English 301. Masakazu Watabe. with contributions from Luke Hogan Meg Bush Britainy Sorenson Ai Sugimoto Joy Palmer Megan Dunnigan Amy Takabori

Transcription

1 English 301 Masakazu Watabe with contributions from Luke Hogan Meg Bush Britainy Sorenson Ai Sugimoto Joy Palmer Megan Dunnigan Amy Takabori 2011

2 English 301 Copyright 2010 Masakazu Watabe. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage retrieval system, without permission in writing. I welcome readers comments and suggestions concerning the publication. Please masakazu_watabe@byu.edu. English 201 Masakazu Watabe with contributions from Luke Hogan Meg Bush and Britainy Sorenson Updated 2011 by Amy Takabori Jessy Hester Sarah Miner

3 To my mentor and friend, Eleanor

4 Table of Contents Lesson 1: Government 5 Lesson 2: Freedom 9 Lesson 3: Columbus 13 Lesson 4: The Pilgrims 17 Lesson 5: The English Legacy 21 Lesson 6: John Locke 25 Lesson 7: The Declaration of Independence 29 Lesson 8: The Invisible Hand of Adam Smith 34 Lesson 9: The Revolutionary War 39 Lesson 10: Economic Basis of the Founding 42 Lesson 11: State Governments 46 Lesson 12: John Adams 50 Lesson 13: George Washington 54 Lesson 14: First President of the United States 58 Lesson 15: James Madison and the Bill of Rights 63 Lesson 16: The Bill of Rights 67 Lesson 17: Abraham Lincoln 72 Lesson 18: Civil War 75 Lesson 19: Immigration and Migration 78 Lesson 20: Education 82 Lesson 21: Populism and Progressivism: Reactions to Concentrated Power 87 Lesson 22: American Dream, American Nightmare: The Great Depression 91 Lesson 23: Government and Economy Since the Great Depression 95 Lesson 24: The Search for Justice 99 Lesson 25: The Civil Rights Revolution 103

5 Lesson 1: Government Lesson 1: Government Vocabulary effectively sovereignty ultimate political power jurisdiction entity to lack full-fledged state human nature vulnerable corruption possession humankind atrocity gulag ethnic cleansing brainwash reign to lurk to observe absolute ironically abuse destruction to be oppressed to rebel to discourage to convince legitimate to suggest arbitrary to be grounded stark 効果的に主権最終的政権管轄 ( 地域 ) 司法権実体欠ける本格的国家 州人間性攻撃されやすい 損害受けやすい 弱い 傷つきやすい堕落所有 所持人類残虐行為旧ソ連の ) 強制収容所民族浄化洗脳統治潜む意見を述べる 注意する 観察する絶対皮肉なことに乱用破壊抑圧された 虐げられた反乱阻止する 落胆させる確信させる正当な提案する 入れ知恵する独断的 根拠のない基づかせている厳しい 飾り気のない ありのまま 5

6 English 301 necessity ancient to assure approval God theory divine right to claim to organize theocracy to justify wealthy fellow to trace lineage distinguished ancestor aristocracy tyrant dictator despot to inflict subjects to plot to overthrow to dethrone to slay forces to accomplish amongst violence oppressive tyranny anarchy 必要性古代保証する 断言する承認神理論神聖な ( 名 ) 権利言い張る 断言する 主張する組織する神政正当化する豊か仲間 ~の跡をたどる ( 追う ) 明らかにする血統顕著祖先貴族政治専制君主独裁者専制君主 ( 苦痛など ) を与える臣民たくらむひっくり返す 転覆させる退位させる 失脚させる殺害する力 軍隊達成する ~の中暴力不当に厳しい 制圧的な 圧政的な専制政治無秩序 6

7 Vocabulary exercises Lesson 1: Government I. Match each definition to the correct vocabulary word. Each word is used only once. a. abuse b. organize c. slay d. violence e. atrocity f. destruction g. inflict h. brainwash i. ethnic cleansing j. anarchy 1. A state of lawlessness and political disorder 2. A very cruel act 3. Kill 4. Acts of force that cause pain 5. Forceful expulsion or killing of a specific cultural group 6. Mistreatment 7. Damaging something to the extent that it is unusable 8. To cause or impose 9. To change a person s ideas through forced indoctrination 10. To establish and set in order, to create as an entity Government For a government to do its job effectively, it must possess sovereignty. Sovereignty is ultimate political power. It is the final say within a jurisdiction. Entities that lack sovereignty may find their names on a map, but they are not full-fledged states. However, human nature has shown itself vulnerable to corruption by the possession of such power. For every product of beauty and progress created by humankind, there has been any number of atrocities such as gulags, ethnic cleansings, political brainwashing, and reigns of terror. Power lurks behind many of the horrors in history. Power corrupts, Lord Acton famously observed, and absolute power corrupts absolutely. Ironically, such abuse of power by a government often leads to its own destruction when oppressed people rise up in rebellion. Historically, one way to discourage rebellion was to convince people that their government was legitimate, to suggest that it didn t rule their lives arbitrarily, that it was grounded in something higher than stark necessity. In the ancient world, this was usually accomplished by assuring people that their rulers enjoyed the approval of the gods. This idea developed into a theory called the divine right of kings. Those who believed in this theory claimed that God had organized society into kingdoms and made each king the father of his people. There were other answers to the legitimacy problem. Some claimed to be in touch with God directly, and thus ruled by theocracy (modern Iran, for 7

8 English example). Some justified their rule by claiming it was a natural and inevitable result of history (as in the former Soviet Union). Some claimed to be smarter, wiser, or wealthier than their fellows; others said they could trace their lineage to distinguished ancestors, grounding their rule in aristocracy (ancient Sparta). When kings, tyrants, dictators, and other despots inflict too much pain upon their subjects, those subjects may, in turn, become rebellious and plot to overthrow them. A successful revolution will result in the old government losing power and a new one taking its place. However, once the king is dethroned, or the Caesar is slain, the forces that accomplished it may discover they cannot agree on anything more. They may fight endlessly amongst themselves for control, creating as much terror and violence as the oppressive government they removed. In other words, the nation may descend into anarchy. Throughout history, many people have had to suffer under either tyranny or anarchy. Scanning Questions 1. What is sovereignty? 2. According to the passage, do powerful leaders often abuse their power? 3. Explain what a tyrant is and give some examples from history. 4. What are some ways tyrannical regimes have justified their power? 5. What is anarchy? 6. Name 2 things that might happen if people overthrow a tyrant. Discussion Questions 1. Power can have good and bad effects. Describe these effects. 2. Which is preferable, tyranny or anarchy? 3. Are there examples of tyranny or anarchy in Japanese history? How did the Japanese overcome these times? Activities 1. Create and act out a skit that illustrates tyranny. 2. Can you think of any tyrannical regimes in modern history? Who was in power? How do you know the regime was/is tyrannical? Is that regime still in power? If not, how did it end? Expansion 1. Use the internet to find a newspaper article about a country or region that is currently experiencing tyranny or anarchy. Study the article and come to the next class prepared to summarize it for the class.

9 Lesson 2: Freedom Lesson 2: Freedom Vocabulary freedom 自由 to refer 参照する 現況する 言い及ぶ concept 概念 to beg 頼む oppression 抑圧 圧制 collective 集合的 curfew 夜間外出禁止 門限 individual 個々 privilege 特権 to take part 参加する 関与する political process 政治過程 政治的措置 democracy 民主主義 to glimpse チラッと見る 垣間見る dimension 様相 特質 特徴 to be relevant 関係のある to exercise 運動する 練習する 行使する to have a stake 利害関係がある autonomous 自治 自主 to participate 加わる 参加する to imply 意味する to distract... から錯乱させる public duty 公共の義務 fortunes 幸運 運命 eventually 結局 to resolve 決心する 解決する tension 緊張 緊迫 to appeal to に懇願する 訴える to achieve 達成する accordance 合致 一致 調和 legacy 遺産 domain 範囲 領域 profound 深遠な consent 承諾 impartial 公平 arbitrary 気まぐれ 無原則 恣意的 aspect 面 状況 様子 9

10 English 301 Vocabulary Exercises I. Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. concept achieve beg refer take part distract impartial 1. For a complete list of topics please to the table of contents. 2. If you work hard you can great things. 3. The of freedom has meant different things to different people throughout history. 4. Jane got down on her knees and her father to buy her a new cell phone. 5. The TV was me from my homework so I turned it off. 6. An judge is not influenced by either side and gives a fair judgment. 7. In order to in a marathon, you should practice running every day. II. Many words have more than one meaning or usage. In the sets below, there is one sentence where the vocabulary word is used in the same sense as it is in the lesson and one sentence where the word is used in a different sense. Fill in the blanks with the appropriate vocabulary word and circle the letter for the sentence where the vocabulary word is used in the same sense as the passage. Set 1 A. After his father said no, Tim decided to a higher power so he asked his mother. B. The new computer is designed to a broad range of people. Set 2 C. As citizen it is important that you your right to vote. D. I need to get more so I am will go jogging this afternoon. 10

11 Lesson 2: Freedom Freedom Dreams of freedom appear to be as old as humankind. Yet not all of them refer to the same concept. When Moses begged Pharaoh to set his people free, he was asking for the people as a whole to be free from oppression. He wanted collective freedom for his people. This is not the same thing that American teenagers want when they ask for later curfews and fewer rules. They want individual freedom. Freedom in ancient Greece had still a different meaning: the privilege of taking part in the political process. In the Athenian democracy, where every adult male enjoyed such a privilege, the Greeks began to glimpse yet another dimension of freedom, one that would become relevant to the modern world. In a famous speech to fellow Athenians, Pericles pointed out that they not only exercised political power, they also exercised self-sovereignty. The one quality was necessary for the other. Having a stake in the political process required the individual to be in command of his own life, and vice versa. Only free and autonomous men could participate in a free and autonomous society. But didn t such autonomy imply anarchy? The Greeks worried about this. Athenians were discouraged from becoming too wealthy because it might distract them from public duty. The Greeks believed one could only be virtuous with an eye to the fortunes of the community. They eventually resolved this tension between the individual and society by appealing to law. To the Athenians, true freedom could only be achieved by allowing citizens to govern their own lives, but they must do so in accordance with the law. The ancient Greeks left the world an important legacy in the domain of law. Law had existed before, of course, but the Greeks learned that laws of a certain kind had a profound effect on the political process. General rules, known to all, made by common consent and applied impartially, reduced the arbitrary aspect of politics. When such rules existed, the rulers themselves felt bound by them. Scanning questions 1. What did freedom mean to the ancient Greeks? 2. Who could take part in the political process in Athens? 3. According to the passage, what did the Greeks worry about? 4. Why were Athenians discouraged from becoming too wealthy? 11

12 English 301 Discussion Questions 1. What do you think freedom means? 2. Most modern democratic nations such as Japan and the United States are representative democracies. Athens, however, was a direct democracy. What are the advantages and disadvantages of each system? Expansion 1. Use an English-English dictionary (such as and look up the word democracy. Write a paragraph explaining the history of the word and what it means. 12

13 Lesson 3: Columbus Lesson 3: Columbus Vocabulary mariner to accuse madness gold fever destruction; to destroy empire despoliation to be guilty to charge character to mirror irony paradox complex idealist visionary to guide amazing luck tide current occasion to emerge from miraculous means to survive shipwreck mutiny to soak rivalry illness political betrayal; to betray to reach to emphasize 船員非難する狂気金への熱狂破壊 ; 破壊する帝国奪略罪がある非難する性格映す皮肉逆説 パラドックス複雑多様観念論者 理想主義者空想家案内する驚異的な運潮海流 潮の流れ機会 時 (on one occasion: ある時 ) 場合 ( 逆境などから ) 抜け出る奇跡的な手段 方法生き延びる 生き残る難破暴動びしょ濡れ競合 対抗意識病気 病政治的な裏切り ; 裏切る到着する 達する強調する 13

14 English 301 bounty to discover to come to believe role moral colony 恵み 気前のよさ発見する信じるようになる役割道徳的殖民地 Vocabulary Exercises Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. discover destroy disease amazing survive means colony luck guilty 2. Some, like polio and chicken pox, can be prevented by vaccines. 3. Columbus the Western Hemisphere in The new secretary can type 120 words a minute. Isn t that? 5. The ends justify the is an expression meaning that it doesn t matter what you do if the result is good. 6. Many buildings in London were by German bombs in WWII. 7. India was a British until The jury found the suspect of drunk driving. 9. Some people carry around a rabbit s foot for good. 10. Harry Potter was the only person who an attack by Voldemort. Columbus The Genoese mariner we know as Columbus has been accused of power-madness, gold fever, the destruction of Native Americans, the building of an empire, and the despoliation of the natural world. In some respects, he stands guilty as charged. His character mirrored both the irony and paradox of Renaissance Europe. He was a complex and many-sided man. However, Columbus was also an idealist and a visionary who believed that God was guiding him. He had amazing luck in catching the right winds, the right tides, and the right ocean currents. On more than one occasion he emerged from dangerous situations by seemingly miraculous means. He survived shipwreck, mutiny, blood-soaked rivalries, bad food, exotic illnesses, and political betrayal. 14

15 Lesson 3: Columbus When it became clear that he had not reached India, but instead had found a new world, Columbus began to emphasize the beauty and bounty of the land he discovered. By the time Columbus reached the mouth of the Orinoco River, he believed he had located the Garden of Eden. Christopher Columbus came to believe he had been led to America, and that America might have a role to play in the moral life of Europe. We should keep the Columbian legacy in mind as we see how Britain s colonies began to grow and develop. True or False 1. Columbus believed he was guided by God. 2. There were miraculous elements to Columbus journey. 3. Columbus s journey ended in India. Short-answer 4. What are some things Columbus has been accused of? 5. Where was Columbus originally trying to reach? What did he find instead? 6. What biblical place did Columbus compare his discovery to? 7. Where was Columbus from? Discussion Questions 1. Explain why Columbus would think he was inspired by God. 2. Why do you think Columbus thought he had found the Garden of Eden? 3. How do you think the Americas play a part in the moral life of Europe? Explain. 4. Why do you think Columbus would be called complex and many-sided? Expansion 1. Christopher Columbus was not the only European to discover the Americas. Use English-language internet sites to find out who else is believed to have discovered America. Prepare a 2-3 minute presentation about another explorer. 2. Christopher Columbus voyage was one of many during a time period which is often called the Age of Discovery. Some other famous explorers during this time period are Ferdinand Magellan, John Cabot and Henry Hudson. Choose one of these explorers or another explorer that you know of and prepare a 2-3 minute presentation about him. 3. The American astronaut Frank Borman said, Exploration really is the 15

16 English 301 essence of the human spirit, and to pause, to falter, to turn our back on the quest for knowledge, is to perish. Do you consider yourself an explorer? If so, in what way? If not, what do you think of Frank Borman s statement? Write an essay answering these questions. 16

17 Lesson 4: The Pilgrims Lesson 4: The Pilgrims Vocabulary congregation to distance [oneself] physically spiritually to please purist particular certainly to involve corruption entity to inspire to pack up sojourn compromise exodus distant shore to land starvation harsh relations courage staggering hardship settlement to operate covenant primary will congregation salvation bound (past tense of to bind) secular mutual 会合引き離す物理的に精神的に喜ばせる 楽しませる純粋主義者特定 その特定の確かにに巻き込まれる堕落実体促する [ 荷物を ] 詰める一時滞在妥協出国遠い海岸上陸する飢餓粗い 厳しい 過酷な関係勇気びっくりさせる困難 苦難入植地作用する 運営する契約第一次の意志 ( 宗教的 ) 集合 信徒団救い 救助縛る 結びつける世俗的な相互の 17

18 English 301 to bear burden to determine citizen fundamental equal permanent to expect manifestation broad experience 運ぶ 心にもつ重荷定める市民基本的平等永久の期待する明示広い経験 Vocabulary Exercises I. Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. starvation secular fundamental experience harsh 1. The conditions of the Sahara Desert make it impossible to live there. 2. Many people focus more on Santa and the aspects of Christmas than they do on the birth of Christ. 3. Because of the long drought, there is no food and many people are dying of. 4. My internship didn t pay anything, but that s okay because I really wanted the of working for that company. 5. One of the beliefs of all Christians is that Jesus is the son of God. II. Many words have more than one meaning or usage. In the sets below, there is one sentence where the vocabulary word is used in the same sense as it is in the lesson and one sentence where the word is used in a different sense. Fill in the blanks with the appropriate vocabulary word and circle the letter for the sentence where the vocabulary word is used in the same sense as the passage. Set 1 A. My father owns almost 100 acres of in southern Utah. B. Jim s plane will at 9am tomorrow. 18

19 Lesson 4: The Pilgrims Set 2 C. turn to page 35 in your textbook. D. It is difficult to some people. No matter what you do they are never happy. Set 3 E. If you follow this road you are to find the freeway eventually. F. This train is for Umeda station. G. In the story A Christmas Carol the ghost of Marley was with strong chains. Set 4 H. Where there s a there s a way. I. What time you be home from school today? The Pilgrims The Pilgrims were a small congregation of separatists seeking to distance themselves, physically and spiritually, from the Church of England, which had often failed to please religious purists. This particular group, the followers of Robert Browne, was certainly that. Browne, who was at Cambridge in the late 1500s, taught that God s people would always be very small in number and would never be involved in the corruptions of an entity like the English Church. Inspired by Brown s teachings, the Pilgrims packed up and left England. After a sojourn in the Netherlands, where once again they saw compromise and corruption all around them, they made a second exodus. This time they went to the distant shores of the Atlantic, landing at a place near Cape Cod which they named Plymouth. They faced starvation, harsh winters, and difficult relations with the Indians. Their courage in the face of staggering hardship is one reason why we honor them still. The settlement at Plymouth operated as a covenant community. One of the Pilgrims primary beliefs was that God s chosen people made covenants with each other and with him to be governed by God s will. As they formed congregations, these covenants tied them together. The salvation of each was bound up with all the others. While religious in nature, the covenant had a secular dimension. The mutual promise to bear one another s burdens made it possible for the members of a congregation to form their own government, decide on its organization, and determine how each citizen would participate in it. The belief that they were all fundamentally equal before God made it possible for them to govern themselves without having any permanent rulers over them. 19

20 English The Pilgrims, like Columbus, found more on the western side of the world than they had expected. They believed they were a chosen people and that God s special protection was a daily manifestation in their lives. The concept of being a chosen people has become part of the broader American experience. True or False 1. The Pilgrims had a good relationship with the Church of England. 2. The Pilgrims left England and went directly to America. 3. The Pilgrims believed that they had been protected by God. 4. The covenant community was based purely on religious beliefs Short-answer 5. Why did the Puritans leave England? 6. Who did the Puritans believe would go to Heaven? 7. What is a covenant? Discussion Questions 1. Have you ever endured some kind of persecution for something you believed? How did you deal with that? Are you proud of what you did? Activities 1. As a class, construct your own covenant contract. What responsibilities need to be taken care of? Who will do what? How can you divide up the work in a fair manner? Who will get to make decisions? Expansion 1. What else do you know about the trials that the Pilgrims faced when they first arrived in America? Do some internet research to find out more about what the suffered and how they dealt with those problems. Write a short essay about the Pilgrims trials in the New World. 2. The Pilgrims are associated with the American Thanksgiving Holiday. Prepare a 4-5 minute presentation about the history of Thanksgiving and current traditions. 3. What might have happened if Columbus had failed to find America, but had instead died at sea? Who, if anyone, would have come to America? What would have happened between the Pilgrims and the European clergy? Construct an alternate historical timeline.

21 Lesson 5: The English Legacy Lesson 5: The English Legacy Vocabulary Exercise Before reading the story or looking up the vocabulary words, read the following sentences. Pay close attention to the words in bold font. Try and guess the meaning of each word based on its context in the sentence. Write down what you think the word means. Wholly The life of a Buddhist monk is wholly devoted to achieving Nirvana. My weekends are wholly spent on homework; I never get to spend time with friends. Wholly: Maintain The cost to maintain a building of this size must be enormous. An effective leader is able to maintain order without acting like a despot. Maintain: Now look up the words. Was your definition correct? Was it close? Write the correct definition on the lines below, and write two sentences for each vocabulary word. Wholly Definition: Sentence: Sentence: Maintain Definition: Sentence: Sentence: 21

22 English 301 Vocabulary discourse recently to focus colonization wholly concept to interfere, interference heir throne relative monarch pronounced accent disconcerting virtually background patience troublesome court foot-dragging parliament foot-dragging to maintain institution tax to levy to bow 会話最近集中する 焦点をおく植民地化完全に概念干渉する ; 干渉相続人王位親族君主顕著なアクセント混乱させる 動揺させる事実上 ほとんど経歴 ; 生い立ち忍耐面倒な 面倒臭い裁判所遅滞 動きの悪い議会遅い維持する施設税徴税する屈する 譲歩する Vocabulary exercises Choose the word from the vocabulary list that most closely matches the meaning below. 1. able to wait a long time 2. causes problems 3. a place where a king seats, can also symbolize a king s authority or position 4. money paid to the government 22

23 5. a place where a trial happens 6. discussion, conversation 7. completely, totally 8. confusing, disturbing, upsetting 9. obvious, easy to see The English Legacy Lesson 5: The English Legacy The idea of freedom has long existed in political discourse, going back at least as far as the ancient Greeks. Until quite recently, however, freedom had other meanings than the one we use today, most of them focusing on participation in the political process. During the seventeenth century, the century of American colonization, there developed in England a wholly new concept of freedom; the freedom of the individual to live his own life and be his own person without interference. As opposed to the older idea of freedom in society, this was freedom from society. When Queen Elizabeth I died without heirs in 1603, the English throne fell to her closest relative, King James VI of Scotland, who became England s James I. The new monarch arrived in Westminster with a pronounced Scottish accent and some disconcerting ideas. James Stuart, as well as virtually all of his heirs on the throne, had no background in, and even less patience with, troublesome law courts or foot-dragging parliaments. As far as James I was concerned, kings ruled by the approval of God alone and never had to answer to anyone. Stuart s claims of ruling by the divine right of kings, as his view was called, were destined to clash repeatedly with both the English law courts and the English Parliament. Certain judges in the law courts would maintain that the law was primary and fundamental, and that the king himself was bound to obey it. Certain members of Parliament would maintain that their institution alone could make changes in the law and that no taxes could be levied without parliamentary approval. Neither the courts nor the Parliament bowed to the divine right of kings. True or False 1. Freedom has meant different things in different societies. 2. James Stuart was an important member of Parliament. 3. James Stuart was England s King James I. 23

24 English 301 Short Answer 4. What was the new idea of freedom? 5. How did King James and the rest of the government, the courts and Parliament, get along? Discussion Questions 1. What do you think freedom means? 2. Explain some of the tensions between the English Government and King James? What points did they disagree on? What did different parties believe concerning the making and abiding of laws? Expansion 1. Think about all of the readings so far. Several definitions of freedom have been given. Write about and discuss the different views these groups had on freedom. 24

25 Lesson 6: John Locke Lesson 6: John Locke Vocabulary secretary intelligent well-educated philosophical mindset to develop treatise authority doctrine to legitimize master work to argue compellingly genealogy original to grant liberty property to disturb mandate contract invention purpose principle end citizen to surrender to abridge to disregard consent the governed to presume to accountability election representation 秘書理性的な 賢明な 知性のある教養のある哲学的な考え方 ものの見方生み出す 作り上げる 開発する論文権限教義 主義正当化する名作根拠を示す 論争する説得力をもって 強制的に系統元の与える自由財産 資産妨げる命令契約発明目的主義目的 端市民放棄する 降伏する要約する無視する承諾被統治者に推定するする義務の有ること選挙代表 25

26 English 301 to violate term to lose track to alter to abolish revolution turmoil formulation seriously 違反する条件忘れる変える廃止する革命騒ぎ考案真剣に まじめに Vocabulary Exercises Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. original violate disregard seriously well-educated genealogy lose track surrender abolish invention liberty 1. Jake has attended the best schools in the country so he is very. 2. If you a law you may have to pay a fine or go to jail. 3. My dad came home from the party wearing a clown suit so it was difficult to take him when he told me I was in trouble. 4. I like to research my and learn who my ancestors were. 5. Slavery was in England in If you are a of the US you have the right to vote in elections. 7. My roommate is upset because I her opinion and bought a puppy even though she does not want a dog. 8. When I am playing video games it is easy to of time and play all night. 9. Waving a white flag is a universal sign of in times of war. 10. Before the of the light bulb, people had to make fires or use kerosene lamps for light. 11. American colonists fought the Revolutionary War for from the oppressive rule of Great Britain. 12. This is just a copy of the Mona Lisa; the painting is in the Louvre Museum in Paris. 26

27 John Locke Lesson 6: John Locke Lord Shaftsbury s personal secretary, a young man named John Locke, was highly intelligent and extremely well educated, with a philosophical mindset. He developed a pair of treatises that addressed the question of rulers and their claims to authority. Locke questioned whether the doctrine of divine right was valid. If not, then what was it that legitimized sovereignty? Locke explored this question in his Second Treatise on Government. This treatise became one of the masterworks of Western civilization and a direct inspiration for the American Founders. It argued, compellingly, that the authority of all legitimate government is not God or history or genealogy, but rather the people themselves. Locke s first point was that in the original state of nature, human beings must have lived in perfect freedom and general equality. In such a world all had the same rights, for rights, by their very character, could not be granted by man, but only by nature. All had the right to live their lives, enjoy their liberty, and make the most of their property, as long as they did not disturb the rights of others. Locke s second point was that individuals came together and agreed to establish government. There was no divine mandate for this social contract, only a simple need. Government was a human invention, made to serve a human purpose. The character of that purpose was Locke s third principle. Government could have only a single end, he argued, and that was to protect the rights of citizens. Those rights could never be surrendered or abridged, for they had been granted by nature, but they could be disregarded. Government s job, its only job, was to make sure that didn t happen. Government existed only by the consent of the governed, stated Locke s fourth principle. The government must look to the people for its legitimacy. It could not presume to govern in God s name. There had to be accountability of some kind such as elections, representation, and parliaments by which the governed had a voice. Fifth, and finally, if government violated the terms of consent, if it lost track of what it was supposed to do and whom it was supposed to serve, the people had the right to alter or abolish it, even if that meant revolution. In the turmoil that led to the American Revolution, the colonists looked back to John Locke s formulation of political truth. They had come to live in a Lockean world, one in which government was created by the people and rights seemed natural and fundamental. When Locke pointed out that the people had the right of revolution if the monarch let them down, they took it seriously. 27

28 English 301 True or False 1. Locke believed that people should serve the government. 2. Locke believed in the divine right of kings. 3. Locke influenced the founders of the US. Short Answer 4. What was the question John Locke pondered? 5. According to Locke, what gave a government its power? 6. What were Locke s five points? Discussion Questions 1. What do you think about Locke s theories on government? 2. According to Locke, what is the primary responsibility of government? Do you agree or disagree? Why? 3. When do you think revolution is justified? Expansion 1. Use the internet or library to look up more about John Locke. Prepare a short presentation summarizing his life. 2. Locke greatly influenced the political thought of the Western world. What political thinkers have influenced you country s government or mindset? Choose one person and write a paragraph about how his or her ideas have been influential in Japan. 28

29 Lesson 7: The Declaration of Independence Lesson 7: The Declaration of Independence Vocabulary declaration independence unification separation; to separate viable proposition intense emotional entire innovation to impart disparate formal graceful document case persuasive favor neutral bystander initial draftsman at least committee source inspiration wartime crucial passage paragraph memorable prose 宣言独立統一離 分離する生存できる提案強烈な感情的全体の革新与える本質的に異なる形式的な優美な文書主張説得的な好意 賛成中立の傍観者最初の図案者 起草者少なくとも委員会源霊感 インスピレーション戦時重大な一節 ; 箇所 ; 部分段落 ; パラグラフ重大な 忘れられない散文 29

30 English 301 irresistible cadence basis compact human being class to endow inalienable to abridge to foreshadow bill to anticipate advent democracy to imply eventual triumph egalitarianism to define to dedicate conquest brilliance excellence brave accomplishments 抵抗できない調子基礎契約 ; 協定人間階級授ける譲渡できない 奪うことのできない要約する 短くする 削減する予表する議案 法案 請求書予想する出現民主主義暗示する結果として起こる 結局の勝利平等主義定義する捧げる征服極めて優れた才能 華麗さ優秀 優越勇ましい成果 Vocabulary Exercises Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. 1. Though he tried to look, I knew the boy was afraid of getting a shot. 2. The Declaration of Independence is a very important in American history. 3. Because I love chocolate, my mother s chocolate cake is totally. 4. Because of the bad economy, we that house prices will go down next year. 5. Timothy writes very good but his poetry is not very good. 6. I know that every has a soul, but I m not sure about other animals. 30

31 Lesson 7: The Declaration of Independence 7. Wait fifteen minutes before eating that it just came out of the oven so it s very hot. 8. If the government makes laws that favor one religion over another it violates the of between church and state. 9. The speech was nothing ; I forgot it immediately after it ended. 10. If this class were a true, everybody would have a say in what we study. 11. When he finally reached the top of the mountain, he raised his arms in. 12. I went through the building but I couldn t find anyone. The Declaration of Independence The story of the Declaration of Independence is a story of colonial unification. Colonists had to decide on their own that separation from Great Britain was a good idea, that a war of separation could actually be won, that the colonies could exist as viable entities, and that some sort of nationhood among them was possible. These were all uncertain propositions. Accordingly, political battles were intense, complex, and highly emotional. The colonists entire world was at stake. The battles were fought in the Continental Congress. This body represented one of the strangest innovations in the modern world, government created by the governed. It lacked much that we would expect from government today, such as careful organization and established rules. With no king to impart a sense of legitimacy, it stood in danger of falling apart. Yet somehow it held together and became the voice of a disparate and divided people. As soon as independence seemed likely, members of the Continental Congress chose to make a formal declaration, a gracefully written document that would set forth the American case persuasively and win the favor of neutrals and bystanders alike, especially the French. Young Thomas Jefferson of Virginia, only thirty-three years old, was chosen as its initial draftsman. There were at least two others on the drafting committee, John Adams and Benjamin Franklin. Beyond them stood the whole of the Congress, which would fight over every word in the document and end up changing many of them. Jefferson later claimed to have no particular source of inspiration, pulling ideas from the very air of wartime Philadelphia. Yet the crucial passages, in the first and second paragraphs, read like a page out of Locke s Second Treatise. There was more to the Declaration than those two memorable paragraphs, but in that brief poetic prose, Americans sensed an irresistible 31

32 English 301 idea of nationhood. Within its flowing cadences was an outline of the agreement that Americans had made with one another as the basis of their social compact: All human beings are created equal there should be no ruling class among them. All people are endowed with the same inalienable rights, granted by nature, not by government. These rights cannot be abridged. The purpose of government is to protect such rights. Government is legitimized only by the consent of the governed. The Declaration of Independence foreshadowed both the Constitution and the Bill of Rights. It anticipated the emergence of political parties and the advent of a representative democracy. It implied the eventual triumph of the market system and pointed to the egalitarianism and individualism that would come to define the American soul. It even gave a hint of civil war. More than anything else, the Declaration provided a sense of what American nationhood would mean. The United States would not be a nation of rulers but of people. Governance would not be its main business, human life would. Of all political societies on earth, it would be the one dedicated, not to war and conquest, not to wealth or power, not to aristocratic brilliance or cultural excellence, or the brave accomplishments of the few, but to life, liberty, and the pursuit of happiness. 32 Scanning Questions 1. Were all Americans politically unified all the while leading up to independence? 2. Who was the primary author of the Declaration of Independence? 3. Who assisted with the writing of the Declaration of Independence? 4. What were the four main points of the social contract in the Declaration of Independence? 5. How was the Continental Congress unique among governments? Discussion Questions 1.Why was the support of the French particularly important? 2. What principles of Locke s are found in the Declaration of Independence? 3. How are the ideas of the Declaration of Independence reflected in modern governments? 4. Do you think modern American culture reflects the ideals reflected in the Declaration of Independence? Why or why not? What parts do? What parts don t?

33 Lesson 7: The Declaration of Independence 5. Imagine you are an American colonist in You have not yet decided whether or not you support the talk of independence that is spreading through the land. From an American colonist s point of view, what were the pros and cons of declaring independence? 6. What do you think the Declaration of Independence tells us about American ideals? Expansion Read an excerpt from the preamble to the Declaration of Independence. Discuss the following questions: 1. How familiar are you with the Declaration of Independence? 2. Write a short essay about the following question: Do you think people in other countries are aware of the Declaration of Independence and what is says? If so, why? 33

34 English 301 Lesson 8: The Invisible Hand of Adam Smith Vocabulary mercantilism policy to regulate stockpile to finance favorable exports to exceed imports navigation merchant to generate frustrating demeaning philosopher to describe to publish to motivate goods service labor natural resource capital to link signal to participate livestock equipment element profit to allocate resources 重商主義政策規制する蓄積資金を提供する好意的輸出 ; 輸出品超える ; 過ぎる輸入 ; 輸入品航海 航海術商人発生される ; 生む失望させる評判を落とす哲学者説明する出版するモティベーションを与える商品業務労働天然資源資本つなぐ ; 連結する信号 ; サイン参加する家畜装備 ; 用具要素収益分配する資源 34

35 Lesson 8: The Invisible Hand of Adam Smith industry to invest to expand production to pursue; pursuit coupling benefit; beneficial to be visible 産業投資する広げる生産追いかける ; 追跡連結利益 ; 利益がある見える Vocabulary Exercises Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. capital import export profit merchant policy frustrating benefit expand regulate natural resources 1. California grows lots of oranges and them to other countries every year. 2. Some of the in America include different metals, wood, stone, and oil. 3. Even though I rewrote this paper three times, my teacher still says it is not good enough. It s so! 4. This balloon from the size of a baseball to the size of a basketball. 5. The bakery sells disgusting bread, so they don t make a. 6. The bought different types of clothes to sell overseas. 7. It is a government to tax the citizens. 8. My watch cost a lot of money because it was from Germany. 9. The money earned from this concert will be used to children with cancer. 10. The businessman needed more to start his own company, so he borrowed some money from the bank. 11. There are rules that the quality of goods that merchants can sell. 35

36 English 301 The Invisible Hand of Adam Smith From 1500 to 1800, mercantilism dominated English economic policy. Mercantilists believed the government should regulate the economy to strengthen national power. For the mercantilists, the key to national power was large stockpiles of gold and silver to finance the army and navy necessary for an empire. A nation could build up its treasury of gold and silver with a favorable balance of trade, where exports exceeded imports. Thus, the mercantilists wanted to encourage exports and discourage imports. Consequently, mercantilists tried to manage the economy of the empire, including the economy of the colonies, in a way that would increase the quantity of gold and silver in the king s treasury. As part of this overall effort, the British Parliament passed the Navigation Acts. These laws required all trade to go through British or colonial merchants and be shipped in British or colonial ships. Certain goods such as tobacco could only be shipped from the colonies to England, rather than directly to other countries. The end goal of all regulation was to generate large exports from England, with few imports, so that gold and silver would flow into England. The American colonists found the Navigation Acts and other British efforts to manage their economy frustrating and demeaning. Just as American colonial discontent was reaching its peak, a Scottish philosopher was writing a book that effectively attacked mercantilism and described the basic operation of a market economy. Adam Smith s The Wealth of Nations was published in 1776, and it made him the father of modern economics. Smith began The Wealth of Nations by describing a market economy free from government regulation and intervention. Such an economy starts with simple, ordinary exchange between two individuals. This exchange is motivated by self-interest. A simple, but powerful, truth about exchange is that both parties feel the exchange benefits them. Both parties can benefit because they value the items traded differently. A hungry student exchanges $5 with a pizza maker because he values the pizza more than the $5, while the pizza maker values the money more than the pizza. This small miracle of exchange happens billions of times each day across the world. There are many markets in any economy. There are markets for 36

37 Lesson 8: The Invisible Hand of Adam Smith all goods and services, markets for labor, markets for land and natural resources, and markets for capital. These markets are all linked to one another by prices. These prices act as signals to individuals participating in the market. For example, if people started eating less bread, the price of bread would fall. The price change in bread would affect the wheat market, causing farmers to grow less wheat. Instead of wheat, the farmers might raise more livestock, causing the price of beef to fall. The market for baking equipment would also be affected. These markets are linked together and respond to one another without intervention by the government. One other element besides prices links a market economy together. Profits perform an important function in Smith s market economy. Profits and losses represent an important signal to businesses as they allocate resources. When profits in a particular industry are high, it is a signal to invest more resources in that industry. New businesses enter production and old businesses expand production. When losses occur, it is a signal to leave a particular industry and pursue some other opportunity in the economy. In this way, prices and profits act as signals for all participants in the market economy. Each individual observes the prices and profits generated by market forces then decide on the best course of action. When working properly, the free movement of market prices and profits, combined with the pursuit of self-interest by individuals, achieves the most efficient outcome for the economy as a whole. Adam Smith called this remarkable property of market economies the invisible hand. The invisible hand is the coupling of self-interest with efficiency-producing movements of prices and profits. Together they manage a market economy by allocating resources to the right uses, by inducing firms to produce the right combination of goods and services, and by distributing scarce goods and services in the most beneficial way. Instead of an economy managed by the visible hands of mercantilist bureaucrats, the invisible hand of prices and profits manages the economy. Moreover, Smith argued this invisible hand does it more efficiently. 37

38 English 301 Scanning Questions 1. What was mercantilism? 2. Did the Mercantilists want imports to increase or decrease? 3. Did the Mercantilists want exports to increase or decrease? 4. According to Adam Smith, who benefits from a trade? 5. Did Adam Smith believe that the government should play an active role in managing the economy. 6. What is the invisible hand? Comprehension Questions 1. Who was the Scottish philosopher mentioned in the third paragraph? 2. Explain how prices act as signals in an economy? 3. How do profits act as similar signals? Questions 1. What do you think would have happened if the United States government had taken a more active role in managing the economy, like England s mercantilists did? 2. In the market economy examples, the author says The market for baking equipment will also be affected. Explain what this effect would be and why. 3. Why shouldn t the government try to help the economy by keeping prices low? Expansion 1. Some people believe that market economies do not always work well and that sometimes government intervention is needed. Think of some circumstances in which government intervention in an economy might help an economy and write a paragraph explaining the situation and how government intervention would help. 38

39 Lesson 9: The Revolutionary War Lesson 9: The Revolutionary War Vocabulary century era folklore to swirl sturdy minutemen breadth rabble privation inlet dense ravage modest catastrophic generation military contingent withering to ignite patriotism 世紀時代民間伝承渦巻くたくましいミニットマン 米国独立戦争で 即座に出動できる準備をしていた民兵幅下層階級の困苦 欠乏 窮乏入り江密な被害適度破局的生成 世代軍の 軍隊分這隊枯れる発火する 火をつける愛国心 Vocabulary Exercises Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. generation folklore sturdy privation military century catastrophe patriotism swirl dense 1. Sleeping Beauty slept for a, or a hundred years. 39

40 English The desk will not break because it is well-made and. 3. The Native American culture has many traditional stories and. 4. The bushes and trees made it hard to hike through the forest. 5. The flowing water from the river around in circles. 6. The army, navy, and air force are part of America s. 7. The young man showed his by volunteering to serve in his country s military. 8. The small island suffered a ; a typhoon destroyed all of the buildings and killed many people. 9. The of the refugees was apparent by the tattered clothes they wore. 10. When my family gets together, we have people from three : my grandmother, my mother, and me. The Revolutionary War Just as the Declaration of Independence was the great unifying idea, the Revolutionary War was the great unifying event. For centuries afterward, Americans would come together on Independence Day and act out scenes of the war era. Folklore would come to swirl around Paul Revere ( To arms, to arms! ), Nathan Hale ( I only regret that I have but one life to lose for my country! ), John Paul Jones ( I have not yet begun to fight! ), Betsy Ross, Molly Pitcher, Ethan Allen, Francis Marion, the Pennsylvania Riflemen, and other sturdy souls who turned out in the dead of night to answer the call of the Minutemen. The war unified Americans in several ways. To begin with, Americans came together from the length and breadth of the colonies to fight in the Continental army. It was a rabble army, to be sure, and they lost many battles, but it was indeed continental in scope, and its officers and men got to know one another as Americans rather than as Virginians or New Yorkers. Americans also experienced common privation and suffering. The war was fought everywhere, north and south, east and west, in cities and towns, along rivers and inlets, up and down country roads, across farms, in open fields and dense forests. No one was safe from its ravages. The loss of life may have been modest by today s standards, but the war s physical destruction was catastrophic. It would take more than a generation for Americans to clean up the mess. In facing the British Army, Americans knew they were challenging the best military force in the world. Symbolic victories, such as the battle of Bunker Hill near Boston, where a small contingent of determined colonials inflicted withering casualties on a command of British regulars, fired American self-confidence and ignited their sense of patriotism.

41 Lesson 9: The Revolutionary War Scanning questions: 1. Did the Americans want the help of the French during the revolutionary war? 2. At the time of the Revolutionary War, which nation had the strongest military in the world? 3. How did the war help to unify the colonists? Discussion Questions 1. Some scholars have said that American colonists winning the Revolutionary War was a miracle. Some say it was inevitable. What are the supporting arguments for each position? 2. The American War for Independence and the French Revolution have often been compared to each other. Do you think these two wars are more similar or more different? Why? 3. Have there been any revolutions in Japan s history? In what way are those revolutions alike and dislike the American revolution? 4. Take a second look at the famous quotes in the first paragraph. How do these expressions of American patriotism compare to Japanese patriotism? Activities Sing The Star Spangled Banner. Discuss the meaning of the lyrics. Sing Yankee Doodle Dandy. Discuss the meaning of the lyrics. Expansion 1. Research one of the famous Revolutionary War heroes mentioned in the passage. Prepare a brief presentation to share with the class about that person s life and role in the Revolutionary time period. 2. Research the Battle of Bunker Hill or another famous Revolutionary War battle. Prepare a brief presentation to share with the class. 41