Download Student Resource Packet - Delaware Department of Education

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Student Resource Packet
The Purposes and Powers of Government
Today and in the Ancient World
Delaware Social Studies Civics Standard 1a
Students 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
Lesson 1
state of nature
natural rights
philosopher
social contract
Lesson 2
law
regulation
law code
empire
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 I know this word and can use it in a
think it means:
sentence:
3
Concept
Lesson 3
tax
tribute
universal
power
Lesson 4
foreign
domestic
policy
Constitution
clause
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 I know this word and can use it in a
think it means:
sentence:
4
The Purposes and Powers of Government: Today and in the Ancient World
KUD
Content: Government Processes
Grade: 6th
Benchmark: Civics 1a
Students 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
 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 interests
 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
VOCABULARY
state of nature
natural rights
philosopher
social contract
law
regulation
law code
empire
tax
tribute
universal
power
foreign
domestic
policy
Constitution
clause
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Name ____________________________________________ Date ________
The Purposes and Powers of Government: Today and in the Ancient World
Vocabulary Chart
Word
Lesson 1
state of nature
natural rights
philosopher
social contract
Lesson 2
law
regulation
law code
Definition
Real-Life Example
Drawing
6
empire
Word
Lesson 3
tax
tribute
universal
power
Lesson 4
foreign
domestic
policy
Constitution
Definition
Real-Life Example
Drawing
7
clause
8
Lesson 1: The Social Contract and the Development of Government
Part 1- The Social Contract
Step 1: Gathering Information on a State of Nature
DIRECTIONS: 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 might happen to these rights?
_________________________________________________________
_________________________________________________________
Step 2: Extending and Refining with a Close Reading of “The Social Compact”
Before Reading
DIRECTIONS: 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 Text
DIRECTIONS: 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 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.
The Social Compact
Independent Reading Graphic Organizer
The words in the
text that I do not
understand are…
Some questions or
thoughts I have
about the text
are…
Second Reading of the Text
DIRECTIONS: Follow along as your teacher reads the text aloud. Highlight the central idea.
What is the central idea of the text?
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Step 2: Extending and Refining with a Close Reading of “The Social Compact”
Text-Dependent Questions
Directions: Use the following process to answer the test-dependent questions.
a)
b)
c)
d)
Re-read the section of the text in the left column.
Take notes to help you respond to the question.
Discuss the question in a group of 2-3.
Write what you think is the best answer to each question.
The Social Compact
1. Why would people feel ”insecure” in a state of nature?
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.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
4. How does the text explain the contrast between a state of nature
and life with a social compact?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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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 Speaks
Hammurabi 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.
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 people complain that they cannot get a fair price for their labor and yet they
must pay too much for what they need. The people cry out that they want more of the things
possessed by the nations surrounding us so that we can build many fine cities, supply the people
with useful metals, and increase the strength of our armies. To enrich this kingdom, we need more
people who will buy our excess grains.
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)?
3. Relieve overcrowding?
4. Supply my armies with the materials they need and reward my generals and soldiers?
5. Find markets for our excess crops?
Remember, council members, your advice should include recommendations for my domestic policies and my
foreign affairs.
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Lesson 2: Rule of Law
Step 1: Gathering Information Rules and Regulations
DIRECTIONS: 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 Ruler
DIRECTIONS: Partner read the text.
The Empire Ruler
Hammurabi 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
Define the word reign.
Partner 2
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 cropping up. What was a fair price for four baskets of barley—one or two
sheepskins? If a barge filled with a merchant’s clay pots sank in midstream, who suffered the loss—the merchant who
owned the pots or the man who owned the barge? Questions about justice also had to be settled. If a farmer’s oxen
strayed into a neighbor’s field, how should the damage be repaired? If a man from one city-state struck a man in another,
which city-state’s rules should settle the fight?
Partner 1
Partner 2
Why was trading difficult between the city-states?
What does the word “practices” mean?
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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 was.
Hammurabi took another important step to unite his empire. He made all the city-states obey the same set of laws.
Because he took this step, he has been remembered for the past 3,800 years.
Partner 1
What was Hammurabi’s solution to the problems in his
empire?
Partner 2
What does the author mean by “ironing out these
differences”?
Step 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.
______________________________________
the father’s authority should not be questioned
______________________________________
harsh punishment for disobedience to father
______________________________________
______________________________________
______________________________________
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.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
If a life has been lost, the city or
district governor shall pay one
mina (a measurement) of silver to
the dead person’s relatives.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
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Step 3: Application- Hammurabi’s Code of Law
Judgment in the Empire
DIRECTIONS: 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 1
CASE 2
One 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.
A 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.
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 out of breath, the
buyer had left. The son, however, was there, lounging
at a table and laughing with his friends.
The merchant yelled at the boy. His son
laughed at him for “getting so upset over nothing.”
Furious, the merchant grabbed his son’s arm, intending
to drag him home. The boy became angry and hit his
father.
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 life.
The farmer shoved the boy aside and
wrapped the wound himself. He turned to hit the boy
for his mistake. The eldest son was watching from
across the farmyard. He ran over to protect his
brother. When the farmer continued to beat the boy,
the eldest son hit his father.
For Case 1 what did you decide to do?
For Case 2 what did you decide to do?
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
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Lesson 3: Taxes
Step 1: Gathering Information on Taxation
DIRECTIONS: Read the following statements. If you think it is true, circle.
If you think it is false, circle.
1.
2.
3.
4.
Government at all levels can impose sales tax.
An excise tax applies to all products.
Income tax is the tax you pay on money you receive from various sources.
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
Section 1:
Sales Tax
Section 2:
Excise Tax
Section 3:
Income Tax
Corporate Income Tax
Progressive Taxes
Section 4:
Social Security Tax
Medicare Tax
Section 5:
Property Taxes
Estate Tax
Tariffs
Notes
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You Are a Taxpayer
You 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 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.
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 Text
DIRECTIONS: 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 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 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 Ancient
Mesopotamia
The words in the
text that I do not
understand are…
Some questions or
thoughts I have
about the text
are…
Independent Reading Graphic Organizer
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Second Reading of the Text
DIRECTIONS: Follow along as your teacher reads the text aloud. Highlight the central idea.
What is the central idea of the text?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Text-Dependent Questions
Directions: Use the following process to answer the test-dependent questions.
a)
b)
c)
d)
Re-read the section of the text in the left column.
Take notes to help you respond to the question.
Discuss the question in a group of 2-3.
Write what you think is the best answer to each question.
Taxes in Ancient Mesopotamia
The oldest examples of writing we have are documents
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.”?
________________________________
________________________________
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
________________________________
that are concerned with goods and trade. Records of
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
2. What does the word “universal” mean in this selection?
languages. Many of the most ancient documents we have ________________________________
are texts used by scribes for learning, and relate to the ________________________________
________________________________
business of taxes.
________________________________
________________________________
________________________________
________________________________
________________________________
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Remember to use the following process to answer the test-dependent questions.
a)
b)
c)
d)
Re-read the section of the text in the left column.
Take notes to help you respond to the question.
Discuss the question in a group of 2-3.
Write what you think is the best answer to each question.
The earliest tax records known were from the ancient
3. How did the people of Lagash keep record of the taxes
people paid?
________________________________
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.
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 Policy
Step 1: Gathering Information- Foreign or Domestic??
DIRECTIONS: Read the following statements and check either “domestic” or “foreign.”
foreign- coming from or belonging to a different place or country
domestic- of, relating to, or made in your own country
1. Americans often refer to a country that is not the United States as a __________ country
2. A language that is not English and comes from a country outside the United States is called a ___________
language.
3. Someone who is really good at chores and maintaining a home might be described as a __________ person.
4. If you get on an airplane and take a flight that doesn’t leave the country it is called a ________ flight.
gn
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 at
home—or a foreign policy—addresses issues around the world. Write either “domestic” or “foreign.”
1
2
3
4
5
6
7
8
9
10
The government wants to make sure students are learning what they should be,
so it requires standardized testing in certain grades.
The government operates national parks in different parts of the country.
The United States is allied with countries around the world, which means they
are partners and look out for each other’s interests.
The United States provides help to other countries when natural disasters, like
earthquakes, occur.
The countries of the world meet to decide how to handle climate change, and the
United States plays a role in the talks.
The United States is attacked, and the President, in his role as Commander-inChief, calls on the U.S. military to defend the U.S. by attacking the other country.
The government decides how much money Americans must pay in federal taxes.
The government makes an agreement with specific countries that none of them
will attack each other.
The government cleans up land and water areas that are severely polluted.
The government enforces federal laws and sends convicted criminals to jail.
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Step 3: Extending and Refining- U.S. Foreign Policy
DIRECTIONS: 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
Clause 15
Clause 16
Clause 17
Clause 18
To make Rules for the Government and Regulation of the land and naval Forces;
To provide for calling forth the Militia to execute the Laws of the Union, suppress Insurrections and repel
Invasions;
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;
To exercise exclusive Legislation in all Cases whatsoever, over such District (not exceeding ten Miles square) as
may, by Cession of particular States, and the Acceptance of Congress, become the Seat of the Government of the
United States, and to exercise like Authority over all Places purchased by the Consent of the Legislature of the
State in which the Same shall be, for the Erection of Forts, Magazines, Arsenals, dock-Yards, and other needful
Buildings;--And
To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all
other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer
thereof.
24
Step 3: Extending and Refining- U.S. Foreign Policy
1
What does your
clause mean?
_____________________________________________
_____________________________________________
_____________________________________________
2
Why is this clause
important?
_____________________________________________
_____________________________________________
_____________________________________________
3
What could happen if
this clause was not
included in the
Constitution?
_____________________________________________
_____________________________________________
_____________________________________________
Step 4: Extending and Refining- Hammurabi’s Foreign Policy
DIRECTIONS: 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 appropriate it to his
own use, then shall this man, who did not bring the property
to hand it over, be convicted, and he shall pay fivefold for all
that had been entrusted to him.
103. If, while on the journey, an enemy take away from him
anything that he had, the broker shall swear by God and be
free of obligation.
25
Die for Hammurabi’s Foreign Policy
26
Roll
again!!
Draw
it!!
Write a
sentence!!
Act it
out!!
Make a
diagram!!
You
choose!!
Check for Understanding- Exit Tickets
Name __________________________________ Date _________
27
Name __________________________________ Date _________
Lesson 1: Strategy 3: Hammurabi Speaks -Check for Understanding
DIRECTIONS: Answer the following question using complete sentences
Describe a need of the citizens that Hammurabi’s government worked to address. Support your answer with evidence
from the lesson.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric 2 – This response gives a valid need with an accurate and relevant evidence of a need that Hammurabi’s
government worked to address.
1 – This response gives a valid need with inaccurate or irrelevant evidence of a need that Hammurabi’s
government worked to address.
Name __________________________________ Date _________
Lesson 2: Strategy 1: Rules and Regulations- Check for Understanding
DIRECTIONS: 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.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric
2 – This response gives a valid reason with an accurate and relevant example from their community.
1 – This response gives valid reason with an inaccurate, irrelevant, or no example from their community.
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.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric 2 – This response gives a valid hypothesis with an accurate and relevant explanation.
1 – This response gives a valid hypothesis with an inaccurate, irrelevant, or no explanation.
28
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.
_________________________________
Taxes
estate tax
excise tax
income/Social Security/Medicare
property tax
sales tax
tariff
4. State citizens voted to add a 75 cent tax to each pack of cigarettes to pay for programs to help people quit
smoking.
_________________________________
5. Jake got his paycheck today. He worked 40 hours at $20 per hour. His gross pay was $800, but the amount of his
paycheck was only $623.15.
_________________________________
6. Clyde Cash owned two houses, three office buildings, a Bugatti Veyron, antiques, stocks, and a jet, all worth $25
million. He passed away. His heirs owe the government $9 million in taxes.
_________________________________
Name __________________________________ Date _________
Lesson 3: Strategy 2: Taxes in Mesopotamia-Check for Understanding
DIRECTIONS: Answer the following question using complete sentences.
Why do governments need the power to collect taxes? Explain your answer with an example.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric
2 – This response gives a valid reason with an accurate and relevant example of a reason why governments have the
power to collect taxes.
1 – This response gives a valid reason with an inaccurate, irrelevant, or no example of a reason why governments have
29
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.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric
2 – This response gives a valid difference with an accurate and relevant examples of a
foreign policy and a domestic policy.
1 – This response gives a valid difference with inaccurate, irrelevant, or no examples
of a foreign policy and a domestic policy.
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.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric
2 – This response gives a valid reason with an accurate and relevant example.
1 – This response gives a valid reason with an inaccurate, irrelevant, or no example.
30
Name ____________________________________________ Date ________
Transfer Task
Step 1: Instructions
Task: 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.
Product
You 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 sure to add pictures
and drawings to your display.
Criteria for an
Exemplary Response
Be sure to include:
 the purposes and powers of government of the three ancient civilizations.
 a visual mockup of the museum exhibit.
 a clear comparison of the purposes and powers of each ancient government to the
United States government.
 content-appropriate vocabulary
Step 2: The Specifics
This project is due on __________________________________________________.
Notes/Ideas about Museum Display:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
31
Step 3: Rubric
Task: You will be scored using the following rubric.
Scoring Category
The museum
display….
Description includes
accurate and relevant
information about the
purposes and powers of
the government of
Ancient Egypt.
Score Point 2
Description includes
mostly accurate and
relevant 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.
Identifies the
purposes and
powers of
government of
Ancient China.
Description includes
accurate and relevant
information about the
purposes and powers of
the government of
Ancient China.
Description includes
mostly accurate and
relevant information
about the purposes and
powers of the
government of Ancient
China.
Description does not
identify the purposes or
powers or includes
inaccurate or irrelevant
information about the
purposes and powers of the
government of Ancient China.
Compares the
ancient
governments and
the U.S.
government.
The comparison is
thoroughly
developed
The comparison is
partially developed
The comparison is
minimally
developed
Uses contentappropriate
vocabulary in order
to demonstrate
understanding.
Content-appropriate
vocabulary is well
developed and evident
Some evidence of
content-appropriate
vocabulary
Minimal evidence of
content-appropriate
vocabulary
Identifies the
purposes and
powers of
government of
Ancient Egypt.
Score Point 3
 Above the Standard: 13 to 15 points
 Meets the Standard: 8 to 12 points
Score Point 1
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.
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.
32
Step 4: Graphic Organizer for Articles
Directions:
To ensure that you collect all of the necessary research, use the following graphic organizer.
Society
Role of Government
(purpose)
Duties of Government
(powers)















33
Document 1: Ancient Egypt
Lexile: 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.
34
Document 2: Ancient India
Lexile: 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.
Another part of the Mauryan system was the use of intelligence information. The Mauryan kings posted
spies throughout their kingdom, these spies would act as ordinary people in different professions. This
was an important tool in governing such a gigantic empire. Information from spies allowed the king to
hear public opinion and get information on possible outside attacks.
35
Document 3: Ancient China
Lexile: 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 bring the empire together and expand its
territory. The first emperor spent much of his time defending his territory invaders. Finally, the
emperor ordered the building of the famous Great Wall.
36
Museum Exhibit Mockup- WALL 1
For __________________________________________________________________ (Exhibit Title)
By ___________________________________________________________________________
three foot sphinx
37
Museum Exhibit Mockup- WALL 2
god statue in a case
38
Museum Exhibit Mockup- WALL 3
replica statue of Emperor Qin