Lesson Plan Template: Hewit Summer Institute …...government, the government must have the consent of the governed, or the permission of the people to rule over them. He also argues

Lesson Plan Template: Hewit Summer Institute Title: Locke, Hobbes, and Immigration Unit duration: 3 90-minute blocks Grade level: High School Civics Course/AP Government and Politics/American History Objectives:

o Students will understand the philosophies on John Locke and Thomas Hobbes. o Students will look at a primary source and identify the key ideas within the document that help to

understand Locke and Hobbes’ philosophy on government. o Students will understand how John Locke’s philosophy of government influenced The Declaration of

Independence. o Students will understand what due process is and the consent of the governed. o Students will be able to identify how some immigration policies violated the rights outlined in the

Declaration of Independence. Essential Questions (please include 1-3):

o How do Hobbes and Locke differ in what their ideal government should look like? o Where do we see the Locke’s philosophy on government in the Declaration of Independence? o How do documents written later in American history violate the ideas outlined in in the Declaration of

Independence? Colorado State Standards Addressed: (can be from any social studies content area) High School Civics Standard 2.a, d, & f High School History Standard 1.a, & b Lesson content and procedures:

Day/duration Title/content Step by step instructions Materials needed Day 1 (90 minutes) Hobbes and Locke

Objective: Students will understand the philosophies on John Locke and Thomas Hobbes.

Bell Ringer: “You have 3 minutes to write down all you know about the role of government.” Discuss answers with peers and then as a group. Procedure: Take a few minutes to explain to the students that they will be learning about two 17th century philosophers who had strong opinions on the role of government: Thomas Hobbes and John Locke. They will learn about

• Student notebook • Slide presentation

(Link provided in “Resources”)

• Guided notes for Hobbes video (attached)

• Guided notes for slide presentation on Locke (attached)

• Venn Diagram (attached)

• Acrostic Poem (Attached)

NOTE: Students will be given the option to take

each individually and then compare and contrast their philosophies on government. Students will then be guided through the video and notes on both Hobbes and Locke. To close: Students will be given a Venn diagram and will be asked to compare and contrast the philosophies of Locke and Hobbes. Homework: Students will complete an Acrostic poem using the word “Government” and must think like Hobbes or Locke as they think of words to use.

notes on their own, or use the guided notes provided.

Day 2 (90 minutes) Locke and Hobbes: Philosophy of Govn’t Objective: Students will look at primary sources and identify the key ideas within the document that help to understand Locke’s philosophy on government. Students will understand how John Locke’s philosophy of government influenced the declaration of Independence.

Bellringer: Ask students to share their homework with the class. See if the class can identify the philosopher perspective being described (Locke or Hobbes). Procedure: Students will work through the assignment given. Once students feel as though they are done, they can share what they wrote down with another small group or with the entire class. Closing: Students will complete the exit ticket and turn in for a grade.

• Copy of worksheet for each student (Attached)

• Copy of the exit ticket for each student (Attached)

Day 3 (90 minutes) Rights Denied Objectives: Students will understand what due process is and the consent of the governed. Students will be able to identify how some immigration policies violated the rights outlined in the Constitution.

Bellringer: Ask students to think of a time in history when people’s natural rights were denied or violated. Ask how Locke would have felt about those times Procedure: Students will create a Google Slide presentation. Conclusion: This will be a formative assessment.

Materials: • Definition of both

consent to govern and due process

• Computers for students to use as a resource

• Rubric and directions for slide presentation

Teacher Name: Jennifer S. Roth School: Frontier Academy Secondary Email: [email protected]

“How Should Government Look?”

Guided Notes Directions: Use these guided notes to as you watch the video on Thomas Hobbes and the slide presentation on John Locke. Share your notes with

peers.

Video on Thomas Hobbes There are three Big Ideas in the video. As you watch, listen for important facts about each that help you understand Hobbes’

philosophy on government. You may need to listen several times—that’s okay. You will also be asked to work with a peer and

of course, I am here to help in any way.

Thomas Hobbes Divine Right of Kings

Theory Think: How are kings appointed? Why do people obey?

Social Contract Theory Think: How should people react to policies they don’t like?

State of Nature

Think: What is the state of nature? How does Hobbes try to convince people that obeying governments is best for all people?

Be sure you can answer these questions:

• Did Hobbes agree with the Social Contract Theory? Why or Why not?

• What is the name of the book he wrote and what does the video suggest are the main points?

PROTECTION = ___________________________

Google Slides Notes on John Locke As we go over the slides, fill in the blanks. John Locke (_____ - ______)

� ___________ philosopher who was concerned with how ____________

should be ran.

� His political philosophy is referred to as the “__________ _________

_________.”

Locke’s Philosophy Explained

� First, Locke imagined what _________ would be like without

______________

� He referred to this as living in a “__________ of ___________”

State of Nature

� What life would be like if there were no ______________________

� Without government, there would be __________________ and ________________ (the ______________ of a government)

DISCUSSION ON HUMAN RIGHTS Record Class Definition of

Human Nature

Locke’s Definition of Human Nature

� ________________________ ________________________

________________________

� ________________________

________________________ ________________________

Do you agree or disagree with Locke’s definition of human nature? Write one sentence explaining your position. What about when people disagree?

� Locke says that a government must be ________________ BUT there are some ______________ this government must follow in order to be ____________________

Rules for Government (According to Locke)

1. The people must give their _____________ to be governed; without consent, the government can not be considered legitimate.

2. The new government must protect all three __________ _______ Locke believed ________ person was born with.

Natural Rights Explained LIFE - The people should be able to survive without _______ to their

_____________.

LIBERTY - The people should be as _______ as possible from _________________ by others; they should be ____________ to make their own ______________. PROPERTY - The people should have the ____________ to _______

(gain money) and _______ land (houses, tools, etc.). Both of which are necessary for _______________.

In Conclusion…

� John Locke believed that the main __________ of government was to ____________ the natural rights of its ____________.

� He also believed that if the ________________ was not

____________ for its people, the people need to _____________ the government.

Use this space to draw the face you chose. Write down one or two questions you might still have about what we just discussed.

Name: ____________________ Block: ______ Date Due: _____

Acrostic Poem Homework Assignment

Directions: Think a word that starts with each letter that would describe government according to Locke OR Hobbes. See rubric on other side.

G O V E R N M E

N t Rubric: 3 2 1 0 Content

All words

chosen can be used to describe

“government.”

Most words (7-6) chosen

can be used to describe

“government.”

Few words (1-5) chosen can

be used to describe

“government.”

No attempt

was made to choose words.

Locke or Hobbes?

Student was able to show

his/her understanding of Locke’s or Hobbes’

view on government.

Student

attempted to show his/her understanding of Locke’s or Hobbes’ view

on government.

X

Student made

no attempt was made to show his/her understanding of Locke’s or Hobbes’ view

on government.

Creativity

Student was creative with

all words used in the

poem.

Student was creative with most words used in the

poem.

Student was creative with

few words used in the

poem.

Student did

not attempt to be creative with words used in the

poem.

Total from Rubric = ________ x 3 = _______/27

Name: ___________________________ Date: ______________ Block: ________

Locke and Hobbes Philosophy of Government

Part I: John Locke

John Locke was born in 1632 in England. Like Thomas Hobbes, John Locke lived during tumultuous times in England’s history. In his adult life, Locke witnessed the Glorious Revolution of 1688, the writing of the English Bill of Rights, and the placing of William and Mary on the throne of England. During this time of upheaval, Locke decided to lay out a theory for determining when governments are just or unjust. His most famous works on government were the Two Treatises of Government and On Civil Government. In it, he argues that in a state of nature, people are good and can be trusted to form their own government. Since the people form the government, the government must have the consent of the governed, or the permission of the people to rule over them. He also argues that people enter into society and form a government in order to protect the natural rights that all people are born with. Most importantly, he argued that when a government is unjust, it has broken the social contract and people have a responsibility to overthrow it and start a new one. This idea had a huge influence in revolutions in the 18th and 19th centuries.

Direction(s): Read selections from John Locke’s Two Treatise of Government below in the left-hand column. On the right-hand column, paraphrase Locke’s writing. In the box at the bottom, write down any notes, questions, comments, and connections you and your partner make.

Section 4 One Sentence Summary “TO understand political power right, and derive it from its original, we must consider, what state all men are naturally in, and that is, a state of perfect freedom to order their actions, and dispose of their possessions and persons, as they think fit, within the bounds of the law of nature, without asking leave, or depending upon the will of any other man.” Excerpt From: John Locke. “Second Treatise of Government.” Apple Books.

Notes/Questions/Comments/Connections (To share with the class)

Section 6 One Sentence Summary “…The state of nature has a law of nature to govern it, which obliges every one: …that being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions…”

Excerpt From: John Locke. “Second Treatise of Government.” Apple Books.”


Section 17 One Sentence Summary

“…for I have reason to conclude, that he who would get me into his power without my consent, would use me as he pleased when he had got me there, and destroy me too when he had a fancy to it…”

Excerpt From: John Locke. “Second Treatise of Government.” Apple Books.


Section 17 cont. One Sentence Summary “…for no body can desire to have me in his absolute power, unless it be to compel me by force to that which is against the right of my freedom, i.e. make me a slave…In this case, it is my right to resist such attempts…”



Section 222 One Sentence Summary “The reason why men enter into society, is the preservation of their property; and the end why they chose and give power to a government, is, that there may be laws made, and rules set, as guards and fences…to the properties of all the members of the society, to limit the power, and moderate the dominion, of every part and member of the society…” Excerpt From: John Locke. “Second Treatise of Government.” Apple Books.


Section 222 Cont. One Sentence Summary “Whensoever therefore the legislative (government) shall…put into the hands of any other, an absolute power over the lives, liberties, and estates of the people; by this breach of trust they forfeit the power the people had put into their hands for quite contrary ends…”

Excerpt From: John Locke. “Second Treatise of

Government.” Apple Books.


Section 222 Cont. One Sentence Summary “the people, who have a right to resume their original liberty, and, by the establishment of a new legislative…provide for their own safety and security,”



Part II: Thomas Hobbes

Thomas Hobbes was born in London in 1588. He received his college education at Oxford University in England, where he studied classics. After witnessing the beheading of Charles I, Hobbes traveled to other European countries to study different forms of government. During his time outside of England, Hobbes became interested in why people allowed themselves to be ruled and what would be the best form of government for England. In 1651, Hobbes wrote his most famous work, entitled Leviathan. In it, he argued that in a state of nature (without government and with total freedom), people were naturally wicked and could not be trusted to form their own government. Therefore, Hobbes believed that an absolute monarchy - a government that gave all power to a king or queen - was best.

Direction(s): Read selections from Thomas Hobbes’ Leviathan below in the left-hand column. On the right-hand column, paraphrase Hobbes’ writing.

Selections from Thomas Hobbes’ Leviathan One Sentence Summary

It is clear that during the time men live without a power to keep them all under control, they are in that condition which is called war... This natural condition of man is a condition of war of everyone against everyone.

To this war of every man against every man, this also is consequent; that nothing can be unjust. The notions of right and wrong, justice and injustice have there no place. Where there is no common power, there is no law, no injustice.

In such a condition there is also no place for knowledge, for arts, for society.... There is a continual fear and danger of violent death, and the life of man is solitary, poor, nasty, brutish, and short.

The only way to create a power that may be able to defend men from their own evil nature is for them to confer all their power and strength upon one Man, that may reduce all their wills into one.

By giving all strength onto this one man, that by terror thereof, he is enabled to establish Peace at home, and defense against their enemies abroad.

... In this one man should lay all the legislative power... First, it is important to note that law in general is not advice, but a command; nor a command of any man to any man, but only of him whose command is addressed to one formerly obliged9 to obey him.

Secondly, the sovereign is not subject to the law. For having power to make and repeal laws, he may, when he pleases, free himself by repealing those laws that trouble him, and making new ones...

Laws should have clear rewards to encourage virtue in citizens, but more importantly, clear punishments to discourage the evil qualities that man is prone to. For it is only out of a fear of some evil consequence that men are compelled to act certain ways.

Part III: John Locke and The Declaration of Independence The reason we care about John Locke and his philosophy is that it had a huge influence on democratic governments today.

Directions: For this section of the assignment, read the parts from the U.S. Declaration of Independence in the left-hand column. In the right-hand column, explain which of Locke’s ideas the parts of the Declaration of Independence relate to and why.

U.S. Declaration of Independence - Preamble How do these specific ideas relate to Locke’s ideas

(natural rights, and/or consent of the governed)?

“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.”

“That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.”

“That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to affect their Safety and Happiness.”

Name: _________________ Block: ____________ Due Date: __________

Exit Ticket

Use the space below to summarize what you have learned today. Please do not use more than 1-2 sentences. Also, if you are confused or have questions, write those down in the second box.

Summary: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Questions and/or Comments ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Block: _______________ Date Due: ________________

Immigration and Natural Rights Activity

Objectives:

• Gather information about immigrants and how they were treated when coming to the United States • Look at documents and events that violated the natural rights of the immigrants

Directions:

• Open Google Classroom and click on the assignment titled “Immigration and Natural Rights”

Slide Information To Include Pts Possible

1

• Title • Name(s) and block

___/2

2

• Define “immigrant”

o Use both words and images (be sure to cite your images)

____/5

3

• Define “natural rights”


____/5

4

• Define “Consent to Govern”


____/5

5

• Define “Due Process”


____/5

6

• Define “vigilante”


____/5

7 & 8

• Gather information on the Burlingame Treaty o What specifically did this treaty do? o Which countries/peoples were involved? o How was this treaty beneficial/harmful to each group? o Be sure to include a date and the main political figures involved. o Use both words and images (be sure to cite your images). o Were any of the people’s natural rights violated? Explain.

____/10

9 & 10

• Gather information on the Chinese Exclusion Act

o Summarize this Act o Which Countries/peoples were involved o How was this act beneficial/harmful to each group? o Be sure to include a date and the main political figures involved. o Use both words and images (be sure to cite your images). o Were any of the people’s natural rights violated? Explain.

____/10

10 & 11

• Gather information about vigilantism in Texas from 1910-1920

o Summarize these events o Which countries/peoples were involved o Be sure to include a date(s) and the main political figures

involved. o Use both words and images (be sure to cite your images). o Were any of the people’s natural rights violated? Explain.

____/10

12 & 13

• Create a time line

o Your timeline will extend from 1850-1930 o Include the Burlingame Treaty, Chinese Exclusion Act, and

vigilantism in Texas o Include at least 5 different important events that occurred during

this time span that would have influenced the treatment of the Chinese and Mexican-Americans

o Be sure to include images and to cite all of your sources

____/30

Be sure to turn in this rubric with your completed assignment. This assignment is about making connections. Show me where you can make connections to the ideas of consent to govern and due process within these documents and events. Show me what you know!

Final Grade ______/87 (This is considered an assessment grade)

Resources

“Political Theory – Thomas Hobbes êThe School of Life,” YouTube video, 6:45, “The School of Life,” July 31, 2015, https://www.youtube.com/watch?v=9i4jb5XBX5s. Link for slide presentation: https://docs.google.com/presentation/d/e/2PACX-1vRAcr6Zw9Qs9Jm7x1ctFzrDjSinQrrxkX4UcGNfcGCjb3HI9nGaiIvgI1YTHp3q0Wh4oh9oMt6ZrymN/pub?start=false&loop=false&delayms=3000

Documents

Lesson Plan Template: Hewit Summer Institute …...government, the government must have the consent of the governed, or the permission of the people to rule over them. He also argues