Why Government

Learning Resource Type

Classroom Resource

Subject Area

Social Studies

Grade(s)

7, 9, 10

Overview

In this lesson from iCivics, students take a look at two political thinkers that spent a lot of time trying to answer the question, "Why Government?" - Thomas Hobbes and John Locke. This lesson combines our Influence Library entries on these men and adds activities that ask students to compare and contrast Hobbes and Locke and to think about how these philosophers influenced those that followed in their footsteps. 

Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.2

Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

UP:SS10.7C.2

Vocabulary

  • philosophers

Knowledge

Students know:
  • The important ideas and contributions of historical thinkers such as John Locke, Thomas Hobbes, Jean-Jaques Rousseau, Thomas Paine, Niccolo Machiavelli, Charles de Montesquieu, Voltaire.

Skills

Students are able to:
  • Relate the ideas put forth by important philosophers to founding ideas and documents of American government. Interpret primary source documents to identify original ideas.

Understanding

Students understand that:
  • Many of the founding documents of the United States are based upon the ideas of various Enlightenment Philosophers.
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.3

Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.

UP:SS10.7C.3

Vocabulary

  • power
  • federalism
  • republic

Knowledge

Students know:
  • The characteristics of the various forms of government found around the world including Federal Republic (representative democracy), Monarchy (absolute monarchy), Limited monarchy (constitutional monarchy), Oligarchy, Dictatorship, Theocracy, and Pure democracy (direct democracy).

Skills

Students are able to:
  • Interpret primary source documents.

Understanding

Students understand that:
  • The system of government of the United States can be compared to other forms of government in the world.
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.6

Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

UP:SS10.7C.6

Vocabulary

  • juvenile
  • civil law
  • criminal law
  • rights
  • Bill of Rights
  • rule of law
  • state
  • federal
  • local
  • court
  • offense
  • felony
  • misdemeanor
  • jail
  • prison
  • juvenile detention center

Knowledge

Students know:
  • The similarities and differences between civil and criminal law.
  • The structure of the juvenile court system.
  • The rights and freedoms guaranteed in the Bill of Rights.

Skills

Students are able to:
  • Use primary source documents to justify the actions of courts.

Understanding

Students understand that:
  • Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.
Social Studies (2010) Grade(s): 9 - World History

SS10.WH.5

Describe the rise of absolutism and constitutionalism and their impact on European nations.

UP:SS10.WH.5

Vocabulary

  • absolutism
  • constitutionalism
  • Petition of Rights
  • English Bill of Rights

Knowledge

Students know:
  • The definitions of absolutism and constitutionalism and the impact these philosophies had on European nations.

Skills

Students are able to:
  • Use primary resources, evaluate influential philosophies.

Understanding

Students understand that:
  • The philosophies of absolutism and constitutionalism had a lasting impact on European nations.
Social Studies (2010) Grade(s): 9 - World History

SS10.WH.6

Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment.

UP:SS10.WH.6

Vocabulary

  • Scientific Revolution
  • Age of Enlightenment
  • Sir Isaac Newton's law of gravity

Knowledge

Students know:
  • The ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment.

Skills

Student is able to:
  • Identify key figures and achievements using primary and secondary resources.
  • Evaluate the importance of historic individuals, ideas, and achievement.

Understanding

Students understand that:
  • There were significant ideas and achievements that came out of the Scientific Revolution and the Age of Enlightenment.
Social Studies (2010) Grade(s): 10 - United States History I

SS10.US1.4

Describe the political system of the United States based on the Constitution of the United States. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

UP:SS10.US1.4

Vocabulary

  • political system
  • elements
  • distinguishing
  • ideologies
  • conflicting

Knowledge

Students know:
  • The inadequacies of Articles of Confederation and how these lead to the writing of the Constitution.
  • Personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States.
  • The purpose and effects of the Federalist Papers.
  • Details of the political system of the United States based on the Constitution of the United States.
  • How to interpret the Preamble to the Constitution.
  • The purpose of the separation of powers and how this works in the U.S. federal system.
  • The meaning and purpose of the elastic clause.
  • The purpose of the Bill of Rights and the effects of these amendments.
  • Factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell Address, and the election of 1800.
  • The reasons for and effects of the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments.

Skills

Students are able to:
  • Analyze and describe the political system of the United States based on the Constitution of the United States by giving a verbal or written account with characteristics of the political system.
  • Interpret the Preamble of the Constitution, separation of powers, federal system; elastic clause, the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments by examining these parts.
  • Describe the inadequacies of the Articles of Confederation by giving a verbal or written account of the weaknesses.
  • Distinguish personalities, ideas, issues, ideologies and compromises related to the Constitutional by highlighting these differences.

Understanding

Students understand that:
  • The Constitution replaced a weak Articles of Confederation and provides the basis for governing the United States.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Other

License Type

CUSTOM

Resource Provider other

iCivics
https://www.icivics.org/teachers/lesson-plans/why-government?referer=node/10467…

Custom License Type (URL)

https://www.icivics.org/terms-use

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments or Notes

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Approved Date

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