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TEACHER
GUIDE
FOUNDATIONS OF
AMERICAN
DEMOCRACY
Produced by iCivics, Inc.
Additional resources and information available at www.iCivics.org
FOUNDATIONS OF AMERICAN DEMOCRACY
TEACHER GUIDE
Copyright © 2016 by iCivics, Inc.
You may copy, distribute, or transmit this work for noncommercial purposes
only. This copyright notice or a legally valid equivalent such as “© 2016 iCivics,
Inc.” shall be included in all such copies, distributions or transmittals.
All other rights reserved.
TA
BL
E O
F C
ON
TE
NT
S
FOUNDATIONS OF
AMERICAN
DEMOCRACY
How to Use This Guide ………………………………………… 2
Introduction to Student Workbook ………………………… 4
LESSON PLANS
Why Government? ………………………………………………… 5
The Sovereign State ……………………………………………… 11
Who Rules? ………………………………………………………… 25
Limiting Government …………………………………………… 35
Rule of Law ………………………………………………………… 49
Cradle of Democracy …………………………………………… 65
Niccoló Machiavelli ………………………………………………… 69
The Enlightenment ……………………………………………… 73
Baron de Montesquieu …………………………………………… 77
Jean-Jacques Rousseau ………………………………………… 81
COPY MASTERS
Reading Pages ……………………………………………………… 85
Activities ……………………………………………………………… 100
HOW TO USE THIS GUIDE
Welcome to your iCivics “Foundations of American Democracy” workbook Teacher
Guide! We’re so excited to bring you these popular iCivics lesson materials grouped
together in a convenient workbook. We hope you’ll enjoy having all these resources
in one place. Take a few minutes to read this how-to guide so you’ll understand
how we’ve organized both the student and teacher versions of the workbook.
Please note that the student and teacher versions of the workbook are organized differently:
Student Workbook
All readings are grouped together
in the front, so they can stay
together like a textbook.
Activity pages are grouped
together in the back.
Perforated pages let students tear
out the activities and turn them in.
Teacher Guide
All materials for each lesson are
grouped together, so everything
you need to teach each lesson is in
one place.
Grayscale copy masters of the
student workbook pages are in the
back of the teacher guide (just in
case).
The lesson title
appears on the
side of each
instruction page.
The instruction page
offers learning
objectives, time
needed, and a how-
to guide.
A Teaching
Checklist walks
you through each
step of the lesson.
Here are some important key features of this teacher guide:
2 T
HOW TO USE THIS GUIDE
When a page in the teacher guide
also appears in the student
workbook, the corresponding student
workbook page numbers will appear
in red at the top of your teacher
guide page.
The teacher guide pages are numbered
consecutively at the bottom. A small
red “T” lets you know you’re looking at
a teacher guide page number, not the
student workbook page number.
The grayscale copy masters at the
back of the teacher guide have
the same page numbering as the
student workbook.
On teacher guide pages, answers to
the student activities appear in red.
3 T
INTRODUCTION Student WB p.2
It All Started When...
How did governments get started? Did somebody wake up one day
and think, “Hey! I know what we need…”?
Not exactly. We don’t know what kind of government prehistoric
humans may have had, but we know they lived in groups—and
wherever there are groups of humans, there are leaders. We also
know there have been many types of governments over the course
of human history. Why? Probably because leaders aren’t always
effective. Sometimes they’re dangerous or even cruel. For
centuries, societies simply accepted that a few people were
powerful and the rest weren’t. But over time, people’s ideas about
government began to change.
A Pinch of This, A Dash of That
No single person developed government the way we experience it
now. Some characteristics of modern governments are ideas that
began thousands of years ago. Some are borrowed from the way
ancient civilizations ran their governments. Other ideas about
government came from philosophers who have spent lots of time
thinking and writing about government and its purpose. Many of
these philosophers lived during a time we call “the Enlightenment”
— a period when people developed new ideas about humans’
basic rights and the relationship between people and government.
Like anything else humans build, forms of government have been
tested and tinkered with over time.
All the Basics
In this workbook, you’ll explore the answers to some basic questions about
government:
Why do we have governments?
Where do governments have authority?
What kinds of leadership structures can governments have?
How can a government’s power be limited?
How has thinking about the role of government changed over time?
You + Government Forever!
You may never have thought about it this way, but you’re going to
spend your entire life interacting with government. You’ll carry a
government-issued driver’s license and pay taxes a government
will spend on things. You’ll follow government-created laws. You
might even serve in a government-run military, or at least know
someone who does. And like other citizens, you will vote to elect
people to represent you in government. Government has so many
functions, it’s impossible to get away from. It helps to understand
why we have a certain type of government, what the other options
are, and what government could be like if it had no limits at all!
Ancient Rome’s senate met in this building, the Curia Iulia
4 T
? ? ? ? ?
WH
Y G
OV
ER
NM
EN
T?
STEP-BY-STEP INSTRUCTIONS
Essential Question: What is the purpose of government?
Learning Objectives: Students will be able to...
Identify fundamental concepts of government as identified by Thomas Hobbes
and John Locke.
Explain the terms “state of nature,” “social contract,” and “natural rights.”
Compare and contrast Hobbes’ and Locke’s views about the role of government.
Discuss reasons that governments exist.
Time Needed: 45 - 60 minutes
ANTICIPATE by asking the following questions: Why do you think people
created governments? What purpose do they serve? Where do
you think our modern ideas about government came from? Then,
explain that scholars have been studying governments for
centuries. Students will learn about two famous thinkers today.
DIRECT students to find the Why Government? reading on p. 4 in their
workbooks.
READ through the page about Thomas Hobbes with the class,
discussing as appropriate.
ASK students if they think Hobbes was right about human nature and
if they agree with his outlook on the “right” kind of government.
READ through the page about John Locke with the class. Discuss as
appropriate.
ASK students if Hobbes would agree with Locke’s idea of natural
rights. Then ask if students prefer Hobbes’ or Locke’s ideas about
government. (Note: Although Hobbes doesn’t really focus on the
idea of natural rights, he does agree that people will fight for
these types of things in a state of nature.)
DIRECT students to tear out the activity on p. 19-20 of their workbooks.
ASSIGN the activities.
CALL ON students to show and discuss their cartoons if you wish.
CLOSE by asking students to recall one idea Hobbes and Locke had in
common and one idea they did not share. Have students share
what they remember with a partner, or call on students to share
with the class and record the answers on the board.
Teaching Checklist
5 T
Many political thinkers—including America’s Founding Fathers—built on
Hobbes’ ideas, especially the idea of a social contract. Hobbes was more
concerned with protection and order than rights. But people like John
Locke and Jean-Jacques Rousseau changed the focus from monarchy to
democracy—power with the people instead of a sovereign. They began
to see that people have rights that must be protected even from
government.
Nope, Not the Cartoon Tiger (the other Hobbes)
Thomas Hobbes was an English scholar and philosopher. He was born in
1588 and later became a tutor to a very wealthy family. As a tutor, Hobbes
had access to many books, traveled often, and met many important
thinkers. Hobbes lived in Paris through the English Civil Wars and was
interested in the nature of government. He wrote about many topics,
including politics, geometry, physics, religion, and history. Hobbes was one
of many scholars who tried to answer the question, “Why do we have
government?”
Social Contract
Hobbes lived at a time when many philosophers were thinking about the
nature of government. He was one of the first of his era to discuss the
idea of a social contract between people and their government. A
contract is an agreement in which both sides agree to something in order
to reach a shared goal. In Hobbes’ view, people agreed to give up some
rights and power in exchange for protection. But for Hobbes, the social
contract was no two-way street. He believed that once the people agreed
to hand over power in exchange for protection, they lost the right to
overthrow, replace, or even question the government.
Poor, Nasty, Brutish, and Short
Hobbes saw humans as naturally selfish and quick to fight. He believed
that before there were governments, people lived in a state of nature.
In a state of nature, everyone had a right to everything. In order to get
what they wanted, people would always be at war with everyone else.
Nobody would produce anything like inventions, art, or even crops or
tools because they would be afraid other people would take them away.
Hobbes didn’t paint a very pretty picture of life without government.
In such condition...
the life of man,
solitary, poor, nasty,
brutish, and short.
- T. Hobbes
Leviathan
Hobbes wrote a book called Leviathan (luh-VI-uh-then) to explain how he
thought governments should work. Hobbes wrote Leviathan during the
English Civil War. He wrote about the social contract, and he spent much
of the book trying to show that a strong central authority was the only way
to avoid the evils of war. Hobbes believed a single sovereign, or ruler,
should have total authority over the people. He believed in a monarchy led
by a king. That’s because he thought that government would work best if
all the power rested in one place. No three branches for Hobbes!
Thomas Hobbes
Cover art from Leviathan.
Court
esy
of N
ew
York
Public
Lib
rary
. w
ww
.nypl.org
WHY GOVERNMENT?
6 T
Student WB p.4
Social Contract, Take Two...
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 Hobbes’ view.
A Man with Many Hats
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 Constitution.
Natural Rights
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.
The Blank Slate
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.
Why do we need a government?
Locke also wondered what life would be like if people didn’t have a
government. Like Hobbes, he believed this would lead to a state of
nature with 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.
John Locke
Court
esy
of N
ew
York
Public
Lib
rary
. w
ww
.nypl.org
WHY GOVERNMENT?
7 T
Student WB p.5
Experience
Exposure to the World
People need...
Life
Liberty
Property
Government can...
Offer protection
Provide services
The
Governmen
t The People
State of
Nature
How would it
look? What’s
happening?
What’s not
happening?
Social
Contract
Who is
involved?
What is being
exchanged?
Government
Who is the
government?
Does it ever
change?
John Locke Thomas Hobbes
A. Draw It! Use words and images to draw cartoons showing the ‘big ideas’ of Hobbes and Locke.
Why Government? Name:
Activity — Side A
Student WB p.19 ** TEACHER GUIDE **
Student drawings will vary but should illustrate the concepts described in the ovals.
8 T
D. Hobbes vs. Locke. Decide whether Hobbes and Locke would agree about each statement.
C. What’s the Connection? Explain how each set of words are related.
1. Life / Liberty / Property
If there is a statement where Hobbes and Locke would disagree, explain their differences:
Why Government? Name:
B. Compare & Contrast. Write the letter of each word or phrase in the correct part of the diagram.
State of
Nature
Social
Contract A. Natural Rights
B. Life
C. Liberty
D. Property
E. Government
F. No laws
G. Laws
H. Compromises are made
I. You are on your own!
J. Rights are protected.
2. State of Nature / War 3. Government / Social Contract
There are no laws in a state of nature, and people are always at war.
Rulers should have com-plete power and should not be able to be kicked out by citizens.
People need government to create laws, protect citizens, and provide services.
Hobbes & Locke would:
Agree about this
Disagree about this
Hobbes & Locke would:
Agree about this
Disagree about this
Hobbes & Locke would:
Agree about this
Disagree about this
Activity — Side B 9 T
Student WB p.20 ** TEACHER GUIDE **
A
B
C
D
E F
G
H
J
I
Life, liberty and property are all natural rights that people are born with, according to Locke.
A social contract happens when the people agree to give up some power and rights in exchange for protection and services.
In a state of nature, people are constantly in a state of war because there are no laws.
Hobbes thought a monarchy was best, and that the people could never overthrow the sovereign power. Locke believed that the government should be overthrown by the people once it failed to serve and protect them.
NOTES
10 T
TH
E S
OV
ER
EIG
N S
TA
TE
STEP-BY-STEP INSTRUCTIONS
Teaching Checklist
PowerPoint (optional): www.icivics.org/teachers/lesson-plans/sovereign-state
Essential Question: What makes a country a country?
Learning Objectives: Students will be able to...
Identify and describe the four features of a state.
Differentiate between a sovereign state and the “states” in the United States
by deciding whether the four features of a state apply to each.
List the four roles of government.
Apply the features and roles of a state by creating a profile of a new, fictional
sovereign state and deciding on its priorities.
Time Needed: 90 - 100 minutes
ANTICIPATE the lesson by asking students to fill out the Starter Activity
graphic organizer on p. 21 of their workbooks. Call on students to
share their ideas about what makes a country a country.
DIRECT students to tear out the Guided Notes graphic organizer on p. 23
of their workbooks find the reading on p. 6 of their workbooks.
READ the reading pages with the class, pausing to discuss and let
students fill in their Guided Notes organizers. If you wish, project
a copy of the Guided Notes organizer as a teaching tool to fill in
along with the students.
ASSIGN students to complete the “Four Roles of Government” graphic
organizer on p. 7 of their workbooks. As an alternative, project
the organizer and complete it as a class, OR run the Power Point
version, which presents the graphic organizer as an active
participation activity.
REVIEW the answers by reading them aloud OR by projecting the
organizer OR by running the Power Point.
CHECK for understanding by doing the “Is That a State?” and the True/
False informal assessments with the class, either by using the
questions p. 19 of this teacher guide or by using the PowerPoint.
DIRECT students to find the “Create a State” activity on p. 25 of their
workbooks.
DISTRIBUTE colored pencils if you wish students to use them for the “Create a
State” activity. Review activity instructions with the class.
ASSIGN students to complete the Create a State activity.
ALLOW students to share information about their countries with the class.
CLOSE by having students complete the Closing Activity organizer on p.
20 of their workbooks. (Yep, lots of organizers in this one!) Call
on students to share what they remember from the lesson.
11 T
Sovereignty
Sovereignty (pronounced SAW-vren-tee) is the ability to rule absolutely
within a territory. The principle of sovereignty means that all states are
considered equal to each other, and no state may interfere in the affairs
of another state. In reality, the world’s states have created a higher
authority, called the United Nations. States agree to follow the UN’s rules
for dealing with each other — but they don’t have to follow them.
Sovereign states are free to set their own foreign policy, meaning the
kind of relationships they will have with other states. States also have
the power to decide how things will operate inside their own boundaries.
Today, though, if a state is unable to keep its population safe and many
people are being killed—perhaps even by the government—the UN
allows other states to use military force to protect the population.
The State
No, not Texas, Oregon, Vermont . . . Those are states, but a
“state” is something more than that. A state is a body of people,
living in a defined space, with the power to make and enforce
laws, and with an organization to do this. A state does not have
to check with any higher authority in order to make and enforce
laws. Its own organization, or government, is its highest authority.
Population
A population is the group of people who are the members or citizens of a
state. A population can be large or small. China has a population of more
than 1.3 billion people, while the island state of Fiji has just over 860,000.
The population of a state also has a variety of features. The population
might be mainly rural or mostly urban. A state’s economic situation might
mean most people are very poor, with little access to electricity or even
water. Or the people might be generally wealthy, enjoying modern homes,
running water, and the latest technology. Often this is connected to the
level of education most people within the population have achieved.
Populations also have their own cultural traditions, and they usually speak
a common language.
Territory
A state’s territory is the area in which a state’s rule applies. A state
must have set boundaries. However, countries do not always agree on
what each other’s boundaries are.
Boundaries can change over time. Sometimes they change after a war, when the states involved agree on new boundaries. When there is a
dispute, states might also negotiate with each other to decide what the
actual boundaries should be. Finally, states can purchase territory from
other states, although this is less common today than it was in the past.
In 1867, the U.S. bought Alaska from Russia for $7.2 million.
Each flag outside the United Nations headquarters represents a sovereign state.
The Department of State represents the U.S. when dealing with other nations.
THE SOVEREIGN STATE
12 T
Student WB p.6
Government
A government is the organization inside a state that controls the
actions and policies of the state. A government has four main roles.
First a government makes laws. In this role, the government provides
rules for how things inside the state are run. A government is also
responsible for protecting the state. In this role, the government
provides a military to defend the state against outside attack. Third, a
government keeps order inside the state. It does this by establishing
law enforcement agencies that deal with criminal activity. Finally, a
government usually helps its citizens by providing services people
need. This can be anything from a post office to paving streets to
providing health care or unemployment benefits.
Government’s Roles. Use the word bank to complete the graphic organizer. Write the four roles in
the circles. Then connect examples of each role to each circle. Each role has 4 examples.
Keep Order
Kids under 14 can’t work
Army
The voting age is 18
Marines
Make Laws
Police
Protect the Country
Highway Patrol
People have freedom of speech
Help Citizens
FBI
Retirement benefits
Highway system
Sheriff
Navy
Veterans’ hospital
Air Force
Schools
Jobs must pay minimum wage
Four Roles
of
Government
THE SOVEREIGN STATE
13 T
Student WB p.7
Brainstorm! What features do all countries have in common? What characteristics do you think a
country absolutely must have in order to be a country? Write as many features as you can think of
on the mind map below. Add as many extra lines and circles as you need!
What makes
a country a
country?
Starter Activity
The Sovereign State Name:
14 T
Student WB p.21 ** TEACHER GUIDE **
TH
E S
TA
TE
1)
a b
ody o
f ______________
2)
livin
g in a
___________________________ 3
) w
ith t
he
pow
er
to m
ake a
nd e
nfo
rce _
____________ a
nd 4
) an _
___________________ t
o d
o t
his
. A state
is...
PO
PU
LA
TIO
N
________________________
________________________
________________________
_______________________
TE
RR
ITO
RY
________________________
________________________
________________________
________________________
SO
VE
RE
IGN
TY
________________________
________________________
________________________
________________________
GO
VE
RN
ME
NT
________________________
________________________
________________________
________________________
A p
opula
tion m
ight
be
________ o
r ________
Popula
tions
have
diffe
rent
___________
Sta
tes
don’t a
lways
_________ o
n w
here
their b
oundaries
are
.
A s
tate
must
have s
et
_____________________
Boundaries
can _
_______
Sta
tes
deci
de w
hat
kin
d
of
_____________ t
hey
will
have w
ith o
ther
state
s. T
his
is
a s
tate
’s
__________________.
Sta
tes
deci
de h
ow
thin
gs
will
___________
insi
de t
heir b
oundaries.
All
state
s are
consi
dere
d
_______ t
o e
ach
oth
er.
Th
e S
ove
reig
n S
tate
N
am
e:
___________________________
Guid
ed N
ote
s S
tud
en
t W
B p
.23
PRO
JECTIO
N M
ASTER
15 T
Guided Notes
TH
E S
TA
TE
A state
is...
PO
PU
LA
TIO
N
TE
RR
ITO
RY
S
OV
ER
EIG
NT
Y
GO
VE
RN
ME
NT
________________________
_____The a
rea in w
hic
h_____
_____a s
tate
’s r
ule
applie
s___
________________________
____________________
Th
e S
ove
reig
n S
tate
N
am
e:
____________________
Guid
ed N
ote
s S
tud
en
t W
B p
.23
** T
EACH
ER G
UID
E *
*
17 T _
_______________________
____People
who a
re t
he____
____m
em
bers
or
citize
ns_
__
____of
a s
tate
____________
________________________
A s
tate
must
have s
et
_____boundaries_
_____
A p
opula
tion m
ight
be
__la
rge__ o
r __sm
all_
_
Popula
tions
have
diffe
rent
__fe
atu
res_
__
Sta
tes
don’t a
lways
__agre
e__ o
n w
here
their b
oundaries
are
.
Boundaries
can _
change_
Rura
l or
urb
an
Poor,
wealthy,
mid
dle
Cultura
l tr
aditio
ns
Language s
poke
n
Leve
l of
educa
tion
War
Negotiation
Purc
hase
1)
a b
ody o
f ___people
____
2)
livin
g in a
________defined s
pace
________ 3
) w
ith t
he
pow
er
to m
ake a
nd e
nfo
rce _
___la
ws_
____ a
nd 4
) an _
___org
aniz
ation_____ t
o d
o t
his
.
________________________
___The a
bili
ty t
o r
ule
______
___abso
lute
ly w
ithin
a_____
___te
rritory
______________
_____________________
________________________
___The o
rganiz
ation t
hat_
__
___m
ake
s and e
nfo
rces_
___
___th
e law
s______________
_______________________
Sta
tes
deci
de w
hat
kin
d
of
_re
lationsh
ip_ t
hey
will
have w
ith o
ther
state
s. T
his
is
a s
tate
’s
__fo
reig
n p
olic
y__.
Sta
tes
deci
de h
ow
thin
gs
will
_opera
te_
insi
de t
heir b
oundaries.
All
state
s are
consi
dere
d
_equal_
to e
ach
oth
er.
M
ake
s la
ws
— P
rovi
de r
ule
s fo
r how
thin
gs
run
Pro
tect
the c
ountr
y —
Pro
vide a
mili
tary
Keep O
rder
— p
rovi
de law
enfo
rcem
ent
Help
Citiz
ens
— P
rovi
de
serv
ices
people
need
NOTES
18 T
The Sovereign State Name:
19 T
** TEACHER GUIDE **
A. Is That a State? Write the following list on the board:
Does it have a population? YES NO
Does it have a territory? YES NO
Does it have sovereignty? YES NO
Does it have government? YES NO
First, ask the class whether the United States is a state. Have them answer “yes” or “no” as a chorus
for each question. Next, ask whether the state you live in is a state. Again, have them answer as a
chorus for each question. (Answers: United States, yes; individual states, no—they don’t have complete sovereignty)
B. True or False. Read each true/false statement out loud. Have the class respond as a group by…
Showing thumbs-up for true or thumbs-down for false
Saying “true” or “false” as a chorus
Watch or listen for wrong or mixed answers. Use each statement as a springboard for quick review/
discussion before moving on.
1. A state can’t have less than 30,000 people. ( Monaco only has 27000.)
2. The boundaries of a territory can change. ( War, negotiation, or purchase)
3. Sovereignty means you have to check with someone above you. ( There is nobody above you.)
4. Government only exists to keep order and provide security. ( Governments also make laws
and help citizens.)
5. The 50 states that make up the USA are not considered independent “states.” ( They don’t
have complete sovereignty; they are bound by the Constitution.)
Informal Assessments
C. Population. Describe the features of your country’s population:
Language(s) Spoken
Poverty
Middle
Wealthy
No school
Elementary
Middle
High School
College—
2 yrs College—
4 yrs Graduate D
egree
Level
of Education
Put an X next to the
highest level of education
your country will require:
Level
of Wealth
Draw a pie graph to show
fd how wealthy your population is.
gHint: Wealth and education are
fdsass directly related!
Where
People Live
100%
75%
50%
25%
0%
Draw a bar graph to
show how many
people live near
cities or in the
gfgfgfj_ country.
Live near
large city
Live in rural
area
Cultural
Traditions
Name a holiday only your country has:
How did the holiday get started?
A. Territory. Draw a map of the boundaries of your
new country. Then draw the geographical features
inside. Is it on the ocean? Does it have rivers and lakes?
Mountains? Canyons? Where are the cities and towns?
B. Flag.
Draw your
country’s
flag here.
Your Country’s Name: ___________________________
Create a State — Side A
The Sovereign State Name:
21 T
Student WB p.25 ** TEACHER GUIDE **
Student responses will vary for all activities.
E. Protecting the Country. What outside
threat do your citizens fear the most? Draw a
picture of the threat and how your military is
preparing to defend the country against it:
F. Keeping Order. Paul has been convicted of
robbing a bank at gunpoint in your capital city.
Police records show Paul has a history of drug
addiction and had a lot of problems as a child. In
your country, what would Paul’s sentence be?
G. Helping Citizens. Look at the list of some
needs your citizens will have. Decide what your
country will do about these needs, if anything.
H. Making Laws. Your country’s governing
document is called the Five Freedoms. What
freedoms do people in your country have?
The citizens of _____________ have the freedom to:
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
Now, name three things everyone in your country
knows are against the law:
1._____________________________________
2._____________________________________
3._____________________________________
Official Court Document
Starting today, Paul will...
D. Government. Choose one feature from each column to create your country’s government. But be
careful — some options don’t go together!
Legislative Assembly
Citizens elect legislators
Head of state appoints
legislators
No legislative assembly
Head of State
Legislative assembly chooses a
Prime Minister
Citizens elect a President
Dictator appoints self to power
Elections
Citizens don’t get to vote
Citizens vote every ____ years
Citizens vote whenever the
government calls an election
NEED MY COUNTRY WILL
Education
Safe Food
Communication
Health Care
Transportation
Create a State — Side B
Why Government? Name: Student WB p.26 ** TEACHER GUIDE **
22 T
Don’t Peek! Complete this graphic organizer using ONLY what you remember about states.
Another thing I
learned:
One thing I learned about
this feature:
One thing I learned
about this feature:
One thing I learned
about this feature:
Another thing I learned: Another thing I learned:
One thing I learned about
this feature:
Another thing I
learned:
Features
of a State
Closing Activity
The Sovereign State Name: Student WB p.27 ** TEACHER GUIDE **
23 T
