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?

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?

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?

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.

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!)


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/e
scape-from-camp-14-inside-north-koreasgulag

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?
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?


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

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.

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?





On your desk:
Composition book, PBIS, Class Notes, Get your
composition book and notes.
WARM UP!!!
Label what each of the paragraphs will be about
in your outline.
Louis XIV of France
Peter I of Russia





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?
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?
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?
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
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.

STEPS OF THE SCIENTIFIC METHOD
 Analyze data
 Form a Hypothesis
 State the Problem
 Draw a Conclusion
 Gather Details on the Problem
 Conduct Experiments

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.







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?
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.

Galileo
Newton
Bacon
Descartes
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.

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.

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.


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








On your desk:
Agenda book, PBIS, Class Notes,
WARM UP!!!:
What is 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.

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.

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:

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).

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.

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

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.

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.


On your desk:
Agenda book, PBIS, Class Notes,
WARM UP!!!:
What is the Enlightenment.

You need your book.




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.”






“Power should be a check to power.”
Rousseau
Montesquieu
“All peaceful beginnings of government have been laid in the consent of the people.”
John Locke
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.

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.

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.









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

Application:
What ideas about government were introduced by Locke,
Montesquieu, and Rousseau? Why are they important?
7-11 sentences.
________________________________________________
Closing:
3 Things You Found Out

2 Interesting Things

1 Question You Still Have:

HW
Study
Progress report
Book tomorrow








The English Civil War was a struggle
between the people represented by
Parliament and the monarch.
 Parliament wanted King Charles I to
allow Parliament to make decisions on
laws, which would limit the powers of the
king. This challenged divine right.

All of this “drama” had been going on
since Charles I’s father James I had
ruled.
 Parliament wanted more input in the
government because this went along
with the Magna Carta.
 Charles, just like his father James, refused
to let Parliament meet.
 He locked them out of Parliament
(Eleven Years Tyranny).

Parliament and Charles also argued over
issues related to raising money by
collecting taxes and allowing people to
buy titles.
 Example: John Hampden, a member of
Parliament, refused to pay a tax called
the “Ship Tax” because Parliament
hadn’t agreed on it. He was put on trial
and found guilty.

In 1642, Charles sent soldiers to arrest five
members of Parliament that didn’t like
him.
 Civil War broke out between supporters
of Charles I, called Royalists, and the
supporters of Parliament, led by Oliver
Cromwell and his “New Model Army.”
 Charles I surrendered in 1646, but
escaped in 1647.
 Civil War resumed and the Royalists were
defeated again.

Charles I was tried for charges of abuses
of power against Parliament and the
people.
 He was found guilty and beheaded.
 Charles II, Charles I’s son, began trying to
get power in Scotland while Oliver
Cromwell ruled over England.
 Charles II tried to takeover England and
failed.
 Cromwell died and his son took over as
“lord protector”. He was a weak leader
and resigned.

James II
William and Mary
Charles II was invited to come to the
throne and when he died, his brother
James II took over.
 James II was Catholic, and Protestant
leaders were afraid of this.
 William of Orange, king of Scotland, was
a Protestant and married to James II’s
daughter, Mary.
 William came to England with an army
and James fled.
 William and Mary became the king and
queen.

The Glorious Revolution was when
William and Mary came to the throne.
 Parliament arranged for William and
Mary to sign the English Bill of Rights,
which promoted a limited government in
England and the monarch had to share
power with Parliament.






On your desk:
Agenda book, PBIS, Class Notes,
WARM UP!!!:
Tell me about one philosopher and why they
were important? Does the USA use what this
philosopher said in its constitution?
You need your book.
Read 249-252
 What happened during the American
Revolution?
 How does it relate to the ideas of
peoples rights and Government we have
talked about?






Read 249-252
What happened during the American
Revolution?
Revolted against England because of
taxation and no representation in
Parliament
How does it relate to the ideas of peoples
rights and Government we have talked
about?
Montiseque, Hobbes, Locke ideas used to
set up government, use a social contract,
and give people rights
The American Revolution was inspired by
the Enlightenment.
 The French Revolution (next unit) was
inspired by the Enlightenment and the
success of the American Revolution.
 Both led to the formation of limited
governments and served as models for
the world.

Thomas Jefferson, writer of the
Declaration of Independence, used a lot
of Locke’s ideas.
 He argued that the colonists were
rebelling because their rights had been
violated.
 After gaining independence, the US
Constitution also used Enlightenment
ideas to set up a new limited
government.
 Taxation without representation.







On your desk:
Agenda book, PBIS, Class Notes,
WARM UP!!!: On the back of your review question
sheet.
What is the US Constitution?
What are the 3 branches of government in the
USA?
You need your book.
A constitution is the law which establishes
the structure and operation of
government and details the relationship
of the people to their government.
 The role of a constitution is to place limits
on the government's power by outlining
what powers the government does or
does not have, or what the government
can or cannot do.


Constitutions:
› Provide the framework for the operation of
the 3 branches
› Establishes the relationship between the
national and local/state governments
› Defines the relationship of government to
citizens and rights of citizens
Each of these qualities come from
different philosopher’s ideas.
 The constitution requires citizen
responsibility in electing representatives
and becoming representatives.

The Bill of Rights in our Constitution
protects individual rights (Locke and
Voltaire).
 The US Constitution includes 3 branches
of government (Montesquieu).
 Our nation does what is best for the
majority of the people (Rousseau).


Written Constitution:
› Single, written document
› US had the first one

Unwritten Constitution
› A collection of documents over time
› Great Britain has this (We took a lot of ideas from it.)

Positive Constitution
› Gives a government power
› Centers on roles and responsibilities of government

Negative Constitution
› Focuses on limitations, or takes away a government’s
power
› US has this type