Do you believe too much power will make one person abusive? What about yourself? Why?  Prepare for the vocab quiz  No vocab charts due next week!!!

Objective: Explain Montesqueiu’s concept of a separation of powers and analyze its application to the U.S. government Guiding Question: Where did we get the ideas for the U.S. government?

 Do NOW  Vocab quiz  Vocab quiz grading  Project Intro  Montesquieu notes  Montesquieu reading  Discussion  Montesquieu Brainpop video  Exit ticket-Montesquieu

 If you miss days, it is your responsibility to come in to find out what you missed  You will need to complete the classwork you missed and schedule a time to make up the exit ticket

 Secede  First Great Awakening  Second Great Awakening  Missouri Compromise  Compromise of 1850  Kansas-Nebraska Act  Dred Scott Decision  Nullify  Civil War

 Montesquieu was a political thinker who lived in France During the Enlightenment  He was born in 1689 and died in 1755

 Montesquieu believed in a separation of powers  Separation of Powers means that the state is divided into different branches, with independent powers  No one branch can have more power than the others Montesquieu believed deeply in independence

 He believed that the government has three jobs: making laws, carrying out laws, and judging disagreements about the law  He thought these three jobs should be separated into three branches of government What are the names of these three branches in our government today?

 The U.S. government was built around this idea to prevent any one branch from becoming corrupt or getting too much power Montesqueiu’s idea was like a balancing act

TPS (in notes)  If there is a Democratic president, a Democratic majority in Congress, and justices selected by a Democratic president, does Separation of Powers fail? No TPS  Does Separation of Powers work better or worse with two parties?  Can you think of a situation where not separating power might be a good thing?  Is mankind better in “medium or extremes?”

 The most recent example of a deadlock was during Obama’s first term.  Healthcare, gun legislation, gay marriage etc. First Turn, Last Turn Considering what we have just learned about deadlocks and SoP, do you think power should be concentrated or separated among different branches?  I believe power should be separated (or concentrated) because…

Who is GWB? Who is being excluded? Is this Separation of Powers as Montesquieu imagined it? Why?

 Mild option: Explain the idea of Separation of Powers. Do you think it is better to have a Separation of powers or a dictatorship? Why?  Spicy option: “power corrupts and absolute power corrupts absolutely.” What would Montesquieu think about this quote? Connect this quote to the idea of Separation of powers.

 How are Locke and Hobbes different in terms of their views on government and its use of power. How does it connect to the state of nature. Whose views do you agree with more?  Use a quotation from both Locke and Hobbes  Check to make sure you used it correctly and followed the rules of quotations  Explain your quotation

 Should people meet a certain educational requirement to vote in our Democracy? Why or why not? Note Tomorrow, you will work on your Political Thinkers Dialogue. Come in with an issue or event to discuss.

 Explain and debate the merits of Rousseau’s Social Contract Theory scoring a 2.7 or higher on an exit ticket paragraph.

 Do NOW  Rousseau Notes  Rousseau Reading  Individual vs. Majority Video  Exit Ticket

 In the state of nature, humans are blank slates, without ideas or notions of morality.  We enjoy the physical freedom of having no restraints on our behavior.  By entering into the social contract, we place restraints on our behavior, which make it possible to live in a community.

 The Social Contract is the belief that the government only exists to serve the will of the people, and they are the source of all political power enjoyed by the government.  The will of the people as a whole gives power and direction to the state.  The Social Contract is between you and the government. You exchange natural freedoms for protection. In this case, the government consists of individuals.

 The contract is not affirmed by each individual separately so much as it is affirmed by the group collectively. Thus, the group collectively is more important than each individual that makes it up. The sovereign and the general will are more important than its subjects and their particular wills.

 “by each giving himself to all, each gives himself to nobody.”  Is it easier to corrupt an individual or a group?

 Are people truly free under the Social Contract?  What if the majority wants to take away the rights of the minority?  Racism

Malleable  ‘ Where the individuals are not corrupt, conflicts and other crises do no harm; where they are corrupt, the best planned laws are useless, unless the laws are imposed by someone who uses ruthless methods to make people obey him, until the individuals themselves become good ’ (76)  ‘ But men change as they grow older, even if their circumstances do not ’ (83 ) Constant  ‘ Men are by nature envious ’ (59)  ‘ Men do not feel secure in the possession of their property unless they are constantly acquiring more ’ (68)  ‘ for men […] are born, live, and die in the same way as they always have done ’ (73)  ‘ …that the world is always in the same overall condition ’ (82)  ‘ Human appetites are insatiable. It is in man ’ s nature […] to want to desire all things ’ (83)

 Do you think it is possible to be both feared and loved as a leader? Reminder: Political Thinkers project is due the first day of class next week. I will give you the second hour to work on it. I have tutoring after school today. Come in to ask for help or make up work.

 Do NOW  Machiavelli Reading  Machiavelli quotes  Socratic Seminar Prep  Group work

 “Individual rights are not subject to a public vote; a majority has no right to vote away the rights of a minority; the political function of rights is precisely to protect minorities from oppression by majorities” 1) How does this quote connect to “the tyranny of the majority?” 2) What was Rousseau missing?

 Push your tables together in pairs.  When the quote is projected, take down the quote and take one minute with your partner to analyze it’s meaning. Afterwards Which Machiavelli shines through more: the authoritarian one or the Democratic one? Think about how you could use Machiavelli for your Political Thinker’s Dialogue

 It is better to be feared than loved

 It is better to be feared than loved, if you cannot be both

 Politics have no relations to morals

 When you disarm the people, you offend them and show that you distrust them either through cowardice or lack of confidence, and both of these opinions generate hatred.

 The fact is that a man who wants to act virtuously in every way necessarily comes to grief among so many who are not virtuous

 Men shrink less from offending one who inspires love than one who inspires fear

 It is necessary for him who lays out a state and arranges laws for it to presuppose that all men are evil and that they are always going to act according to the wickedness of their spirits whenever they have free scope.

1) Work productively 2) Work at an appropriate voice level 3) Ask for help if you need  If you do not finish, I would recommend splitting up work with your partner and exchanging contact information.  You may contact me for help over the weekend at

 What does it take to have a good discussion?  Unit Test Next Tuesday  Review Thursday  Tutoring Thursday  Multiple Choice and Free response questions

1) Do NOW 2) Socratic Seminar Expectations 3) Socratic Seminar 4) Socratic Seminar Assessment 5) Political Thinkers Presentation 6) Declaration of Independence Notes (time permitting)

 Identify partner A and partner B (15 seconds)  Partner A will be in the inner circle first  Partner B will be in the inner circle second  The partner in the outer circle will record and assess the performance of their partner in the inner circle

 Only one person talking at a time  Respecting that person  Listening to that person  Referring to the text  Participation at least twice  Responding  Questioning  Clarifying  Building

 Group 1-Social Values (Freedom, Security, Equity, Efficiency)  Is it possible to have a government without tradeoffs in social values (freedom, security, equity, efficiency)? Why or why not?   Which of the following should the government be most active in providing or protecting (freedom, security, equity, efficiency)?   Which of these values do the political thinkers that we discussed value the most? Discuss 3 in particular.   What do Communism and Capitalism value the most? Explain.   Group 2-Real Life Application  To what extent can the political thinkers we learned about be applied to life today? Explain   Do you think that these philosophers would necessarily have the same view on government power considering how society has changed over the past centuries? Why or why not?   What current events or issues do you think these thinkers would be most passionate about today? Explain.

 Group 1-Social Values (Freedom, Security, Equity, Efficiency) 1) Is it possible to have a government without tradeoffs in social values (freedom, security, equity, efficiency)? Why or why not? 2) Which of the following should the government be most active in providing or protecting (freedom, security, equity, efficiency)? 3) Which of these values do the political thinkers that we discussed value the most? Discuss 3 in particular. 4) What do Communism and Capitalism value the most? Explain.

Group 2-Real Life Application To what extent can the political thinkers we learned about be applied to life today? Explain Do you think that these philosophers would necessarily have the same view on government power considering how society has changed over the past centuries? Why or why not? What current events or issues do you think these thinkers would be most passionate about today? Explain.