Paper Preparation solo

1. Why Government? Paper Preparation solo We are paper boxing. 1) Fold like a hamburger 2) Fold like a hamburger again Head the paperin the upper right corner with your first and last name, today’s date, and the period you have civics. Title your paper “Why Government?”

2. Why Government?(SS.7.C.1.1) - by the end of this lesson, you should be able to: define influence recognize the influence of John Locke on the United States recognize the influence of Baron de Montesquieu on the U.S.

3. Box 1: Influence Today Are there people in your life that influence your appearance, actions, or words? Have you seen celebrities or friends wear something you like, so in response, you wear the same thing? Have you seen friends do something, so you decided to do it too, just to fit in? Have you caught yourself repeating something you heard from your parents or from your friends? Have you ever dabbed? These are examples of influence. Influence is having an effect or impact on the actions, behavior, and/or opinions of others. Please copy this definition OR rewrite the definition in your own words.

4. Influence in the 17th Century (1600’s) Influence does more than shape who you are and how you act. Influence had a significant impact on how the United States government was formed. Writer & philosophers of the 17th century were the celebrities that everyone looked to for interesting ways to see the world. Introducing John Locke and Baron de Montesquieu.

5. Enlightenment Notes The age of the Enlightenment occurred during the 18th century in Europe. The Enlightenment focused on the ideas of reason, liberty, and individual rights. The Declaration of Independence and the U.S. Constitution were influenced by great thinkers of this time. Everyone wanted to hear from the great thinkers that inspired the Enlightenment. Philosophers John Locke, Jean-Jacques Rousseau, Baron de Montesquieu, and Thomas Hobbes were the great thinkers who inspired the Enlightenment.

6. Box 2: John Locke I will read this next section to the class. Be on the lookout for underlined words and repeated words.

7. Box 2: John Locke John Locke was born in England in 1632, at about the same time that Hobbes was about to begin his life’s work as a philosopher. Locke considered becoming a minister, started his career as a doctor, but ended up as a philosopher and political scientist. He had many interests and produced a number of writings that influenced future leaders. One of those leaders was Thomas Jefferson, who helped America gain independence from Britain nearly 150 years after Locke was born. Jefferson studied Locke’s writings, and Locke’s ideas show up in our own Declaration of Independence & Constitution.

8. Box 2: John Locke One of Locke’s books, called An Essay Concerning Human Understanding, took over 18 years to write! In it, he says that people are born with a mind like a tabula rasa, which means a blank slate or page. During life, that blank slate gets filled up with the things a person experiences with the five senses. He said people learn and develop differently because they are exposed to different things. The one thing people have in common is that they are human and share a human nature that is the same for all people everywhere.

9. Box 2: John Locke Locke imagined a set of natural rights that human beings share. These are the right to life, liberty, and property. Life refers to the fact that people want to live and will fight to survive. Liberty means that people want to be as free as possible to make their own decisions. Property represents the fact that people want to own things that help them survive, such as land, food, and tools. Locke believed these rights aren’t given to people—people are born with them.

10. Box 2: John Locke Locke also wondered what life would be like if people didn’t have a government. He believed this would lead to a state of naturewith no rules, no one in charge, and no way for people to protect their natural rights. He believed the purpose of government is to end the state of nature and give people certain protections. But Locke also believed that governments should protect people’s natural rights.

11. Box 2: John Locke Locke believed a government can only be legitimate, or valid, if it is based on a social contract with citizens. For Locke, the social contract between a government and its people worked both ways: The people agree to give up some freedoms, but only if the government agrees to protect everyone’s rights. If the government fails to deliver, the people have the right to revolt like the colonists did during the American Revolution. This two-way exchange between citizens and government was very different from earlier philosophers.

12. Box 3: Natural Rights Locke imagined a set of natural rights that human beings share. These are the right to life, liberty, and property... Locke believed these rights aren’t given to people—people are born with them. Locke believed that these rights should be protected by society and government through the idea of natural law (laws passed by government to protect natural rights).

13. Box 3: Natural Rights Why do you think liberty is a natural right? What does it mean for a person to have liberty? Individual liberty is a natural right because it is natural for people to be free from government abuse of power

14. Box 4: Social Contract Locke believed a government[is] legitimate ... ifit is based on a social contract with citizens. For Locke, the social contract between a government and its people worked both ways: The people agree to give up some freedoms, but only if the government... protects everyone’s rights. Ifthe government fails to deliver, the people have the right to revolt like the colonists did during the American Revolution. This two-way exchange between citizens and government was very different from earlier philosophers.

15. Box 4: Social Contract No one is forced into a social contract. It is a voluntary agreement that does not need to be written or signed. You are in a social contract with your teacher right now. This classroom functions with me as the teacher and y’all as the students. If any of you or all of you decided that I shouldn’t be your teacher, I could not and would not stop you from leaving the room.

16. Box 4: Social Contract No matter if you want to be here or not, by staying in your seat and not walking out of the classroom, you are giving me permission to be your teacher. By not revolting against the government, we are giving the government permission to be in charge. This concept is called consent of the governed. Consent of the governed means that you are giving up some of your freedoms in exchange for the government protecting your natural rights. In other words, it means you give permission to be ruled.

17. Thomas Jefferson and the Declaration Thomas Jefferson wrote* the Declaration of Independence. In his words, you can see the strong influence of John Locke. On the next few slides, we will compare excerpts from the Declaration of Independence to John Locke’s original ideas.

18. Excerpts from the Declaration We are born with the right to life, liberty, and property. What Locke wrote first What Jefferson wrote later We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

19. Excerpts from the Declaration People agree to give up some freedoms; in exchange, the government protects our rights. What Locke wrote first What Jefferson wrote later Governments are instituted among Men, deriving their just powers from the consent of the governed.

20. Excerpts from the Declaration If the government fails to protect our rights, we have the right to revolt. What Locke wrote first What Jefferson wrote later …whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it…

21. Excerpts from the Declaration If a ruler breaks the social contract, they aren’t good enough to be a ruler anymore. What Locke wrote first What Jefferson wrote later A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

22. Box 5: Baron de Montesquieu I will read this next section to the class. Be on the lookout for underlined words and repeated words.

23. Box 5: Baron de Montesquieu Charles Louis de Secondat was born in 1689 in the city of Bordeaux, France. At age 27, he became Baron de Montesquieu (MON-teh-skew) when he inherited his uncle’s fortune and title. Montesquieu was one of the great thinkers of the 17th and 18th centuries. He spent a lot of time thinking about how governments should be created and maintained. His ideas guided the Founding Fathers when they wrote the United States Constitution. Even today, Montesquieu’s thinking influences the way people think about government around the world.

24. Box 5: Baron de Montesquieu The term liberty means different things to different people. Some think liberty means being able to speak and act without being held back by laws and rules—in other words, being able to do whatever you want. But Montesquieu believed that liberty is the feeling of safety.He believed safety can only exist if everyone follows the law. If governments could provide and enforce clear laws that everyone would follow, it would increase liberty, reduce the problems of society, and improve human life.

25. Box 6: Separation of Powers Montesquieu studied the laws, customs, and governments of European countries to see how they created and enforced laws. He admired the government of England. The English government had three parts: a king to enforce laws, Parliament to create laws, and courts to interpret laws. The government was divided into parts, and each part had its own purpose. Montesquieu called this the separation of powers.

26. Box 7: Checks and Balances Dividing the powers of government was just the first step. Each part of the government needed to be balanced with the other parts. Montesquieu thought that each of the parts, or branches, of government should be equal. He worried that if one branch had more power than the others, people would suffer and lose their liberty.

27. Box 7: Checks and Balances To avoid one branch taking control, Montesquieu suggested that each branch have the ability to put limits on the power of the other two branches. This matched the system in England. If the king tried to take too much control, the courts or the Parliament could check him. Check is another way of saying to stop or limit. In his writings, Montesquieu called this system checks and balances.

28. Box 8: James Madison James Madison, the “Father of the Constitution,” liked the philosophy of Montesquieu. He thought each branch of government should have a clear role. As a result, the U.S. Constitution clearly explains what each branch is supposed to do: Congress makes laws, the President enforces laws, the Courts interpret laws Each branch has the power to check, or limit, the other branches. This keeps all branches of government balanced and equal.

29. Box 8: James Madison This next thinking map is called a bridge map. To express this in a paragraph, you’d write: Batman fights crime in Gotham City. Supergirl fights crime in National City. Green Arrow fights crime in Star City. The Flash fights crime in Central City.

30. Box 8: James Madison Look at this incomplete bridge map. Copy and complete the bridge map OR write out these relationships in a paragraph. You can skip the first relationship (Dabbing was made popular by Rich the Kid, Migos, and Cam Newton). Montesquieu Montesquieu John Locke

31. Writing Prompt Explanation ration Procedure W I R Explain what a writing prompt is and what the letters W I R and W A R mean. Write a well-crafted informative response. Well-crafted means that your sentences fit together instead of jumping around. Informative means facts should come from the documents; your opinions are not required. Response means you answer the prompt; don’t just write what you feel like writing.

32. Writing Prompt Explanation ration Procedure W I R Explain what a writing prompt is and what the letters W I R and W A R mean. A writing prompt is when the teacher gives you a question and asks you to write about it. It could be a good question or a bad question. It should have facts or opinions, but not both. --- Writing prompts are boring. PE is my favorite subject because I don’t have to write. I’d rather fail class than write.

33. Writing Prompt Explanation ration Procedure W I R Explain what a writing prompt is and what the letters W I R and W A R mean. A writing prompt is a chance to see how well you can turn your notes and thoughts into a miniature paragraph. There are two types of writing prompts: W I R and W A R. W stands for well-crafted. R stands for response. I is used in informative writings. A is used in argumentative (opinion) writings. --- Writing prompts make you turn your notes into a paragraph. There are two types: W I R and W I R W is well-crafted R is response. I is informative. A is argumentative.

34. Writing Prompt Paper Preparation Procedure Why Government? Get out a new sheet of paper. Head your paper. Title your paper Write three letters big below the title W I R Write a well-crafted informative response. (10 minute timer) Well-crafted means that your sentences fit together instead of jumping around. Informative means facts should come from the documents; your opinions are not required. Response means you answer the prompt; don’t just write what you feel like writing.

35. You have ten minutes. Sit quietly when you are finished. Write a well-crafted informative response. Well-crafted: sentences, not fragments; paragraph, not a list Informative: facts from notes, opinions not required Response: don’t just write what you feel like writing Prompt: Define an idea that John Locke or Baron de Montesquieu created. Explain why that concept is important for our government today. Which Founding Father was influenced by the creator of the idea you selected?

36. Time’s Up! Pass your Writing Prompt paper all the way right and all the way forward.