Ch 17 Section 1 (TB) PDF

0544_wh09te_Ch17s1_s.fm Page 544 Tuesday, June 19, 2007 3:07 PM wh07_se_ch17_s01_s.fm Page 544 Monday, November 20, 2006 4:36 PM SECTION 1 Step-by-Step Instruction...

0544_wh09te_Ch17s1_s.fm Page 544 Tuesday, June 19, 2007 3:07 PM wh07_se_ch17_s01_s.fm Page 544 Monday, November 20, 2006 4:36 PM SECTION 1 Step-by-Step Instruction Jean-Jacques Rousseau and quill pen WITNESS HISTORY Rousseau Stirs Things Up AUDIO 1 In Jean-Jacques Rousseau’s most important work, The Social Contract, he argued that in order to be Objectives free, people should do what is best for their As you teach this section, keep students community. Rousseau had many supporters who focused on the following objectives to help were inspired by his passionate writings. European monarchs, on the other hand, were them answer the Section Focus Question angry that Rousseau was questioning authority. and master core content. As a result, Rousseau worried about persecution Explain how science led to the for much of his life. The “chains” below represent Enlightenment. the social institutions that confined society. Compare the ideas of Hobbes and “ Man is born free, and everywhere he is in Locke. chains. ” —Rousseau, The Social Contract Identify the beliefs and contributions of Focus Question What effects did Enlightenment the philosophes. philosophers have on government and society? Summarize how economic thinking changed during this time. Prepare to Read Philosophy in the Age of Reason Build Background Knowledge L3 Objectives By the early 1700s, European thinkers felt that nothing was Remind students that during the Scien- Explain how science led to the Enlightenment. beyond the reach of the human mind. Through the use of reason, tific Revolution, scientists used reason to Compare the ideas of Hobbes and Locke. insisted these thinkers, people and governments could solve every social, political, and economic problem. In essence, these writers, explain why things happened in the phys- Identify the beliefs and contributions of the philosophes. scholars, and philosophers felt they could change the world. ical universe. Then ask them to predict what other aspects of life people could Summarize how economic thinking changed during this time. study using the new scientific method. Scientific Revolution Sparks Terms, People, and Places the Enlightenment Set a Purpose L3 natural law Montesquieu The Scientific Revolution of the 1500s and 1600s had transformed WITNESS HISTORY Read the selection Thomas Hobbes Voltaire the way people in Europe looked at the world. In the 1700s, other aloud or play the audio. John Locke Diderot scientists expanded European knowledge. For example, Edward social contract Rousseau AUDIO Witness History Audio CD, Jenner developed a vaccine against smallpox, a disease whose natural right laissez faire Rousseau Stirs Things Up path of death spanned the centuries. philosophe Adam Smith Scientific successes convinced educated Europeans of the power Ask students to explain in their own of human reason. Natural law, or rules discoverable by reason, words what Rousseau meant by Reading Skill: Summarize Draw a table like govern scientific forces such as gravity and magnetism. Why not, “chains.” What might have been some the one shown here. As you read the section, then, use natural law to better understand social, economic, and examples of such “chains” in his time? summarize each thinker’s works and ideas. political problems? Using the methods of the new science, reform- What are some examples today? ers thus set out to study human behavior and solve the problems Thinkers’ Works and Ideas of society. In this way, the Scientific Revolution led to another rev- Focus Point out the Section Focus Hobbes Leviathan, social contract olution in thinking, known as the Enlightenment. Immanuel Question and write it on the board. Locke Kant, a German philosopher best known for his work The Critique Tell students to refer to this question Montesquieu of Pure Reason, was one of the first to describe this era with the as they read. (Answer appears with Section 1 Assessment answers.) Preview Have students preview the Section Objectives and the list of Vocabulary Builder Terms, People, and Places. Reading Skill Have students use the Use the information below and the following resources to teach the high-use word from this section. Reading Strategy: Summarize work- Teaching Resources, Unit 4, p. 5; Teaching Resources, Skills Handbook, p. 3 sheet. High-Use Word Definition and Sample Sentence Teaching Resources, Unit 4, p. 6 philosophy, p. 547 n. the love of, or the search for, wisdom or knowledge Jonathan’s philosophy of nature comes from his many hikes in the wilderness, where he observes wildlife. 544 The Enlightenment and the American Revolution wh07_te_ch17_s01_na_s.fm wh07_se_ch17_s01_s.fm Page 545 Page 545 Tuesday, Wednesday, August April 23, 2005 1:36 PM 12, 2006 4:33 PM word “Enlightenment.” Despite Kant’s skepticism about the power of rea- Have students read this son, he was enthusiastic about the Enlightenment and believed, like section using the Paragraph Shrinking many European philosophers, that natural law could help explain aspects of humanity. strategy (TE, p. T20). As they read, have students fill in the table describing What convinced educated Europeans to accept the each thinker’s works and ideas. power of reason? Reading and Note Taking Study Guide, p. 158 Hobbes and Locke Have Conflicting Views Thomas Hobbes and John Locke, two seventeenth-century English thinkers, set forth ideas that were to become key to the Enlightenment. Both men lived through the upheavals of the English Civil War. Yet they Teach came to very different conclusions about human nature and the role of government. Scientific Revolution/ Hobbes Believes in Powerful Government Thomas Hobbes out- Hobbes and Locke L3 lined his ideas in a work titled Leviathan. In it, he argued that people were naturally cruel, greedy, and selfish. If not strictly controlled, they Instruct would fight, rob, and oppress one another. Life in the “state of nature”— Introduce: Key Terms Ask students without laws or other control—would be “solitary, poor, nasty, brutish, to find the key term natural law (in and short.” blue) in the text. Point out that during To escape that “brutish” life, said Hobbes, people entered into a the 1500s and 1600s, scientists used social contract, an agreement by which they gave up their freedom for natural law and the scientific method an organized society. Hobbes believed that only a powerful government could ensure an orderly society. For him, such a government was an abso- to challenge long-held beliefs. lute monarchy, which could impose order and compel obedience. Hobbes Writes the Leviathan Teach Compare Hobbes’s and Locke’s The title page from Leviathan (1651) by Hobbes demonstrates his belief in views on government. Then ask In the Locke Advocates Natural Rights John Locke had a more optimistic a powerful ruler. The monarch here 1700s, what type of government view of human nature. He thought people were basically reasonable and moral. Further, they had certain natural rights, or rights that belonged represents the Leviathan who rises existed in most European states? above all of society. (divine-right monarchy) How did to all humans from birth. These included the right to life, liberty, and property. Locke’s ideas challenge Europe’s In Two Treatises of Government, Locke argued that people traditional order? (His theory of nat- formed governments to protect their natural rights. The best ural rights contradicted the theory of kind of government, he said, had limited power and was divine rights.) What was the long- accepted by all citizens. Thus, unlike Hobbes, Locke rejected term effect of these ideas? (They absolute monarchy. England during this time experienced a shift influenced revolutions across the globe.) in political power known as the Glorious Revolution. James II, Quick Activity Ask students if they an unpopular absolute monarch, left the throne and fled recognize Locke’s ideas about natural England in 1688. Locke later wrote that he thought James II deserved to be dethroned for violating the rights of the English. rights in our government. Have them Locke proposed a radical idea about this time. A government, read the excerpt from John Locke’s Two he said, has an obligation to the people it governs. If a govern- Treatises of Government on page 549. ment fails its obligations or violates people’s natural rights, the Then discuss if and when people have people have the right to overthrow that government. Locke’s the right to overthrow their government. idea would one day influence leaders of the American Revolu- tion, such as Benjamin Franklin, Thomas Jefferson, and James Independent Practice Madison. Locke’s idea of the right of revolution would also echo Pair students and have them write a dia- across Europe and Latin America in the centuries that followed. logue between Locke and Hobbes on the How did Hobbes and Locke differ in their dethroning of James II in England. views on the role of government? Monitor Progress As students compose the dialogues, check to ensure they understand that Hobbes and Locke would have had different views on the dethroning. Solutions for All Learners L1 Special Needs L2 Less Proficient Readers L2 English Language Learners Help students understand the importance of reason to Use the following study guide resources to help Answers the Enlightenment. Explain that reason is thought students acquiring basic skills: based on logic. Previously, people accepted things on scientific successes Adapted Reading and Note Taking faith, which is an unquestioning belief. Have students Study Guide Hobbes believed that the government needed brainstorm the advantages and disadvantages of using Adapted Note Taking Study Guide, p. 158 to impose order and compel obedience. Locke reason rather than faith. Adapted Section Summary, p. 159 thought governments should have limited power and be sanctioned by all citizens. Chapter 17 Section 1 545 wh07_te_ch17_s01_na_s.fm Page 546 Wednesday, April 12, 2006 4:33 wh07_se_ch17_s01_s.fm PM Page 546 Wednesday, February 8, 2006 2:20 PM The Philosophes L3 The Philosophes Instruct BIOGRAPHY In the 1700s, there was a flowering of Enlightenment thought. This was Introduce: Vocabulary Builder when a group of Enlightenment Have students read the Vocabulary thinkers in France applied the meth- Builder term and definition. Ask ods of science to understand and students to define philosophy in improve society. They believed that their own words. Then ask students to the use of reason could lead to explain who the philosophes were. reforms of government, law, and soci- ety. These thinkers were called Teach Create a two-column chart on philosophes (fee loh ZOHFS), which the board, labeling one column means “philosophers.” Their ideas “Thinker” and the other “Main Ideas.” soon spread beyond France and even Ask volunteers to fill in the chart with beyond Europe. the thinkers discussed in the section and each thinker’s ideas and accom- Montesquieu Advances the Idea plishments. Then have students use of Separation of Powers An Voltaire Montesquieu early and influential thinker was the chart to summarize the main ideas François-Marie Arouet, known as Born to wealth, Charles Louis de Baron de Montesquieu (MAHN tus of the Enlightenment. Using the Think- Voltaire (1694–1778), was an impas- Secondat (1689–1755) inherited the kyoo). Montesquieu studied the gov- Write-Pair-Share strategy (TE, p. T23), sioned poet, historian, essayist, and title Baron de Montesquieu from his ernments of Europe, from Italy to ask students to discuss what made philosopher who wrote with cutting uncle. Like many other reformers, he didEngland. He read about ancient and these ideas revolutionary in the 1700s. sarcasm and sharp wit. Voltaire was not let his privileged status keep him medieval Europe, and learned about Quick Activity Display Color Trans- sent to the Bastille prison twice due from becoming a voice for democracy. Chinese and Native American cul- to his criticism of French authorities His first book titled Persian Letters ridi- tures. His sharp criticism of absolute parency 101: Enlightenment Ideas and was eventually banned from Par- culed the French government and social About Government. Use the lesson monarchy would open doors for later is. When he was able to return to classes. In his work published in 1748, suggested in the transparency book to debate. France, he wrote about political The Spirit of the Laws, he advanced guide a discussion. Ask how the philos- and religious freedom. Voltaire spent the idea of separation of powers—a In 1748, Montesquieu published his life fighting enemies of freedom, foundation of modern democracy. The Spirit of the Laws, in which he ophes helped create new assumptions such as ignorance, superstition, and What did Montesquieu think discussed governments throughout about the proper use of power and the intolerance. What did Voltaire was necessary to protect liberty? history. Montesquieu felt that the best attributes of a just government. attack in his writings? way to protect liberty was to divide the Color Transparencies, 101 various functions and powers of government among three branches: Independent Practice the legislative, executive, and judicial. He also felt that each branch of gov- ernment should be able to serve as a check on the other two, an idea that Biography To help students better we call checks and balances. Montesquieu’s beliefs would soon profoundly understand the courage it took to criti- affect the Framers of the United States Constitution. cize powerful institutions, have them read Voltaire and complete the work- Voltaire Defends Freedom of Thought Probably the most famous sheet. of the philosophes was François-Marie Arouet, who took the name Voltaire. “My trade,” said Voltaire, “is to say what I think,” and he Teaching Resources, Unit 4, p. 7 did so throughout his long, controversial life. Voltaire used biting wit as a Viewpoints To help students learn weapon to expose the abuses of his day. He targeted corrupt officials and about different viewpoints on education idle aristocrats. With his pen, he battled inequality, injustice, and super- at the time, have them read Enlighten- stition. He detested the slave trade and deplored religious prejudice. ment Views on Education and complete Voltaire’s outspoken attacks offended both the French government the worksheet. and the Catholic Church. He was imprisoned and forced into exile. Even as he saw his books outlawed and even burned, he continued to defend Teaching Resources, Unit 4, p. 10 the principle of freedom of speech. Diderot Edits the Encyclopedia Denis Diderot (DEE duh roh) Monitor Progress worked for years to produce a 28-volume set of books called the As students fill in their tables, circulate Encyclopedia. As the editor, Diderot did more than just compile articles. to make sure they understand each thinker’s ideas. For a completed version of the table, see Note Taking Transparencies, 133 History Background Science and Philosophy Sociology, the study of political climate controls behavior, and that the extent human behavior and the development of human societ- of freedom in a society is determined by its institu- ies, came out of the science practiced by the eigh- tions. He examined laws, customs, and behaviors of teenth-century philosophes, in particular Baron de various societies. His method of study was to compare Montesquieu. He can legitimately be called the father the features of past and present societies. This is simi- Answers of sociology. In his great treatise, The Spirit of the Laws, lar to the methods of comparative sociology today. BIOGRAPHY Voltaire: the French authori- Montesquieu wrote that religion shapes politics, that ties and enemies of freedom; Montesquieu: separation of the powers of government 546 The Enlightenment and the American Revolution wh07_te_ch17_s01_na_s.fm wh07_se_ch17_s01_s.fm Page 547 Page 547 Tuesday, Thursday, August October 23, 2005 1:36 PM 6, 2005 1:41 PM His purpose was “to change the general way of thinking” by explaining Vocabulary Builder ideas on topics such as government, philosophy, and religion. Diderot’s philosophy—(fih LAHS uh fee) n. love of, New Economic Encyclopedia included articles by leading thinkers of the day, including or the search for, wisdom or knowledge Thinking L3 Montesquieu and Voltaire. In these articles, the philosophes denounced slavery, praised freedom of expression, and urged education for all. They Instruct attacked divine-right theory and traditional religions. Critics raised an Introduce Ask students to read the outcry. The French government argued that the Encyclopedia was an introductory sentences under the red attack on public morals, and the pope threatened to excommunicate heading New Economic Thinking. Have Roman Catholics who bought or read the volumes. students predict how natural law could Despite these and other efforts to ban the Encyclopedia, more than apply to economics. Then have them read 4,000 copies were printed between 1751 and 1789. When translated into to find out whether their predictions other languages, the Encyclopedia helped spread Enlightenment ideas were accurate. throughout Europe and across the Atlantic Ocean to the Americas. Teach Discuss the new economic Rousseau Promotes The Social Contract Jean-Jacques Rousseau thinking. Ask What are two differ- (roo SOH), believed that people in their natural state were basically good. ences between the physiocrats This natural innocence, he felt, was corrupted by the evils of society, and the mercantilists? (mercantil- especially the unequal distribution of property. Many reformers and rev- ists: favored government regulation, olutionaries later adopted this view. Among them were Thomas Paine believed in building wealth through and Marquis de Lafayette, who were leading figures of the American and French Revolutions. trade; physiocrats: opposed govern- In 1762, Rousseau set forth his ideas about government and society in ment regulation, believed in building The Social Contract. Rousseau felt that society placed too many limita- wealth through land productivity) tions on people’s behavior. He believed that some controls were neces- How did Adam Smith’s ideas build sary, but that they should be minimal. Additionally, only governments upon those of the physiocrats? (He that had been freely elected should impose these controls. agreed that government should not Rousseau put his faith in the “general will,” or the best conscience of interfere with the economy.) According Heated Debate the people. The good of the community as a whole, he said, should be to Smith, what should rule the Rousseau (left) and Voltaire (right) are placed above individual interests. Rousseau has influenced political and pictured here in the midst of an argument. economy? (market forces of supply social thinkers for more than 200 years. Woven through his work is a Even though the philosophes were reform- and demand) hatred of all forms of political and economic oppression. His bold ideas minded, they disagreed about some issues. Compare the beliefs of Rousseau and Quick Activity Display Color Trans- would help fan the flames of revolt in years to come. Voltaire. parency 102: Law of Supply and Women Challenge the Philosophes The Enlightenment slogan Demand. Use the lesson suggested in “free and equal” did not apply to women. Though the philosophes said the transparency book to guide a dis- women had natural rights, their rights were limited to the areas of cussion on the ways Smith’s ideas are home and family. included in modern economic theory. By the mid- to late-1700s, a small but growing number of Color Transparencies, 102 women protested this view. Germaine de Staël in France and Catharine Macaulay and Mary Wollstonecraft in Britain argued that women were being excluded from the social con- Independent Practice tract itself. Their arguments, however, were ridiculed and Laissez-faire economists argue that soci- often sharply condemned. ety would be better off if the government Wollstonecraft was a well-known British social critic. She did not interfere with business and the accepted that a woman’s first duty was to be a good mother marketplace. Discuss what students but felt that a woman should be able to decide what was in believe to be the proper role of govern- her own interest without depending on her husband. In 1792, ment in a nation’s economy. Wollstonecraft published A Vindication of the Rights of Woman. In it, she called for equal education for girls and boys. Only education, she argued, could give women the tools they Monitor Progress needed to participate equally with men in public life. Check Reading and Note Taking Study Guide entries for student understanding. What topics were addressed by the philosophes in their Encyclopedia articles? Solutions for All Learners L4 Advanced Readers L4 Gifted and Talented Answers While Locke and Montesquieu were rethinking the On Crimes and Punishment, he wrote that the object role of government, Cesare Beccaria was rethinking of the penal system should be to preserve order, not Answers may include topics such as slavery, the role of criminal justice. At this time, critics of the to punish people excessively. Have students research freedom of expression, and education. king or the church could be punished for their views. Beccaria’s ideas and write a paragraph on his influ- Caption Rousseau believed that a freely elected Beccaria objected to the use of torture, secret pro- ence on today’s justice system. government should exercise minimal control ceedings, and brutal punishments. In his treatise, over the people; Voltaire believed in free speech, equality, justice, and reason. Chapter 17 Section 1 547 wh07_te_ch17_s01_na_s.fm Page 548 Wednesday, April 12, 2006 4:33 wh07_se_ch17_s01_s.fm PM Page 548 Friday, February 24, 2006 10:56 AM Assess and Reteach New Economic Thinking French thinkers known as physiocrats focused on economic reforms. Like Assess Progress L3 the philosophes, physiocrats based their thinking on natural laws. The physiocrats claimed that their rational economic system was based on Have students complete the the natural laws of economics. Section Assessment. Laissez Faire Replaces Mercantilism Physiocrats rejected mercan- Administer the Section Quiz. tilism, which required government regulation of the economy to achieve Teaching Resources, Unit 4, p. 2 a favorable balance of trade. Instead, they urged a policy of laissez faire (les ay FEHR), allowing business to operate with little or no government To further assess student under- interference. Physiocrats also supported free trade and opposed tariffs. standing, use Progress Monitoring Smith Argues for a Free Market Scottish economist Adam Smith Transparencies, 72 greatly admired the physiocrats. In his influential work The Wealth of Nations, he argued that the free market should be allowed to regulate business activity. Smith tried to show how manufacturing, trade, wages, Reteach profits, and economic growth were all linked to the market forces of sup- If students need more instruction, have ply and demand. Wherever there was a demand for goods or services, he them read the section summary. said, suppliers would seek to meet that demand in order to gain profits. Reading and Note Taking L3 Smith was a strong supporter of laissez faire. However, he felt that gov- Study Guide, p. 159 ernment had a duty to protect society, administer justice, and provide public works. Adam Smith’s ideas would help to shape productive econo- mies in the 1800s and 1900s. Adapted Reading and L1 L2 Note Taking Study Guide, p. 159 Why did Smith support laissez faire? Investors in Paris, France, 1720 Spanish Reading and L2 Note Taking Study Guide, p. 159 Extend L4 Organize the class into small groups. Have each group think of areas in modern society that are based on or represent Enlightenment ideas. (Sample: govern- ment, human rights, education, gender roles) Have them choose one Enlighten- ment idea and discuss the similarities and differences between that idea and the present-day manifestation of the idea. Answer 1 Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: naa-1711 Terms, People, and Places Comprehension and Critical Thinking Writing About History 1. For each term, person, or place listed at 3. Summarize How did the achievements Quick Write: Explore a Topic On some Smith believed the market would be more essay tests, you may have a choice of topic. the beginning of the section, write a of the Scientific Revolution contribute to productive without government regulation. sentence explaining its significance. the Enlightenment? You should choose one that you feel most 4. Recognize Cause and Effect What knowledgeable about. Choose from the did the philosophes do to better under- following, and draft a single sentence 2. Reading Skill: Summarize Use your stand and improve society? that identifies the main idea: completed tables to answer the Focus 5. Synthesize Information Explain the (a) social contracts (b) freedom of speech Question: What effects did Enlighten- connection between the policy of laissez (c) women in the mid-1700s ment philosophers have on government faire and natural economic laws. and society? Section 1 Assessment human nature and government as well as Writing About History to the physical world. Sentences should show an understanding of 1. Sentences should reflect an understanding 4. They applied the methods of science to the main idea of one of the three writing of each term, person, or place listed at the study and improve society. topics given. beginning of the section. 5. Laissez faire means allowing the free 2. They contributed new ideas such as sepa- market to operate “naturally,” or with lit- ration of powers and freely elected tle or no government interference. government. 3. They led to greater faith in the power of For additional assessment, have students reason. People began to apply reason to access Progress Monitoring Online at Web Code naa-1711. 548 The Enlightenment and the American Revolution  wh07_te_ch17_PrimSour_NA_s.fm wh07_se_ch17_PS_NA_s.fm Page Page 549 Monday, 549 Monday, November January 20, 2006 4:24 PM 8, 2007 9:33 AM John Locke: John Locke: Two Two Treatises of Government Treatises of Government English philosopher John Locke (1632–1704) published Two Objectives Treatises of Government in 1690. Locke believed that all Explain the ideas presented in John people had the same natural rights of life, liberty, and Locke’s Two Treatises of Government. property. In this essay, Locke states that the primary Understand the impact of this doc- purpose of government is to protect these natural rights. ument on the French and American He also states that governments hold their power only revolutions. with the consent of the people. Locke’s ideas greatly influenced revolutions in America and France. Build Background Knowledge L3 Ask students to recall what they know about John Locke and his ideas on gov- B ut though men, when they enter into society give up the equality, liberty, and executive power they had in the state of Nature into the hands of society... the power of the society or ernment. Tell them that Locke explained some of his ideas in this essay. legislative constituted by them can never be supposed to extend farther than the common good.... Whoever has the legislative Instruct L3 or supreme power of any commonwealth, is bound to govern by Direct students to the introduction at established standing laws, promulgated1 and known to the the top of the page. Then ask What people, and not by extemporary2 decrees, by indifferent and does Locke believe is the primary upright judges, who are to decide controversies by those laws; purpose of government? (to protect and to employ the force of the community at home only in the people’s natural rights of life, liberty, execution of such laws, or abroad to prevent or redress foreign and property) Ask students to recall injuries and secure the community from inroads3 and where else they have heard this idea. invasion. And all this to be directed to no other end but the Point out that Locke’s ideas about nat- peace, safety, and public good of the people.... ural rights and the obligations of gov- The reason why men enter into society is the preservation of their John Locke and a book of his writings ernment later influenced Thomas property; and the end while they choose and authorize a legislative is that there may be laws made, and rules set, as guards and fences to the Jefferson’s writing of the Declaration of properties of all the society,... Independence. This document states Whensoever, therefore, the legislative [power] shall transgress4 this that all men are created equal and are fundamental rule of society, and either by ambition, fear, folly, or given “certain unalienable Rights, that corruption, endeavor to grasp themselves, or put into the hands of any among these are Life, Liberty and the other, an absolute power over the lives, liberties, and estates of the people, pursuit of Happiness.” by this breach of trust they forfeit the power the people had put into their As students read the selection, have hands for quite contrary ends, and it devolves5 to the people; who have a them list each of Locke’s ideas on gov- right to resume their original liberty, and by the establishment of a new ernment. When students have finished, legislative (such as they shall think fit), provide for their own safety and Thinking Critically have them compare their lists, and security.... 1. Draw Inferences According to then create a master list on the board. Locke, how should a land be (Lists should include: People have natu- governed? Why do you think this is the case? ral rights; people form governments 1. promulgated (PRAHM ul gayt id) vt. published or made known. 2. Identify Central Issues What does to protect their natural rights; if a 2. extemporary (ek STEM puh rehr ee) adj. without any preparation. 3. inroads (IN rohdz) n. advances at the expense of someone. Locke say can happen if a government government fails this obligation, the 4. transgress (trans GRES) vt. go beyond; break. fails to protect the rights of its people have a right to overthrow that people? government.) 5. devolves (dih VAHLVZ) vt. passes. Monitor Progress To confirm students’ understanding, ask History Background them to briefly summarize Locke’s ideas. Solutions for All Learners How does modern American government L2 Less Proficient Readers L2 English Language Learners incorporate his ideas? Use shared reading to help students read this docu- dents enter school, they hand over certain things, ment. First, read aloud the first paragraph of the such as decisions as to how they may dress. Next, Thinking Critically excerpt. As you read, model how to summarize the have them go back and read the primary source 1. by a government chosen by the people; Sample: meaning of each section. For example, after you silently. Then, have students work in groups to All people have the same natural rights and read aloud the first sentence, think aloud: When explain the meaning of a few sentences. After should be able to choose the body that protects people join a society, they hand over certain pow- the groups have had sufficient time, discuss their them. ers to that society. Provide an example: When stu- conclusions as a class. 2. The people can overthrow the government. 549