Study of GovernmentStudy of Government

Felice PagnottaFelice Pagnotta

LESSON 1 - Law and LESSON 1 - Law and GovernmentGovernment

AnarchyAnarchy

1.1. What Is it?What Is it?

2.2. What might happen in the classroom if there were no What might happen in the classroom if there were no laws or rules?laws or rules?

3.3. What might happen if there were rules and laws but What might happen if there were rules and laws but no one to make sure people obeyed them?no one to make sure people obeyed them?

4.4. What might happen if there were rules and laws, but What might happen if there were rules and laws, but no one to settle disagreements about them?no one to settle disagreements about them?

LawLaw1. Define it?1. Define it?

2. Types of Laws and differences of each2. Types of Laws and differences of each

- Organic/Natural- Organic/Natural

- Positive/Artificial- Positive/Artificial

3. End of Nose concept3. End of Nose concept

- “your freedom/liberty ends where my nose - “your freedom/liberty ends where my nose begins”begins”

GovernmentGovernment

1.1. Define it?Define it?- Institution that makes and enforces laws at federal, state - Institution that makes and enforces laws at federal, state

and local levels.and local levels.

2.2. Describe its functionsDescribe its functions- Maintain social orderMaintain social order- Provide public serviceProvide public service- Provide securityProvide security- Make binding decisionsMake binding decisions

3.3. What is politicsWhat is politics- PowerPower- Decides who gets what, when and howDecides who gets what, when and how

Fictional Government ActivityFictional Government Activity1.1. Students are ruling Oligarchy for this country Students are ruling Oligarchy for this country

and they must: and they must: - devise a political system/govt. structuredevise a political system/govt. structure- Economic system structureEconomic system structure- Decide who will vote, if anyoneDecide who will vote, if anyone- Decide how law & order will be maintainedDecide how law & order will be maintained- Broad outline of Foreign policyBroad outline of Foreign policy- List the priorities for domestic policy goals.List the priorities for domestic policy goals.

2.2. Allow for open discussionAllow for open discussion- What is your govt philosophy based on ie LockeWhat is your govt philosophy based on ie Locke- What did you use to get to your answers.What did you use to get to your answers.

LESSON 2 - IdeologyLESSON 2 - Ideology

Political IdeologyPolitical IdeologyWhat is an Ideology?What is an Ideology?

- Set of ideas that are in some logical way related to one another.- Set of ideas that are in some logical way related to one another.- “Ideas won’t keep. Something must be done about them. When the idea is new, its custodians have fervor, live for it , and - “Ideas won’t keep. Something must be done about them. When the idea is new, its custodians have fervor, live for it , and

if need be, die for it.” if need be, die for it.” Alfred North Whitehead, Alfred North Whitehead, DialoguesDialogues (1953 (1953))- Can be identified by their labels that end in ism; liberalism, capitalism, communism- Can be identified by their labels that end in ism; liberalism, capitalism, communism- Ideology more than ideas- Ideology more than ideas

Criteria for distinguishing ideologies from ideas:Criteria for distinguishing ideologies from ideas:1.1. ComprehensivenessComprehensiveness

- place of human beings in the cosmos- place of human beings in the cosmos- relationship with god or history- relationship with god or history- basic nature of human beings- basic nature of human beings- best means for achieving the highest social & political goals- best means for achieving the highest social & political goals

2.2. PervasivenessPervasiveness- been around for a long time- been around for a long time- shaped the beliefs and actions of many people- shaped the beliefs and actions of many people

3.3. ExtensivenessExtensiveness- held by a large number of people and plays significant role in affairs of 1 or more nations- held by a large number of people and plays significant role in affairs of 1 or more nations

4. 4. IntensivenessIntensiveness- commands a strong commitment from many of its followers.- commands a strong commitment from many of its followers.

Example of Ideology = Example of Ideology = Capitalism Capitalism

- Set of Ideas that make up the ideology - Set of Ideas that make up the ideology ex. purpose in economic life is to acquire as much material wealth as possibleex. purpose in economic life is to acquire as much material wealth as possible

Intellectual components of an IdeologyIntellectual components of an Ideology1. Values1. Values

- object or situation of intrinsic worth- object or situation of intrinsic worth- rooted in conviction some more important than others- rooted in conviction some more important than others

2. Vision of the Ideal Polity2. Vision of the Ideal PolityInspired by a vision of what a polity would be like if it were organizedInspired by a vision of what a polity would be like if it were organized- Marxism/equality; Iran/Shiite Fund.- Marxism/equality; Iran/Shiite Fund.

3. Conception of Human Nature3. Conception of Human Nature- beliefs of what makes people, societies and govts behave as they do- beliefs of what makes people, societies and govts behave as they do

4. Strategy of Action4. Strategy of Action- basic plan for winning ultimate victory- basic plan for winning ultimate victory

5. Political Tactics5. Political Tactics- maneuvers used to carryout its basic strategy- maneuvers used to carryout its basic strategy

Types of IdeologiesTypes of Ideologies CommunitarianismCommunitarianism CorporatismCorporatism Guided democracyGuided democracy Islamic fundamentalismIslamic fundamentalism MilitarismMilitarism PacificismPacificism Primitive communismPrimitive communism Social DarwinismSocial Darwinism SyndicalismSyndicalism ThatcherismThatcherism TrotskyismTrotskyism MonarchismMonarchism RepublicanismRepublicanism LiberalismLiberalism ConservatismConservatism ConstitutionalismConstitutionalism

Grouping Modern IdeologiesGrouping Modern Ideologies1.1. Those mainly concerned with the proper Those mainly concerned with the proper

limits on the power of governmentlimits on the power of government

2.2. Those mainly concerned with the proper role Those mainly concerned with the proper role of government in economic affairsof government in economic affairs

3.3. Those mainly concerned with the proper Those mainly concerned with the proper location of the ultimate power to make location of the ultimate power to make political decisions.political decisions.

Ideologies of limits on GovernmentIdeologies of limits on Government Constitutionalism Constitutionalism

- The ideology that government power should be - The ideology that government power should be limited so as to protect human rights.limited so as to protect human rights.

- Govt.defined by how the contents of its - Govt.defined by how the contents of its decisions affect human rightsdecisions affect human rights

Classical Liberalism (Classical Liberalism (Has two meanings)Has two meanings)- 1818thth century till 1930’s advocating maximum freedom century till 1930’s advocating maximum freedom

for individuals from regulation by governmentsfor individuals from regulation by governments- 1930’s and later converted not only personal 1930’s and later converted not only personal

freedoms but also govt. regulation of business, govt. freedoms but also govt. regulation of business, govt. guarantees of minimum standards of living, health guarantees of minimum standards of living, health and employment for alland employment for all

Example of Political PhilosophyExample of Political Philosophy1. 1. The 18th-century EnlightenmentThe 18th-century Enlightenment movement movement

based on rationality rather than traditionbased on rationality rather than tradition scientific inquiry instead of religious dogmascientific inquiry instead of religious dogma representative government in place of monarchy.representative government in place of monarchy. They were committed to the principles of justice, liberty, and equality as They were committed to the principles of justice, liberty, and equality as

the natural rights of man. the natural rights of man.

2. 2. Locke, JohnLocke, John British liberal philosopherBritish liberal philosopher Ideas used as a keystone for A/RIdeas used as a keystone for A/R Believed that the purpose of govt. was to protect Natural RightsBelieved that the purpose of govt. was to protect Natural Rights

Lockes’ Philosophy HighlightsLockes’ Philosophy Highlights- Social Contract Theory - Social Contract Theory (People leave state of nature to protect them, their rights and (People leave state of nature to protect them, their rights and

property)property)

- Popular Sovereignty - Popular Sovereignty (power of govt. rests on the people)(power of govt. rests on the people)- Natural Rights - Natural Rights (born with them…life, liberty & property)(born with them…life, liberty & property)

American Political IdeologiesAmerican Political Ideologies

Modern American LiberalismModern American Liberalism

Modern American ConservatismModern American Conservatism

Create a Social Contract ActivityCreate a Social Contract Activity

PART 1PART 1 Imaginary…Students transported to an Imaginary…Students transported to an

island w/enough natural resources to live island w/enough natural resources to live on but where no one lived before. When on but where no one lived before. When you arrived you had no means of you arrived you had no means of communicating with people in other parts communicating with people in other parts of the world. On the basis of this situation of the world. On the basis of this situation decide what actions to take for their stay decide what actions to take for their stay on the island. (Share with whole class)on the island. (Share with whole class)

Social ContractSocial Contract

Part 2Part 2

New set of facts…Imagine that you discover other New set of facts…Imagine that you discover other groups of people living near you. (you can make groups of people living near you. (you can make this a rival school or the such). Each group this a rival school or the such). Each group discuss their actions upon possibilities could discuss their actions upon possibilities could include isolationism, war or cooperation in the include isolationism, war or cooperation in the form of a treaty. How would their community go form of a treaty. How would their community go about adapting to the changes now present. about adapting to the changes now present. (Share finding with the class)(Share finding with the class)

Social Contract Social Contract

PART 3PART 3New Scenario…Pirates have been raiding New Scenario…Pirates have been raiding

all groups on the island. Their actions all groups on the island. Their actions have been quite effective. They appear to have been quite effective. They appear to be stronger than any single group living on be stronger than any single group living on the island. How would your community the island. How would your community react to the problem of outsiders and the react to the problem of outsiders and the potential destruction of your community? potential destruction of your community? (Share findings with the whole class.(Share findings with the whole class.

Create a social contractCreate a social contractPART 4PART 41.1. DefineDefine

- RepublicRepublic- DemocracyDemocracy- AnarchyAnarchy- AutocracyAutocracy- AristocracyAristocracy- PlutocracyPlutocracy

2. Devise examples of when each of these forms 2. Devise examples of when each of these forms of government could at some time exist in of government could at some time exist in their community?their community?

LESSON 3 - DemocracyLESSON 3 - Democracy

DemocracyDemocracy

1.1. Need to define/classifyNeed to define/classify

2.2. Principles associated with itPrinciples associated with it

3.3. Models or living examplesModels or living examples

4.4. Spectrum classificationSpectrum classification

A democratic society defined by A democratic society defined by sociologistsociologist

1.1. one in which the individual is free in both thinking one in which the individual is free in both thinking and action. People are in control of their own lives. and action. People are in control of their own lives. To the extent that a society encourages freedom, we To the extent that a society encourages freedom, we can call it a democratic society.can call it a democratic society.

2.2. One in which the govt. is effectively limited. Those One in which the govt. is effectively limited. Those who control govt. do not do what they choose to do. who control govt. do not do what they choose to do. Voting, law, organizations of people, and Voting, law, organizations of people, and constitutions effectively limit their power. To the constitutions effectively limit their power. To the extent that government is effectively limited, we call extent that government is effectively limited, we call it a democratic societyit a democratic society

Continued…Continued…3. Human differences are respected and protected. 3. Human differences are respected and protected.

There is a general agreement that no matter what the There is a general agreement that no matter what the majority favors, certain rights are reserved for the majority favors, certain rights are reserved for the individual and for minorities who are different from individual and for minorities who are different from the majority. Diversity is respected and individuality is the majority. Diversity is respected and individuality is respected and protected.respected and protected.

4. All people have an equal opportunity to live a decent 4. All people have an equal opportunity to live a decent life. That is privilege is not inherited, people have life. That is privilege is not inherited, people have equality before the law, in educational opportunity, in equality before the law, in educational opportunity, in opportunity for material success, and in whatever is opportunity for material success, and in whatever is deemed to be important in society. To the extent that deemed to be important in society. To the extent that real equality of opportunity exists.real equality of opportunity exists.

Democracy Principles & ModelsDemocracy Principles & Models

1. Defined1. Defined- Form of government organized in - Form of government organized in accordance with the principles of popular accordance with the principles of popular sovereignty, political equality, popular sovereignty, political equality, popular consultation, majority ruleconsultation, majority rule

2. Spectrum classification of democracies2. Spectrum classification of democracies

- use scanner to include picture- use scanner to include picture

Principles of DemocraciesPrinciples of Democracies

1.1. Popular SovereigntyPopular Sovereignty

2.2. Political EqualityPolitical Equality

3.3. Popular ConsultationPopular Consultation

4.4. Majority RuleMajority Rule

Models of DemocraciesModels of Democracies

1. Presidential Model1. Presidential Model- Separation of powers- Separation of powers- Checks and balances- Checks and balances- US- US

2. Parliamentary Model2. Parliamentary Model- Fusion of powers- Fusion of powers- all policy making power in the Legislature- all policy making power in the Legislature- more common- more common- GB- GB

Democracy or a Republic Democracy or a Republic ActivityActivity

1.1. Break into two groups Roman Break into two groups Roman republicans vs. Greek Democratsrepublicans vs. Greek Democrats

2.2. Explore the 2 forms of government and Explore the 2 forms of government and present a synopsis or presentation of present a synopsis or presentation of both formsboth forms

3.3. Connect the ancient forms with any Connect the ancient forms with any found in our government today.found in our government today.

4.4. What is the level of democracy today?What is the level of democracy today?

Divide students into groups of five. Groups should NOT be instructed to elect a leader or appoint a recorder. All actions in the group should be a natural

outcome of the personalities in the group. Define a state of nature, an imaginary situation where no government exists.

Imagine that all the students in your school were transported to an island where there were enough natural resources for you to live on, but where no

one had lived before. When you arrived you had no means of communicating with people in other parts of the world. On the basis of this situation have students decide what actions they would take for their stay on the island.

(Share findings with the whole class.) Present the groups with a new set of facts. Imagine that at this point you

discover other groups of people living near you. (You may make this a rival school or leave it to their imaginations.) Have each group discuss their actions upon possibilities could include isolationism, war, or cooperation in the form of a treaty. How would their community go about adapting to the changes now

present. (Share findings with the whole class.) Introduce a new scenario. Pirates have been raiding all groups on the island. Their actions have been quite effective. They appear to be stronger than any

single group living on the island. How would your community react to the problem of outsiders and the potential destruction of your community? (Share

findings with the whole class.) Define republic, democracy, anarchy, autocracy, aristocracy, and plutocracy.

Each group should devise examples of when each of these forms of government could at some time exist in their community.

Have each group redefine their government. How would they incorporate others on the island? How would they deal with outside enemies? How would

they get the community to accept their government?