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Unit 1: Foundations of Civics

Unit 1: Foundations of Civics. Journal #1. Think like a philosopher: What is your view of human nature? In other words, are people fundamentally good or evil? Selfless or selfish?. Why government? Why is it necessary?. In your groups, complete Part I of “Teenage World.”

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Unit 1: Foundations of Civics

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  1. Unit 1: Foundations of Civics

  2. Journal #1 • Think like a philosopher: What is your view of human nature? • In other words, are people fundamentally good or evil? Selfless or selfish?

  3. Why government? Why is it necessary? • In your groups, complete Part I of “Teenage World.” • Be prepared to share your answers and come up with an answer to this question: • What type of society would this “teenage world” be? Would it be better or worse than society is now?

  4. If you said a better society… • You agree with the philosophy of Jean-Jacques Rousseau! • Man in the state of nature (no government) is good

  5. If you said a worse society… • You agree with the philosophy of Thomas Hobbes! • Man in the state of nature is greedy, selfish, and cruel • A strong government and authority is needed to keep people in order • People give up freedoms for safety • Life in the state of nature would be “nasty, brutish, and short” and mean constant war

  6. If you said both… • You agree with the philosophy of John Locke! • Natural rights = life, liberty, property • Rights in a state of nature would be insecure • So, what is the next step? • Complete Part II in your groups.

  7. How do you compare with Locke? • Government exists only with the consent of the governed; government’s job is to protect rights • People formed social contracts with the government • Giving up a little freedom to secure rights • If the government doesn’t keep up its end of the social contract… • People have the right/responsibility to overthrow the government if it fails to protect rights

  8. Journal #2 • Who should decide the curriculum (or units of study) in a class? • Option 1: Just the teacher • Option 2: Teacher and students • List the pros and cons of Option 1. • List the pros and cons of Option 2. • Which option is more effective, in your opinion?

  9. Who rules? • Forms of government: • Democracy • Direct • Representative • Autocracy • Monarchy • Dictatorship • Theocracy • Oligarchy • Anarchy

  10. Which form of government do you think is best? • Which form of government do you think is worst?

  11. Forms of Democracy • Direct or pure democracy • People as a whole make direct decisions • Representative democracy • People elect leaders and representatives to make decisions

  12. Journal #3 • “It has been said that democracy is the worst form of government except all the others that have been tried.” • Winston Churchill, British prime minister during World War II • 1. “Democracy is the worst form of gov’t…” • Why? What are some problems with democracy? • 2. “…except all the others…” • Compare democracy to another form of government.

  13. Discussion • Why are the votes different/identical? • Did the representatives actually represent the will of the people? • What are some flaws in representative democracy? What are some benefits? • Would a direct democracy be possible in the US? Why or why not?

  14. Democratic Concepts • Fundamental Worth of the Individual • Majority rule, minority rights • Necessity of compromise • Individual freedom • Equality of all people

  15. Basic Ideals and Principles • Popular consent or sovereignty • Respect for the individual • Equality of opportunity • Personal liberty • Rule of law

  16. Journal #4 • What does it mean to be a member of something? • What are you a “member” of at Valley or in your community? • How do you know you are part of this group?

  17. Citizenship Facts • Citizen: A participating member of a country’s political community, a legal status • Rights and responsibilities?

  18. Rights and responsibilities • Rights: Voting, holding public office (with some exceptions), freedom to travel and be protected abroad (ex. embassies, passport control), government services, etc. • Responsibilities: Voting, paying taxes, serving on a jury or in the military (draft), etc.

  19. Constitutional Basis • Section 1 of the Fourteenth Amendment (1868): “All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”

  20. Ways to become a citizen • 1. By birth (“natural born”): • Right of the soil: Birth in the United States or its territories • Right of the blood: Parents are American citizens • 2. Naturalization (immigration)

  21. Naturalization Available for legal permanent residents (green card holders) over age 18, generally after at least five years of residence (three years if married to a U.S. citizen) • -Must know English and pass a citizenship test • -Moral character and no felonies • -Oath of allegiance, agreeing to support the Constitution and defend the U.S.

  22. Argument Writing • How do you win an argument?

  23. Report • Based on all of the evidence you have found in your groups, write a paragraph-length police report of your findings. • Include: • Description of the scene • What Queenie said • Whether the evidence supports what Queenie said • Conclusion/recommendation • Explanation of evidence supporting the conclusion

  24. Journal #5 • What was the most interesting thing you found from doing the demographics research yesterday? • Most surprising? • How is census and demographics information used in government and politics?

  25. British in America • 1585-1600s: British Crown granted charters for colonial governments • Colonists supposed to have full rights of Englishmen • Mercantilism: Colonies exist to support the Mother Country • Britain used American exports (food, raw materials) • Americans had to buy British imports (manufactured goods)

  26. American Colonies • More democratic • Smuggling • British Parliament looked the other way • Salutary neglect • French and Indian War (1754-1763) changed everything • British win made them the dominant power in N. America

  27. Build up to Revolution and a new government • End of salutary neglect • Locke and other Enlightenment figures influenced the Founding Fathers and the Continental Congress • Thomas Paine wrote Common Sense, 1776 • July 1776: Moment of decision • Independence or not?

  28. Continental Congress Committees • Frontier residents: Bobby, Kristen, Christine, Casey • Tories (pro-British): Shenna, Katelynn, Cody, Jessica • Colonial Merchants: Alex, Kelly, Maxine, Nate • Western Expansionists: Peter, Heather, Jacob, Bea • Sons of Liberty: Sam, Bryanna, Kiernan, Lauren

  29. Committee Work • 1. Read your committee’s background and prepare an opening statement. • 2. Support or reject seven British actions based on the colonial group you are role-playing. • Debate: • 1. Each committee gives opening statements. • 2. Discussion of British actions • 3. Final vote on independence

  30. Journal #6 • Think back to yesterday use your notes if you need help: • Which actions by Parliament and the king violated the colonists’ right to sovereignty? • Which actions violated colonists’ rights to life, liberty, and property?

  31. Declaration of Independence • Looking at the Declaration of Independence: • Find three ideas/phrases that were influenced by Locke (or principles of democracy)

  32. Articles of Confederation • The Constitution's “rough draft” • In place from 1781-1789 • During this time, the US had no president! No Supreme Court! • Basically, each state was like its own country • Confederation: Loose organization of states united for a common purpose

  33. Journal #7 • Explain why the framers of the Articles of Confederation gave the central government very limited power. What had they just gone through that would make them want to do this? • Thought question: If the Articles had remained in place (no Constitution), what do you think would have happened to the US in the future? Would it be the same country as it is today?

  34. Committee Reports • 1. Summarize the problems • 2. State options • 3. Share the option you have selected and the reasons why • 4. Assess how successful this option would be under the current government • 5. Identify other options that would have a greater impact IF the government had the power to do it

  35. Vote • Proposal: “A meeting should be held in May of 1787 to consider the issues facing the US and amend the Articles of Confederation to make it more effective in addressing the problems of the Union.”

  36. Basic Questions of the Constitutional Convention • How do we balance the power of the central (federal) government with the power of the states? • How do we protect people’s individual rights? • Unitary government too strong • Confederation government too weak • Solution: Federalism • Power divided between the national government and the states (dual sovereignty)

  37. Main problems to resolve in 1787 • How would Congress be chosen? How many representatives would each state have? • How would slaves be counted for taxes and representation? • Needed to make a series of compromises

  38. Main problems to resolve in 1789 • Ratifying the Constitution • Amend vs. get rid of the Articles • Including a Bill of Rights

  39. Journal #8 • What do you know about illegal immigration? This seems to be a topic that has come up several times in class already. • How do you know what you know (where do you get your information from)? • Do you have a set opinion on the issue or are you more undecided/apathetic? • List everything you know about how to write a good CAPT-style persuasive essay.

  40. Two laws, two articles • Alabama: HB 56 • Arizona (and nation-wide): Obama Administration Deportation Policy

  41. No journal! • Take out your articles and essays and start writing. • You will have 45 min. to finish. • Include: An intro, 3 body paragraphs (if you are pressed for time, 2 body paragraphs), and a conclusion • Make sure you are addressing your letter to the editor • When you are finished, grade yourself with the rubric in your packet

  42. Constitutional Compromises • Look at two key constitutional compromises through the lens of representatives from specific states. • States you will be representing: • Connecticut: Maxine, Alex • Delaware: Bobby • Georgia: Nate • Maryland: Sam • Massachusetts: Cody, Kiernan • New Hampshire: Shenna • New Jersey: Peter • New York: Kristen, Kelly • North Carolina: Jake, Lauren • Pennsylvania: Katelynn • Rhode Island: Heather, Bryanna • South Carolina: Bea, Jessica • Virginia: Christine, Casey

  43. Federalists Vs. Anti-Federalists • Federalists: Bobby, Kristen, Christine, Casey, Shenna, Katelynn, Cody, Jessica, Alex, Kelly • Antifederalists: Maxine, Nate, Peter, Heather, Jacob, Bea, Sam, Bryanna, Kiernan, Lauren

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