Foundations+of+Government

​ Foundations of Government

PERIOD 2 PERIOD 3 PERIOD 5 **
 * PERIOD 1

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__**Tuesday 10-27-09**__ 1. Wrote on a note card who we wanted in our group for Philly trip on November 6, 2009 2. We reviewed the virtual study session 3. Declaration of Independence matching 4. Cannon ball roll

__**Monday 10/26/09**__ Review study Guide

__**Friday, 10/23/09**__
 * Perform Rap

Foundations of Government Study Guide--Due Monday 10/26**

Practice Rap
 * __Thursday 10/2/09__**

__**Wednesday, 10/21/09**__

Declaration Rap Type 1- List 3 things that are most important for people to know about each of the 3 sections of the D of I Type 3- Share list with group. Come up with list of 5 items for each section. Each person write a 10 line verse of a rap/song for one of the sections of the D of I.

Homework--10 line verse is due tomorrow

Thursday--Finalize rap and practice Friday--Peformance

History for Kids--Declaration of Independence


 * __Tuesday, 10/20/09__**

Editing the Declaration of Independence media type="youtube" key="T1Txi1687wo" height="344" width="425"

Voting to approve the Declaration of Independence media type="youtube" key="nrvpZxMfKaU" height="340" width="560"

Declaration of Independence Chapter


 * Declaration History**
 * Who-** 3 people from the Continental Congress mainly wrote it: Thomas Jefferson, painfully shy, brilliant writer from Virginia, known as sage of Monticello;John Adams, from Massachusetts, polar opposite of Thomas Jefferson; (Jefferson and Adams died on the same day, July 4, 1826, 50 years after the signing)Benjamin Franklin, famous and renowned scientist, statesmen, known throughout the world, involved in a lot of thing in Philadelphia, was main editor


 * What**-Declaration of Independence, a document stating that the British colonies in America were breaking away from Great Britain, and that they were now there own country, statement of our ideals and beliefs in human freedom, saying that there are certain rights that a government can never take around. The ideas in the Declaration caused a lot of revolutions all over the world, in Europe (French Revolution), ideas in it threaten dictators and tyrants and say that people should run the government, and they can make a new government if they need to, was and still is a very radical document


 * Where**-Philadelphia, in Independence Hall, was the Pennsylvania State House at the time(US Constitution was also made there


 * When**-most people signed July 4, 1776(the last signer didn't sign until almost a month later), formally approved July 2, 1776, was written throughout June of that year, war has been going on for about a year now


 * Why-**to declare to all people, not just to the world but to America as well, why we were fighting this war(not all Americans agreed), and what this war is all about, and to say why we want our independence

Ideals: that all men are created equal and have certain rights that can never be taken away by a government (life, liberty, and the pursuit of happiness)
 * Rights of the Governed**

unalienable rights--basic or natural rights that can't be taken away. (life, liberty, and the pursuit of happiness) natural rights--(life, liberty and the pursuit of happiness), a right that you have upon birth

consent of the governed--we agree to be governed by a government, if we don't want to be governed anymore because that government is not allowing us our natural rights, it is our duty to overthrow that government and make a new one (social compact)


 * We all have basic rights just because we are human – life liberty and the pursuit of happiness
 * We are announcing our break up with England
 * When a government is not protecting natural rights – it is the right and duty of the citizens to change or abolish it
 * We have a long list of things the king has done wrong to us and it is time for a change

Examples of colonists complaints against the King:
 * Wrongs of the King**


 * The king has made unfair laws for the colonies
 * The king has taxed us unfairly because we had no representation in the British government
 * He has burned towns and destroyed lives
 * We have asked nicely several times for him to listen to us, but the king nor the British people themselves has listened to our requests

Where does the authority to declare independence come from? The people
 * Declaring Independence**

What can the United States now do since it is an independent country? wage war, conduct peace, make treaties, conduct commerce, and all other things an independent nation has a right to do.

What was the last line of the Declaration of Independence? "we mutually pledge to each other our lives, fortunes, and scared honor."


 * We are now declaring our independence from England and all ties are broken between us
 * We have the right to do all the things that countries do – make war, peace, have alliances
 * We pledge to each other that we will work together to achieve the goal of being a free and independent country


 * [[file:Pre American Revolution Notes.docx]] By Umer

__Friday, 10/16/09__**

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 * Declaratory ActWordle**

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 * Declaration of Independence Wordle**

Declaratory Act: "That the said colonies and plantations in //America// ** have been, are, and of right ought to be, subordinate unto **, and dependent upon the imperial crown and Parliament of //Great Britain;// and that the king's Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, of //Great Britain,// in ** Parliament assembled, had, hath, and of right ought to have, full power and authority **to make laws and statutes of sufficient force and validity to bind the colonies and people of //America,// subjects of the crown of //Great Britain,// ** in all cases whatsoever .**"

Declaration of Independence: "For suspending our own Legislatures, and declaring themselves invested with power to legislate for us ** in all cases whatsoever **." "We, therefore, ** the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, ** solemnly publish and declare, That these United Colonies ** are, and of Right ought to be Free and Independent States **; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved;"

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 * __Wednesday, 10/14/09__**

Type 3 Writing

1. Create a new Google Doc entitled: **American Revolution Paragraph, Period [your American Cultures period]** 2. Share Document with Mr. Titzel: Share tab, atitzel@hershey.k12.pa.us, be sure I am an editor, send. 3. At the top of document write your name and period. 4. Copy & Paste the Prompt and Focus Correction Areas into the new Google Doc (under your name and period). 5. Write your paragraph. 6. When finished writing paragraph: __//Read paragraph aloud in 1 foot voice//__ to make sure there are no major typos or other easily identifiable errors. Also, be sure your events, ideas, or Acts of Parliament are well explained using supporting detail and/or elaboration.

Prompt: What experiences led to the American Revolution. Explain how 3-5 events, ideas, or Acts of Parliament led to the eventual break between the British colonies in America and Great Britain.

Focus Correction Areas: > Once you are finished with your Type 3 writing do the following: > > Each table will read (everyone reads, divide up responsibilities, 1 person edits wiki) and provide notes from the following sections of the American Nation textbook (periods 2, 3, 5 should change and edit content as needed. Provide hyperlinks to sources, pictures, etc... Improve on what is already there!)-- > > **__Locke Table__** > Read **//Lexington and Concord//**, pages 159-160 > Summarize the reading here: > In the reading, the British Red Coats came for the minutemen looking for their weapons and amunition. The minutemen sent signals to the other colonists to let them know that the red coats were coming. At daybreak on April 19, the redcoats reached Lexington, a town near Concord. In the struggle, 8 colonists were killed. The British then pushed out on to Concord. When they found no arms there, they turned back to Boston. On the bridge outside of Concord, they met about 300 minutemen. By the time they reached Boston, the redcoats lost 73 men and 200 were wounded or missing. After this, the colonists knew only war could decide the future of the colonies. > > > > Define bold terms:
 * Accurate explanation of the experiences leading to the American Revolution. [10 points]
 * Effective use of supporting details (fact + explanation; evidence + elaboration) [5 points]
 * Evidence of proofreading prior to finishing the written assignment. Few common errors. [5 points]

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> **__Minutemen__**- Men that carried muskets at hand and were prepared to fight at a minute's notice. > > __**Battles of Lexington and Concord**__-- Two battles that took place in 1775. The shot heard 'round the world took place during them. 8 colonists and 73 British redcoats were killed. > > Why did the fighting break out at Lexington and Concord in 1775? > It broke out because of the one shot that was fired (by an unknown person) and the battles occured and continued after that. > > > > Things I don't understand??? > I understand everything! (i get it) > > __**Montesquieu Table**__ > Read //**Peace or War?**//, pages 168-169 > Summarize the reading here: After the battles of Lexington and Concord the colonial delegates formed the Second Continental Congress. Most delegates hoped to prevent war. In the Olive Branch Petition the colonists declared their loyalty to the king and asked him to repeal the Intolerable Acts. The king was furious and refused to accept peace. He ordered 20,000 troops to the colonies to crush the revolt. However, the fighting had already begun. A group of Vermonter's known as the Green Mountain Boys took over Fort Ticonderoga, which would supply the colonies with cannons and provide a route to Canada. In the meantime, the Second Continental Congress started to create the Continental Army. > > Green Mountain Boys-- a band of Vermonters led by Ethan Allen > > Continental Army-- the army that fought Britain led by George Washington > > What steps did the Continental Congress take to pursue peace with Britain? > > Things I don't Understand??? > > __**Hobbes Table**__ > Read **//Advantages of the Opposing Sides//**, pages 169-170. > Summarize the reading here: > Ethan Allen, a Vermont blacksmith, led a group of Vermonters known as the Green Mountian Boys in a surprise attack on Fort Tioconderoga. The British surrendered the fort, so the Green Mountian Boys had the fort and a supply of cannons that was inside. The Second Continental Congress also set up the Continental Army, with George Washington as commander. > **Define bold terms here:** > **Patriots--** The colonists who wanted to have war against Britain. > > **Loyalists**-- American colonists who remained loyal to the British > > What advantages did the Patriots have when the war began? > > **What advantages did the British have when the war began?** The advantages that the British had were that they had highly trained and experienced troops and they had the best Navy in the world. Also they had many loyalists that supported them. The Patriots were poorly organized and untrained, and they had few cannons, little gunpowder, and no navy. > > **What advantages did the Patriots have when the war began?** > Many Patriots had rifles and were good shots, and they had a good commander. They wanted to fight to defend their homes and property, and knew the colonies better than the British, who were 3,000 miles from home. > Things I don't understand??? > > __**Cincinnatus Table**__ > ** Read //The Fight for Boston,// pages 170-171. ** > Summarize the reading here: Most of the fighting in the beginning of the Revolutionary War took place in Boston. One of the first battles to take place was the battle of Bunker Hill. It involved 1,200 Americans known as the Minutemen. They were located on Bunker Hill overlooking the Boston Harbor. It took the 2,400 British Redcoats 3 attempts before they could finally get over the hill. 1,000 redcoats were dead or wounded and only 400 Americans were lost. Eventually, George Washington became the head commander on the American side and won the war in March of 1776. > > **Define bold terms here:** > **Battle of Bunker Hill--** This was the first major battle of the revolution. It proved that the Americans could fight bravely. It also showed that the British would not be easily defeated. > > **Blockade--** The shutting of a port to keep people or supplies from moving in or out. > > **Mercenary-** Soldier who fights merely for pay, often for a foreign country. > > **How did Washington force the British to leave Boston?** > He lined up cannons from Fort Ticonderoga, and when the British saw it, they knew that had to flee. > > **Things I don't understand???** > Why did the British flee? Couldn't they match the power of the American army? > > > > > -- > > **Tuesday,10/13/09** > > media type="youtube" key="LRxJh9mcfmk" height="344" width="425" > > > > > > ​​ > > > **__Thursday, 10/8/09__** & __**Friday, 10/9/09**__ & __**10/13/09**__ > > What events led up to the American Revolution? > > Salutary Neglect: When an authority knows that something illegal is happening, and then ignoring it. ​ Laws that are not being enforced, and then all of a sudden enforcing it. > Example--"The British exercised //salutary neglect// toward the American colonies prior to the French and Indian war by not enforcing trade laws." > > Taxation without Representation: when people get taxed, have no representation in these taxes. > > Sugar Act(1764)- > The British taxed the molasses to settle their debts from the French and Indian War. They did it to stop all the illegal smuggling that was going on. Most of the molasses w as bought from smugglers. The sugar act actually lowered the tax on sugar/molasses. ​ But, after that, the British paid much more attention to the smugglers, by trying to capture them. > > **Currency Act(1764)-** > The British wanted the colonies stop printing their own money, and then forced them to revert to the British currency, because the colonies money was less valuable then the British money. However, the colonists did not heed the British. > Stamp Act(1765)- > The British passed the Stamp Act which taxed everything like financial papers, legal documents, newspapers and basically anything that was made out of paper. The British taxed them because they needed money for the Crown. People from Boston went to Governor Hutchinson's home and raided his home, and burned the items. > > Quartering Act(1765)- > The colonies were forced to support the British soldiers, when they came to stay. They had to give them shelter and food. The colonists thought their rights were being taken away, and were therefore upset. > > **Stamp Act is Repealed and Declaratory Act is Passed(1766)-** > Parliament repeals the Stamp Act. Then, they passed the Declaratory Act, which showed the colonies that the English still had total power over the colonies. They did this to cover up the weakness they showed when they repealed the Stamp Act. > > Townshend Duties(1767)- > The British started taxing things like glass, lead, paint, paper and tea. Then, Ben Franklin, who was over in England, agreed to it, telling Townshend he thought the colonists could handle the taxes. > > Boston Riots(1768)- > Bostonian riot after the British seize John Hancock's ship. After this, the British troops are continually stationed in the city,aggravating city residents by competing for jobs on the waterfront > > Boston Massacre-was it a massacre or was it a riot? Did the British soldiers fire into an innocent crowd, or did some colonists throw ice and rocks at the soldiers, and the soldiers defended themselves? // The perception of a massacre became reality after Paul Revere published his engraving entitled "The Bloody Massacre". However, Patriot attorney John Adams successfully proved in a court of law that the soldiers were just defending themselves from a violent mob. // > > Tea Act- East India Tea Company was the most powerful company in history, but was almost bankrupt by 1773. The Tea Act said that the EAC could sell directly to the colonists for a cheap price, but the colonists didn't like this because it hurt the colonial merchants, who did a lot of business in smuggled tea. Shortly afterward, colonists dumped tea into Boston Harbor in the Boston Tea Party in December 1773. > > > Intolerable Acts- took away anything that made Massachusetts like a democracy in punishment for the Boston Tea Party. If you work for the British and need a trial, it will be done in Britain (rather than the colonies where the crime happened) and the British worker almost always was proven innocent. Shut down the Port of Boston. Have to get the Governor's approval for a town meeting and can not vote. If you are in the army and live in the Colonies you will be transported to Britain if you are accused of a crime. Forced people to house British soldiers. > Boston Port Act--Closed the port of Boston to trade. > Massachusetts Government Act--Increased the amount of Royal control of Massachusetts by taking away the right of people to elect their representatives to the Colonial legislature and making towns get approval from the Governor to hold meetings. > Administration of Justice Act--Allowed for Royal officials accused of crimes to be tried in a court in Great Britain rather than in the colonies. Also known as the Murdering act because Colonists believed the Act encouraged British officials to commit crimes knowing they would be tried in Great Britain. > Quartering Act of 1774--Forced colonists in all the colonies to house British soldiers in unoccupied houses. > Quebec Act--Created a Royal controlled government for the Province of Quebec. Many colonists objected because of the further attempt to extend Royal control in North America.



__**Wednesday, 10/7/09**__

Shmoop--The American Revolution

Timeline 1 Timeline 2 Timeline 3

__**Tuesday, 10/6/09**__

Type 1 writing (3 mins/5 lines) After viewing the song No More Kings-- write a brief summary of the song and it's meaning.

What events led to the American Revolution? media type="youtube" key="ofYmhlclqr4" height="344" width="425" Key points to the video- Colonists moved to new land, and most promised their loyalty to Great Britain and the king. Most of the colonists moved to this land to start a new life. After a while, the colonists became more and more independent, and followed the kings orders less. The colonists were getting upset with the king because he was taxing them, and they had no say on it. Because of the taxes, the colonists rebelled and dumped their tea into the harbour. Key points from video- At first the King helped the early settlers. The colonists developed 13 different colonies. They then realized they didn't need the British to rule their country anymore. The American colonists held the Boston Tea Party because the King was taxing them on EVERYTHING. And he was not giving them any say in Parliament. Eventually, they began boycotting and protesting things. The Revolutionary War was a result of the colonists giving up on England, and the King not liking that. Lyrics

[] [] Loyalist- A colonist who is loyal to the King and the British. Patriots- A colonist who is against the King and the British.

1764

 * Sugar Act.** Parliament, desiring revenue from its North American colonies, passed the first law specifically aimed at raising colonial money for the Crown. The act increased duties on non-British goods shipped to the colonies.
 * Currency Act.** This act prohibited American colonies from issuing their own currency, angering many American colonists.

__**Monday, 10/5/09**__ Editors work on videos

Google News


 * Search the following terms:**
 * Civic virtue (Cincinnatus)
 * common welfare (Montesquieu)
 * natural rights (Locke)
 * private domain

Share an article with the table. Table selects best article that uses the term in context of what we learned.

If complete:

Read and respond to private domain discussion on Moodle blog.

__**Friday, 10/2/09**__ Government Check Up (on Moodle)

Private Domain blog post and response (on Moodle)

__**Thursday, 10/1/09**__ Period 1-videotape Periods 2,3,5-see Constitutional government lesson from Wednesday

__**Wednesday, 9/30**__ Period 1--Report to class (Per.1 will videotape on Thursday) media type="custom" key="4478842"
 * 1) Watch video explanation of Constitutional Government

2. Open a new Google Doc, title it "Constitutional Government", and write the following: 3. Read the constitutional government pdf and: 4. Rehearse the 30 second commercial
 * constitution: a frame work for a government. It tells how it is organized and run. It doesn't have to be written
 * constitutional government: When the powers of a government are limited, nobody is above the law, and it protects people's rights
 * autocratic government: When the constitution doesn't limit the government's powers
 * higher law : Something that must be obeyed by all people
 * private domain: An area of an individual's life that is no business of the government
 * Define the terms
 * Be ready to discuss the ideas in the pdf on Friday
 * Time the rehearsal
 * Be ready to videotape Thursday in the LGI

Report to LGI//**
 * //Periods 2, 3, 5 -- Videotape 30 second ad

__**Tuesday, 9/29/09**__ we are finishing scripts, and rehearse to make sure that it is thirty seconds long, and then tomorrow we will head to the lgi to shoot the video.

__**Friday, 9/25/09**__ 30 second Fixing Government Infomercial (Billy Mays Style)

Thursday, 9/24/09


 * Type 3 Writing Assignment **

Write a well thought-out and organized paragraph around the following topics:


 * Locke table:** Explain some situations in which you think you should put the common welfare above your own interests.


 * Montesquieu table:** Explain some situations in which you might not want to put the common welfare above your own interests.


 * Hobbes table:** Explain some situations in which people might disagree about what is best for the common welfare. What should be done when there are such disagreements? Why?


 * Cincinnatus table:** Describe a person you know or a leader in our nation who you think has civic virtue. Explain what that person did to cause you to think so.

FCA's__**:**__
 * [5 points] The paragraph is focused on the discussion topic.
 * [5 points] The paragraph includes 2 to 3 fully explained and relevant examples.
 * [5 points] The paragraph demonstrates an understanding of common welfare/civic virtue.

Steps:
 * 1) Open Google Doc that was shared with Mr. Titzel--Rename Doc (Common Welfare-[period]) Ex-Common Welfare-2
 * 2) At the top of the Doc copy and paste the Writing prompt and FCA's.
 * 3) Write paragraph 10 minutes.
 * 4) Read the entire draft paragraph in 1 foot voice without stopping--Does the paragraph make sense? How do you rate your paragraph based on the 3 FCA's?
 * 5) Re-read the draft and correct spelling, punctuation, and grammar mistakes.
 * 6) Highlight the 2 to 3 examples used to support your explanation.

__**Wednesday, 9/23/09**__

Moodle Quiz Send the discussion to mr. titzel (the paragraph that you had to do about the question your group got) Discussions

__**Tuesday, 9/22/09**__

What is a republican government?

Why is common welfare and civic virtue so important in a Republic?

How should a Republic be organized to avoid a dictator?

Locke group- Describe a person you know or a leader in our nation who you think has civic virtue. Explain what that person did to cause you to think so.

Montesquieu group- Explain some situations in which you think you should put the common welfare above your own interests.

Hobbes group- Explain some situations in which you might not want to put the common welfare above your own interests.

Cincinnatus group- Explain some situations in which people might disagree about what is best for the common welfare. What should be done when there are such disagreements? Why?

__HW__ Discuss with parents or older sibling assigned question regarding common virtue. Write a summary of your discussion in Google Docs. Come to class prepared to discuss question.** - **** Be prepared to speak in class about your topic ** 

__**Monday, 9/21/09**__
 * What is a republican government?**

Define the following terms:
 * 1) Roman Republic-- //A government which influenced the ideas of the Founders and lasted from 509BC to 27BC in ancient Italy.//
 * 2) aristocrats-- //wealthy upper class citizens//
 * 3) republican government-- //The citizens have the power and elect people to represent them.//
 * 4) common welfare-- for the greater g//ood of the entire community.//
 * 5) civic virtue-- //When both citizens and their leaders live modest lives//.
 * 6) dictator-- //A supreme ruler with unlimited power.//
 * 7) separated powers-- //The division of power among different branches of government.//
 * 8) balanced powers-- //No one branch has more power than the others//

__**Friday, 9/18/09**__ > everyone join the study hall wiki
 * 1) watch videos for all periods
 * 2) government moodle quiz 100% is mandatory!!!!!!!!!!

-View State of Nature in School video -Government Moodle Quiz (must get 100%) -wikispaces--get everyone signed onto Study Hall wiki
 * 1) join wikispaces (use school username and for email username@hershey.k12.pa.us
 * 2) After joining wikispaces, sign in and go to Study Hall wiki
 * 3) Click "Join this wiki" at top left hand corner of main page
 * 4) Click "membership request"

__**Thursday, 9/17/09**__ media type="custom" key="4428229"

media type="custom" key="4396767" Quiz tomorrow. Study the notes from Wednesday.

__**Wednesday, 9/16/09**__
 * Why do we need a government? **

=Moodle Quiz Friday= Study government definition, state of nature, natural rights, absolute power, social compact, Thomas Hobbes, John Locke.

HW last night was to define the following:


 * Government- A person or group of people who have the power to create and enforce laws for a country or small area.

State of Nature- When there is an absence of government, civilization, laws, or anyone telling you how to live. **


 * Natural rights-** (John Locke's) life, liberty, and property. Rights that can't be taken away by the government.


 * Absolute power-** Power without limits.

Example- In a social compact people //consent// to be governed in exchange for protection.
 * Consent-** Agree. People agree to be governed in order to provide protection. (Thomas Hobbes)

Homework for Friday is to go to moodle forum, state of nature. **//(This homework is on hold until some Moodle issues are cleared up)//** Type 1 writing: What do you believe is your most important right. Explain why. (4 lines/3 minutes) Notes: Thomas Hobbes is godfather of state of nature! **//(see yesterdays notes)//** State of nature is when you live with out laws of culture! ( lions in Africa live very short lives because they are eaten by other animals) State of nature does not last long (lord of the flies) **//(People want security so they will follow the strong leader-which becomes a government with absolute power)//** Why are we studying what we are studying? We are studying what we are studying because everything we think someone has already thought of. [What?] **//We are about to study the Declaration of Independence and the formation of our government. It is important to understand that very little of what our founding fathers created was totally original. We all rely on what came before us to make sense of our world. The founding fathers of the U.S. relied heavily on the ideas about gvernment that Thomas Hobbes, John Locke, and Montesquieu wrote about-//**
 * Social compact-** An agreement among people to make a government and rule them and protect their natural rights.

In class we talk about: **// Without a goverment we could: eat pepople, kill people, ect. we can just do what ever we want. The only thing to solve this problem is to have a government. O.K., the cannabalism may have been an extreme example. The point is in a state of nature there are no guaranteed rights so anything goes (including murder and other bad things). Everyone would live in fear and distrust. To avoid this situation people consent (agree) to be governed in order to provide security and protection. Civilization cannot flourish in a state of nature.//**
 * 1) **//People agree to be governed by others for their security ( social compact) //**
 * 2) **//Otherwise, we would live in a state of nature where life would be "solitary, nasty, brutish, and short" (Thomas Hobbes words)//**
 * 3) **//The main purpose of government is to protect people's// natural rights //of "Life, Liberty, and Property" (John Locke's words)//**

__**Tuesday, 9/15/09**__

Define Government: A group of people who have the authority to make and enforce laws for a country or area.

Define State of Nature: The absence of laws, government, civilization or anyone telling you how to live.
 * English philosopher Thomas Hobbes (1588-1679) wrote about the state of nature and the need for a government to protect peoples rights in book Leviathan (1651).
 * Hobbes states that life in a state of nature is "nasty, brutish, and short"
 * The way out of the state of nature is for people to agree to be governed in order to keep the peace and security (social compact)

1.role of government type 1 writing 2. Gettysburg Address Video 3. Define state of nature and government


 * __Please try to get the video in 1 try!__**

__**Homework**__ (Due-Wednesday) Reading Assignment: Why Do We Need a Government? Define the following vocabulary terms from the reading- -natural rights: The right to life, liberty, and property.

-consent: To agree to do something. -absolute power: Power without limits.

-social compact: An agreement people make among themselves to create a government to rule them and protect their natural rights.

__**Homework**__ (Due-Friday) Moodle Forum--State of Nature