles of Confederation to the Constitution a second revolution? How did the founding fathers address the problems with the Articles of Confederation in the Constitution?
- NCSCOS
- Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time (CE.C&G.1.3)
- Explain how the development of America’s national identity derived from principles in the Declaration of Independence, US Constitution and Bill of Rights (CE.C&G.4.2)
- Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (CE.C&G.1.4)
- Lesson - Students will be lead through direct instruction to understand how the problems with the Articles of Confederation were impacting American society and how the founding fathers met to discuss and change the governing document of the country to the Constitution.
- Slideshow for direct instruction - Articles of Confederation and the Constitution
- Student work - As the class is covering the information or after the class has covered the information, students should use the Articles of Confederation and the Constitution Student (Links to an external site.)notes to continue to build their notebook
- Homework/Asynchronous
- Students will review and update all of their notes up to this point in the Unit to make sure they are caught up
- Notes include:
- Foundational Documents and Theories
- Events leading to the American Revolution
- Second Continental Congress
- Declaration of Independence
- Articles of Confederation
- Articles of Confederation and the Constitution
- Notes include:
- Students will review and update all of their notes up to this point in the Unit to make sure they are caught up
- Goal Statement: Students will uncover the compromises that the founding fathers need to make in order for the Constitution to move toward ratification.
- Essential Question - What is a compromise? What compromises were made by the founding fathers in order to push the Constitution forward towards ratification?
- NCSCOS
- Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (CE.C&G.1.1)
- Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time (CE.C&G.1.3)
- Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (CE.C&G.1.4)
- Lesson - Students will be lead through direct instruction related to the Constitutional Compromises and how they impacted the country for years to come but also pushed forward the new Constitution toward ratification.
- Slideshow for direct instruction - Constitutional Convention
- Student work - As the class is covering the information or after the class has covered the information, students should fill out the Constitutional Convention Compromises Chart (Links to an external site.) in order to have a deeper understanding of the compromises.
- Homework/Asynchronous
- Students will work to complete the chart related to the Constitutional Convention Compromises
- Goal Statement: Students will understand the differences of opinions of the Federalist and Anti-Federalists as the two sides debate over the ratification of the new Constitution
- Essential Question - What were the opinions of the two side of the debate over the ratification of the Constitution represented by the Federalist and Anti-Federalist? Who were the major figures in the debate?
- NCSCOS
- Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (CE.C&G.1.1)
- Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the US Constitution and the Bill of Rights to help promote liberty, justice and equality. (CE.C&G.1.02)
- Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time (CE.C&G.1.3)
- Lesson - Students will be lead through a direct instruction of the two sides of the debate, represented by the Federalist and Anti-Federalist, over the ratification of the Constitution
- Slideshow for direct instruction - Federalist and Anti-Federalists
- Hamilton Clip - Non-Stop (Links to an external site.)
- Hamilton Clip -Cabinet Battle #1 (Links to an external site.)
- Reference - Federalists and Anti-Federalists Chart (Links to an external site.)
- Student work - As the class is covering the information or after the class has covered the information, students should use the Federalist and Anti-Federalists Student (Links to an external site.)notes to continue to build their notebook. Students will watch video clips from the musical Hamilton referencing the formation of the Federalists and Anti-Federalists groups and how the decisions that were made impacted the passage of the Constitution and the application of the ideal after the ratification of the document.
- Homework/Asynchronous
- Students will begin to review for their upcoming exam
- Unit #2 Review Study Guide (Links to an external site.)
- Answers for the Constitutional Convention Compromise Chart (Links to an external site.)
- Students will begin to review for their upcoming exam
- Goal Statement: Students will review for their upcoming assessment on Unit #2
- Essential Question: What do I know about Unit #2
- Lesson - Students will participant in a review of Unit #2
- We will log on to:
- joinmyquiz.com
- I will provide a game code to the class and we will complete the quiz
- Quizizzes that can be used to review for the test
- Civics Unit 1 and 2 Review (used in class today)
- Colonial Era v Revolutionary Era (some of the items review what we have covered)
- Quizizzes that can be used to review for the test
- We will log on to:
- Student Work - Students will actively review for the upcoming assessment by reviewing their Unit #1 Review Materials, take part in a online quiz and asking questions for clarification.
- Homework/Asynchronous
- Study for your upcoming assessment on Unit #2
- Answers to the Unit #2 Study Guide (Links to an external site.)
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DAY 1 RESOURCES
foundational_documents_and_theories-1.ppt | |
File Size: | 2232 kb |
File Type: | ppt |
13_colonies_map.gif | |
File Size: | 20 kb |
File Type: | gif |
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copy_of_short_term_causes_.pptx | |
File Size: | 777 kb |
File Type: | pptx |
DAY 2 RESOURCES
events_that_lead_to_the_american_revolution__without_rev_.ppt | |
File Size: | 2878 kb |
File Type: | ppt |
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- Slideshow for direct instruction - Second Continental Congress notes
- Slideshow for direct instruction - Declaration of Independence notes
2nd_continental_congress.ppt | |
File Size: | 1003 kb |
File Type: | ppt |
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Peace? The Olive Branch Petition
DAY 3-4 RESOURCES
Declaration of Independence
declaration_of_independence.ppt | |
File Size: | 498 kb |
File Type: | ppt |
- docs.google.com/document/d/1_-4XnyXRlMNIENy353LvEZLFwMg15WKMQFrQfkR7ri4/edit?usp=sharing
- billofrightsinstitute.org/founding-documents/primary-source-documents/the-federalist-papers/federalist-papers-no-10/
- ushistoryscene.com/article/articles-of-confederation/
- AUSTRALIA BALLOT assignment presurvey on canvas
- Student work - Students will work together as a class to perform a close reading and discussion of the Declaration of Independence and work to answer the questions on the Declaration of Independence Activity
- Homework/Asynchronous
- THE DECLARATION OF INDEPENDENCE AND THE DEBATE OVER SLAVERY
When Thomas Jefferson included a passage attacking slavery in his draft of the Declaration of Independence it initiated the most intense debate among the delegates gathered at Philadelphia in the spring and early summer of 1776. Jefferson’s passage on slavery was the most important section removed from the final document. It was replaced with a more ambiguous passage about King George’s incitement of “domestic insurrections among us.” Decades later Jefferson blamed the removal of the passage on delegates from South Carolina and Georgia and Northern delegates who represented merchants who were at the time actively involved in the Trans-Atlantic slave trade. Jefferson’s original passage on slavery appears below.
He has waged cruel war against human nature itself, violating its most sacred rights of life and liberty in the persons of a distant people who never offended him, captivating & carrying them into slavery in another hemisphere or to incur miserable death in their transportation thither. This piratical warfare, the opprobrium of infidel powers, is the warfare of the Christian King of Great Britain. Determined to keep open a market where Men should be bought & sold, he has prostituted his negative for suppressing every legislative attempt to prohibit or restrain this execrable commerce. And that this assemblage of horrors might want no fact of distinguished die, he is now exciting those very people to rise in arms among us, and to purchase that liberty of which he has deprived them, by murdering the people on whom he has obtruded them: thus paying off former crimes committed again the Liberties of one people, with crimes which he urges them to commit against the lives of another.
www.youtube.com/watch?v=iU_z1PoLZvg
- Slideshow for direct instruction - Articles of Confederation notes
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articles_of_confederation.ppt | |
File Size: | 678 kb |
File Type: | ppt |
weakness_to_ac.docx | |
File Size: | 15 kb |
File Type: | docx |
articles_of_confederation_and_the_constitution_-_google_slides.webarchive | |
File Size: | 6903 kb |
File Type: | webarchive |
- Student work - As the class is covering the information or after the class has covered the information, students should use the Articles of Confederation and the Constitution Student (Links to an external site.)notes to continue to build their notebook
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constitutional_convention.ppt | |
File Size: | 466 kb |
File Type: | ppt |
- Student work - As the class is covering the information or after the class has covered the information, students should fill out the Constitutional Convention Compromises Chart (Links to an external site.) in order to have a deeper understanding of the compromises.
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federalists_and_anti-federalists.ppt | |
File Size: | 157 kb |
File Type: | ppt |
unit_3_3_ratifying_us_constitution_federalists_antifederalists.pptx | |
File Size: | 11856 kb |
File Type: | pptx |
- Hamilton Clip -Non-Stop (Links to an external site.)
- Hamilton Clip - Cabinet Battle #1 (Links to an external site.)
- Reference - Federalists and Anti-Federalists Chart (Links to an external site.)
- https://drive.google.com/file/d/1zKKWg75uIUzvynHuNUYn6NEgT8MSxCaC/view
- Student work - As the class is covering the information or after the class has covered the information, students should use the Federalist and Anti-Federalists Student (Links to an external site.)notes to continue to build their notebook. Students will watch video clips from the musical Hamilton referencing the formation of the Federalists and Anti-Federalists groups and how the decisions that were made impacted the passage of the Constitution and the application of the ideal after the ratification of the document.
- Homework/Asynchronous
- Students will begin to review for their upcoming exam
OLDER RESOURCES------------------------------------------------------------
colonial_brain_ppt.pptx | |
File Size: | 490 kb |
File Type: | pptx |
2nd_continental_congress.ppt | |
File Size: | 1594 kb |
File Type: | ppt |
articles_of_confederation.ppt | |
File Size: | 689 kb |
File Type: | ppt |
declaration_of_independence.ppt | |
File Size: | 529 kb |
File Type: | ppt |
colonial_period_comparison.ppt | |
File Size: | 923 kb |
File Type: | ppt |
conflict_resolution_definitions.ppt | |
File Size: | 1719 kb |
File Type: | ppt |
the_enlightenment.ppt | |
File Size: | 3985 kb |
File Type: | ppt |
events_that_lead_to_the_american_revolution__without_rev_.ppt | |
File Size: | 2946 kb |
File Type: | ppt |
roanoke_and_jamestown_presentation.ppt | |
File Size: | 1339 kb |
File Type: | ppt |
foundational_documents_and_theories.ppt | |
File Size: | 2518 kb |
File Type: | ppt |
long_term_cause_chart_answers.docx | |
File Size: | 12 kb |
File Type: | docx |
declaration_of_independence.ppt | |
File Size: | 529 kb |
File Type: | ppt |
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13_colonies_map_-_directions_for_civics_today.doc | |
File Size: | 27 kb |
File Type: | doc |
philosophers_readings_and_questions.doc | |
File Size: | 26 kb |
File Type: | doc |
security_vs._liberty_argumentative_activity.docx | |
File Size: | 205 kb |
File Type: | docx |
constitutional_compromise_poster_assignment.docx | |
File Size: | 13 kb |
File Type: | docx |
articles_of_confederation_and_the_constitution-1.pptx | |
File Size: | 691 kb |
File Type: | pptx |
foundations_of_u.s._government__4_.docx | |
File Size: | 79 kb |
File Type: | docx |
four_principles_of_the_constitution.pptx | |
File Size: | 1422 kb |
File Type: | pptx |
six_principles_of_the_constitution.ppt | |
File Size: | 1692 kb |
File Type: | ppt |
six_principles_of_the_constitution__student_version_.docx | |
File Size: | 13 kb |
File Type: | docx |
enlightenment.ppt | |
File Size: | 3457 kb |
File Type: | ppt |
Essential Vocabulary Unit 2:
federalism, civil liberties, Separation of Power, Popular Sovereignty, adversarial nature, Limited Government, Mayflower Compact, Dec of Independence, Magna Carta, Articles of Confederation, Federalist Papers, Shay’s Rebellion, Zenger case, Maryland Act of Toleration, House of Burgesses, Fundamental Orders of Connecticut, Constitutional Convention
federalism, civil liberties, Separation of Power, Popular Sovereignty, adversarial nature, Limited Government, Mayflower Compact, Dec of Independence, Magna Carta, Articles of Confederation, Federalist Papers, Shay’s Rebellion, Zenger case, Maryland Act of Toleration, House of Burgesses, Fundamental Orders of Connecticut, Constitutional Convention
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QUESTIONS
1.Who stresses that government was a social contract among men?
2.Which philosopher stated that “man’s natural rights are life, liberty, and property”?
3.Who believed that government’s power should not be controlled by one, but divided into different branches?
4.Who believed that majority rule was the best rule.
5. Who stated that the different branches should have checks upon each other?
ED FOR GOVERNMENT/ PHILOSOPHER’S READINGLocke’s Natural Rights: The philosopher John Locke held a different, more positive, viewof human nature. He believed that people could learn from experience and improvethemselves. As reasonable beings, they had the natural ability to govern their ownaffairs and to look after the welfare of society. Locke criticized absolute monarchy andfavored the idea of self-government.According to Locke, all people are born free and equal, with three natural rights-life, liberty, and property. The purpose of government, said Locke, is to protect theserights.If a government fails to do so, citizens have a right to overthrow it. Lockepublished his ideas in 1690, two years after the Glorious Revolution. His book, TwoTreatises on Government, served to justify the overthrow of James II.Locke’s theory had a deep influence on modern political thinking. His statementthat a government’s power comes from the consent of the people is the foundation ofmodern democracy. The ideas of government by popular consent and the right to rebelagainst unjust ruler helped to inspire struggles for liberty in Europe and the Americas.Rousseau: Champion of Freedom: A third great philosopher, Jean Jacques Rousseau(roo-SOH), was passionately committed to individual freedom. The son of a poor Swisswatchmaker, Rousseau worked as an engraver, music teacher, tutor, and secretary.Eventually, Rousseau made his way to Paris and won recognition as a writer of essays.There he met and befriended other philosophers, although he felt out of place in thecircles of Paris high society in which they traveled. A strange, brilliant, and controversial figure, Rousseau strongly disagreed withother Enlightenment thinkers on many matters. Most philosophers believed that reason,science, and art would improve life for all people. Rousseau, however, argued thatcivilization corrupted people’s natural goodness. “Man is born free, and everywhere heis in chains,” he wrote. In the earliest times, according to Rousseau, people had lived asfree and equal individuals in a primitive “state of nature”. As people became civilized,however, the strongest among them forced everyone else to obey unjust laws. Thus,freedom and equality were destroyed.Rousseau believed that the only good government was one that was freelyformed by the people and guided by the “general will” of society- a direct democracy.Under such a government, people agree to give up some of their freedom in favor of thecommon good. In 1762, he explained his political philosophy in a book called The SocialContract.Rousseau’s view of the social contract differed greatly from that of Hobbes. ForHobbes, the social contract was an agreement between a society and its government.For Rousseau, it was an agreement among free individuals to create a society and agovernment.Montesquieu and the Separation of Powers: Another influential French writer, theBaron de Montesquieu (MAHN-tuh-SKYOO), devoted himself to the study of political
liberty. An aristocrat and lawyer, Montesquieu studied the history of ancient Rome. Heconcluded that Rome’s collapse was directly related to its loss of political liberties. Like Voltaire, Montesquieu believed that Britain was the best-governed countryof his own day. Here was a government, he thought, in which power was balancedamong three groups of officials. The British king and his ministers held executive power.They carried out the laws of the state. The members of Parliament held legislative, orlawmaking, power. The judges of the English courts held judicial power. Theyinterpreted the laws to see how each applied to a specific case. Montesquieu called thisdivision of power among different branches separation of powers.Montesquieu oversimplified the British system (it did not actually separatepowers this way). His idea, however, became a part of his most famous book, On theSpirit of Laws (1748). In his book, Montesquieu proposed that separation of powerswould keep any individual or group from gaining total control of the government.“Power”, he wrote, “should be a check to power”. Each branch of government wouldserve as a check on the other two. This idea later would be called “checks andbalances”. Montesquieu’s book was admired by political leaders in the British colonies ofNorth America. His ideas about separation of powers and checks and balances becamethe basis for the United States Constitution.D FOR GOVERNMENT/ PHILOSOPHER’S READINGLocke’s Natural Rights: The philosopher John Locke held a different, more positive, viewof human nature. He believed that people could learn from experience and improvethemselves. As reasonable beings, they had the natural ability to govern their ownaffairs and to look after the welfare of society. Locke criticized absolute monarchy andfavored the idea of self-government.According to Locke, all people are born free and equal, with three natural rights-life, liberty, and property. The purpose of government, said Locke, is to protect theserights.If a government fails to do so, citizens have a right to overthrow it. Lockepublished his ideas in 1690, two years after the Glorious Revolution. His book, TwoTreatises on Government, served to justify the overthrow of James II.Locke’s theory had a deep influence on modern political thinking. His statementthat a government’s power comes from the consent of the people is the foundation ofmodern democracy. The ideas of government by popular consent and the right to rebelagainst unjust ruler helped to inspire struggles for liberty in Europe and the Americas.Rousseau: Champion of Freedom: A third great philosopher, Jean Jacques Rousseau(roo-SOH), was passionately committed to individual freedom. The son of a poor Swisswatchmaker, Rousseau worked as an engraver, music teacher, tutor, and secretary.Eventually, Rousseau made his way to Paris and won recognition as a writer of essays.There he met and befriended other philosophers, although he felt out of place in thecircles of Paris high society in which they traveled. A strange, brilliant, and controversial figure, Rousseau strongly disagreed withother Enlightenment thinkers on many matters. Most philosophers believed that reason,science, and art would improve life for all people. Rousseau, however, argued thatcivilization corrupted people’s natural goodness. “Man is born free, and everywhere heis in chains,” he wrote. In the earliest times, according to Rousseau, people had lived asfree and equal individuals in a primitive “state of nature”. As people became civilized,however, the strongest among them forced everyone else to obey unjust laws. Thus,freedom and equality were destroyed.Rousseau believed that the only good government was one that was freelyformed by the people and guided by the “general will” of society- a direct democracy.Under such a government, people agree to give up some of their freedom in favor of thecommon good. In 1762, he explained his political philosophy in a book called The SocialContract.Rousseau’s view of the social contract differed greatly from that of Hobbes. ForHobbes, the social contract was an agreement between a society and its government.For Rousseau, it was an agreement among free individuals to create a society and agovernment.Montesquieu and the Separation of Powers: Another influential French writer, theBaron de Montesquieu (MAHN-tuh-SKYOO), devoted himself to the study of political
liberty. An aristocrat and lawyer, Montesquieu studied the history of ancient Rome. Heconcluded that Rome’s collapse was directly related to its loss of political liberties. Like Voltaire, Montesquieu believed that Britain was the best-governed countryof his own day. Here was a government, he thought, in which power was balancedamong three groups of officials. The British king and his ministers held executive power.They carried out the laws of the state. The members of Parliament held legislative, orlawmaking, power. The judges of the English courts held judicial power. Theyinterpreted the laws to see how each applied to a specific case. Montesquieu called thisdivision of power among different branches separation of powers.Montesquieu oversimplified the British system (it did not actually separatepowers this way). His idea, however, became a part of his most famous book, On theSpirit of Laws (1748). In his book, Montesquieu proposed that separation of powerswould keep any individual or group from gaining total control of the government.“Power”, he wrote, “should be a check to power”. Each branch of government wouldserve as a check on the other two. This idea later would be called “checks andbalances”. Montesquieu’s book was admired by political leaders in the British colonies ofNorth America. His ideas about separation of powers and checks and balances becamethe basis for the United States Constitution.QUESTIONS1.Who stresses that government was a social contract among men?Rousseau.2.Which philosopher stated that “man’s natural rights are life, liberty, and property”?John Locke.3.Who believed that government’s power should not be controlled by one, but divided into different branches?Montesquieu.4.Who believed that majority rule was the best rule?Rousseau.5. Who stated that the different branches should have checks upon each other?Montesquieu
NEED FOR GOVERNMENT/ PHILOSOPHER’S READINGLocke’s Natural Rights: The philosopher John Locke held a different, more positive, viewof human nature. He believed that people could learn from experience and improvethemselves. As reasonable beings, they had the natural ability to govern their ownaffairs and to look after the welfare of society. Locke criticized absolute monarchy andfavored the idea of self-government.According to Locke, all people are born free and equal, with three natural rights-life, liberty, and property. The purpose of government, said Locke, is to protect theserights.If a government fails to do so, citizens have a right to overthrow it. Lockepublished his ideas in 1690, two years after the Glorious Revolution. His book, TwoTreatises on Government, served to justify the overthrow of James II.Locke’s theory had a deep influence on modern political thinking. His statementthat a government’s power comes from the consent of the people is the foundation ofmodern democracy. The ideas of government by popular consent and the right to rebelagainst unjust ruler helped to inspire struggles for liberty in Europe and the Americas.Rousseau: Champion of Freedom: A third great philosopher, Jean Jacques Rousseau(roo-SOH), was passionately committed to individual freedom. The son of a poor Swisswatchmaker, Rousseau worked as an engraver, music teacher, tutor, and secretary.Eventually, Rousseau made his way to Paris and won recognition as a writer of essays.There he met and befriended other philosophers, although he felt out of place in thecircles of Paris high society in which they traveled. A strange, brilliant, and controversial figure, Rousseau strongly disagreed withother Enlightenment thinkers on many matters. Most philosophers believed that reason,science, and art would improve life for all people. Rousseau, however, argued thatcivilization corrupted people’s natural goodness. “Man is born free, and everywhere heis in chains,” he wrote. In the earliest times, according to Rousseau, people had lived asfree and equal individuals in a primitive “state of nature”. As people became civilized,however, the strongest among them forced everyone else to obey unjust laws. Thus,freedom and equality were destroyed.Rousseau believed that the only good government was one that was freelyformed by the people and guided by the “general will” of society- a direct democracy.Under such a government, people agree to give up some of their freedom in favor of thecommon good. In 1762, he explained his political philosophy in a book called The SocialContract.Rousseau’s view of the social contract differed greatly from that of Hobbes. ForHobbes, the social contract was an agreement between a society and its government.For Rousseau, it was an agreement among free individuals to create a society and agovernment.Montesquieu and the Separation of Powers: Another influential French writer, theBaron de Montesquieu (MAHN-tuh-SKYOO), devoted himself to the study of political
liberty. An aristocrat and lawyer, Montesquieu studied the history of ancient Rome. Heconcluded that Rome’s collapse was directly related to its loss of political liberties. Like Voltaire, Montesquieu believed that Britain was the best-governed countryof his own day. Here was a government, he thought, in which power was balancedamong three groups of officials. The British king and his ministers held executive power.They carried out the laws of the state. The members of Parliament held legislative, orlawmaking, power. The judges of the English courts held judicial power. Theyinterpreted the laws to see how each applied to a specific case. Montesquieu called thisdivision of power among different branches separation of powers.Montesquieu oversimplified the British system (it did not actually separatepowers this way). His idea, however, became a part of his most famous book, On theSpirit of Laws (1748). In his book, Montesquieu proposed that separation of powerswould keep any individual or group from gaining total control of the government.“Power”, he wrote, “should be a check to power”. Each branch of government wouldserve as a check on the other two. This idea later would be called “checks andbalances”. Montesquieu’s book was admired by political leaders in the British colonies ofNorth America. His ideas about separation of powers and checks and balances becamethe basis for the United States Constitution.QUESTIONS1.Who stresses that government was a social contract among men?Rousseau.2.Which philosopher stated that “man’s natural rights are life, liberty, and property”?John Locke.3.Who believed that government’s power should not be controlled by one, but divided into different branches?Montesquieu.4.Who believed that majority rule was the best rule?Rousseau.5. Who stated that the different branches should have checks upon each other?Montesquieu
1.Who stresses that government was a social contract among men?
2.Which philosopher stated that “man’s natural rights are life, liberty, and property”?
3.Who believed that government’s power should not be controlled by one, but divided into different branches?
4.Who believed that majority rule was the best rule.
5. Who stated that the different branches should have checks upon each other?
ED FOR GOVERNMENT/ PHILOSOPHER’S READINGLocke’s Natural Rights: The philosopher John Locke held a different, more positive, viewof human nature. He believed that people could learn from experience and improvethemselves. As reasonable beings, they had the natural ability to govern their ownaffairs and to look after the welfare of society. Locke criticized absolute monarchy andfavored the idea of self-government.According to Locke, all people are born free and equal, with three natural rights-life, liberty, and property. The purpose of government, said Locke, is to protect theserights.If a government fails to do so, citizens have a right to overthrow it. Lockepublished his ideas in 1690, two years after the Glorious Revolution. His book, TwoTreatises on Government, served to justify the overthrow of James II.Locke’s theory had a deep influence on modern political thinking. His statementthat a government’s power comes from the consent of the people is the foundation ofmodern democracy. The ideas of government by popular consent and the right to rebelagainst unjust ruler helped to inspire struggles for liberty in Europe and the Americas.Rousseau: Champion of Freedom: A third great philosopher, Jean Jacques Rousseau(roo-SOH), was passionately committed to individual freedom. The son of a poor Swisswatchmaker, Rousseau worked as an engraver, music teacher, tutor, and secretary.Eventually, Rousseau made his way to Paris and won recognition as a writer of essays.There he met and befriended other philosophers, although he felt out of place in thecircles of Paris high society in which they traveled. A strange, brilliant, and controversial figure, Rousseau strongly disagreed withother Enlightenment thinkers on many matters. Most philosophers believed that reason,science, and art would improve life for all people. Rousseau, however, argued thatcivilization corrupted people’s natural goodness. “Man is born free, and everywhere heis in chains,” he wrote. In the earliest times, according to Rousseau, people had lived asfree and equal individuals in a primitive “state of nature”. As people became civilized,however, the strongest among them forced everyone else to obey unjust laws. Thus,freedom and equality were destroyed.Rousseau believed that the only good government was one that was freelyformed by the people and guided by the “general will” of society- a direct democracy.Under such a government, people agree to give up some of their freedom in favor of thecommon good. In 1762, he explained his political philosophy in a book called The SocialContract.Rousseau’s view of the social contract differed greatly from that of Hobbes. ForHobbes, the social contract was an agreement between a society and its government.For Rousseau, it was an agreement among free individuals to create a society and agovernment.Montesquieu and the Separation of Powers: Another influential French writer, theBaron de Montesquieu (MAHN-tuh-SKYOO), devoted himself to the study of political
liberty. An aristocrat and lawyer, Montesquieu studied the history of ancient Rome. Heconcluded that Rome’s collapse was directly related to its loss of political liberties. Like Voltaire, Montesquieu believed that Britain was the best-governed countryof his own day. Here was a government, he thought, in which power was balancedamong three groups of officials. The British king and his ministers held executive power.They carried out the laws of the state. The members of Parliament held legislative, orlawmaking, power. The judges of the English courts held judicial power. Theyinterpreted the laws to see how each applied to a specific case. Montesquieu called thisdivision of power among different branches separation of powers.Montesquieu oversimplified the British system (it did not actually separatepowers this way). His idea, however, became a part of his most famous book, On theSpirit of Laws (1748). In his book, Montesquieu proposed that separation of powerswould keep any individual or group from gaining total control of the government.“Power”, he wrote, “should be a check to power”. Each branch of government wouldserve as a check on the other two. This idea later would be called “checks andbalances”. Montesquieu’s book was admired by political leaders in the British colonies ofNorth America. His ideas about separation of powers and checks and balances becamethe basis for the United States Constitution.D FOR GOVERNMENT/ PHILOSOPHER’S READINGLocke’s Natural Rights: The philosopher John Locke held a different, more positive, viewof human nature. He believed that people could learn from experience and improvethemselves. As reasonable beings, they had the natural ability to govern their ownaffairs and to look after the welfare of society. Locke criticized absolute monarchy andfavored the idea of self-government.According to Locke, all people are born free and equal, with three natural rights-life, liberty, and property. The purpose of government, said Locke, is to protect theserights.If a government fails to do so, citizens have a right to overthrow it. Lockepublished his ideas in 1690, two years after the Glorious Revolution. His book, TwoTreatises on Government, served to justify the overthrow of James II.Locke’s theory had a deep influence on modern political thinking. His statementthat a government’s power comes from the consent of the people is the foundation ofmodern democracy. The ideas of government by popular consent and the right to rebelagainst unjust ruler helped to inspire struggles for liberty in Europe and the Americas.Rousseau: Champion of Freedom: A third great philosopher, Jean Jacques Rousseau(roo-SOH), was passionately committed to individual freedom. The son of a poor Swisswatchmaker, Rousseau worked as an engraver, music teacher, tutor, and secretary.Eventually, Rousseau made his way to Paris and won recognition as a writer of essays.There he met and befriended other philosophers, although he felt out of place in thecircles of Paris high society in which they traveled. A strange, brilliant, and controversial figure, Rousseau strongly disagreed withother Enlightenment thinkers on many matters. Most philosophers believed that reason,science, and art would improve life for all people. Rousseau, however, argued thatcivilization corrupted people’s natural goodness. “Man is born free, and everywhere heis in chains,” he wrote. In the earliest times, according to Rousseau, people had lived asfree and equal individuals in a primitive “state of nature”. As people became civilized,however, the strongest among them forced everyone else to obey unjust laws. Thus,freedom and equality were destroyed.Rousseau believed that the only good government was one that was freelyformed by the people and guided by the “general will” of society- a direct democracy.Under such a government, people agree to give up some of their freedom in favor of thecommon good. In 1762, he explained his political philosophy in a book called The SocialContract.Rousseau’s view of the social contract differed greatly from that of Hobbes. ForHobbes, the social contract was an agreement between a society and its government.For Rousseau, it was an agreement among free individuals to create a society and agovernment.Montesquieu and the Separation of Powers: Another influential French writer, theBaron de Montesquieu (MAHN-tuh-SKYOO), devoted himself to the study of political
liberty. An aristocrat and lawyer, Montesquieu studied the history of ancient Rome. Heconcluded that Rome’s collapse was directly related to its loss of political liberties. Like Voltaire, Montesquieu believed that Britain was the best-governed countryof his own day. Here was a government, he thought, in which power was balancedamong three groups of officials. The British king and his ministers held executive power.They carried out the laws of the state. The members of Parliament held legislative, orlawmaking, power. The judges of the English courts held judicial power. Theyinterpreted the laws to see how each applied to a specific case. Montesquieu called thisdivision of power among different branches separation of powers.Montesquieu oversimplified the British system (it did not actually separatepowers this way). His idea, however, became a part of his most famous book, On theSpirit of Laws (1748). In his book, Montesquieu proposed that separation of powerswould keep any individual or group from gaining total control of the government.“Power”, he wrote, “should be a check to power”. Each branch of government wouldserve as a check on the other two. This idea later would be called “checks andbalances”. Montesquieu’s book was admired by political leaders in the British colonies ofNorth America. His ideas about separation of powers and checks and balances becamethe basis for the United States Constitution.QUESTIONS1.Who stresses that government was a social contract among men?Rousseau.2.Which philosopher stated that “man’s natural rights are life, liberty, and property”?John Locke.3.Who believed that government’s power should not be controlled by one, but divided into different branches?Montesquieu.4.Who believed that majority rule was the best rule?Rousseau.5. Who stated that the different branches should have checks upon each other?Montesquieu
NEED FOR GOVERNMENT/ PHILOSOPHER’S READINGLocke’s Natural Rights: The philosopher John Locke held a different, more positive, viewof human nature. He believed that people could learn from experience and improvethemselves. As reasonable beings, they had the natural ability to govern their ownaffairs and to look after the welfare of society. Locke criticized absolute monarchy andfavored the idea of self-government.According to Locke, all people are born free and equal, with three natural rights-life, liberty, and property. The purpose of government, said Locke, is to protect theserights.If a government fails to do so, citizens have a right to overthrow it. Lockepublished his ideas in 1690, two years after the Glorious Revolution. His book, TwoTreatises on Government, served to justify the overthrow of James II.Locke’s theory had a deep influence on modern political thinking. His statementthat a government’s power comes from the consent of the people is the foundation ofmodern democracy. The ideas of government by popular consent and the right to rebelagainst unjust ruler helped to inspire struggles for liberty in Europe and the Americas.Rousseau: Champion of Freedom: A third great philosopher, Jean Jacques Rousseau(roo-SOH), was passionately committed to individual freedom. The son of a poor Swisswatchmaker, Rousseau worked as an engraver, music teacher, tutor, and secretary.Eventually, Rousseau made his way to Paris and won recognition as a writer of essays.There he met and befriended other philosophers, although he felt out of place in thecircles of Paris high society in which they traveled. A strange, brilliant, and controversial figure, Rousseau strongly disagreed withother Enlightenment thinkers on many matters. Most philosophers believed that reason,science, and art would improve life for all people. Rousseau, however, argued thatcivilization corrupted people’s natural goodness. “Man is born free, and everywhere heis in chains,” he wrote. In the earliest times, according to Rousseau, people had lived asfree and equal individuals in a primitive “state of nature”. As people became civilized,however, the strongest among them forced everyone else to obey unjust laws. Thus,freedom and equality were destroyed.Rousseau believed that the only good government was one that was freelyformed by the people and guided by the “general will” of society- a direct democracy.Under such a government, people agree to give up some of their freedom in favor of thecommon good. In 1762, he explained his political philosophy in a book called The SocialContract.Rousseau’s view of the social contract differed greatly from that of Hobbes. ForHobbes, the social contract was an agreement between a society and its government.For Rousseau, it was an agreement among free individuals to create a society and agovernment.Montesquieu and the Separation of Powers: Another influential French writer, theBaron de Montesquieu (MAHN-tuh-SKYOO), devoted himself to the study of political
liberty. An aristocrat and lawyer, Montesquieu studied the history of ancient Rome. Heconcluded that Rome’s collapse was directly related to its loss of political liberties. Like Voltaire, Montesquieu believed that Britain was the best-governed countryof his own day. Here was a government, he thought, in which power was balancedamong three groups of officials. The British king and his ministers held executive power.They carried out the laws of the state. The members of Parliament held legislative, orlawmaking, power. The judges of the English courts held judicial power. Theyinterpreted the laws to see how each applied to a specific case. Montesquieu called thisdivision of power among different branches separation of powers.Montesquieu oversimplified the British system (it did not actually separatepowers this way). His idea, however, became a part of his most famous book, On theSpirit of Laws (1748). In his book, Montesquieu proposed that separation of powerswould keep any individual or group from gaining total control of the government.“Power”, he wrote, “should be a check to power”. Each branch of government wouldserve as a check on the other two. This idea later would be called “checks andbalances”. Montesquieu’s book was admired by political leaders in the British colonies ofNorth America. His ideas about separation of powers and checks and balances becamethe basis for the United States Constitution.QUESTIONS1.Who stresses that government was a social contract among men?Rousseau.2.Which philosopher stated that “man’s natural rights are life, liberty, and property”?John Locke.3.Who believed that government’s power should not be controlled by one, but divided into different branches?Montesquieu.4.Who believed that majority rule was the best rule?Rousseau.5. Who stated that the different branches should have checks upon each other?Montesquieu