Friday, October 26, 2012

11/14 Wednesday Essay exam notes! Please read and be prepared to demonstrate how enlighthenment thinking shaped America and was different fom the past


Review PPT 29 slides  Click Here for Great Review!

Historical Background :
           
Where did our Founders get the idea that they had the right to cut off all ties from England? Our Founders were very learned men. They read the ideas of the current political thinkers of their day known as the Enlightenment Thinkers/Philosophers. Some of the most influential thinkers: Thomas Hobbes, John Locke, Jean-Jacques Rousseau, and Charles de Montesquieu had the largest influence on our founders.
           
            The Enlightenment Philosophers applied a scientific/reasoned approach to government. They questioned where the authority to govern came from. Is the right to govern a hereditary right or is it a contract between the rulers and the people? They also questioned what rights citizens had in a country and what rights the citizens had if they were unhappy with the government.  

            In addition to reading the Enlightenment Thinkers many of our Founders were members of congregational churches. Congregational churches differed from the Church of England/Roman Catholic Church in government. In the Church of England/Roman Catholic Church there was one supreme leader who was ultimately responsible for all decisions either the king or the pope. In congregational churches the ultimate authority rested in the individual congregations. Each congregation was accountable to no one but God; therefore, the congregation had a voice in the decisions of their local church/congregation. The increased voice in religious life led to increased participation in the government.

            The problem? King George of England did not agree with the ideas of the Enlightenment Philosophers or of the congregational churches. He believed he was the ultimate authority and that his decisions, with Parliaments approval, were the law. The colonists should be grateful for living under the benevolent authority of England. England had fought a series of wars, which were quite costly. Since the French and Indian Wars were fought in the colonies it was only reasonable that the colonists should pay for the expense of the war and the resulting cost of maintaining troops in the colonies. The colonists believed they had a right to vote on all tax increases and should have a voice in the governing of their particular colonies.

Colonists, (after reading the enlightenment thinkers) believing they had the right to question the king’s decisions, organized resistance against the king’s taxes. King George responded with increasingly more restricting laws and imposing on property rights (quartering troops). 

The Continental Congress met to decide how they would respond to the king’s increasing restrictions on their liberty. The debate boiled down to sending a list of grievances to the king or to break ties to Britain and create a whole new nation. If they were to be successful it would be the first time in history that a colony was able to cut ties with their sovereign. Many of the delegates believed the social contract between the colonies and England had been broken therefore they had the right to break the contract.

            The final decision was for a committee to compose a declaration to the king to inform him of the violations to the social contract.  Thomas Jefferson composed the Declaration of Independence. 



Enlightenment Thinkers

John Locke

John Locke wrote two treatises of government in 1690. In these treatises he said that the government should be like a contract or agreement between the people and the ruler. The ruler is given the power to govern the country as long as he doesn't abuse his position.  In brief, Locke argued that sovereignty did not reside in the state but with the people, and that the state is supreme, but only if it is bound by civil and what he called "natural" law. If the ruler didn't keep the contract, the people could overthrow the government. Locke also believed that the people were entitled to natural rights such as life, liberty and the protection of their property.  Many of Locke's political ideas, such as those relating to natural rights, property rights, the duty of the government to protect these rights, and the rule of the majority, were later embodied in the U.S. Constitution.




Thomas Hobbes

In 1651, Hobbes wrote his most famous work, entitled Leviathan.  In it, he argued that people were naturally wicked and could not be trusted to govern.  Therefore, Hobbes believed that an absolute monarchy-a government that gave all power to a king or queen-was best.


Hobbes believed that humans were basically selfish creatures who would do anything to better their position. Left to themselves, he thought, people would act on their evil impulses. According to Hobbes, people therefore should not be trusted to make decisions on their own. In addition, Hobbes felt that nations, like people, were selfishly motivated. To Hobbes, each country was in a constant battle for power and wealth. To prove his point, Hobbes wrote, "If men are naturally in a state of war, why do they always carry arms and why do they have keys to lock their doors?"

Governments were created, according to Hobbes, to protect people from their own selfishness and evil. The best government was one that had the great power of a leviathan, or sea monster. Hobbes believed in the rule of a king because he felt a country needed an authority figure to provide direction and leadership. Hobbes understanding of government supported the old way of rule.  His ideas were different from many of the other enlightenment thinkers.  

Rousseau

In 1762 Rousseau published The Social Contract, a masterwork of political science that describes a just society in which liberty and legality are drawn from what he terms the general will.  According to Rousseau, a society consists of a collection of free and rational beings living in a given community.  It is the collective action of this group that determines its contribution to social development and to humanity.  People therefore must be free and equal before the law.  Since only those individuals who are free and equal under the law can enter into a social contract to form the general will, the general will becomes the moral force or authority, and in turn, the final arbiter of right and wrong.  


Montesquieu

Montesquieu’s book, On the Spirit of Laws, published in 1748, was his most famous work.  It outlined his ideas on how government would best work.  He believed that all things were made up of rules or laws that never changed.  He set out to study these laws scientifically with the hope that knowledge of the laws of government would reduce the problems of society and improve human life.  According to Montesquieu, there were three types of government: a monarchy (ruled by a king or queen), a republic (ruled by an elected leader), and a despotism (ruled by a dictator).  Montesquieu believed that a government that was elected by the people was the best form of government.  He argued that the best government would be one in which power was balanced among three groups of officials-and idea he called “separation of powers.  His ideas became the basis for the United States Constitution.



Key Ideas of Locke:

The idea of self-government favored over absolute monarchy.

All humans have the same natural rights to seek life, liberty and property.

All humans have a responsibility not to intrude on the rights of others.
Government represents a social contract between the ruler and the people.
The purpose of government is to protect people’s natural rights.
If it doesn’t, the people have the right to overthrow that government.
Government’s power comes from the consent of the people.

Key Ideas of Rousseau:
People are born free but are often kept in chains by their social institutions.
People give up some of their freedom in exchange for the common good.
The general will or the will of the majority must take priority over individual will.
Government should be formed by the people and guided by the general will of society.
All people are equal and titles of nobility should be abolished.
Every system of government should have as its objectives two things, liberty and
equality.

Key Ideas of Montesquieu:
Many forms of government can work well.
The liberty of the people should be protected from corrupt leaders.
Freedom for the people should be sought and tyranny in any form should be opposed.
Separation of powers in government is the key to successfully keeping one person or
group from obtaining too much power.
Having three branches of government would separate the power and serve as a check of
each other.

Key Ideas of the Declaration of Independence:
All men are created equal.
Men have inalienable rights such as life, liberty and the pursuit of happiness.
Governments are instituted to protect these rights.
Governments derive their powers from the consent of the governed.
If a government takes away people’s natural rights, the people have a right to abolish it.
People have a right to establish a new government that will protect their natural



Thursday, October 25, 2012

1812 DBQ Rubric and corrections


Improvements needed because of the following:






- Parts not written in your own words

- not giving credit to your source

- Sentence structure weak or confusing

- Run- on sentences

- Needs more quotes, statistics, sources

- Unclear Thesis

- Does not clearly prove thesis

- Does not use topic sentences

- Paragraphs off topic

- Does not give specific examples

- Not enough proof paragraphs (less than 3)

- Does not complete task requirements

- No hook

- Hook not clearly connected to topic

- Weak historical context

- Does not follow a logical or chronological  pattern

- Incomplete or weak  conclusion


-  Poor spelling

-   Reader has difficulty  understanding how the person or topic was important in shaping American history

- no/few quotes from primary sources

-  turned in late

- does not demonstrate similarities or differences









5
·       Contains an introduction, body, conclusion in correct order.
·       Introduction contains provable thesis and interesting hook.
·       Proves thesis by including supportive details.  Ideas are fully developed in body.  
·       Shows clear evidence of frequent primary source document use (i.e. quotes, statistics)
·       Is both descriptive and analytical (applies, analyzes, evaluates)
·       Includes relevant outside information
·       Reader understands why topic was important in shaping American history.
·       Writing conventions contain little or no mistakes.
·       Evidence of revision.
·       Clearly demonstrates explains labels and supports choices with specific proof from documents and outside sources

4
·       Introduction contains thesis and hook.
·       Body has several proofs that are related to the thesis.
·       Shows evidence of primary some source document use (i.e. quotes)
·       Essay may be slightly off-topic at times.
·       Minimal inaccuracies
·       Reader shows some good understandings of important facts related to topic
·       Some mistakes in spelling and grammar.
·       Clearly demonstrates similarities and differences
·       Clearly demonstrates explains labels and supports choices with specific proof from documents and outside sources

3
·       Thesis is stated in first part of essay.
·       Writing is a summary and makes some attempt to prove a thesis.
·       Many ideas are weak and not fully developed.
·       A few uses of primary sources
·       May lack focus; may contain digressions; some inaccuracies
·       Mistakes in spelling and grammar.
·       Attempts to demonstrate several similarities and differences
·       Attempts to develop and prove labels

Quiz Friday

10 Multiple Choice questions

Enlightenment philosophers
Constitution - seperation of powers
Washington's foreign policy
Marbury v Madison
War of 1812
Monroe Doctrine

1812 DBQ Outline p. 120-122


INTRO
Hook – Star Spangled Banner – first or last 2 lines(story p.114)
Historical Context: American foreign policy leading up to 1811
Textbook p. 104, 112 Classwork sheet: Historical Context
Thesis: Some historians have called the War of 1812 the
“Second War for Independence” while others see it as our “First War of Conquest”.  At first glance it seems the war changed little, but if we look closer we can see that it transformed America.
Body 1
The War of 1812 has been called “the second war for independence”.
Text p.112-114
Text Doc#  1,3
Class Doc#  1,2,4,7
Body 2
Some historians have argued that the War of 1812 was a war of conquest.  
Text p.112 -114
 Text Doc# 1,2,3
Class Doc# 3,5,6,7,8
Body 3
The war at first seemed to change little, but it did transform America.
Text p.115 (list)
Text Doc# 5       Class Doc# 8(north vs. south)
Conclusion
Political Poster – line 1 & 2 p. 120 (top)
Restate Thesis and proof
War of 1812 leads to Monroe Doctrine

Friday, October 19, 2012

Reminders!

---Essay Due Friday p120-122 Textbook (See old posts)
---Study Quarterly Exam Vocabulary (See old posts)
---Use UNIT 2-3 Review Power Point (See old posts)
---Use Regents Review questions (Web site in sidebar or link in old post)
---Finish Chapter 6 by Wednesday 10-24-12     READ!!!!!!


Friday 10-19-12 HW and Essay reminder!

Read p.107-109 Explain the meaning and importance of the Marbury vs. Madison Supreme Court case. 


Due Friday 10/26/12 Complete the DBQ Essay on The War of 1812Using the documents on p. 120-122 and the information of the chapter about the war, its causes and effects.  Use the task to construct your thesis statement.  Use a dictionary as you read!
  
You DO NOT need to hand in the document questions, just the essay

Quote and summarize from the documents as well as using the textbook!  Name the person you are quoting or summarizing as you are giving your proofs.  Every 

paragraph should be clearly and directly connected to your thesis!


RUBRIC   - Please aim for a 5!




ESSAY
5
·       Contains an introduction, body, conclusion in correct order.
·       Introduction contains provable thesis and interesting hook.
·       Proves thesis by including supportive details.  Ideas are fully developed in body.  
·       Shows clear evidence of frequent primary source document use (i.e. quotes, statistics)
·       Is both descriptive and analytical (applies, analyzes, evaluates)
·       Includes relevant outside information
·       Reader understands why topic was important in shaping U.S. history.
·       Writing conventions contain little or no mistakes.
·       Evidence of revision.

4
·       Introduction contains thesis and hook.
·       Body has several proofs that are related to the thesis.
·       Shows evidence of primary some source document use (i.e. quotes)
·       Essay may be slightly off-topic at times.
·       Minimal inaccuracies
·       Reader shows some good understandings of important facts related to topic
·       Some mistakes in spelling and grammar.
3
·       Thesis is stated in first part of essay.
·       Writing is a summary and makes some attempt to prove a thesis.
·       Many ideas are weak and not fully developed.
·       A few uses of primary sources
·       May lack focus; may contain digressions; some inaccuracies
·       Mistakes in spelling and grammar.
2
·       Thesis is weak or unclear.
·       Writing is a summary and does not show a purpose.  May be missing paragraphs introduction or conclusion.
·       Ideas are weak and not always related to the topic 
·       Several inaccuracies.
·       Shows little evidence of primary source document use
·       Many mistakes in spelling and grammar that make it hard to read.
1

·       No Thesis
·       Lacks parts of essay like body or conclusion
·       No paragraphs
·       Few proof and no use of sources
·       Many mistakes in spelling and grammar that make it hard to read