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1OP3: Political Heritage

OP3: Political Heritage

Name: ________________________________________________________________________

Teacher: _______________________________________Class Period: ____________________

Legislative

Table of ContentsLEFT RIGHT

Table of Contents 1OP3 Outline 2 OP3 Outline 3OP3 KWL 4 OP3 Intro 5OP3 Vocabulary 6 OP3 Vocabulary 7Types of Government 8 Types of Government 9Compare and Contrast Philosophers 10 Hobbes v Locke 11Philosopher Picture 12 Important Philosopher’s Ideas 13Illustrate an Idea 14 Influencing Documents Foldable 15Video 16 Parliament v Patriot 17Break Up Letter 18 I Declare… a Puzzle 19

OP3 OUTLINE

2OP3: Political HeritageHere is an outline of the activities for OP3; this unit SHOULD be completed by 10/14 but MUST be completed no later than 10/19. Check with me after each step, I MUST initial off on completion before you may move on.

Daily: Complete Success Starters (see code on board to complete daily quiz)- Log score in ISN.

1. Page 4: Complete K: what do you already know about this unit?a. Think about what you already know about democracy, our founding

fathers, and declaring our independence from Britain. List at least 4 facts [should take about 5 min]

2. Page 4: Complete W: what do you want to know about this OP?a. Read the Intro on page 5, look at objectives, learning targets, learning

scales, vocabulary and the visual to get a better understanding of what this unit will cover

b. Write at least 2 SPECIFIC questions you want to learn related to this unit [should take about 10 min]

3. Vocab: Using the vocab quilt, fill in the definition for constitutional monarchy, absolute monarchy, democracy, tyranny, direct democracy, representative democracy, and republic from the square on the wall.

4. Page 8 & 9: There are many different TYPES of governments. Types of governments determine how the citizens participate in their government. [should take about 30 min]

a. Using the stations around the room, complete your notes about the different types of government in page 8 and 9.

b. After taking notes on the different types of governments, use your understanding to draw an illustration to help you remember on the bottom of page 9.

5. Vocab: Using the vocab quilt, fill in the definition for majority rule, natural law, social contract, and oppression on your vocab pages in your notebook. [should take about 10 min]

6. Page 11: There are many different people who influenced the type and structure of the government, even the necessity of government. You are going to investigate two men whose ideas contributed to the need for government. [should take about 30 min]

a. On page 11 attach the iCivics “Why Government?” worksheet. Using the blue reading sheet (remember these are mine, not yours; do not take them or write on them and put them back where they belong when you are done), complete the page to better understand the need for government.

b. Left Side Activity on page 10: Illustrate the ideas of Locke and Hobbes for each of the big ideas labeled (use color!).

i. For fun, and to help better understand their differences, watch the music video parodies: “What does John Locke Say?” and “What does Hobbes Say?” (on website)

7. Vocab: Using the vocab quilt, fill in the definition for separation of powers, checks and balance, individual liberties and self-government on your vocab pages in your notebook. [should take about 10 min]

8. Page 13: Many philosophers during the Enlightenment had ideas about government and how it should be structured; our Founding Fathers used some of those ideas. [should take about 35 min]

i. Using the presentation on the website, complete the chart on page 13 with a partner to investigate the philosophers, their ideas and the influences they had on American government.


ii. Left Side Activity on page 12: Create a picture to summarize your understanding of how the Enlightenment ideas of these philosophers influenced America to create their government.

9. Vocab: Using the vocab quilt, fill in the definition for limited monarchy, limited government and liberty on your vocab pages in your notebook. [should take about 10 min]

10.Page 15: America did not only “steal” ideas from these philosophers, we also references some old documents to help in creating the government we have today. [should take about 45 min]

a. Fold and Cut the handout to create the foldable to attach to page 15. Using the presentation on the website, take notes in your foldable about the historical documents that influenced our government. Make sure to include the following information about each document AND color code it as follows:

i. In Pink: WHEN was the document writtenii. In Orange: WHERE was the document written (country)iii. In Yellow: SUMMARY of the documentiv. In Green: BIG IDEAS in the document (explain)

b. Left Side Activity on page 14: See your teacher to receive a “big idea”. You are going to create a visual in your notebook (with color) to illustrate your big idea.

11.Online Activity: Watch the silly SchoolHouse Rock video, No More King!a. Summarize the video with ONE sentence on a 3x5 card.

12.SUMMATIVE PROJECT: Complete the “My World” Project. [should take about 1-1.5 hrs] YOU MAY WORK WITH A PARTNER!

a. Follow the instructions on the rubric and look at the grading criteria to get full points on your project! (make sure you find the GREEN rubric)

b. You will be creating your own country, propaganda to support your country, discussing the type of government, rights and responsibilities of citizens and citizenship requirements.

i. You may use America as an example, you can be as creative as you want as long as you follow the instructions provided and clearly express the type of government and rights, responsibilities and obligations of all citizens.

13.Vocab: Using the vocab quilt, fill in the definition for boycott, delegate, duty, legislature, proclamation and repeal on your vocab pages in your notebook. [should take about 10 min]

14.Page 17: We have been learning about the ideas the Founding Fathers used to inspire them to create our government, but why did they feel we needed a government separate from Britain? [should take about 50 min]

a. Watch the video “Liberty Kind: Intolerable Acts” (on website: Step 14) and complete the questions on page 17 to better understand the views of both the colonists and the British during this time in history.

b. Left Side Activity on page 16: You are going to be assigned a “side”- you will either be a member of Parliament (the British lawmakers) and be FOR British policies; or you will be a Patriot (colonists who want independence) and be AGAINST British policies. Grab the separate sheet and complete according to the instructions and side your teacher has assigned you—you will use this during our classroom debate! (I suggest working with a partner from the OPPOSITE side to help see both perspectives!)

15.Vocab: Using the vocab quilt, fill in the definition for grievances and self evident on your vocab pages in your notebook. [should take about 10 min]


16.Page 19: At this point, America has had enough and decides to declare its independence by writing the Declaration of Independence to ‘break up’ with Britain. [should take about 40 min]

a. The Declaration of Independence is broken into four sections: the Preamble (intro); Natural Rights; Grievances (complaints); and Resolution. You are going to grab the green sheet of phrases from the Declaration of Independence, cut it up and put them in their correct sections based on the titles you have in your notes. You may work with a partner, but I suggest checking with your teacher BEFORE gluing them in on page 19!

b. Left Side Activity on page 18: You will see a break up letter on page 18. Read through the break up letter and complete the following activity:

i. Highlight the Preamble in PINKii. Highlight the Natural Rights in ORANGEiii. Highlight the Grievances in YELLOWiv. Highlight the Resolution in GREENv. Then, using what you know about the issues the American Colonists

had, summarize the grievances or complaints the colonists had with Britain.

1. For fun and to help you with your assignment, watch “Too Late to Apologize: A declaration” (on website)

17.Go back to and answer the L of your KWL to demonstrate your understanding of America’s political heritage. [should take about 15 min]

I can describe what led to the Declaration of Independence and have investigated the complaints of colonists in America (Step 13- Step 17)

I can identify the impact of specific historical documents on the formation of American democracy and have created my own government using the knowledge I have gained (Step 9-Step 12)

I can understand the need for government and see the influence the Enlightenment philosophers had on the Founding Fathers ideas (Step 5- Step 8)

I can identify and compare different types of government (Step 1- Step 4)

1 2 3 4

KWhat do you already know?

WWhat do you want to learn about?


LWhat have you learned?

Explain what TYPE of government we have in America and summarize two documents or philosophers that helped us form our government. (Use at least FOUR vocabulary words AND underline them, response MUST be at least a paragraph)

OP3 Political HeritageUnit Objective: Students will understand the political heritage of America by

investigating previous philosophies and systems and the creativeness of the Founding Fathers.

Learning Targets: - To recognize how Enlightenment ideas influenced the Founding Fathers (including Montesquieu's view of separation of power and John Locke's theories related to natural law and social contract)

- Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government

- Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence (themes of taxation without representation and individual rights)

- Analyze the ideas (natural rights, role of the government) and complaints (imposing taxes without consent, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures) set forth in the


Declaration of Independence.- Define the rule of law and recognize its influence on the development of the

American legal, political, and governmental systems- Compare different forms of government (direct democracy, representative

democracy, socialism, communism, monarchy, oligarchy, autocracy)Essential Question: What two sides were in conflict and what issues ultimately led to our decision to Declare our

independence? If you were a colonist in America would you be a Patriot (what issues makes you most upset?) or a Loyalist (why do you think it is better to be on the side of Britain?)?

Benchmarks: SS.7.E.1.1, SS.7.C.1.2, SS.7.C.1.3, SS.7.C.1.4, SS.7.C.1.9, SS.7.C.3.1

Vocabulary: Boycott, Constitutional Monarchy, Delegate, Direct Democracy, Democracy, Duty (taxation), Grievances, Legislature, Liberty, Limited government, Majority rule, Proclamation, Repeal, Representative, Democracy, natural law, separation of powers, social contract, individual liberties, limited monarchy, self-government, Oppression, self-evident, Tyranny, absolute monarchy, Republic, Checks and balances

Visual:

Questions:(Write any questions you have that need to be clarified here)

POLITICAL HERITAGE VOCABULARY

1.Boycott

2.Constitutional Monarchy3.Delegate

4.Direct Democracy5.Democracy


6.Duty

7.Grievances

8.Legislature

9.Liberty

10.Limited government11.Majority rule

12.Proclamation

13.Repeal

14.Representative Democracy15.Natural law

16.Separation of powers17.Social contract

18.Individual liberties19.Limited monarchy20.Self-government21.Oppression

22.Self-evident


23.Tyranny

24.Absolute monarchy25.Republic

26.Checks and balances

Types of GovernmentREPUBLIC

What is our government today modeled after?

The _____________ Republic

What is a republic? It is a country that has a government in which power is held by the ______________________

DEMOCRACYWhat is a democracy? “rule of the ______________”, It is a government in which all

citizens can exercise some kind of political powerWhat are some examples of democracy?

1.2.3.

What are the types of democracy?

1. _______________ Democracy2. _________________________ Democracy

DIRECT DEMOCRACYWhat is a direct democracy?

a government where the people have an individual voice in government

What are the advantages?What are the disadvantages?

REPRESENTATIVE DEMOCRACYWhat is a representative democracy?

a system where individuals have a voice in government through elected representatives

9OP3: Political HeritageWhat are the advantages?What are the disadvantages?

OLIGARCHYWhat is an oligarchy? government in which control is exercised by a small group of individuals whose authority generally is

based on wealth or power(Not usually a good thing, so they prefer to stay “behind the scenes” and don’t necessarily announce themselves rulers)

What is an example of an Oligarchy?

AUTOCRACYWhat is an autocracy?

What are the types of autocracy?

1.2.

What is a dictatorship? government ruled by a single leader who has unlimited power and denies peoples’ fundamental rights (Most of the time, they have taken over by force)

What are some examples of dictatorships?

Adolf Hitler, Benito Mussolini, Sadam Hussein

MONARCHYWhat types of monarchies are there?

1.2.

What is an Absolute Monarchy (or traditional)?

- A monarchy has a _________, queen, emperor or empress- Typically, throne is passed down by blood (first born son)

What is an example of a Monarchy?What is a Constitutional Monarchy?

- A constitutional monarchy has a king, queen, etc that is passed down by bloodline (very little power), but ALSO has an elected body of lawmaking officials (holds most of the power)

What is an example of a Constitutional Monarchy?

COMMUNISMWhat is communism? System where the government believes in owning everything and eliminating private

property (means that all things are owned by the government and shared by the people)-The intention of this system is to ensure that everyone has equal access and property

What is the problem with this system?What is the relevance of Communism and Amer?

America fought a war against communism in multiple countries to try and eliminate Communism, we were not completely successful, and there are still some Communist governments today

What are some examples of Communism?Draw the TYPES of government below:

DemocracyDirect Representative


AutocracyMonarchy Dictatorship

Constitutional Absolute

Comparing and Contrasting PhilosophersBased on your reading, create illustrations of what each philosopher’s ideas look like. What is

happening? What isn’t happening? Who is involved? Is it good or bad? Use color!!!

Hobbes LockeState of Nature

Social Contract


Government

Locke v. Hobbes (iCivics)


Philosopher PictureCreate a picture to show your understanding of the Enlightenment philosophers, their

ideas and how they influenced the creation of America’s government.


Important Enlightenment Philosopher’s IdeasName Big Ideas Influence on American Gov

Hobbes State of _________ is chaos, there needs to be a government (social

contract between people and government) – but he was worried the government would take advantage of

the power given up by the __________

Created ___________ with a Bill of Rights (social contract) to set

limits on ___________ so it can’t violate the rights of the people

Rousseau People should form and guide the _______________ for the

common good

Type of government is a ______________; power in the

hands of the people

Locke All people are born with Natural ________ including life,

__________ and property

The Declaration of _____________ states we have the right to life, liberty and the pursuit of ______________

Montesquieu Separation of _____________ to provide checks and

_____________

The U.S. _____________ has separation of _________ by

creating _______ branches of government (Legislative, Executive and Judicial)


Illustrate an IdeaBig Idea: ________________________________________________________


Influencing Documents Foldable


Parliament v Patriot Debate


Video1. Who is the group that protested tea taxes during the Boston Tea Party?

a. Green Mountain Boysb. Redcoatsc. Mohawk Indiansd. Patriots

2. Who did the British accuse of stirring up trouble and causing the Boston Tea Party?

a. Phillis Wheatleyb. John Hancockc. Samuel Adamsd. Benjamin Franklin

3. What did the Quartering Act require of colonists?a. Shelterb. Foodc. Transportationd. All of the above

4. What were the feelings of both perspectives during this time in history based on the video?

Patriots who were against BritainBritish citizens/ soldiers and colonists still loyal to Britain


Break Up LetterI'm not sure how to start this letter but I feel we need to talk. I've been thinking about us a lot lately. Things used to be so great - it was like we were M.F.E.O. I mean everyone said it was perfect. I really thought we would be together forever but then things changed.

I feel like you started to take me for granted. You just started to do whatever you wanted and never even asked me about anything or how I felt.

You never put your laundry in the basket, you constantly leave the seat up on the toilet, you snore and you never empty the trash!

I've been thinking about this for a while and I don't want to hurt you but I think it is time we broke up. I mean it's just not going to work. I need some time by myself to see what it is like on my own. I'm sorry things didn't work out but I do think YOU are the one to blame. Sorry but "US" is over.

The American Colonies

Summarize the GRIEVANCES from the Declaration of Independence

Use the information you have learned through this unit to tell me about some of the issues we had with Britain in your own words

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Declaration… A PuzzlePreamble Natural Rights

Grievances Resolution