OP3: Political Heritage

Name: ________________________________________________________________________

Teacher: _______________________________________Class Period: ____________________

Judicial

Table of Contents

LEFT

RIGHT

Table of Contents

1

OP3 Outline

2

OP3 Outline

3

OP3 KWL

4

OP3 Intro

5

OP3 Vocabulary

6

OP3 Vocabulary

7

Types of Government

8

Types of Government

9

Compare and Contrast Philosophers

10

Hobbes v Locke

11

Philosopher Flowchart

12

Important Philosopher’s Ideas

13

Quote Activity

14

Influencing Documents Foldable

15

Video

16

Parliament v Patriot

17

Break Up Letter

18

I Declare… a Puzzle

19

Letter

20

Dear King George

21

OP3 OUTLINE

Here 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: Create a vocabulary square for your assigned vocabulary term for this unit. [should take about 15 min]

a. Get a piece of paper from your teacher; fold it in half so it opens UP, not from side to side.

b. On bottom of the front, write the TERM. Make sure you spell it correctly, that it is clearly written and dark enough to see.

c. On the top of the front, draw a picture showing the term. You MUST make it colorful!

d. On the inside TOP, write a sentence using the term.

e. On the inside BOTTOM, write the definition. Use definition from civics textbook when available!

f. On the back write your name AND class period.

g. Make sure you copy the definition in your vocabulary on page 6/7 AND add 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 flow chart or graphic organizer 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 written

ii. In Orange: WHERE was the document written (country)

iii. In Yellow: SUMMARY of the document

iv. In Green: BIG IDEAS in the document (explain)

b. Left Side Activity on page 14: Find a partner to work with and see your teacher to receive a quote. You are going to read the quote, find the main idea and determine which document it is by using your foldable and understanding of the documents. Explain how you came to that decision in the space provided.

i. Then you will create a visual with your partner on a separate sheet of paper to illustrate the big idea from your quote.

1. Title your page with the big idea, draw your visualization; make sure it is neat and colorful!

11. Online Activity: There is no game that goes with this unit, but you have a discussion post on iCivics to complete [should take about 20 min]

a. Log-in to iCivics.org using the username and password you have in your ISN.

b. Click “My iCivics” in the top right corner.

c. Click the “Classes” tab.

d. Find the “OP3: STEP 11” discussion in the Discussion section.

i. You must answer the question with complete sentences.

ii. You must also reply to at least one classmate to contradict or add to their comments. Remember to be thoughtful and respectful!

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 PINK 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 PINK

ii. Highlight the Natural Rights in ORANGE

iii. Highlight the Grievances in YELLOW

iv. Highlight the Resolution in GREEN

v. Then, using what you know about the issues the American Colonists had, write your own break up letter to Britain. It can be humorous, but it MUST include all four sections and be backed by the facts you have learned in this unit. (Do not just give one reason when there is a ton of information to share)

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

17. Page 20- 21: Put yourself in the shoes of the colonists and tell good old King George how you really feel!

a. Using the instructions on page 21, complete the letter to King George as if you were a colonist in the 1760’s on page 20.

18. Go back to Page 4 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 18)

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

K

What do you already know?

W

What do you want to learn about?

L

What have you learned?

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?)? Explain. (Use at least FOUR vocabulary words AND underline them, response MUST be at least a paragraph)

OP3

Political Heritage

Unit 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 Monarchy

3.Delegate

4.Direct Democracy

5.Democracy

6.Duty

7.Grievances

8.Legislature

9.Liberty

10.Limited government

11.Majority rule

12.Proclamation

13.Repeal

14.Representative Democracy

15.Natural law

16.Separation of powers

17.Social contract

18.Individual liberties

19.Limited monarchy

20.Self-government

21.Oppression

22.Self-evident

23.Tyranny

24.Absolute monarchy

25.Republic

26.Checks and balances

Types of Government

REPUBLIC

What is our government today modeled after?

What is a republic?

DEMOCRACY

What is a democracy?

What are some examples of democracy?

1.

2.

3.

What are the types of democracy?

1.

2.

DIRECT DEMOCRACY

What is a direct democracy?

What are the advantages?

What are the disadvantages?

REPRESENTATIVE DEMOCRACY

What is a representative democracy?

What are the advantages?

What are the disadvantages?

OLIGARCHY

What is an oligarchy?

What is an example of an Oligarchy?

AUTOCRACY

What is an autocracy?

What are the types of autocracy?

What is a dictatorship?

What are some examples of dictatorships?

MONARCHY

What types of monarchies are there?

1.

2.

What is an Absolute Monarchy (or traditional)?

What is an example of a Monarchy?

What is a Constitutional Monarchy?

What is an example of a Constitutional Monarchy?

COMMUNISM

What is communism?

What is the problem with this system?

What is the relevance of Communism and Amer?

What are some examples of Communism?

Draw the TYPES of government below:

Democracy

Direct

Representative

Autocracy

Monarchy

Dictatorship

Constitutional

Absolute

Comparing and Contrasting Philosophers

Based 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

Locke

State of Nature

Social Contract

Government

Locke v. Hobbes (iCivics)

Philosopher Flowchart

Create a flowchart or graphic organizer to show your understanding of the Enlightenment philosophers and how they influenced the creation of America’s government.

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OP3: Political Heritage

Important Enlightenment Philosopher’s Ideas

Name

Big Ideas

Influence on American Gov

Hobbes

Created Constitution with a Bill of Rights (social contract) to set limits on government so it can’t violate the rights of the people

Rousseau

Declaration of Independence states we have the right to life, liberty and the pursuit of happiness

Separation of powers to provide checks and balances

Quote Activity

Quote: _____________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Main Idea of the quote (circle one):

Limited Government

Social Contract

Rule of Law

Self Government

Purpose of Government

Independence

Document quote is from (circle one):

Magna Carta

Mayflower Compact

English Bill of Rights

Common Sense

Explain why you made these choices: ___________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

On a separate piece of paper, write the main idea at the top of the sheet and draw an illustration of the main idea to help you remember these important concepts. Keep it neat and colorful!

Influencing Documents Foldable

Parliament v Patriot Debate

Video

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

0. Green Mountain Boys

0. Redcoats

0. Mohawk Indians

0. Patriots

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

1. Phillis Wheatley

1. John Hancock

1. Samuel Adams

1. Benjamin Franklin

0. What did the Quartering Act require of colonists?

2. Shelter

2. Food

2. Transportation

2. All of the above

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

Patriots who were against Britain

British citizens/ soldiers and colonists still loyal to Britain

Break Up Letter

I'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

Write your own “break up” letter below

Remember: You must be the colonies breaking up with Britain and use facts you have learned about this time in history!

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Can tape a separate sheet to this area to extend your letter (as a fold down piece).

Declaration… A Puzzle

Preamble

Natural Rights

Grievances

Resolution

Letter

Dear King George…

Pretend you are an American colonist in the 1760’s. Many colonists are developing their own ideas about government, but they are currently being ruled by King George III in Britain, far away from where you are living. You are extremely unhappy with his policies in the colonies, so you are going to write a letter to him addressing some of the issues of the time.

1. Who are you?

a. What is your name?

b. Where do you live?

c. What do you do for a living?

d. Why did you move to America?

2. What do YOU think your rights should be?

a. Why?

b. Are there any limits to these rights?

3. What are the issues you have with King George?

a. Why are these serious?

b. Are your rights being violated? How?

c. What events have been caused by these problems?

4. How should the issues be resolved?

a. Give a solution.

You must include the following vocabulary terms:

·

· Unalienable rights

· Natural law

· Social contract

· Purpose of government

· Consent of the governed

· Representative democracy

· Republic

· Limited government OR limited monarchy

Check of the following as you complete them in your letter:

· I have correctly structured my letter

· I have used correct punctuation, spelling and grammar

· I have used all the vocabulary from above

· I have included at least 4 specific events/ acts we have learned about this unit

· I have used persuasion

· It appeals to emotions

· I supported my ideas

· I detailed evidence