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Unit 1 Packet

Principles of Government

Bring this packet with you to class every day. All of the assignments for this unit are contained within and will be turned in the day of the unit test.

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Quick Write: Why is government necessary?

Purposes of Government

Step One:

|In the box below, draw a colored image representing life WITHOUT government. |In the box below, draw a colored image representing life WITH government (or the |

|What would it look like? |benefits of having a government. What would it look like? |

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|Describe the above scene: |Describe the above scene: |

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Step Two: Read pages 8-10 (the Preamble to the Constitution), and do the following:

|Form a more perfect union |Establish justice |Insure domestic tranquility |

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|Define: |Define: |Define: |

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|Draw a picture/icon to represent this purpose of |Draw a picture/icon to represent this purpose of |Draw a picture/icon to represent this purpose of |

|government: |government: |government: |

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|Provide for the common defense |Promote the general welfare |Secure the blessings of liberty |

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|Define: |Define: |Define: |

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|Draw a picture/icon to represent this purpose of |Draw a picture/icon to represent this purpose of |Draw a picture/icon to represent this purpose of |

|government: |government: |government: |

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Look back over your “Life With Govt.” picture…which of the 6 purposes of government does your picture look like? Why?

Somalia Video Notes:

Quick Write: Where did government come from? What is its purpose?

Government and where it came from…

1. What is government?

■ Government is the institution through which a society ___________________________its public policies.

■ Public policies of a government are all of those things a government decides to do ( _______________________________, education, crime, health rights, working conditions).

2.Every government has…

■ Legislative power- the power to make________________

■ Executive power- the power to ___________________ law

■ Judicial power- the power to _____________________, and settle disputes in society

3. The four main theories…

νThe Force Theory

νThe __________________ Theory

νThe Divine Right Theory

νThe _________________________Theory

4. The Force Theory

νMany scholars believe that the idea of ______________ came about because of force.

νOne person or a small group claimed __________over an area and forced all within it to ____________ to their ______.

νWhen that rule was established the basic elements of the _________; ________________, _____________, ________________, and _______________ were present.

Draw a picture here to illustrate this theory.

5. The Evolutionary Theory

νOther scholars argue that the idea of government developed naturally out of the early ________.

νWithin the primitive family there was one person at the ________, in other words the one that __________.

νOver time the one family developed into a __________ of related families or a ______.

νEventually the clan became a ________.

νEventually the tribe went through the _______________________ and tied itself to the land- a state was ________. (Awww!)

Draw a picture here to illustrate this theory.

6. The Divine Right Theory

νWhen you learned about European politics from the 15-18th centuries you learned about ________________.

νDivine Right stated that ______ created the state and that God had given those of _____________ a “divine right” to rule.

νThe people had to obey their __________ as they would obey God.

νAny who opposed Divine Right were charged with _________ and _______ sin.

Draw a picture here to illustrate this theory.

7. Questioning the Divine Right Theory

νRemember that event in European history called the ________________________?

νDuring the Enlightenment many people started to question _______________________ and people eventually began to govern using the present-day ___________________ government model.

8. The Social Contract Theory

νBefore governments all people were free to do what they pleased. Meaning they could take what they wanted from whoever they wanted…utter _________ right?

νThe Social Contract Theory states that people decided to form a _____________ so that they could all be safe.

νAll people living in the given area of the state gave up the same __________ of _______________ and in return received ____________ and _____________.

νThe state exists only to serve the ______________.

Draw a picture here to illustrate this theory.

What acronym will help you remember all 4 theories?

Systems of Government

Using your book pages 13 – 16 complete the charts below. Then answer the questions that follow.

|System based on geographic distribution of power |

| |Confederation/ |Federal |Unitary |

| |Confederate | | |

| |Government | | |

|Define and explain the | | | |

|system. Who has power? How | | | |

|is it shared? | | | |

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|Structure (Draw a | | | |

|diagram/picture to | | | |

|illustrate the structure) | | | |

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|Example Countries | | | |

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|Advantages of this system? | | | |

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|Disadvantages of this | | | |

|system? | | | |

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| |Parliamentary |Presidential |

|Define and explain the system. | | |

|Who has power? How is it shared? | | |

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|Structure (Draw a diagram/picture| | |

|to illustrate the structure) | | |

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|Example Countries | | |

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|Advantages of this system? | | |

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|Disadvantages of this system? | | |

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1. Could a parliamentary or presidential system also be a dictatorship? Why or why not?

2. Based on what we have discussed, what geographic distribution of power do you think a dictatorship would best operate under? Explain your reasoning?

3. What does it mean to be sovereign and why is it important (page 6)

4. What is legitimacy and why is it important?

5. Based on the map below and the definition of a federal government, why do you think so many large countries have a federal government?

Communism vs. Democracy

Democratic and communist political systems are based on different ideological principles. Although superficially they seem to share the "power to the people" philosophy, in practice the two systems of government structure the economic and political fabric of society in markedly different ways.

In the economic sphere, communism calls for the government to take control of all the capital and industry in the country in an effort to get rid of economic inequality. On the other hand, a democracy respects individuals' right to own property and means of production.

The political landscape is also very different in a democracy vs. under communism. In a democratic society people are free to create their own political parties and contest in elections, which are free of coercion and fair to all contestants. In a communist society, however, the government is controlled by one political party and political dissent is not tolerated.

Comparison chart

| |Communism |Democracy |

|Philosophy |From each according to his ability, to each according to his needs.|All eligible citizens get equal say in decisions |

| |Free-access to the articles of consumption is made possible by | |

| |advances in technology that allow for super-abundance. | |

|Political System |No leader, directed directly by the people. This has never been |Elected officials |

| |actually practiced, and has just used a one-party system. | |

|Economic System |The means of production are held in common, negating the concept of|Usually capitalist |

| |ownership in capital goods. Production is organized to provide for | |

| |human needs directly without any use for money. Communism is | |

| |predicated upon a condition of material abundance. | |

|Social Structure |All class distinctions are eliminated. |Class distinctions can become pronounced due to |

| | |capitalist society. Varies from state to state |

|Definition |A theory or system of social organization based on the holding of |is ruled by the all-powerful majority. In a |

| |all property in common, with actual ownership ascribed to the |Democracy, an individual, and any group of |

| |community or state. |individuals composing any minority, have no |

| | |protection against the unlimited power of the |

| | |majority. |

|Religion |Abolished - all religious and metaphysics is rejected. |Permitted |

|Private Property |Abolished. The concept of property is negated and replaced with the|Permitted |

| |concept of commons and ownership with "usership". | |

|Free Choice |In a communist society, where a leader does not exist, everything |Permitted within legal limits |

| |is chosen freely.In those that have been practiced though, all | |

| |choices, including education, religion, employment and marriage, | |

| |are controlled by the state. | |

|Discrimination |In theory, all members of the state are considered equal. |In theory, all citizens have an equal say and so are |

| | |treated equally. However often allows for the tyranny|

| | |of the majority over the minority |

1. In your opinion what is the biggest difference between communism and democracy?

2. In your opinion what is the biggest similarity between communism and democracy?

3. If you had a choice, which of the two ideologies would you rather live in?

Democracy: Representative vs. Direct PP Notes

1. What is democracy?

_____________________________________________________

People have a __________________ in what happens

Direct Democracy

Aka- “Pure Democracy”, or “Athenian Democracy” because it was first used in Athens, Greece

Definition: __________________________________________________

There are small towns that still operate like this

US

___________________________

Germany

But no ____________________________ operate like this today…too many people

Many countries that are representative democracies allow for three forms of political action that provide limited direct democracy:

Referenda-people vote, and can reject (____________________) a current law

Initiatives-people vote, and _____________________

Recalls-give people the right to ____________________________________________________ before the end of their term, although this is very rare in modern democracies (Kwami Kilpatrick-Detroit Mayor).

Representative Democracy

Aka- “Indirect Democracy”, because the people are indirectly involved

Definition: __________________________________________________________________________

Video clip:



What is happening?

Who has a representative democracy today?

* The United States (Congress, President)

* Canada (Parliament, Prime Minister)

* England (Parliament, Prime Minister)

* Germany (Chancellor, Bundestag)

* Etc…many more!

Why are we a RD?

Our founding fathers insisted from the beginning that we be a RD.

BUT-could we have a direct democracy today?

|Pros to having a direct democracy |Cons to having a direct democracy |

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Do you think a direct democracy could work in the US today? Explain.

Initiative & Referendum

Directions: Students will weigh the pros and cons of direct democracy by investigating the practice used in Michigan and one of the 24 other states: allowing public policy to be made through the initiative process. Students will debate this issue by taking and defending positions on the use of direct democracy as opposed to the representative democracy envisioned by the framers of the Constitution. Go to the website “Initiative & Referendum Institute” () to answer the following questions below.

1. Define the terms “initiative” and “referendum” in your own words.

a. initiative-

b. referendum-

2. What is the major difference between an initiative and a referendum?

3. List one other state that has the initiative and popular referendum process besides Michigan by looking at the map.

4. What year was the state-level initiative and referendum adopted for Michigan? For the one other state you choose what year was the state-level initiative and referendum adopted?

a. Michigan -

b. _________________ -

(Write chosen state in blank)

5. Describe the basic steps to undertake an initiative campaign for Michigan.

6a. Describe the basic steps to undertake an initiative campaign for your one other chosen state.

6b. Are there any differences compared to the basic steps for Michigan? (Explain your reasoning).

7. What are some examples of initiatives that have come before the voters in Michigan? (Explain at least 3).

8. What are some examples of initiatives that have come before the voters in your chosen state? (Explain at least 3).

9. Look at a state that has popular referendum only. What differences do you noticed about the amount of ballot propositions come before voters compared to Michigan and the one other state you examined?

10. Take a stance: Initiatives and referendums are two examples of direct democracy, which involve voters directly in the law making process. Keeping in mind that initiatives and referendums are examples of direct democracy and the Framers of our Constitution were concerned about the common citizen being directly involved in the law making process do you think we should be fearful or see any dangers to these procedures? Or do you believe the initiative and referendum procedures of the use of citizen initiative to create laws in individual states of the United States to be an advantage? (Take a stance and provide reasoning for your decision).

Core Democratic Values reading/note assignment

Use pages 18-24 to answer the following questions.

1. The American concept of democracy rests on these basic notions: worth of the individual, equality of all persons, majority rule with minority rights, the necessity of compromise, and individual freedom. These are what we as Americans should value, and hold dear. Describe each below.

a. Worth of the Individual

b. Equality of all Persons

c. Majority Rule with Minority Rights

d. the Necessity of Compromise

e. Individual Freedom

2. In the United States, we DO NOT have equality of condition. What does this mean? Why do we not have it?

3. Sometimes CDVs conflict with other CDVs. Give an example of where individual freedoms and life (worth of the individual) might conflict.

4. Why is “Necessity of Compromise” so tough in a diverse society?

5. Which Core Democratic Value seems to be the MOST important? Explain.

6. Describe some basic elements of the American economy. Does a Democracy HAVE to be a free-enterprise (capitalist) society? Explain.

Make 2 Generalizations about the video history clip: “March of Democracy”

ISIS: The First Terror Group to Build an Islamic State

Video:

(CNN) -- The face of a balding, middle-aged man stares unsmilingly into the camera. He is dressed in a suit and tie and could pass for a midlevel bureaucrat.

But the photograph is that of Abu Bakr al Baghdadi, who has transformed a few terror cells harried to the verge of extinction into the most dangerous militant group in the world.

The Islamic State in Iraq and Syria has thrived and mutated during the ongoing civil war in Syria and in the security vacuum that followed the departure of the last American forces from Iraq.

The aim of ISIS is to create an Islamic state across Sunni areas of Iraq and in Syria.

With the seizure of Mosul, Iraq's second-largest city, and advances on others, that aim appears within reach.

ISIS controls hundreds of square miles where state authority has evaporated. It ignores international borders and has a presence all the way from Syria's Mediterranean coast to south of Baghdad.

What are its origins?

In 2006, al Qaeda in Iraq -- under the ruthless leadership of Abu Musab al-Zarqawi -- embarked on seemingly arbitrary and brutal treatment of civilians as it tried to ignite a sectarian war against the majority Shia community.

It came close to succeeding, especially after the bombing of the Al-Askariya Mosque, an important Shia shrine in Samarra, which sparked retaliatory attacks.

But the killing of al-Zarqawi by American forces, the vicious treatment of civilians and the emergence of the Sahwa (Awakening) Fronts under moderate Sunni tribal leaders nearly destroyed the group.

Nearly, but not quite.

When U.S. forces left Iraq, they took much of their intelligence-gathering expertise with them.

Iraqi officials began to speak of a "third generation" of al Qaeda in Iraq.

Two years ago, a former spokesman for the U.S. military in Iraq, Maj. Gen. Jeffrey Buchanan, warned that "if the Iraqi security forces are not able to put pressure on them, they could regenerate."

The capability of those Iraqi forces was fatally compromised by a lack of professional soldiers, the division of military units along sectarian lines and a lack of the equipment needed for fighting an insurgency, such as attack helicopters and reconnaissance capabilities.

The new al Qaeda was rebranded in 2006 as the Islamic State in Iraq (ISI). It would add "and Syria" to its name later.

The group exploited a growing perception among many Sunnis that they were being persecuted by the Shia-dominated government led by Prime Minister Nuri al-Maliki, starved of resources and excluded from a share of power.

The arrest of senior Sunni political figures and heavy-handed suppression of Sunni dissent were the best recruiting sergeants ISI could have. And it helped the new leader re-establish the group's influence.

Who is its master of terror?

Abu Bakr al Baghdadi graduated to the top job in 2010 -- at the age of 39 -- after Abu Omar al Baghdadi was killed in a joint U.S.-Iraqi operation.

Al Baghdadi's group was in a pitiful state. But with U.S. forces and intelligence on the way out, he launched a revival.

Very little is known about Abu Bakr al Baghdadi, but a biography posted on jihadist websites last year said he held a Ph.D. in Islamic studies from a university in the capital.

He formed his own militant group in the Samarra and Diyala areas, where his family was from, before joining al Qaeda in Iraq.

Al Baghdadi even served four years in a U.S. prison camp for insurgents, at Bucca in southern Iraq -- a time in which he almost certainly developed a network of contacts and honed his ideology.

He was released in 2009 and went to work.

What is ISIS trying to accomplish?

It wants to establish an Islamic caliphate, or state, stretching across the region.

ISIS has begun imposing Sharia law in the towns it controls. Boys and girls must be separated at school; women must wear the niqab or full veil in public. Sharia courts often dispense brutal justice, music is banned and the fast is enforced during Ramadan.

Sharia law covers both religious and non-religious aspects of life.

Where does the group's money come from?

In the beginning, al Baghdadi focused on secrecy -- with loosely connected cells making it more difficult to hunt down the leadership -- and on money.

Extortion, such as demanding money from truck drivers and threatening to blow up businesses, was one revenue stream; robbing banks and gold shops was another.

It seemed the group had become little more than gangsters, but the income would help finance a growing stream of suicide attacks and assassinations that would poison the political atmosphere.

It would also aid the recruitment of Sunni tribal fighters and finance spectacular prison raids that liberated hundreds of fighters, as well as attacks on police patrols and the assassination of officials.

Now, al Baghdadi has a new strategy for generating resources: large-scale attacks aimed at capturing and holding territory.

Ayham Kamel of the Eurasia Group, a U.S.-based consultancy, says that in the latest iteration of this strategy, ISIS will "use cash reserves from Mosul's banks, military equipment from seized military and police bases and the release of 2,500 fighters from local jails to bolster its military and financial capability."

What's been its key to survival?

Al Baghdadi avoided al-Zarqawi's mistakes by avoiding the alienation of powerful tribal figures.

When it captured Falluja, west of Baghdad, in January, it worked with local tribal leaders rather than raise its black flag over the city.

One of the group's ideologues, Abu Mohammed al-Adnani, even admitted: "As for our mistakes, we do not deny them. Rather, we will continue to make mistakes as long as we are humans. God forbid that we commit mistakes deliberately."

How is it drawing support?

ISIS is, in essence, trying to capture and channel the resentment of the Sunni street. And in both Syria and Iraq, it is trying to win favor through dawa -- organizing social welfare programs and even recreational activities for children, distributing food and fuel to the needy, and setting up clinics.

Again, having the money matters. The price it demands is enforcement of the strict Sharia code.

How does Syria fit into the picture?

A senior U.S. counterterrorism official told CNN this week that ISIS looks at Syria and Iraq as "one interchangeable battlefield and its ability to shift resources and personnel across the border has measurably strengthened its position in both theaters."

The explosion of violence in Syria was a gift to al Baghdadi.

Syrian President Bashar al-Assad lost control over large parts of the North and the long border with Iraq.

The group, still known as ISI at the time, could build a rear base where it could recruit foreign fighters, organize and escape from any Iraqi army operations.

Al Baghdadi may have sent operatives across the border as early as the autumn of 2011, and the group later changed its name -- adding "al Sham" for Syria.

It moved swiftly to take control of the Syrian province of Raqqa, aided by the al-Assad regime's focus on Homs and Aleppo.

What is its relationship with other al Qaeda groups?

As it has grown in strength, the group's vision of a caliphate under its control has expanded.

Its ambition extended to declaring early in 2013 that it was absorbing another militant group in Syria, the al-Nusra Front. According to some accounts, al Baghdadi had been instrumental in creating the group; now he wanted its obedience.

The declaration -- and al-Nusra's rejection of it -- set off a rare public clash between two groups that both saw themselves as part of al Qaeda.

From his hideout somewhere in Afghanistan or Pakistan, al Qaeda leader Ayman al-Zawahiri at first tried to mediate between the two, and then disowned ISIS when it refused to concentrate on Iraq.

Rather than seek reconciliation, ISIS has hit back. Earlier this year, the group's spokesman, Abu Mohammed al-Adnani, told al-Zawahiri in a recording: "Sheikh Osama (bin Laden) gathered all the mujahideen with one word, but you divided them and tore them apart."

"You make the mujahideen sad, and make the enemy of the mujahideen gloat because you support the traitor, and you make the heart bleed," he said -- referring to the leader of the al-Nusra Front, Abu Mohammed al-Jolani.

It was another sign of the extraordinary confidence of the ISIS leadership.

Despite the rift, ISIS' success against what are seen by militant Sunnis as loathsome Shia regimes in Syria and Iraq has attracted thousands of foreign fighters to its ranks, enabling it to continue battling al-Nusra in Syria while preparing for its big offensive in Iraq.

What is its strategy?

For Western counterterrorism agencies, the combination of fanaticism and disciplined organization is the nightmare scenario. ISIS has plenty of both.

While the world was shocked by its sudden capture of the city of Falluja, ISIS was still focused on a bigger prize: Mosul and the province of Nineveh. Operations in Falluja and elsewhere in the western province of Anbar were meant to (and did) draw Iraqi forces away from the north.

It has developed an ability to conduct operations -- from suicide bombings and attacks on the security forces to wresting control of towns -- in several regions at once, keeping the demoralized Iraqi army off balance.

And battle experience has created a resilient force capable of ever more sophisticated attacks.

In raids on Samarra, for example, its fighters used bulldozers to remove barriers that had been in place since the U.S. occupation.

Some analysts expect critical parts of the Iraqi oil infrastructure around Mosul to be among its future targets.

Where does its weakness lie?

ISIS runs the risk that its rapid expansion -- and threat to the Iraqi state -- will overstretch the group.

In northern Syria, it has retreated from some towns it held after clashes with al-Nusra and other groups.

Al-Nusra is making common cause with other groups in an anti-ISIS front.

And by taking Mosul, which Iraq's Kurds see as in their sphere of interest, ISIS may invite greater cooperation between the Iraqi army and experienced Kurdish fighters.

A U.S. counterterrorism official told CNN that ISIS "still has significant weaknesses. It has shown little ability to govern effectively, is generally unpopular, and has no sway outside the Sunni community in either Iraq or Syria."

To many analysts, that smacks of complacency.

How significant is its threat?

The weakness of the governments ISIS is confronting -- and the hatred for those governments among Sunnis -- means that a few dozen truckloads of fighters can seize towns and cities, overcoming forces many times larger by their sheer ferocity and battle experience.

In the words of the Soufan Group, a political risk consultancy, "ISIS has become indisputably the most effective and ruthless terrorist organization in the world."

"It now challenges the authority of two of the largest states in the Middle East, and has attracted significant numbers of fighters, not just from Iraq and Syria, but also from Saudi Arabia and other Arab states including Jordan."

There is no doubting the group's confidence and ambition.

ISIS spokesman al-Adnani took to Twitter Wednesday to declare, "The battle is not yet raging it, but it will rage in Baghdad and Karbala. Put on your belts and get ready," according to a translation by the SITE Intelligence Group.

Al-Adnani openly mocked al-Maliki as an underwear salesman who had lost Iraq for the Shia.

"You lost a historic opportunity for your people to control Iraq," he said, "and the Shi'ites will always curse you for as long as they live."

Who is ISIS, and what do they want? How concerned should the United States be?:

Quick Write: Is Iraq a failed state? Could it ever become a true democracy?

Exploring Freedom House Rankings

Background:

The Freedom House organization has for over 60 years been a global watchdog for freedom. By examining and publishing reports on the political rights and civil liberties present in countries across the globe Freedom House has helped outsiders monitor human rights abuses in our world. The FH gathers data to give countries a rating of Free, Not Free, or Partially Free.

FH comes up with these rankings by conducting surveys in each country that examine the Political Rights (PR) and Civil Liberties (CL) of citizens in each country. The PR score is composed of three subcategories, Electoral Process: are the elections free and fair?, Political Pluralism and Participation: are there different political parties with a realistic chance of victory in elections?, and Functioning of Government: does the government operate effectively with transparency and free from corruption? The CL score has four subcategories, Freedom of Expression and Belief: is there freedom of religion, & speech?, Associational and Organizational Rights: is there freedom of assembly and do political action groups exist?, Rule of Law, and Personal Autonomy and Individual Rights: is there an independent judiciary with protections against unjust imprisonment? Do minorities enjoy equal rights? . All total the perfect score for a country in each of the ranking categories is 100, with 40 coming from the PR category and 60 coming from CL.

Note: Countries falling into the same class can be vastly different with a range of freedoms either protected or neglected due to the broad range of scores in each class.

Activity:

• In groups, try place countries into the categories of Free, Not Fee, and Partially Free. Discuss and reveal as a class.

• In groups, carefully read the profiles for the countries in your assigned category. After you have carefully read the profiles, discuss with your group what factors most likely place them in this group.

• Report out your group’s findings.

• Class discussion

Table:

|Country |Free, Not Free, or Partially Free? |

|2. |7. |

|3. |8. |

|4. |9. |

|5. |10. |

1. To get started in the library/lab, find an article to summarize how the Arab Spring has impacted your country. Describe it here (one paragraph). Print off a copy of this article to attach to this assignment for later reference.

2. Compile evidence here to show that your country seems to be making movements toward or away from democracy (see chart above and think of it as a checklist). Use extra paper if you need more room.

3. Make a prediction-Where do you see your country in 40 years? Will we be able to call it a democracy by then?

4. Why is it so difficult to build a democracy?

V for Vendetta Notes:

- How does the government interact with the people?

- What happened to these citizens?

-Give examples

Unit 1: The Principles of Government Review Sheet

This should be completed for your test. Write your answers here or if you need more space on a separate sheet of paper. Your test will have multiple choice questions, matching and short reading passages with multiple choice questions. You will be successful on this test if you can explain each of these terms and concepts.

❑ I can define:

Government:

• Government is the institution through which a society _________________ & ____________________ its laws.

Legislative power:

• The power to make ____________________.

o Ex. United States=Congress, Russia=Duma, Germany=Bundestag

Executive power:

• The power to ___________________ law.

o The Executive branch does not consist of merely the President or Prime Minister but also includes the ____________________.

Judicial power:

• The power to _____________________ ______________________, and settle disputes in society.

Dictatorship:

• A form of government in which the _________________ has absolute ____________________ and _____________________.

Democracy: A government __________ the ___________________________.

Representative (indirect)

o Also known as indirect democracy because people are ________________________________ involved. In a representative democracy voters ____________________ representatives who ____________________________ ____________________________ for everyone.

Direct (Athenian)

o Also known as “Pure Democracy” because individuals ______________________ on every issue.

List the pros and cons of each below:

Representative Direct

Pros: Pros:

Cons: Cons:

❑ I can explain the following concepts:

What is a state? What do you need to have a state?

• A state can be defined as a body of people (__________________________), living in a defined _____________________, that is organized politically (meaning it has a______________________________), and with the power to make and enforce laws without the consent of any higher authority (meaning it has ___________________________________).

• A state needs 4 parts:

o _______________________: A group of people.

o _______________________: An area of land with known and recognized boundaries.

o _______________________: Having independent authority over a geographic area. Neither subordinate nor responsible to any other authority.

o _______________________: Politically organized with an institution through which society maeks and enforces laws.

The four theories of government:

Force theory:

• The idea that government came about because of ___________________. One person or a small group claimed _____________________ over an area and ___________________ all within it to ____________________ to their _____________.

Evolutionary theory:

• The idea of government developed naturally out of the early _____________________. Within the primitive family there was one person at the _____________________, in other words the one that _______________________. Over time the one family developed or evolved into a ____________________ of related families or a ____________. Eventually the clan became a __________________. Once the __________________ was formed it eventually settled within a territory and began farming for sustenance.

o Think Native Peoples

• Head of House(Clan(Tribe

• One Family(Network of related families(Collection of nonrelated families

Divine right theory:

• Divine Right stated that ______________ created the state gave those of _________________________________ a “divine right” to rule. People had to obey their ______________ as they would obey God. Anyone who opposed Divine Right was charged with _____________________ and ____________________ sin.

o Think Kings and Queens

Social Contract theory (use the words “popular sovereignty” and “limited”):

• The Social Contract Theory states that people decided to form a ________________________________ so that they could all be _____________________. All people living in the given area of the state gave up the same amount of _________________________________ and in return received ______________________________ and _________________________. The state exists solely to serve __________________________________________. The Social Contract Theory is credited with heavily influencing the development of _____________________________ governments. The Social Contract Theory implies that government should be ____________________________.

The purposes of government (found in the preamble to the Constitution): Consult Purposes of Government Assignment and please explain the following:

Form a more perfect union:

•

Establish justice:

•

Insure domestic tranquility:

•

Provide for the common defense:

•

Promote the general welfare:

•

Secure the blessings of liberty:

•

❑ I can explain each of the following systems of government by understanding how to classify them:

Who can participate?

Dictatorship:

❑ Oligarchy: Form of government in which the power to rule is held by _________________________________, usually self-appointed elite.

❑ Autocracy: Form of government in which ______________ person holds unlimited political power.

Democracy: Form of government in which the supreme authority rests with ______________________________.

The Geographic Distribution of power?

Unitary:

• All of the ___________________ is held in _____________________ place.

Examples of Unitary systems:

o ___________________________ , ____________________________________ , _________________________________________.

Confederate:

• Alliance of ___________________________________ states. Characterized by no _______________________ government or one that is very weak with __________________________ powers.

Examples of Confederate systems:

o _______________________________ , _____________________________________ , _______________________________________.

Federal:

• Power is _____________________ between ______________________________ and __________________________ governments. Characterized by a Division of ___________________________________.

Examples of Federal systems:

o _________________________________ , __________________________________ , ________________________________________.

The Relationship between the Legislative and Executive Branches?

Parliamentary:

• System of government where the _____________________ branch is made up of the ________________________________ and his _______________________________. The Prime Minister is chosen by _____________________________________ and is under its direct control. The _________________________ branch and _______________________________ branch are fused together.

Examples of Parliamentary systems:

o ______________________________________ , _______________________________ , ______________________________________.

Presidential:

• System of government where the executive and legislative branches are _____________________________________, ______________________________________, and ____________________________________. The chief executive is chosen __________________________________ of the legislature and serves for a _____________________ term.

Examples of Presidential systems:

o ______________________________________ , ___________________________________ , __________________________________.

❑ I can explain the basic democratic values and also how they sometimes conflict with each other:

Worth of the Individual:

• Democracy is firmly based on the importance of the ___________________________________________. The ____________ and __________________________ of individuals are respected regardless of their station in society.

Equality of all persons:

• The belief that all people are equal. Not that all people are born with the same mental or physical abilities, nor that all persons have a right to an equal share of worldly goods. Equality of persons is the democratic concept that all are entitled to equality of __________________________________ and equality before the __________.

Majority rule, minority rights:

• Idea that _____________________ often than _______________, the ____________________________ will be right more than they are ________________________. The majority must also recognize the right of the _____________________________ to become by fair, and lawful means the majority. The majority must always be willing to listen to the __________________________ argument.

Necessity of compromise:

• Public decision making must be a ______________________ and ___________________________. Individuals must ______________________________________ in order to find the most __________________________________ position to the largest number.

Individual freedom:

• Democracy can only thrive in an atmosphere of ___________________________________________________________, where each ____________________________________ is free to do as he or she pleases. However democracy does not and cannot insist on absolute freedom which can only exist in a state of ___________________________.

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System based on relationship between executive and legislative branch

Federal Government

Unitary Government

I just voted!!

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