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OBJ: Students will understand the difference between Limited and Unlimited Government.

OBJ: Students will understand the difference between Limited and Unlimited Government. What is your life like today? What are five freedoms that you enjoy? What happens if drop something important in school? How are you punished?. Drill Answers?. What is your life like today?

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OBJ: Students will understand the difference between Limited and Unlimited Government.

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  1. OBJ: Students will understand the difference between Limited and Unlimited Government. • What is your life like today? • What are five freedoms that you enjoy? • What happens if drop something important in school? How are you punished?

  2. Drill Answers? • What is your life like today? • What are five freedoms that you enjoy? • What happens if drop something important in school? How are you punished?

  3. Drill Answers? • What is your life like today? • What are five freedoms that you enjoy? • What happens if drop something important in school? How are you punished?

  4. Age of Enlightenment Standard 7-2: The student will demonstrate an understanding of the concepts of limited government and unlimited government as they functioned in Europe in the seventeenth and eighteenth centuries.

  5. Limited and Unlimited Government • Limited government-a government that has restraints placed upon the power and authority of government • In a limited government, citizens can participate in government decisions. • Unlimited government-a government that has no limits placed upon the power and authority of government.

  6. Limited and Unlimited Government • Limited government-a government that has restraints placed upon the power and authority of government( Constitution and Bill of Rights) • In a limited government, citizens can participate in government decisions.( VOTE!) • Unlimited government-a government that has no limits placed upon the power and authority of government.(One person/one power!)(Individuals have no rights!)

  7. Unlimited Government • In an unlimited government: • There is no limit to prevent the government from becoming a tyranny. • The citizens have no rights and freedoms. • Citizens are expected to totally obey the government and ruler. • Lets listen to life in North Korea: • http://www.npr.org/2012/03/29/149061951/escape-from-camp-14-inside-north-koreas-gulag

  8. Lets Break down the story: On the back of your paper! • Is he treated the same as prisoners in this country? • Why is he in prison? • What did he do that he felt was right? Why?

  9. OBJ: Students will understand the difference between Limited and Unlimited Government. • What is your life like today? • What are five freedoms that you enjoy? • What happens if drop something important in school? How are you punished?

  10. How is this life different then yours? Separate sheet of paper! • Compare and contrast life in a dictatorship(unlimited government) vs democracy( Limited Government) : • Paragraph one: What are you talking about? Introduction! • Two: Life in the United States • Three: Life in North Korea • Four: How is life alike and different

  11. In Europe in the 1600s and 1700s, the absolute monarchies (ruled by kings or queens) were UNLIMITED governments. • There was no way to stop the governments from mistreating the citizens. • The absolute monarchies (monarchies in which the king/queen had all of the power) were based on the idea of divine right, or the idea that their power came directly from God. • Because of this, no one ever questioned their rule.

  12. OBJ: Students will understand the difference between Limited and Unlimited Government. • Why did James want to get rid of Parliament? • I would like you to think of some way to make sure government does its job? • How can you make sure government stays Limited?

  13. OBJ: Students will understand the difference between Limited and Unlimited Government.Students will begin their essay10/23/12 • On your desk: • Composition book, PBIS, Class Notes, Get your composition bookand notes. • WARM UP!!! • Label what each of the paragraphs will be about in your outline.

  14. French and Russian Absolute Monarchies Louis XIV of France Peter I of Russia

  15. Age of Enlightenment Standard 7-2: The student will demonstrate an understanding of the concepts of limited government and unlimited government as they functioned in Europe in the seventeenth and eighteenth centuries.

  16. Groups: Groups: Only the group leader is allowed to talk to the teacher. Group leaders need to ask everyone what facts they have and where they go on the outline! 7-11 per paragraph. If some facts are missing or need checked 2 people can use the I pad.

  17. Closing . 3 Things You Found Out 2 Interesting Things 1 Question You Still Have

  18. Your Essay on Peter the Great or Louis XIV: I.(5-7)Introduction( You king and did he believe in limited or unlimited government) a. Thesis II.(7-11)Body Paragraph(About your Kings Life) a.Documentsupport (1st Limited/Unlimited) III.(7-11) Body Paragraph(What did he do for the country good and bad) a. Document support (2nd Limited/Unlimited) IV.(7-11) Body Paragraph(Why did he believe in unlimited Government) a. Document support (3rd Limited/Unlimited) V .(5-7) Conclusion a. Restate thesis b. Summarize

  19. OBJ: Students will understand the difference between Limited and Unlimited Government.Students will explain the people who began the Scientific Revolution. • On your desk: • Agenda book, PBIS, Class Notes, • WARM UP!!! • Please tell me about one change from England, France or Russia that you have studied in the last 3 weeks: How did the change help or hurt the King? • What is the Scientific Method?

  20. French and Russian Absolute Monarchies Peter I of Russia Who was he? Where did he live? The Hermitage Why is he important? What did he tax? What problems did he face when he was king? Would you have liked to live in his country if you were rich or poor? Louis XIV of France Who was he? Where did he live? Palace of Versailles Why is he important? What did he tax? What problems did he face when he was king? Would you have liked to live in his country if you were rich or poor?

  21. France and Russia had an unlimited government that put all of the power in the hands of the monarch. • These nations displayed their unlimited authority by: • Raising taxes • Dissolving, or getting rid of the legislative (law-making) body • Using the military to enforce policies

  22. Changes in Europe • There were changes that began to take place in Europe that restrained the power of government. • In 1215, King John signed the Magna Carta, or Great Charter, to show that the king was no longer above the law. • This led to the creation of constitutional monarchies, or monarchies that had to obey a constitution.

  23. King John signs the Magna Carta

  24. The Scientific Revolution • STEPS OF THE SCIENTIFIC METHOD • Analyze data • Form a Hypothesis • State the Problem • Draw a Conclusion • Gather Details on the Problem • Conduct Experiments

  25. The Scientific Revolution • The Scientific Revolution began because of advancements made in areas of science and math in the late 1500s and early 1600s. • After the Age of Exploration, new truths and research challenged previous ideas. • Scientists began questioning teachings of the Roman Catholic Church.

  26. Ptolemy’s Theory

  27. Copernicus’ Theory

  28. OBJ: Students will understand the difference between Limited and Unlimited Government.Students will explain the people who began the Scientific Revolution. • On your desk: • Agenda book, PBIS, Class Notes, • WARM UP!!! • Please tell me about one change from England, France or Russia that you have studied in the last 3 weeks: How did the change help or hurt the King? • Taxed, Got rid of the elected Government, Enforced the laws with the army • What is the Scientific Method?

  29. The scientists used reason, or the process of thinking things through carefully, rather than placing their beliefs in faith. • People first began questioning Ptolemy’s geocentric theory (the idea that the earth is the center of the universe and everything revolves around it). • Nicolas Copernicus believed in a heliocentric theory, or the idea that the sun was the center of the universe.

  30. Galileo and Newton Galileo Newton

  31. Bacon and Descartes Bacon Descartes

  32. Galileo also believed in a heliocentric theory and confirmed it using a telescope. • Isaac Newton came up with the laws of gravity which also challenged old theories. • The Scientific Method also established a series of steps to find proof. It was developed by Francis Bacon and Rene Descartes. • This procedure included: begin with a question, form a hypothesis, test it, and analyze the data.

  33. Conflicts Between Science and Religion • There was a major conflict between religious thought and scientific thought during this time. • Theories and books that were published caused this conflict. • The Bible, as the Roman Catholic Church interpreted it, served as the authority for society before science.

  34. Because new books were published on these theories, the Catholic Church felt threatened by this because their authority was on the line. • Galileo, a Catholic, was forced to stop his teachings and admit he was wrong about the heliocentric theory, or he would be excommunicated. • He was put on house arrest for heresy, or going against church teachings.

  35. Application: • How did science influence the church and government during the Scientific Revolution? Why? Please explain in 3-5 sentences?________________________________________________ • Closing: • 3 Things You Found Out • 2 Interesting Things • 1 Question You Still Have: • Read 245-248 • Turn in: • HW, Essay, Classnotes, Scientist Head

  36. OBJ: Students will understand the difference between Limited and Unlimited Government.Students will explain the people who began the Scientific Revolution. • On your desk: • Agenda book, PBIS, Class Notes, • WARM UP!!!: • What is the Enlightenment?

  37. The Enlightenment • The Enlightenment was an intellectual movement of the 17th and 18th centuries (1600s and 1700s). • It was a time when people used reason to better understand and improve society. • Politics was the main area where reason was applied.

  38. Absolutism, or the idea that absolute or total power was in the hands of the rulers, was how most governments operated at this time. • The Enlightenment challenged this belief. • The idea of a state of nature, or the thought of life without government was used by Enlightenment philosophers. • The idea of a social contract, or an agreement between rulers and the people, was also an important idea of this time.

  39. Research: • First column: • Please tell me what the person wrote: • What they wrote about: • Second Column: • How was what they wrote about part of the enlightenment: • How was it different then absolutism:

  40. John Locke • John Locke was an Enlightenment philosopher from England who was influenced by a time known as the Glorious Revolution. • Locke saw the state of nature as good and a social contract as a voluntary agreement to make life better. • He believed all humans were born with natural rights (life, liberty, right to own property).

  41. Locke said that the social contract was an agreement between citizens and the government and it was the government’s responsibility to protect those rights. • He said if the government did not protect these rights, then the people could break the contract by getting rid of the current government and setting up a new one.

  42. This led to the idea of the consent of the governed, or the belief that a government gets it’s approval, or consent from the people. • He influenced Thomas Jefferson when he wrote the Declaration of Independence

  43. Jean-Jacques Rousseau • Jean-Jacques Rousseau of France shared Locke’s beliefs about state of nature, but he said society corrupts people and the government protect the general will of the people. • This means the government should do what the majority of the people want. • This would go along with the idea of a limited government.

  44. Rousseau and Locke’s ideas led to the idea of popular sovereignty, or the idea that governments get their power from what the citizens want. • Strangely, Rousseau’s ideas influenced totalitarian governments.

  45. OBJ: Students will understand the difference between Limited and Unlimited Government.Students will explain the Enlightenment. • On your desk: • Agenda book, PBIS, Class Notes, • WARM UP!!!: • What is the Enlightenment. • You need your book.

  46. QUOTATIONS FROM THE ENLIGHTENMENT • “Without government life would be, “solitary, poor, nasty, brutish, and short.” • Thomas Hobbes • “I disagree with everything that you say but I will defend to the death your right to say it.” • Voltaire • “Man is born free, and everywhere he is in chains.” • Rousseau • “Power should be a check to power.” • Montesquieu • “All peaceful beginnings of government have been laid in the consent of the people.” • John Locke

  47. Baron de Montesquieu • Baron de Montesquieu of France focused on government organization by promoting the ideas of separation of powers and checks and balances. • Separation of powers means that each branch of government would have separate but equal amounts of power. • Checks and balances means that each branch has powers that “check” each other.

  48. Legislative branch-law making body; Parliament or Congress • Executive branch-enforces laws and signs bills; President or King • Judicial branch-makes sure laws are constitutional; Supreme Court • All of these ideas are in the US Constitution.

  49. Voltaire • Voltaire of France focused on civil liberties like freedom of speech and freedom of religion. • He disliked people not having the freedom to choose their own religion and he supported a separation of church and state.

  50. Getting Ahead with a Philosopher! • Please tell me about EACH the Philosophers we have studied. • Please give me EACH of the Philosophers names and the most important Idea they had. • Finally tell me what the most important of the idea is and WHY.(CHOOSE ONE TO EXPLAIN WHY IT IS IMPORTANT) Read 245-248 (3-5 sentences!!!!!) • John Locke • Jean-Jacques Rousseau • Baron de Montesquieu • Voltaire • Thomas Hobbes

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