Understanding the Social Contract

1. Understanding the Social Contract 8/21-22/14

2. Do Now • Write down the question and answer it in your notebooks quietly. You will have 15 minutes to do this. • Explain how their ideas on human behavior influenced Locke and Hobbes views on the purpose of government

3. Do Now 9/4/15 • Copy down the question and answer it. • What type of governments do John Locke and Hobbes want? (Hint determine who has the power in their government views)

4. “Nature” • 17th century philosophers used this term to refer to people before they have been influenced by outside pressures or training. • They also used the term in the same way we might use it today: • “outside of human society”

5. Two Questions: • What is man like without restraint of law or morality? • What is life like for Man in the State of Nature?

6. The Social Contract • Contract = agreement • The “Social Contract” is an imagined agreement between ourselves and the govt. • At issue? • Sovereignty • “independence” or the ability to take matters into your own hands. • Justice • Balance and consequences for actions • Justice is a noun? How could we use it as an adjective? • Call things “justified” or “just”

7. Three main issues • What is life like “in a state of nature” where there is no government? • What are people like “naturally”? Are they ‘good’ or ‘bad’? • What is the relationship between these people and their government?

8. Overall Claim: People can quit drugs

9. Overall Claim: People are naturally crazy

10. Sample Court Trial

11. Questioner and Answer Person • In debates, called the “cross examination” • Clarify • In your opening statement, you claim that law enforcement policies diminish the number of drug users in society, is that correct? …. Could you explain how enforcement policies work to diminish the number of drug users?

12. Questioner and Answer Person • In debates, called the “cross examination” • Expose Bad Arguments • In your first argument you state that law enforcement diminishes the number of drug users. How does it make sense, if people in jails use drugs?

13. Questioner and Answer Person • In debates, called the “cross examination” • Expose Inadequate Evidence • - You claim that law enforcement strategies have decreased the number of drug users? • - Yes. • - Could you demonstrate how much that number was decreased by, through a statistic? • - Well, it is common sense that people cannot get drugs in jail, so they stop using them.

14. Sample Cross Examination

15. Debate with passion!

16. Opening statement • We believe that cell phones should not be ban from the school. Cell phones should not be ban from school because in case of an emergency we can use them to get help. For example, one of the victims from the Colombian shooting saved lives because she used her cell phone to call the cops authorities said “ had it not been for her calling more people would have died.”

17. Cell phones help with our education. We spend 18, 000 hours in school for the average year studying and learning. With the use of cell phones in school we can maximize the learning time because it will let them conduct research when we need to do work or learn answers to questions we might have

18. A recent study from Education world states “when given permission to use phones for education purposes in school students grades rise a full letter grade” (education world Pg.3)

19. Closing argument • A much shorter intro, body, and conclusion (compared to the opening statement) • Restate your debate teams 3 main ideas/arguments • Remind the audience of your most important ideas • Do not introduce new information • Make an emotional connection with the audience

20. Closing argument • The closing statement must be at least 5 minutes • also, the closing should summarize the main ideas of the debate and leave the audience wanting to vote for your team for the win. • Emphasize the key points (main ideas) of your debate!

21. Closing argument example • First of all I want to thank the jury for being presented to hear our case. In our case we have made the argument of not banning cell phones. Cell phones are a great tool that can save lives in the case of an emergency. They have saved lives at different schools when shootings have happened. Think about all the children that could be saved if they had access to a phone

22. They would still be alive right now and doing great things in the world. Not only do cell phones save lives but they allow students to be better educated. 9 out of ten students would benefit from having cell phones in the class because it would allow them to be better prepared according to our research as mentioned before.

23. One of those 9 students could go on to change the world if we allow them to learn to fullest potential if we trust them with phones in school. Think about it wouldn’t you want your child to do great things? I am asking you not for myself but for the students who would benefit from cell phones.

24. Final Prep for Debate: Organizing Arguments • On a sheet of paper, write 1-9 down the side. You need to list and rank your arguments: • Drop small or insignificant arguments. • Join together similar arguments to make larger ones • Make sure you have prepared statements for the opener and closer. • These should state your strongest arguments. • Questioner should have questions, and follow ups planned. • You will also want to pay attention to the opening statement of the other side, in case you can come up with clarification questions on the spot. • YOU SHOULD BE PREPARED TO DEFEND BOTH HOBBES AND LOCKE’S VIEWS.