Philosophical Foundations of Democracy

1. Unit #6 Philosophical Foundations of Democracy

2. Unit Essential Questions & Skills • Question: What values shaped the formation of American democracy? • Skill:Drawing Inferences from primary documents (Declaration of Independence & Articles of Confederation) • Question: What philosophers and writings influenced the values the framers used to develop the final Constitution? • Skill:Making Connections from early philosophers & writings to Constitutional concepts

3. Overview • First you will practice reading primary sources and drawing inferences by looking at the D.O.I. and A.O.C. This will reveal the values of the founding fathers. [Completed January 9 & 10] • Next you will learn more about the history of the A.O.C. and problems that lead to the Constitutional Convention. [Jan. 11] • In studying the Constitutional Convention you will recognize some of the conflicting values of the founding fathers. [Jan. 14/15] • Finally, you will look back at the writings of philosophers as well as key historical events to understand how and why American democracy developed. [Jan. 16-18]

4. Founding Fathers Beginnings • The Declaration of Independence is the first look at the individuals shaping American democracy and the values emphasized by this government. • This video reveals how important other writings were in developing our government documents and how key leaders disagreed over key values. • The History Channel Video: “Jefferson Writes the Declaration of Independence” • “Jefferson and the Continental Congress”

5. Articles of Confederation The Writing The Reasons Needed strong union against Great Britain Merely a “league of confederated states” to avoid a representative government far away from the people that could grow abusive • Completed in 1777. Ratified and in effect in 1781. • Early drafts by Benjamin Franklin. • Final draft by John Dickinson of Pennsylvania. • Final draft revised and altered extensively.

6. Some Weaknesses of the Articles • Controversy over taxation of blacks which seemed an undue burden on southern states • No executive branch • States had only one vote in the legislature regardless of size • Congress could not collect taxes • No regulation of individual state’s commerce – with other countries or each other • All 13 states needed to agree for amending the Articles of Confederation

7. Exploring the Articles of Confederation • The values, the problems, the lessons: • The Council on Foreign Relations video: “Lessons Learned: The Articles of Confederation” • Successes & Weaknesses of the Articles led to the Constitutional proposals while introducing us to the founding fathers: • Amazon Video: “Articles of Confederation & Constitution Review”

8. Articles of Confederation to Constitution History Channel Video: “America Gets a Constitution” How do the two documents compare? Since I cannot be there to lecture or lead a discussion, here is a substitute lecture  Obviously the “target” learning goals are for this teacher’s class, however the content about the documents is key for our unit. Articles of Confederation v. U.S. Constitution

9. Founding Father’s Beliefs Reflected in Early Government Declaration of Independence Articles of Confederation Where it can be seen: States have power over federal gov’t States have supreme power; Only created legislative branch Representative structure in legislature (1 vote, etc.) States have ability to self determine and are supreme power • With regards to rights of the people & states: • “People to dissolve political bands…” • “decent respect to the opinions of mankind…” • “truths to be self-evident that all men are created equal…” • “unalienable rights…life, liberty, pursuit of happiness..”

10. Founding Father’s Beliefs Reflected in Early Government Declaration of Independence Articles of Confederation Where it can be seen: Laws don’t need exec. Signature States power over federal gov’t Legislature over the “president” of the Committee of States States run courts; No set judges for federal disputes States & petitioners choose judging committee No military except in time of war • With regards to the King (executive branch) • “refused his assent to laws” • “forbid his Governors” • “dissolved Representative Houses repeatedly” • “obstructed the Administration of Justice” • “made Judges dependent on his will alone” • “kept among us in times of peace, standing armies”

11. Articles of Confederation Review • Looking at your diagram of the Articles of Confederation – what most likely failed? • Why did it fail? • How were the beliefs of the Declaration carried into the Constitution while correcting for the failures of the Articles of Confederation?

12. January 16th HOMEWORK: Read We the People Lesson #2 • 1.) Use the lesson reading to define the vocabulary list at the beginning of the lesson. • 2.) Page 15 “What Do You Think” #2 & #5 • 3.) Page 18 “Reviewing & Using the Lesson” #1, #3, #4, & #7

13. January 17th Agenda • 1.) Homework Check – have Lesson #2 reading on your desk when bell rings • 2.) Discussion of Lesson #2 • 3.) Activity looking at 4 key philosophers & their general beliefs that influenced the Founding Fathers & the Constitution

14. Activity Instructions Step #1 Step #2 1.) Look at the back for the Activity Card and discuss the questions. For #4, consider the content of the Constitution. 2.) Complete the Task with one addition: 1.) On your poster – do the book cover on one side using colored pencils. 2.) On the back, neatly write short answers to discussion questions 1, 2 and 4 (keeping in mind the Constitution. • Select group roles: • Facilitator • Readers (2) • Artists (2) • Writers (1-2) • Reporter • Read through the assigned resource card and discuss the beliefs of the philosopher • Develop questions you have for clarification – ask Mrs. Immings when you have questions

15. Group Options • 4 equal sized groups • Create your own OR • Group by rows

16. January 17th HOMEWORK: Read We the People Lesson #3 • 1.) Define public & private morality • 2.) Page 24 “What Do You Think” #2 & #3 • 3.) Page #26 “Reviewing & Using the Lesson” #2, #4, #5, #9

17. January 18th Agenda • 1.) Homework Check – have Lesson #3 reading on your desk when bell rings • 2.) Finish group activity & present. • 3.) Discussion of Lesson #3 • 4.) Notes on Rousseau & Montesquieu • 5.) Reading / HW: Lesson #4

18. Activity Instructions Step #1 Step #2 1.) Look at the back for the Activity Card and discuss the questions. For #4, consider the content of the Constitution. 2.) Complete the Task with one addition: 1.) On your poster – do the book cover on one side using colored pencils. 2.) On the back, neatly write short answers to discussion questions 1, 2 and 4 (keeping in mind the Constitution. • Select group roles: • Facilitator • Readers (2) • Artists (2) • Writers (1-2) • Reporter • Read through the assigned resource card and discuss the beliefs of the philosopher • Develop questions you have for clarification – ask Mrs. Immings when you have questions

19. Greek Philosophy • Plato • Government should be grounded in justice • Good individual people create good government • Citizens must assume responsibility for gov’t to work • Proposed social classes • Advocated for education • Aristotle • Proposed Constitutional government as “good” and democratic as corrupt • Ideas of moderation influenced checks/balances • Advocated for middle class

20. St. Thomas Aquinas • Supported Divine or Natural Law • This gives government “good” laws the respect humankind • Obligates obedience of citizens as a moral behavior • Violence & Civil Disobedience are a last resort • Unjust v. Unfair • Basis for protecting common good • Protecting rights of minority • Proposed idea of International Law • Recognized hierarchy of relationships

21. Jean Jacques Rousseau • Popular Sovereignty – emphasized principle that power resides with the people and all other power depends on the citizens granting authority • Social Contract – Develops from popular sovereignty to provide security and well-being. • The purest form of government is in small units like the family. • Each child is born free and equal in a family • Slavery is repugnant as man doesn’t have “natural authority over fellow men” • General Will v. Will of All • The general will is always right • Need well-informed people without party factions

22. Baron de Montesquieu • Success of government depends on balance of power = separation of powers • Proposed 3 branches of government to make, enforce & interpret laws • Separation of Powers resulted in the most liberty • Constitutional Monarchy was best form of government • Equality • Believed in weaker people and social classes • Supported slavery • Believed women should follow their husbands as they were weak BUT their gentleness could be learned from in politics

23. January 18th HOMEWORK: Read We the People Lesson #4 • 1.) Use the lesson reading to define common law, rule of law, & redress of grievances • 2.) Page 32 “Examining Rights” #1 & #6 • 3.) Page 33 “Examining Rights” #1 & #6 • 4.) Page 34 “Reviewing & Using the Lesson” #3 & #5

24. Historical Pause MLK Day & Presidential Inauguration Remembering Medgar Evers Inauguration Parade Announcer

25. JOHN LOCKE • Personal freedom is the basis for all government principles. People are subject to natural or divine law. • People are born free and equal. • To pursue freedom and provide for oneself people labor which is why people all deserve property. • Social Contract is necessary as population grows and resources are limited. • Civil society must set rules to punish transgressors. To do this, men agree to delegate this function to others. Government, then, is a social contract with limited powers, and has obligations to its creators. Government can be modified by the creators at any time.

26. Thomas Hobbes • Inalienable Rights – primarily that of life. Self-preservation is the first law of nature. • Proposed a Social Contract – willingly choose to put aside self-preservation for civil rights & society • Human Equality – believed there are weak people, but they could band together and overcome the strongest; people should do what pleases self within one’s physical powers • Laws of the Social Contract: • Cannot be destructive of life • Complete liberty as long as it doesn’t infringe on another’s liberty • Justice • Acknowledge equality • Safe conduct • Arbitration (judiciary) • Forms of Government • King • Commonwealth

27. January 28th Agenda • PART I: • Choose a writer and a presenter. • As a team complete the assigned scavenger hunt column – each person (other than writer & presenter) must contribute an idea from their own sheet. • PART II: • Read the assigned Federalist Paper and note: • What values or beliefs are expressed? • What elements of the Constitution did this influence? • Be specific. • Concepts or Values: • Social Contract • Natural Rights • Popular Sovereignty • Common Good • Separation of Powers • Checks & Balances • Habeas Corpus

28. Federalists v. Anti-Federalists Arguments & Compromise

29. Reading the Federalist Papers • Look for key phrases that cue key values or concepts: • Union/unity/agree = might indicate social contract • Liberty/freedom = might indicate natural rights • Representation = might indicate equality, freedom or checks/balances • Separate = might indicate separation of powers Each individual in the group should find 1-2 lines or paragraphs that relate to the larger values of the Founding Fathers. Highlight & be prepared to explain.

30. Federalist Papers: • At the beginning of the book you can see the list of numbered papers. If you click on the blue number/title it will take you directly to the paper.

31. The Great Compromise • Delegates to the Constitutional Convention came from different backgrounds and held different political views. For example, they argued about how many representatives each state should be allowed. The larger states favored the Virginia Plan. According to the Virginia Plan, each state would have a different number of representatives based on the state's population. The smaller states favored the New Jersey Plan. According to the New Jersey Plan, the number of representatives would be the same for each state. • A delegate from Connecticut, Roger Sherman, proposed a two-house legislature, consisting of a Senate and a House of Representatives. The Senate would have an equal number of representatives from each state. This would satisfy the states with smaller populations. The House of Representatives would include one representative for each 30,000 individuals in a state. This pleased states with larger populations. • This two-house legislature plan worked for all states and became known as the Great Compromise.

32. January 30th Agenda • 1 – If you need to / want to revise your War of the Worlds essay; you have this period. • 2 – You may review your summative folder and exam results – please return to filing cabinet. • 3 – Work on study guide for the unit test. • INDEPENDENT WORK TODAY!! MUSIC OR STUDY GUIDE ONLY ON PERSONAL DEVICES. ALL OTHERS CONFISCATED.

33. SAMPLE Questions • Which philosopher was not primarily concerned with protecting natural rights? • Which philosopher gave specific recommendations for how separation of powers should work? • Which philosopher believed the purpose of a social contract was to guarantee natural rights?

34. SAMPLE Questions • When Federalist Paper #10 argued that “a body of men are unfit to be both judges and parties at the same time…” what value were the founding father’s discussing? • A. Popular Sovereignty B. Natural Rights • C. Habeas Corpus D. Separation of Powers • Where do we see that value protected in the Constitution? • A. Preamble B. Creation of 3 branches • C. Power to vote D. Bill of Rights

35. Unit Review Philosophers & Documents Influencing the Constitution

36. Core Democratic Principles • 1.) Social Contract - the voluntary agreement between society and the government to secure mutual protection and welfare by which organized society is brought into being. • Preamble • “We the people…do ordain & establish this Constitution for the United States of America.” • These phrases show the agreement of the people to create a government.

37. Core Democratic Principles • 2.) Popular Sovereignty - the idea that all power is given to the people and that those elected, must conform to the will of the people • Representation in Government • Article II – outlines that citizens can be representatives or senators • Voting Rights • Throughout the Constitution it identifies how government officials are selected by voting, giving the people a voice in government

38. Core Democratic Principles • 3.) Common Good - The good of the community as a whole. • Preamble • “insure domestic tranquility” • “provide for the common defense” • “promote the generalwelfare”

39. Core Democratic Principles • 4.) Natural Rights – Rights believed to come from God or nature and cannot be taken away and the core rights include: life, liberty, property – all other rights stem from these. • Bill of Rights (all of them!) • 1st Amendment – “freedom of speech,” “right of the people to petition the government” • 2nd Amendment – “free state, the right of the people to…” • 4th Amendment – “The right of the people to be secure in their persons, house, papers…” • 5th Amendment – “nor be deprived of life, liberty or property…”

40. Core Democratic Principles • 5.) Habeas Corpus – A right of the people when accused of a crime that they must be able to have a public trial and confront the evidence. • 6th Amendment – “In all criminal prosecutions, the accused shall enjoy the right to a speedy & public trial, by an impartial jury of the State…”

41. Democratic Principles • 6. Separation of Powers - The division of powers among the different branches of government. • Article I, Section I – All legislative powers herein granted shall be vested in a Congress • Article II, Section I – The executive power shall be vested in a President • Article III, Section I – The judicial power of the U.S. shall be vested in one supreme court • Article IV, Section I – Full faith and credit shall be given in each State The first 3 articles illustrate the separation of powers between three branches so one branch cannot abuse all the power. Article IV illustrates the separation of powers between the federal and state governments so that the people keep some power and prevent the federal from becoming too powerful or abusive.

42. Who are the philosophers? • Building blocks to Constitutional democracy: • Plato & Aristotle • St. Thomas Aquinas • Rousseau • Montesquieu • Hobbes, Voltaire, & Locke

43. Reading & Understanding Documents • 1st – Read the quote and look for key words that sound like the definition of a core democratic principle. Underline. • 2nd – Ask yourself which principle seems to be the most evident or the purpose of that quote.

44. Federalist #9 • “A FIRM Union will be of the utmost moment to the peace and liberty of the States, as a barrier against domestic faction and insurrection. “

45. Federalist #10 • “Complaints are everywhere heard from our most considerate and virtuous citizens, equally the friends of public and private faith, and of public and personal liberty, that our governments are too unstable, that the public good is disregarded in the conflicts of rival parties, and that measures are too often decided, not according to the rules of justice and the rights of the minor party, but by the superior force of an interested and overbearing majority.”

46. Federalist #39 • “we may define a republic to be, or at least may bestow that name on, a government which derives all its powers directly or indirectly from the great body of the people”

47. Federalist #51 • “In order to lay a due foundation for that separate and distinct exercise of the different powers of government, which to a certain extent is admitted on all hands to be essential to the preservation of liberty, it is evident that each department should have a will of its own”

48. Unit Resources • History Channel: Articles of Confederation • http://www.history.com/topics/articles-of-confederation