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Student Resource Packet

The Purposes and Powers of Government

Today and in the Ancient World

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Delaware Social Studies Civics Standard 1aStudents will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy, and make war.

Name __________________________________ Class_________

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The Purposes and Powers of Government: Today and in the Ancient World

Knowledge Rating

Concept

I have never seen this word before.

I have seen this word before but I don’t know what it means.

I have seen this word before and I think it means:

I know this word and can use it in a sentence:

Lesson 1state of nature

natural rights

philosopher

social contractLesson 2

law

regulation

law code

4

empire

Concept

I have never seen this word before.

I have seen this word before but I don’t know what it means.

I have seen this word before and I think it means:

I know this word and can use it in a sentence:

Lesson 3

tax

tribute

universal

power

Lesson 4

foreign

domestic

policy

5

Constitution

clause

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The Purposes and Powers of Government: Today and in the Ancient World

KUDContent: Government Processes Grade: 6 th

Benchmark: Civics 1aStudents will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy, and make war.

KNOW UNDERSTAND DO Governments have

the power to make and enforce laws and regulations

Governments have the power to levy taxes

Governments have the power to conduct foreign policy

Governments have the power to make war

VOCABULARYstate of naturenatural rightsphilosophersocial contractlawregulationlaw codeempiretaxtribute

Citizens give governments power to protect their natural rights

Governments need powers to create order, national security, promote national interests, and maintain financial security

Governments enforce their laws with special units (police force, guards, etc.) to maintain order rather than allow their citizens to be “free”

Governments require their citizens to pay taxes to achieve financial security

Governments participate in war to promote national

Identify the purposes and  powers of governments

Hypothesize the reasons behind Hammurabi's Code.

Provide a rationale for rules and laws in the United States and Hammurabi’s Empire

Analyze the reasons why governments have certain powers

Explain the relationship between the powers and purposes of government

Explain how governments create order and meet the needs of its people

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universalpowerforeigndomesticpolicyConstitutionclause

interests

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Name ____________________________________________ Date ________

The Purposes and Powers of Government: Today and in the Ancient World

Vocabulary Chart

Word Definition Real-Life Example

Drawing

Lesson 1state of nature

natural rights

philosopher

social contractLesson 2

law

regulation

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law code

empire

Word Definition Real-Life Example

Drawing

Lesson 3

tax

tribute

universal

power

Lesson 4

foreign

domestic

policy

10

Constitution

clause

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Lesson 1: The Social Contract and the Development of Government Part 1- The Social Contract

Step 1: Gathering Information on a State of NatureDIRECTIONS: Discuss the following questions with a partner or in a small group. Record your answers in the spaces provided.1. What might the advantages be to living in a state of nature? What

might the disadvantages be?___________________________________________________________________________________________________________________________________________________________________________2. Do you think life in the state of nature would be good or bad? Why?__________________________________________________________________________________________________________________3. What “natural rights” do people have in the state of nature? What Step 2: Extending and Refining with a Close Reading of “The Social Compact”Before ReadingDIRECTIONS: Answer the following questions by writing your ideas in the thought clouds.1. What do you think driving would be like if there were no traffic laws?

Give specific examples.

2. What do you think life would be like if there were no laws to protect your private property? Give specific examples.

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Step 2: Extending and Refining with a Close Reading of “The Social Compact”First Reading of the TextDIRECTIONS: Carefully read the text. As you read, underline any words or phrases that you do not know or understand. Then write the words and phrases you underlined in the graphic organizer. Finally, write any questions or comments you have about the text in the graphic organizer.

The Social CompactJohn Locke and other philosophers developed a solution to

the problems that exist in a place without government. In a state of nature, people might feel free to do anything they want to do. However, their rights would not be protected and they would feel insecure.

Locke argued that people should agree with one another to give up some of their freedom in exchange for protection and security. They should consent to follow some laws in exchange for the protection these laws would give them. This agreement is called a social compact or social contract. A social compact is an agreement people make among themselves to create a government to rule them and protect their natural rights. In this agreement the people consent to obey the laws created by that government.

The Social Compact

Independent Reading Graphic Organizer

The words in the text that I do not understand are…

Some questions or

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Step 2: Extending and Refining with a Close Reading of “The Social Compact”Text-Dependent QuestionsDirections: Use the following process to answer the test-dependent questions.

a) Re-read the section of the text in the left column.b) Take notes to help you respond to the question.c) Discuss the question in a group of 2-3.d) Write what you think is the best answer to each question.

The Social Compact

John Locke and other philosophers developed a solution to the problems that exist in a place without government. In a state of nature, people might feel free to do anything they want to do. However, their rights would not be protected and they would feel insecure.

Locke argued that people should agree with one another to give up some of their freedom in exchange for protection and security. They should consent to follow some laws in exchange for the protection these laws would give them. This agreement is called a social compact or social contract. A social compact is an agreement people make among themselves to create a government to rule them and protect their natural rights. In this agreement the people consent to obey the laws created by that government.

1. Why would people feel ”insecure” in a state of nature?

_________________________________________________________________________________________________________________________________________________________________________________________

2. Where does government get its right to govern, according to the natural rights philosophers?

_________________________________________________________________________________________________________________________________________________________________________________________3. How does the author help the reader

understand the meaning of social compact? Use examples from the text in your analysis.

_________________________________________________________________________________________________________________________________________________________________________________________

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Step 2: Extending and Refining with a Close Reading of “The Social Compact”Problem/Solution Essay

Directions: In a paragraph, with at least 5-8 sentences, answer the following questions using The Social Compact text and your notes.

Write a summary of Locke’s argument for government that includes answers to the following questions:

What problem does the author introduce in the text The Social Compact?

What is one solution to the problem? Explain your answer with an example.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson 1: The Social Contract and the Development of Government

Part 2- The Development of Government

Step 3: Application- Historical Example: Hammurabi SpeaksHammurabi became the sixth ruler in the First Dynasty of Babylon in the 18th Century BCE. The success of Hammurabi's military operations expanded Babylon north along the Tigris and Euphrates and south to what is now called the Persian Gulf. The empire he created is known as Babylon, while the civilization is often referred to as Old Babylonia.You will play the role of a council of advisors to King Hammurabi. You will meet to plan your advice to the king. Then, one or more representatives from each group will report your council’s advice to the king. Keep in mind that Hammurabi is an absolute ruler and the consequences of a presentation that displeases the king could be severe.DIRECTIONS: Silently read Hammurabi’s speech.

My people are restless. You, my advisors, are to share your wisdom with me. What can I do to:

1. Reduce crime?

2. Guarantee fair wages (payment for work)?

Council of Advisors, I, whom Anu and Bel called by name me, Hammurabi, the exalted prince, who fears the gods, wants to bring about the rule of righteousness in this land, to destroy the wicked and the evil-doers. Those who are ruled by me will find that the strong will no longer harm the weak. I rule over the people like Shamash, god of the sun, to enlighten the land, to further the well-being of mankind. Thanks to my building projects here in southern Mesopotamia—such as the great and lesser canals—my people have prospered and multiplied. Now, my land is crowded. My people complain that there is crime. My

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Lesson 2: Rule of LawStep 1: Gathering Information Rules and RegulationsDIRECTIONS: Discuss the following questions with a partner or in a small group. Record your answers in the spaces provided.1. What laws did you encounter today? ___________________________________________________________________________________________________________________________________________________________________________2. What are some reasons for having laws?___________________________________________________________________________________________________________________________________________________________________________3. Give a definition of the word “law.”__________________________________________________________________________________________________________________Step 2: Application- Historical Example: The Empire RulerDIRECTIONS: Partner read the text.

The Empire RulerHammurabi ruled Babylon for 42 years (until 1750 B.C.). During the

first part of his reign, he made war. He conquered other Mesopotamian city-states and added them to his empire. Although he could build his empire with armies, he quickly realized the armies alone could not run his empire. The Mesopotamian city-states shared basic beliefs, but each practiced those beliefs in a different way. Each worshiped its own god. Each carried out lex talionis in its own way. Each followed its own rules about bartering.

Partner 1 Partner 2

Define the word reign.In what ways were Mesopotamian city-states different from one another?

Hammurabi wanted the city-states to trade with each other. The differences between each city-state’s practices made this difficult. A grain grower in far-off Assur couldn’t be certain of fair treatment from merchants in the empire’s capital. Questions about trade were always Partner 1 Partner 2

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Step 2: Application- Historical Example: The Empire Ruler (Continued from previous page)

Before Hammurabi conquered them, most of the city-states had been deadly enemies. They didn’t trust each other. They looked for excuses to fight. The tiniest disagreement could turn into another full-scale war.

To hold this empire together, Hammurabi had to find some way of ironing out these differences. From his letters, we know he attacked this job with enthusiasm and energy. He settled arguments between city-states. He built temples and monuments throughout his realm. He even rearranged the calendar so all Mesopotamia could agree on what day it

Partner 1 Partner 2Step 3: Application- Hammurabi’s Code of Law What do these laws tell us?DIRECTIONS: What do the following laws tell us about life in Hammurabi’s empire? Record your answers in the spaces provided.Law What does this law tell you about life

in Hammurabi’s empire?

If a son has struck his father, the son’s hands shall be cut off.

______________________________________________________________________________________________________________________________________________________________________________________________

If a man has hired a boat and boatman and loaded the boat with corn, wool, oil, dates or anything else, and the boatman is careless and sinks the boat, the boatman shall restore the boat and whatever was lost that was in it.

______________________________________________________________________________________________________________________________________________________________________________________________

the father’s authority should not be questionedharsh punishment for disobedience to father

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Step 3: Application- Hammurabi’s Code of Law Judgment in the EmpireDIRECTIONS: Imagine you are the governor of Lasha, a city at the edge of the empire. Hammurabi sent you a copy of his code. You are determined to see that Hammurabi’s laws are obeyed in your city. Two cases are brought before you this morning. The same law was broken in each case:

“If a son has struck his father, the son’s hands shall be cut off.”

Read the facts of each case and state your judgment of each case with at least two reasons why you reached that decision. Remember, the purpose of Hammurabi’s Code is to establish “truth and justice throughout the land.” Your judgments should also establish truth and justice.

CASE 1One morning, a well-to-do

merchant sent his teenage son on an emergency errand. He told his son to find out exactly how much grain was left in his warehouse. The merchant had to sell this leftover grain quickly to avoid a big loss. He was meeting a possible buyer at a nearby restaurant at noon.

Noon came and went but the boy did not return. The merchant hurried to the warehouse and questioned the guard. The guard said the boy had not been by all morning. When the merchant finally reached the restaurant, late and

CASE 2A local farmer uses his

large family’s labor to tend his fields and flocks. He keeps his children, nieces, and nephews busy with chores to perform all night. When they don’t perform their tasks perfectly, he loses his temper and beats them.

One afternoon, the farmer was watching his youngest son bind the cut leg of a young ox. Though the farmer had shown the boy how to do this correctly dozens of times, the boy was wrapping the leg too loosely. The wound would never heal and the ox would be lame for

For Case 1 what did you decide to do?

______________________________________________________________________________________________________________________________________________________

For Case 2 what did you decide to do?

_________________________________________________________________________________________________________________________________________________

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Lesson 3: TaxesStep 1: Gathering Information on TaxationDIRECTIONS: Read the following statements. If you think it is true, circle.

If you think it is false, circle.

1. Government at all levels can impose sales tax.

2. An excise tax applies to all products.

3.

Income tax is the tax you pay on money you receive from various sources.

4.

Social Security is the basic retirement program run by the banking system.

DIRECTIONS: Use the graphic organizer to collect notes as you participate in the jigsaw reading of “You are a Taxpayer.”

Tax NotesSection 1: Sales Tax

Section 2: Excise Tax

Section 3: Income TaxCorporate Income TaxProgressive Taxes

Section 4:Social Security Tax

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You Are a TaxpayerYou Are a Taxpayer (all students read this)

You’ve probably thought of yourself as a student, a kid, maybe an athlete or an artist or a gamer, but have you ever thought of yourself as… a taxpayer? If you’ve ever bought anything, you’ve probably paid taxes. A tax is an amount of money citizens and businesses are required to pay so that the government can function and provide services. There are many kinds of taxes, and they exist at all levels of government. The taxes you pay support all of the things the government does.

Government Services (all students read this)

So what does the government do? Just look around! If you’ve driven on a road, visited a library, gone to an airport, or been to a military base, you’ve seen the government in action. Many government services are designed to keep the nation and its citizens safe. The government inspects places where food is made, provides police officers and FBI agents, and keeps long-range missiles ready in case of attack. (Ever wondered how much a missile costs and who pays for it?) Other services are designed to keep the nation’s economy running smoothly by helping citizens earn a living and business be competitive. The government educates people, supports farmers and small business owners, and investigates companies that operate unfairly. There are services that help people who have fallen on hard times by offering them help finding jobs and buying food. The government provides all kinds of other services, too. It improves our quality of life by maintaining parks and operating museums. It generates electricity, prints money, builds rockets, clothes prisoners, repairs traffic lights … the list is endless! Thousands of people earn their living providing all these services to citizens. In fact, the federal government is the biggest employer in the nation.

Paying for Services (all students read this)

Most people would agree that going out to eat is fun… until the check arrives. But people accept that if they want to eat out, they have to pay the

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bill. It’s the same with government services: If we want to have a military, or space rockets, or traffic lights, we have to pay for them. (Whether people agree on what we should pay for is another question!) We pay for these things with taxes. There are many kinds of taxes.

Sales Tax (Section 1)

Sales tax is the tax you pay when you buy something. Government at all levels can impose sales tax. If you break down the total tax you pay on an item, you may find that part of it is city sales tax, part might be county tax, and part may be state sales tax. If you’ve noticed that sales tax varies from place to place, that’s why. Also, not everything is taxed at the same rate. In many states, groceries are exempt from sales tax. States and local governments use sales taxes to fund many kinds of programs. Sometimes, citizens will even vote to impose a sales tax on themselves for a special purpose, such as education.

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Excise Tax (Section 2)

While sales tax applies to all the stuff in your shopping cart, an excise tax only applies to certain products. States often put excise taxes on alcohol and tobacco. At the federal level, there are excise taxes on gasoline, air transportation, fishing equipment, and even indoor tanning! You won’t usually see an excise tax listed on your receipt because it is a tax the seller owes to the government. However, sellers usually include the amount of the tax in the price of the item. That’s why excise taxes are often called “hidden” taxes. As the consumer, you might not know the tax exists.

Income Tax (Section 3)

Income tax is the tax you pay on money you receive from various sources. Some income is money you earn by working at a job. There are other kinds of income, too. Banks pay interest on money you keep in a savings account. People who own buildings may receive rent from their tenants. People who own businesses receive money for the goods and services they offer. People can also receive income from investing their money in things like stocks. All of this income is taxable, which means people must report it to the government and may have to pay taxes on it. Like people, businesses also pay income tax. The corporate income tax is a tax on profits made by corporations. Both the individual and corporate income tax are progressive taxes, meaning the more income or profit a person or company has, the higher tax rate they pay.

Social Security and Medicare Tax (Section 4)

Social Security is the basic retirement program run by the federal government. During your working years, the Social Security tax takes a percentage of your earnings and puts it into the Social Security system. Then, when you reach a certain age, you become eligible to receive monthly payments. People who become disabled and cannot work may also be eligible to receive payments from Social Security. Medicare is the federal government’s health care system for people age 65 and over. Money for this program also comes out of your paycheck in the form of a tax.

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Other Taxes (Section 5)

There are many other kinds of taxes the government collects: Local governments collect property taxes, which are taxes people pay

on land they own. Schools and fire services are often funded with property taxes.

The estate tax is a tax the government collects when a person dies. Often called “death taxes,” the estate tax only applies when everything the deceased person owned is worth a lot of money—usually millions of dollars. Most people don’t have to worry about this tax.

The government also imposes tariffs, which are taxes on goods that are imported to the U.S. from other countries. The purpose of tariffs is to help U.S. companies compete with foreign companies.

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Step 2: Extending and Refining- Close Reading of “Taxes in Ancient Mesopotamia”First Reading of the TextDIRECTIONS: Carefully read the text. As you read, underline any words or phrases that you do not know or understand. Then write the words and phrases you underlined in the graphic organizer. Finally, write any questions or comments you have about the text in the graphic organizer.

Taxes in Ancient MesopotamiaThe oldest examples of writing we have are documents that are

concerned with goods and trade. Records of taxes, tithes, and tributes pre-date even the most ancient of stories and religion. In the Middle East the development of cuneiform writing was a major help to the city states who needed to keep track of a complex administrative system. The writing that developed in southern Mesopotamia was used throughout the Middle East for thousands of years. This form of writing was universal throughout the area, regardless of the spoken languages. Many of the most ancient documents we have are texts used by scribes for learning, and relate to the business of taxes.

The earliest tax records known were from the ancient Mesopotamian city-state of Lagash in modern day Iraq, and were made in soft clay. The clay was then baked and served as a receipt, or account. The tax rates in Lagash were typically low, but in times of crisis or wars, the rate would be 10% of all goods. Most people were poor and lived in huts. The main focus of early property taxation was land and its production value. Most often the taxes would be paid with a portion of the crop yield, or some other food. These taxes were used to supply the defense of the city state, and for trade with other city states.

Taxes in Independent Reading Graphic Organizer

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Second Reading of the TextDIRECTIONS: Follow along as your teacher reads the text aloud. Highlight the central idea.What is the central idea of the text?________________________________________________________________________________________________________________________________________________________________________________________________

Text-Dependent QuestionsDirections: Use the following process to answer the test-dependent questions.

a) Re-read the section of the text in the left column.b) Take notes to help you respond to the question.c) Discuss the question in a group of 2-3.d) Write what you think is the best answer to each question.

Taxes in Ancient Mesopotamia

The oldest examples of writing we have are documents that are concerned with goods and trade. Records of taxes, tithes, and tributes pre-date even the most ancient of stories and religion. In the Middle East the development of cuneiform writing was a major help to the city states who needed to keep track of a complex administrative system. The writing that developed in southern Mesopotamia was used

1. What does the author mean in the sentence, “Records of taxes, tithes, and tributes pre-date even the most ancient of stories and religion.”?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What does the word “universal” mean in this selection?

________________________________

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Remember to use the following process to answer the test-dependent questions.

a) Re-read the section of the text in the left column.b) Take notes to help you respond to the question.c) Discuss the question in a group of 2-3.d) Write what you think is the best answer to each question.

The earliest tax records known were from the ancient Mesopotamian city-state of Lagash in modern day Iraq, and were made in soft clay. The clay was then baked and served as a receipt, or account. The tax rates in Lagash were typically low, but in times of crisis or wars, the rate would be 10% of all goods. Most people were poor and lived in huts. The main focus of early property taxation was land and its production value. Most often the

3. How did the people of Lagash keep record of the taxespeople paid?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What do you infer the tax rate would be when a crisis

or war was not going on? ________________________________________________________________________________________________________________________________

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Lesson 4: Foreign PolicyStep 1: Gathering Information- Foreign or Domestic??DIRECTIONS: Read the following statements and check either “domestic” or “foreign.”

1. Americans often refer to a country that is not the United States as a __________ country

domestic foreign 2. A language that is not English and comes from a country outside the United States is called a ___________ language.

domestic foreign

foreign- coming from or belonging to a different place or country

Step 2: Extending and Refining- Foreign Policy or Domestic Policy??DIRECTIONS: Read each example below and decide if it is a domestic policy—addresses issues athome—or a foreign policy—addresses issues around the world. Write either “domestic” or “foreign.”

1 The government wants to make sure students are learning what they should be, so it requires standardized testing in certain grades.

2 The government operates national parks in different parts of the country.

3 The United States is allied with countries around the world, which means they are partners and look out for each other’s interests.

4 The United States provides help to other countries when natural disasters, like earthquakes, occur.

5 The countries of the world meet to decide how to handle climate change, and the United States plays a role in the talks.

6 The United States is attacked, and the

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Step 3: Extending and Refining- U.S. Foreign PolicyDIRECTIONS: Analyze one of the clauses of Article One, Section Eight of the United States Constitution. Answer the questions that follow.

Clause 1

The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defense and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States;

Clause 2 To borrow Money on the credit of the United States;Clause 3

To regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes;

Clause 4

To establish an uniform Rule of Naturalization, and uniform Laws on the subject of Bankruptcies throughout the United States;

Clause 5

To coin Money, regulate the Value thereof, and of foreign Coin, and fix the Standard of Weights and Measures;

Clause 6

To provide for the Punishment of counterfeiting the Securities and current Coin of the United States;

Clause 7 To establish Post Offices and post Roads;

Clause 8

To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries;

Clause 9 To constitute Tribunals inferior to the supreme Court;Clause 10

To define and punish Piracies and Felonies committed on the high Seas, and Offences against the Law of Nations;

Clause 11

To declare War, grant Letters of Marque and Reprisal, and make Rules concerning Captures on Land and Water;

Clause 12

To raise and support Armies, but no Appropriation of Money to that Use shall be for a longer Term than two Years;

Clause 13 To provide and maintain a Navy;

Clause 14

To make Rules for the Government and Regulation of the land and naval Forces;

Clause 15

To provide for calling forth the Militia to execute the Laws of the Union, suppress Insurrections and repel Invasions;

Clause 16

To provide for organizing, arming, and disciplining, the Militia, and for governing such Part of them as may be employed in the Service of the United States, reserving to the States respectively, the Appointment of the Officers, and the Authority of training the Militia according to the discipline prescribed by Congress;

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Step 4: Extending and Refining- Hammurabi’s Foreign PolicyDIRECTIONS: Read each law, then roll the die to determine how to answer.

26. If a chieftain or a man (common soldier), who has been ordered to go upon the king's highway for war does not go, but hires a mercenary, if he withholds the compensation, then shall this officer or man be put to death, and he who represented him shall take possession of his house.

27. If a chieftain or man be caught in the misfortune of the king (captured in battle), and if his fields and garden be given to another and he take possession, if he return and reaches his place, his field and garden shall be returned to him, he shall take it over again.112. If any one be on a journey and entrust silver, gold, precious stones, or any movable property to another, and wish to recover it from him; if the latter do not bring all of the property to the appointed place, but

Step 3: Extending and Refining- U.S. Foreign Policy

1 What does your clause mean?

_______________________________________________________________________________________________________________________________________

2 Why is this clause important?

_______________________________________________________________________________________________________________________________________

3What could happen if this clause was not included in

_______________________________________________________________________________________________________________________________________

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Die for Hammurabi’s Foreign Policy

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Check for Understanding- Exit Tickets

Draw

Act it W

rite

a se

nten

ce!!

Make a

diagram

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Roll agai

You choos

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Name __________________________________ Date _________Lesson 1: Strategy 1: The Social Contract -

Check for UnderstandingDIRECTIONS: Answer the following question using complete sentences.Do you think we need government and laws to survive? Support your answer with an example from our community.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name __________________________________ Date _________

Lesson 1: Strategy 2: The Social Contract -Check for Understanding

DIRECTIONS: Answer the following question using complete sentences.

What is one rule or concept you would include if you were to write a “social contract” for our school? Explain why your rule or concept is important.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name __________________________________ Date _________

Lesson 1: Strategy 3: Hammurabi Speaks -Check for Understanding

DIRECTIONS: Answer the following question using complete sentencesDescribe a need of the citizens that Hammurabi’s government worked to address. Support your answer with evidence from the lesson.___________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name __________________________________ Date _________

Lesson 2: Strategy 2: The Empire Ruler-Check for Understanding

DIRECTIONS: Answer the following prompt in complete sentences.

Write a one-sentence hypothesis explaining the purpose of Hammurabi's Code. Explain why you came to this conclusion._________________________________________________________________________

Name __________________________________ Date _________Lesson 2: Strategy 1: Rules and Regulations-

Check for UnderstandingDIRECTIONS: Answer the following prompt in complete sentences.Why does the government need the power to make and enforce laws and regulations? Support your answer with an example from our community._________________________________________________________________________

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Name __________________________________ Date _________

Lesson 3: Strategy 1: Taxes-Check for Understanding

DIRECTIONS: Which tax is it? Match each scenario with the tax it is describing.

1. Yvonne buys gloves that cost $10.00. At the register, she must pay $10.80. _________________________________

2. Sasha bought a townhouse last year. She just got a bill from the county showing the value of her house and the amount of tax she owes. _________________________________

3. Bigmart sells boots that are made in China and boots made in the United States. Bigmart must pay 27% tax on each pair made in China, but not on the ones made in the United States. _________________________________

4. State citizens voted to add a 75 cent tax to each pack of cigarettes to pay for programs to help people quit smoking. _________________________________

Taxesestate taxexcise tax income/Social Security/Medicare property tax sales tax

Name __________________________________ Date _________Lesson 3: Strategy 2: Taxes in Mesopotamia-

Check for UnderstandingDIRECTIONS: Answer the following question using complete sentences.

Why do governments need the power to collect taxes? Explain your answer with an example.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name __________________________________ Date _________

Lesson 4: Strategy 2: Foreign or Domestic Policy?-Check for Understanding

DIRECTIONS: Answer the following question using complete sentences.

What is the difference between a foreign policy and a domestic policy? Explain your answer with examples of each.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name __________________________________ Date _________

Lesson 4: Strategy 3: U.S. Foreign Policy-Check for Understanding

DIRECTIONS: Answer the following question using complete sentences.Why does the government need the power to conduct foreign policy? Support your answer with an example.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name ____________________________________________ Date ________

Transfer TaskStep 1: InstructionsTask: You will create a mockup of a museum instillation that explains the purposes and powers of government of three ancient societies. The three societies are Ancient Egypt, Ancient India, and Ancient China.

Prior Knowledge

Now that you have learned the purposes and powers of government in the United States and during Hammurabi’s reign, you are ready to research some other societies to determine what needs their governments served.

Problem

The University of Pennsylvania is creating a new exhibit for their museum of archaeology and anthropology. The theme of the exhibit is “Governments in the Ancient World.” The exhibit will be primarily used with elementary and middle school students to allow them to compare the governments of the past to governments today.

Role/Perspective

You have been hired to research three ancient civilizations to plan a museum display that explains the purposes and powers of government of each civilization and relate it to the government of the United States.

ProductYou will be provided a template from the museum’s curator to express exactly what your display will look like. The display should be visually appealing, so be Step 2: The Specifics

This project is due on __________________________________________________.

Notes/Ideas about Museum Display:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Step 3: RubricTask: You will be scored using the following rubric.

Scoring Category

The museum display…. Score Point 3

Score Point 2 Score Point 1

Identifies the purposes and powers of government of Ancient Egypt.

Description includes accurate and relevant information about the purposes and powers of the government of Ancient Egypt.

Description includes mostly accurate and relevant information about the purposes and powers of the government of Ancient Egypt.

Description does not identify the purposes or powers or includes inaccurate or irrelevant information about the purposes and powers of the government of Ancient Egypt.

Identifies the purposes and powers of government of Ancient India.

Description includes accurate and relevant information about the purposes and powers of the government of Ancient India.

Description includes mostly accurate and relevant information about the purposes and powers of the government of Ancient India.

Description does not identify the purposes or powers or includes inaccurate or irrelevant information about the purposes and powers of the government of Ancient India.

Identifies the purposes and powers of government of Ancient

Description includes accurate and relevant information about the purposes and powers of the

Description includes mostly accurate and relevant information about the purposes and

Description does not identify the purposes or powers or includes inaccurate or irrelevant information about the

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Step 4: Graphic Organizer for ArticlesDirections: To ensure that you collect all of the necessary research, use the following graphic organizer.

Society Role of Government (purpose)

Duties of Government(powers)

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Document 1: Ancient EgyptLexile: 990L

Pharaoh: Lord of the Two Lands

The most powerful person in ancient Egypt was the pharaoh. The pharaoh was the political and religious leader of the Egyptian people, holding the titles: 'Lord of the Two Lands' and 'High Priest of Every Temple.’

As 'Lord of the Two Lands' the pharaoh was the ruler of Upper and Lower Egypt. He owned all of the land, made laws, collected taxes, and defended Egypt against foreigners.

As 'High Priest of Every Temple', the pharaoh represented the gods on Earth. He performed rituals and built temples to honor the gods.

Many pharaohs went to war when their land was threatened or when they wanted to control foreign lands. If the pharaoh won the battle, the conquered people had to recognize the Egyptian pharaoh as their ruler and offer him the finest and most valuable goods from their land.

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Document 2: Ancient IndiaLexile: 920L

Mauryan Empire

The Mauryan Empire was India's first empire. It was managed with remarkable organization in the years 322 to 185 BCE. The center of power in the Mauryan system was the king.

Other members of society also held governmental powers. Over time the priest held more power in the government, and soon became a chief minister. There was a council of ministers, and the king was expected to talk to them before making decisions.

The Mauryans were fair rulers, who paid attention to the important area of public works development. Public works included a variety of activities, like the construction and maintenance of roads, and irrigation projects. Looking after the army was also an important task, as was the running of the state mines and industries. Finally, the king sent grants to various institutions and individuals.

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Document 3: Ancient ChinaLexile: 990L

Qin Empire (221–207 BC)

Emperor Qin created the first Chinese empire in 221 BC. The Qin Empire did not last long, but it left two lasting legacies: the name China and the structure of the empire.

The first Qin emperor was called Shihuangdi. The title of emperor was used for the first time in Chinese history to set the Qin ruler apart—as the ruler of the unified land—from the kings of the earlier, smaller states. The construction of massive palaces and the ceremony of the court are examples of the great power of the emperor.

The empire was divided into provinces and counties, which were governed governors and justices that the emperor selected. One policy of the emperor was to move the ruling families from the past to live in the capital of Xianyang. Other policies of the government included census taking and standardization of the writing system and of weights and measures.

Led by the emperor, the Qin army led military campaigns to

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Museum Exhibit Mockup- WALL 1For __________________________________________________________________ (Exhibit Title)By ___________________________________________________________________________

three foot sphinx

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Museum Exhibit Mockup- WALL 2

god statue in a case

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Museum Exhibit Mockup- WALL 3

replica statue of Emperor Qin