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Mr. Manankichian Modern World History

Unit 1: The Evolution of Moral Codes: Emerging

from Abdication to Self-determination

Packet Contents: 1. Comparing Judaism and Christianity 2. Three Greek Philosophers 3. The Republic 4. DBQ Essay Assignment

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Aim: What is the influence of Judaism and Christianity on western civilization? Do Now: How do you know what is “right” and “wrong” in life? How do you learn those concepts?

Key Words: monotheism: ethics: morality:

Judaism Christianity

Origin of Name

From Hebrew: Yehudim, “Judah.” – refers to the Kingdom of Judah. Others translate Yehudim as “people of God.”

From Greek: christos, “Annointed” – referring to Jesus Christ

Founder

Abraham, born ~1800 B.C.E.

Jesus Christ, born ~4 B.C.E.

Followers

~14 million

~2 billion

Nature of God

One God (known in English as ‘Yahweh’ or ‘Jehovah’) “…Hear, O Israel, the Lord is our God, the Lord is one.” (Deuteronomy, 6:4)

One God, who exists in three distinct persons (Holy Trinity). “Father, Son, and Holy Spirit.” (Matthew: 28:19)

Holy Book

The Tanakh Made up of the Torah (law), Nevi’im (prophets), and Ketuvim (writings).

The Bible Made up of the Old Testament (similar in some ways to the Torah) which are writings from before Christ, and the New Testament, containing Jesus Christ’s teachings.

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Judaism Christianity

There is only one God who is All-Powerful, the God of Abraham Yes Yes

Moses is a Prophet of God, and the Torah is God’s Word Yes Yes

Jesus is a Prophet/Son of God, and Christ’s teachings are God’s Word No Yes

Judaism has had a profound influence on Western civilization. Much of this influence comes from Jewish ideas and values that were transmitted to Christianity, which developed from Jewish roots. Jesus of Nazareth, his disciples, and the first leaders of the Christian Church were all Jewish. The Jewish Bible was incorporated into the Christian Bible as the Old Testament. Not surprisingly, many principles and teachings that are important in Judaism are also important in Christianity. These common ideas are known as the Judeo-Christian tradition. As Christianity spread, it popularized these important ideas. As a result, moral and ethical ideas developed by Judaism helped shape Western ideas about law, morality, and social justice.

Judaism influenced other areas of Western civilization including religious belief, literature, and weekly schedules. For example, monotheism, the belief that there is only one God, spread from Judaism to the Western world. Western literature includes and often alludes to the Hebrew Bible and the Ten Commandments, sacred texts that originated in Judaism. Even the modern weekend has Jewish roots in the idea of a weekly day of rest.

The oldest teachings in Judaism are recorded in the Hebrew Bible and the Talmud. The books of the Hebrew Bible were written at various times; the most recent predate the 2nd century B.C.E. The Talmud reached its final form c. 500 C.E., but its origins are much earlier. After the Temple in Jerusalem was destroyed in 70 C.E by the Romans., Jewish scholars began to record ancient teachings and laws so they would not be lost. These ancient teachings are the core of the Talmud.

These texts reveal the Jewish roots of several key ideas in Western Civilization. 1.) ___________________________________________ : One of the defining characteristics of Western

civilization is recognition of the importance of each individual. Every person is believed to have worth and to deserve a life of dignity. In Jewish and Christian literature, this idea is first expressed in the first chapter of the book of Genesis which says that people are created in the image of God. Because of this, every person is valuable. This idea was not common in the ancient world, where an individual’s social status often determined one’s importance and value.

2.) _____________________________________ : The importance of every individual is also a factor in Western

civilization’s commitment to the rule of law, the principle that the law applies to everyone no matter how powerful or where they are from. In some ancient civilizations, rulers claimed to be gods themselves or representatives of a god. But in Judaism and Christianity, even the ruler is subject to God’s laws.

3.) ________________________________ : The idea that trials must be fair is closely connected to belief in

the rule of law. The Tanakh and Talmud include numerous statements that emphasize the importance of fair trials and a wide variety of provisions to help ensure that trials are fair. Many of these provisions became key legal principles in the Western world. Jewish roots of legal principles have even been referenced by the U.S. Supreme Court.

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4.) __________________________________________ : Giving charity is an important value in Western civilization that was not emphasized in most ancient cultures. Jewish texts record that ancient Jewish leaders were horrified by the Roman Empire’s indifference to the poor. In Judaism, on the other hand, supporting the needy is obligatory. Christ’s teachings, which built on Judaism, emphasized that worldly riches do not matter. Christ’s teachings appealed to the poor in the Roman Empire and helped the new religion spread.

5.) ______________________________________________ : The final principle of Western civilization discussed

in this handout is the idea that society can improve and individuals have an obligation to strive to make the world a better place. In Judaism, this idea is called Tikkun Olam, or Healing the World. Christ taught the “Golden Rule,” or to treat others as you wish to be treated. Name : ________________________________________________ 11-8 Judeo-Christian Influence Your Task: In your notes, you just listed five principles in Hebrew Scripture that are important to western civilization. Read each quote below, and determine which principle best describes what is being said. When you are finished, write a paragraph explaining what you think is the most important principle for a civilization. Quotes: 1) _____________________________________________________________ “Love your neighbor as yourself.” (Hebrew Bible, Leviticus 18:19)

2) _____________________________________________________________ “Whoever saves a single life it is as if he saved an entire world.” (Talmud, Sanhedrin 45)

3) _____________________________________________________________ "It is not your obligation to complete the task [of improving the world], but neither are you free to desist [from doing all you can].” (Talmud, Pirke Avot 2:16)

4) _____________________________________________________________ “[The king should] observe faithfully every word of this Teaching as well as these laws. Thus he will not act haughtily toward his fellows or deviate from the Instruction.” (Hebrew Bible, Deuteronomy 17:20)

5) _____________________________________________________________ Charity is equal in importance to all other commandments combined.” (Talmud, Bava Barthra 9a)

6) _____________________________________________________________ “There shall be one law for the citizen and for the stranger who dwells among you.” (Hebrew Bible, Exodus 12:49)

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7) _____________________________________________________________ “You shall not give perverse testimony in a dispute in favor of the mighty – nor shall you show deference to a poor man in his dispute.” (Hebrew Bible, Exodus 23:3)

8) _____________________________________________________________ “If I am not for myself, who will be for me? If I am only for myself, what am I? And if not now, when?” (Talmud, Pirkei Avot 1:14, quoting Hillel, a 1st century BCE sage)

9) _____________________________________________________________ “Do not disdain any person. Do not underrate the importance of anything - for there is no person who does not have his hour, and there is nothing without its place in the sun.” (Talmud, Pirkei Avot 4:3)

10) _____________________________________________________________ “A single witness is not enough to prove guilt for any crime that may be committed; a case can be valid only on the testimony of two witnesses or more.” (Hebrew Bible, Deuteronomy 19:15)

11) _____________________________________________________________ “If a person closes his eyes to avoid giving charity, it is as if he committed idolatry.” (Talmud, Ketubot 68a)

12) _____________________________________________________________ “You shall not oppress a stranger, for you know the feelings of the stranger, having yourself been strangers in the land of Egypt.” (Hebrew Bible, Exodus 23:9)

13) _____________________________________________________________ “Open your hand to the poor and needy.” (Hebrew Bible, Deuteronomy 15:8)

14) _____________________________________________________________ “What is hateful to you, do not do to your neighbor: that is the whole Torah [Jewish law]; all the rest of it is commentary.” (Talmud, Shabbat 31a, quoting Hillel, a 1st century BCE sage)

In your opinion, which of the principles demonstrated in Hebrew Scripture is most important? Why?

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The Big Three: Socrates, Plato, and Aristotle I. Socrates

After the defeat of Athens in the Peloponnesian Wars, many people in Athens began to question their values. One such person who was already questioning people’s values was Socrates. Socrates’ philosophy can be summed up as follows: 1.) He wanted people to examine their most closely held beliefs. Socrates said “the unexamined life is not worth living.”

2.) He believed there were universal standards for concepts like “truth,” “justice,” and “good.”

3.) In order to get people to rethink what they believed, he developed the Socratic Method, a type of question and answer approach that exposed the flaws in peoples’

thinking. 4.) Socrates didn’t claim to know any answers, he always said “I only know that I know nothing.”

Example of the Socratic Method: Socrates: “What is the best type of government?” Student: “The best type of government is one where people have a say in how it is run and the laws that are written.” Socrates: “What if the majority of the people are sexist and racist?” Student: “Well, then only those who are not sexist and racist should have a say.” Socrates: “And how do we determine who those are?” and so on….

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Socrates might also use a “thought experiment” to expose the flaws in people’s beliefs. For example, Socrates might pose to you the following scenario:

Socrates: “A runaway train is approaching a group of five construction workers on the track ahead. Suppose you were standing next to railroad tracks, and there was a switch that would allow you to divert the train onto another set of tracks where there was only one construction worker standing [scenario A]. Is it just to save five men by killing one?

Student : “Yes, I suppose it is. Killing one man to save five is the only choice, justice is ‘that which does the least amount of harm to society’”

Socrates: “Ok, now suppose you are standing on a bridge over the tracks. There is no switch. However, there is a man standing next to you. If you shove that man onto the tracks, he will die, but he will stop the train [scenario B]. Do you shove the man onto the tracks? Is that just?”

At the end of his life, Socrates was accused of “corrupting the youth of Athens.” He was forced to drink hemlock, a poison, and died. He never wrote anything down; all we know of Socrates’ beliefs are from his

students. Socrates most important contribution is that we should always question those in power as well as ourselves.

II. Plato

Plato was a student of Socrates and wrote down many of his teachings. Here’s what you need to know about Plato:

1.) Most famous work was called The Republic 2.) In it, he outlined his vision of a perfect society. In it, there would be three social classes:

A.) On top would be philosopher-kings. Since they love knowledge and truth above all, they would rule the state most wisely. While we may disagree with having kings rule, the idea that those in charge should be educated and not just there for power is an idea of Plato’s.

“ Until philosophers are kings, or the kings and princes of this world have the spirit and power of philosophy, and political greatness and wisdom meet in one, and those commoner natures who pursue either to the exclusion of the other are compelled to stand aside, cities will never rest from their evils, no, nor the human race.” PLATO, The Republic

Scenario B

Scenario A

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B.) Beneath them would be soldiers. They love courage, honor, and their homeland, so they would defend the state. C.) At the bottom would be farmers and craftsmen. They would produce everything that the state needs. He also thought the “perfect man” would divide his soul in a similar manner.

3.) Plato did not trust democracy. He thought it was “mob rule,” and that the uneducated masses should not be given so much power. Part of his distrust came from the fact that his teacher, Socrates, was sentenced to death by a democracy. __________________________________________________________________________________________________

One of the most famous parts of The Republic is known as the Allegory of the Cave. In it, Plato compares our existence to prisoners being chained inside of a cave. We watch shadows cast on the wall, thinking they are reality. But the truth is they are shadows cast by puppeteers behind us. We don’t know that we are prisoners. Plato described a philosopher as someone who realized they were a prisoner and escaped the cave to the sunlight, which is reality. He said a philosopher would try and return into the cave to teach the prisoners the truth. However, the prisoners were so convinced of their false beliefs that they would attack and even kill the philosopher. That is why he was distrustful of democracy.

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Plato also meant to use the allegory as a way to teach us that we cannot use our senses to realize the truth. We have to turn inwards and use our mind.

___________________________________________________________________________________ III. Aristotle Aristotle was a student of Plato, but he disagreed with Plato’s view of reality. Aristotle believed that we could use our senses to discover truths about the world around us. Some people even consider Aristotle the first scientist, and he developed a system for logic that is similar to the scientific method. Perhaps most importantly, Aristotle outlined the idea of the rule of law. What he meant was that everyone, even a ruler, should be subject to the law. It also meant that laws should promote the greatest good. While this is a common idea in our time, it was not common in his. This idea had a big influence on later democracies.

And the rule of law, it is argued, is preferable to that of any individual. On the same principle, even if it

be

ILL

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REALIT

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(most of us)

THE ALLEGORY OF THE CAVE

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better for certain individuals to govern, they should be made only guardians and ministers of the law.

For he who trusts any man with supreme power gives it to a wild beast, for such his appetite sometimes makes him: passion influences those in power, even the best of men, but law is reason

without desire. . . .”

-ARISTOTLE, Politics

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The Republic Assigned: Due:

Even though the height of Greek civilization was thousands of years ago, the origins of many modern values

and beliefs about government and society can be found in this time. In “The Republic,” Plato outlined his

vision of a perfect world ruled by philosopher-kings. Since Plato, many others have tried to describe what a

perfect society would be like.

Your Task: Using what you know about Greek history, the development of democracy, and the major ideas of the three Greek philosophers, write a short paper in which you:

Describe your version of an ideal government that incorporates at least one idea from ancient Greece

Describe your version of an ideal community that incorporates at least one idea from ancient Greece

Outline:

1. Introduction: Give a name to your perfect society and give a brief description of its geographic setting.

Example: “The country of Historlandia is located in the middle of the ocean on a beautiful

tropical island. The people are spread out across the whole island and do not come together in

cities. Many roads criss-cross the island so that people may come and go as they please…”

2.) Body Paragraph 1: Describe at least three components of your ideal government. Remember to clearly include at least one idea from ancient Greece. Be specific!

Example: “The rulers are chosen every two years and may serve only once, so there is no worry

about being re-elected and they can focus on the greatest good. In creating the government of

Historlandia, the rulers, who were great lovers of history, adopted the idea of direct democracy

from ancient Athens. They agreed that…..

Questions to consider when creating your ideal government: What is the purpose of

government in your society? Who is the leader? How are government employees chosen? Do

you have elections? If so, how often? How are laws written? Who writes them? What are

crimes and punishments like?

3.) Body Paragraph 2: Describe at least three components of your ideal community (non-governmental). This could be anything that does not include government, from education

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to gender roles to entertainment to religion. Remember to clearly include at least one idea from ancient Greece. Be specific!

Example: “The people of Historlandia are lovers of knowledge in all its forms. They have

adopted the attitude of the great thinker Socrates in questioning all around them….. In order to

inform all its citizens, Historlandia set up a system of schools that…..”

Questions to consider when creating your ideal society: What are peoples’ attitudes towards

each other and the world around them? Are they tolerant of each other? Does everyone have

the same culture or are there many cultures? Does your society have social classes? Are the

rich a lot richer than the poor? Who gets educated? What do they study? What is the purpose

of education – is it for its own sake or to prepare people for jobs?

4.) Conclusion: What lessons can we learn from your perfect society? How could we use the ideas from your society to improve the one we are living in now?

Review of major ideas from Ancient Greece:

From the city-state of Athens: • Citizens should have power in government • Citizens should have a direct say over decisions in government(direct democracy) • Citizenship should include all social classes, citizens should be paid for their service so that the poor can participate (Pericles) • Citizens should be well educated in all areas of learning so they can make more informed decisions • Society should be open to the outside world and to new ideas • Society should support the arts (like drama, music, art, architecture, etc.) From Socrates:

• Always question what you

believe to be true, don’t go

along with the crowd

• Always question those in

power

• Use logic and reason to solve

problems

• Examine your most closely

held beliefs

From Plato:

• Society should be ruled by philosopher-

kings (in other words, those most educated

and wise – not those who want to rule for

power’s sake)

• Society should be divided into three classes,

with each class contributing in a different way

• We must use our minds to find out the truth

of concepts like “justice” and “good.”

From Aristotle:

• We can use logic, reason,

and experimentation to

understand the natural

world

• Everyone should be

subject to the same laws,

including the ruler (Rule

of Law).

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RUBRIC: 4 Academic Creative

A □ Student clearly identifies three or more components of their

ideal government

□ Student clearly identifies at least one idea from ancient

Greece in their government

□ Student clearly identifies three or more components of their

ideal community

□ Student clearly identifies at least one idea from ancient

Greece in their ideal community

□ Student writes about their society as if it actually exists

□ Student demonstrates extra effort in providing a

detailed account of the components of their government

and community and does not resort to generalities

(“Everything is fair. Everyone is equal.”)

□ Student varies word choice (doesn’t repeatedly use the

same phrase, i.e. “in my government…” “in my

government….”)

3 □ Student identifies two or three components of their ideal

government

□ Student identifies at least one idea from ancient Greece in

their government, but may have a minor inaccuracy

□ Student identifies two or three components of their ideal

community

□ Student identifies at least one idea from ancient Greece in

their ideal community, but may have a minor inaccuracy

□ Student writes about their society as if it actually exists,

but may occasionally lapse into first person (“In my

government..”)

□ Student demonstrates adequate effort in providing an

account of the components of their government and

community and does not overly rely on generalities

(“Everything is fair. Everyone is equal.”)

□ Student mostly varies word choice

2 □ Student identifies two or less components of their ideal

government, or is too vague

□ Student does not clearly identify at least one idea from

ancient Greece in their government and/or has inaccuracies

□ Student identifies two or less components of their ideal

community

□ Student does not clearly identify at least one idea from

ancient Greece in their ideal community and/or has

inaccuracies

□ Student primarily writes in first person (“In my

government..”)

□ Student demonstrates little effort and overly relies on

generalities (“Everything is fair. Everyone is equal.”)

□ Student has limited amount of varied word choice

1 □ Student identifies one or less component of their ideal

government or is too vague

□ Student does not include idea from ancient Greece

□ Student identifies one or less component of their ideal

community

□ Student does not include idea from ancient Greece

□ Student only writes in first person (“In my

government..”)

□ Student demonstrates little effort and writes only in

generalities (“Everything is fair. Everyone is equal.”)

□ Student does not vary word choice

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Sentence Starters for “THE REPUBLIC” assignment NOTE: If your paper demonstrates that it is overly relying on my sentence starters, you cannot get above a “C” on the creative side of the rubric. However, if you were to give lots of specific details in the parts where you use your own words, and clearly identify and explain ideas from ancient Greece you would adopt, you could get an “A” from the academic side and average out to an overall “B.”

Far away, there is a perfect society called ________________________________. This perfect society is

beautiful. ___________________(now, in your own words, describe the setting of your perfect society. For example, you

could describe the geography, what the capital city looks like, etc. It doesn’t matter, just give the reader and idea of what it

looks like_______________________________. Creating this perfect society wasn’t easy, but there are parts of both

the government and community that make this place a utopia.

The leaders of _____________________________ knew that having a well-planned government was the first

step to creating a perfect society. In order to do that, the government ________________________now, in your own

words, describe the government of your perfect society. Tell me how it makes sure that this society is perfect. The people

of __________________________ also knew that having good leaders was just as important. In order to be sure

their leaders were of the best quality, the people of _________________________________________

________________now, tell me about your leaders. How are they chosen? What are their qualities?_____________. This

society wasn’t created from scratch, it adopted ideas from ancient Greece as well. One idea they took from ancient

Greece was __________look at the back of the assignment sheet at the review of ideas from ancient Greece. What is an

idea from ancient Greece you would want in your perfect government?_______. They included this because

_________now say why you would want this idea included______________________.

The people of ___________________ also wanted to create a perfect community. In order to do this, they

cared a lot about education. In ____________________, ________________tell me about the education system in your

perfect society. What do people learn about? Do they have to go to school? _____________________. Because of their

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education, the people are also great lovers of culture. In _________________, _________________now describe the

culture of your perfect society. What do people appreciate? What kinds of entertainment are there? How do people dress?

How do people interact? ________________. The people of ____________________ also treat each other

______________how do the people in your perfect society treat each other?________________________. In order to

create this wonderful community, the people also chose to include ideas from ancient Greece. One idea they

decided to include was __________look at the back of the assignment sheet at the review of ideas from ancient Greece.

What is an idea from ancient Greece you would want in your perfect community?. They included this because

_________now say why you would want this idea included______________________.

In conclusion, __________________ is truly a perfect society. If we could learn one thing from

______________ and adopt it in our own society, it would be __________what would be one thing we should change

about our own society to make it more perfect? _______. We should do this because _____________why should we adopt

that idea? ______________________.

Name : ___________________________ Assigned: Due: Legacy of the Ancient World DBQ Historical Context:

In the modern world, there are certain values and attitudes about government and society that are shared by

most democratic societies. Many of these values and attitudes can be traced back to the civilizations of

Greece and Rome, the religions of Judaism and Christianity, and important events in England’s history.

Three of these democratic values are the importance of the individual, the rule of law, and limited

government.

Your Task: Using the documents, your knowledge of history, and social studies skills, answer the questions that follow each document in Part A. The answers to the documents will help you write the Part B essay in which you will:

Review the three democratic values mentioned in the historical context and for each:

Discuss the meanings and origins of the value/concept

Your essay should be three body paragraphs, have at least one piece of document evidence in each body paragraph, and have an introduction and conclusion. __________________________________________________________________________________________________

Part A: I. The Importance of the Individual

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Document 1:

Since human reason is the most godlike part of human nature, a life guided by human reason is superior to

any other…For man, this is the life of reason, since the faculty [ability] of reason is the distinguishing

characteristic of human beings.

Source: Aristotle, 384-322 BCE

1. RIGHT THERE: According to Aristotle, what ability do all people possess?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Document 2:

“While every citizen has an equal opportunity to serve the public, we reward our most distinguished

[respected] citizens by asking them to make our political decisions… A man may serve his country no matter

how low his position on the social scale…. Wealth to us is not mere material for glory but an opportunity for achievement; and we do not think that poverty is a disgrace, but only becomes one when people make no attempt to overcome it…”

Source: Pericles’ Funeral Oration, 431 B.C.E.

2. THINK AND SEARCH: According to Pericles, what is the role of the individual in Athenian society?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Document 3:

“Love your neighbor as yourself.”

-Leviticus 18:19

“Charity is equal in importance to all other commandments combined.”

-Talmud, Baba Barthra 9a

“What is hateful to you, do not do to your neighbor: that is the whole Torah; all the rest of it is commentary.”

-Talmud, Shabbat 31a, quoting Hillel, a 1st century BCE sage

“Do not disdain any person. Do not underrate the importance of anyone - for there is no person who does not

have his hour, and there is nothing without its place in the sun.”

-Talmud, Pirkei Avot 4:3

“Blessed are the poor; for the Kingdom of Heaven belongs to them.”

-Matthew 5:3

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“There is neither Jew nor Greek, there is neither slave nor free, there is neither rich nor poor; you are all one

in the Lord."

-Galatians 3:28

Source: Selections from the Tanakh, Talmud (Jewish holy texts), and New Testament (Christian holy text)

3. THINK AND SEARCH: What do these selections suggest about the role of the individual in Jewish and

Christian thought?

_________________________________________________________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________________________________ II. The Rule of Law Document 4:

And the rule of law, it is argued, is preferable to that of any individual. On the same principle, even if it be

better for certain individuals to govern, they should be made only guardians and ministers of the law.

For he who trusts any man with supreme power gives it to a wild beast, for such his appetite sometimes

makes him: passion influences those in power, even the best of men, but law is reason without desire. . . .”

Source: Aristotle, Politics, 350 B.C.E.

5. RIGHT THERE: Why does Aristotle believe that not even rulers should be above the law?

_________________________________________________________________________________________________________________________

___________________________________________________________________________

Document 5:

The king should observe faithfully every word of these Teachings as well as these laws. Thus he will not act

haughtily [condescendingly] toward his fellows or deviate from the Instruction.”

Deuteronomy 17:20

“There shall be one law for the citizen and for the stranger who dwells among you.”

Exodus 12:49

6. RIGHT THERE: How do the quotes above demonstrate that Judaism included the concept of the “rule of

law?”

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_________________________________________________________________________________________________________________________

___________________________________________________________________________

Document 6:

7. According to the diagram, what are two positive outcomes of the rule of law in the Roman Empire?

(1) _______________________________________________________________________________________________

__________________________________________________________________________________________________

(2) _______________________________________________________________________________________________

__________________________________________________________________________________________________

III. Limited Government

Document 7a: Document 7b:

It is the people who bestow office on the deserving...

The people also have the absolute power of passing

or repealing laws; and most important of all, it is the

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For our government is not copied from those of our neighbors: we are an example to them rather than they to us. Our constitution is named a democracy, because it is in the hands not of the few, but of the many. When it is a question of settling private disputes, everyone is equal before the law…

people who deliberate on the question of peace or

war… These considerations again would lead one to

say that the chief power in the state was the people's,

and that the constitution was a democracy.

Such then are the powers of each of the parts of

government both to oppose one another and to work

in conjunction [together].

Source: Pericles’ Funeral Oration, 431 B.C.E Source: Polybius, Constitution of the Roman Republic,

~140 B.C.E.

7. THINK AND SEARCH: What features of government did Athens and Rome share?

_________________________________________________________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________________________________ Document 8:

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8. THINK AND SEARCH: What are two similarities in the ways that the Roman Republic and the United States divided power in government? (1) _______________________________________________________________________________________________

__________________________________________________________________________________________________

(2) _______________________________________________________________________________________________

__________________________________________________________________________________________________

Part B: Using the evidence in the documents and your knowledge of world history, write an essay in which you:

Review the three democratic values mentioned in the historical context and for each:

Discuss the meanings and origins of the value/concept

Outline: Use the outline below to begin brainstorming and planning for your paper. _______________________________________________________________________________________________ 1. Introduction: Use the “historical context” on the first page to help you write your introduction. Your introduction should include a basic review of what the paper is about and end with a thesis statement. 2. Body Paragraph 1: Discuss the meanings and origins of the importance of the individual. - What does this value/concept refer to? What does it mean? (in your own words)

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- What is evidence from a document that demonstrates this value/concept? (evidence copied from a document)

- What does this evidence mean? (in your own words)

- What are the historical origins of this value/concept? What societies was it practiced in? How? (in your own words)

- What is evidence from a document that demonstrates this? (evidence copied from a document)

- What does this evidence mean? (in your own words)

3. Body Paragraph 2: Discuss the meanings and origins of the rule of law. - What does this value/concept refer to? What does it mean? (in your own words)

- What is evidence from a document that demonstrates this value/concept? (evidence copied from a document)

- What does this evidence mean? (in your own words)

- What are the historical origins of this value/concept? What societies was it practiced in? How? (in your own words)

- What is evidence from a document that demonstrates this? (evidence copied from a document)

- What does this evidence mean? (in your own words)

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4. Body Paragraph 3: Discuss the meanings and origins of limited government. - What does this value/concept refer to? What does it mean? (in your own words)

- What is evidence from a document that demonstrates this value/concept? (evidence copied from a document)

- What does this evidence mean? (in your own words)

- What are the historical origins of this value/concept? What societies was it practiced in? How? (in your own words)

- What is evidence from a document that demonstrates this? (evidence copied from a document)

- What does this evidence mean? (in your own words)

5. Conclusion: Restate the main idea of the essay. Finally, explain why these three values are still important to us today.

RUBRIC:

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25

Grade Explanation

4 Thoroughly develops all aspects of the task evenly and in depth Is more analytical than descriptive (analyzes, evaluates, and/or creates information) Incorporates relevant information from at least five documents Richly supports their explanations with many relevant facts, examples, and details Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the historical context Follows conventions of standard written English

3

Develops all aspects of the task but may do so somewhat unevenly by discussing some concepts more than others Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information) Incorporates relevant information from at least four documents Supports their explanations with relevant facts, examples, and details Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the historical context Follows conventions of standard written English

2

Develops all aspects of the task with little depth or develops at least one aspect of the task in some depth Is more descriptive than analytical (applies, may analyze and/or evaluate information) Incorporates some relevant information from some of the documents Includes some relevant facts, examples, and details; may include some minor inaccuracies Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the historical context Does not follow some conventions of standard written English

1

Minimally develops some aspects of the task or develops at least two aspects of the task in some depth Is primarily descriptive; may include faulty, weak, or isolated application or analysis Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents Includes few relevant facts, examples, and details; may include major inaccuracies Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Does not follow most conventions of standard written English

Additional Comments: