The Purposes and Powers of Government

1 Student Resource Packet

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

Delaware Social Studies Civics Standard 1a 2 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______3 The Purposes and Powers of Government: Today and in the Ancient World Knowledge Rating I have seen this I have word never I have seen this word before but I know this word and can seen this before and I think it Concept I don’t use it in a sentence: word means: know before. what it means. Lesson 1 state of nature

natural rights

philosopher

social contract

Lesson 2 law

regulation 4 law code

empire

I have seen this I have word never I have seen this word before but I know this word and can seen this before and I think it Concept I don’t use it in a sentence: word means: know before. what it means. Lesson 3 tax

tribute

universal

Lesson 4 foreign

domestic 5 policy

Constitution

clause 6 The Purposes and Powers of Government: Today and in the Ancient World KUD Content: Government Processes Grade: 6 th 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  Citizens give  Identify the purposes power to make and governments power to and powers of enforce laws and protect their natural governments regulations rights  Hypothesize the  Governments have the  Governments need reasons behind power to levy taxes powers to create order, Hammurabi's Code. national security,  Governments have the  Provide a rationale for promote national power to conduct rules and laws in the interests, and maintain foreign policy United States and financial security  Governments have the Hammurabi’s Empire power to make war  Governments enforce their laws with special  Analyze the reasons why governments have VOCABULARY units (police force, certain powers state of nature guards, etc.) to maintain natural rights order rather than allow  Explain the philosopher their citizens to be relationship between social contract “free” the powers and law  Governments require purposes of regulation their citizens to pay government law code taxes to achieve  Explain how empire financial security governments create tax  Governments participate order and meet the tribute in war to promote needs of its people universal national interests power 7 foreign domestic policy Constitution clause 8

Name ______Date ______The Purposes and Powers of Government: Today and in the Ancient World Vocabulary Chart Word Definition Real-Life Drawing Example Lesson 1 state of nature

natural rights

philosopher

social contract

Lesson 2 law

regulation 9 law code

empire

Word Definition Real-Life Drawing Example Lesson 3 tax

tribute

universal

Lesson 4 foreign

domestic

policy 10

Constitution

clause 11 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. 12

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 Independent Reading Graphic Organizer Compact

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

Some questions or thoughts I have about 13

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

The Social Compact

1. Why would people feel ”insecure” in a state John Locke and other philosophers of nature? 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 2. Where does government get its right to their freedom in exchange for govern, according to the natural rights protection and security. They should philosophers? 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 3. How does the author help the reader rule them and protect their natural understand the meaning of social compact? rights. In this agreement the people Use examples from the text in your consent to obey the laws created by analysis. that government. ______14

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.

______15

Lesson 1: The Social Contract and the Development of Government Step 3: Application- Historical Example: Hammurabi PartSpeaks 2- The Development of Government 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 anCouncil absolute of rulerAdvisors, and the I, consequenceswhom Anu and of aBel presentation called by thatname displeases me, the kingHammurabi, could be severe. the exalted prince, who fears the gods, wants to DIRECTIONS:bring about Silently the rule read of righteousness Hammurabi’s inspeech. 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

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)? 16

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 Partner 2 In what ways were Mesopotamian city- Define the word reign. 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’sPartner clay 1pots sank in midstream, who sufferedPartner the 2 loss—the 17

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 Step 3: Application-Partner 1 Hammurabi’s CodePartner of Law 2 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’sthe father’s authority empire? should not be questioned harsh punishment for disobedience to father ______If a son has struck his ______father, the son’s ______hands shall be cut off. ______If a man has hired a boat and boatman and loaded the boat with corn, wool, oil, dates ______or anything else, and ______the boatman is ______careless and sinks the ______boat, the boatman shall restore the boat ______and whatever was lost that was in it. If a life has been lost, ______the city or district ______18

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 CASE 1 off.” CASE 2

Read theOne facts morning, of each acase well-to-do and state your judgmentA local of each farmer case uses with his at large least twomerchant reasons whysent youhis teenagereached sonthat on decision. family’s Remember, labor the to tendpurpose his fieldsof and Hammurabi’s Code is to establish “truth and justice throughout the land.” Your an emergency errand. He told his flocks. He keeps his children, judgments should also establish truth and justice. son to find out exactly how much nieces, and nephews busy with grain was left in his warehouse. The chores to perform all night. When merchant had to sell this leftover they don’t perform their tasks grain quickly to avoid a big loss. He perfectly, he loses his temper and was meeting a possible buyer at a beats them. nearby restaurant at noon. One afternoon, the farmer Noon came and went but the was watching his youngest son boy did not return. The merchant bind the cut leg of a young ox. hurried to the warehouse and Though the farmer had shown the questioned the guard. The guard boy how to do this correctly said the boy had not been by all dozens of times, the boy was morning. When the merchant wrapping the leg too loosely. The finally reached the restaurant, late wound would never heal and the and out of breath, the buyer had ox would be lame for life. left. The son, however, was there, For Case 1 what did you decide to For Case 2 what did you decide to do? do? ______19

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 Government at all levels can impose sales tax.   . 2 An excise tax applies to all products.   . 3 Income tax is the tax you pay on money you   . receive from various sources. 4 Social Security is the basic retirement program run   . by the banking system. DIRECTIONS: Use the graphic organizer to collect notes as you participate in the jigsaw reading of “You are a Taxpayer.” Tax Notes

Section 1: Sales Tax

Section 2: Excise Tax

Section 3: Income Tax Corporate Income Tax Progressive Taxes 20

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. 21

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. 22

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. 23

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. 24

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 Independent Reading Graphic Organizer Ancient Mesopotamia 25

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

Taxes in Ancient 1. What does the author mean in the Mesopotamia sentence, “Records of taxes, tithes, and tributes The oldest examples of writing we pre-date even the most ancient of stories and religion.”? 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 2. What does the word “universal” mean in writing that developed in southern this selection? Mesopotamia was used throughout ______the Middle East for thousands of ______26

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

3. How did the people of Lagash keep record of the taxes The earliest tax records known were people paid? 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 4. What do you infer the tax rate would be when a crisis focus of early property taxation was or war was not going on? land and its production value. Most ______often the taxes would be paid with a ______portion of the crop yield, or some ______

Lesson 4: Foreign Policy Step 1: Gathering Information- Foreign or Domestic?? DIRECTIONS: Read the following statements and check either “domestic”foreign- or “foreign.”coming from or belonging to a different place or country

1. Americans often refer to a country that is not the United States as a ______country domestic  foreign 2. A language that is not English and comes from a country outside the United States is called a ______language. domestic  foreign 3. Someone who is really good at chores and maintaining a home might be described as a ______person. 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.” The government wants to make sure students are 1 learning what they should be, so it requires standardized testing in certain grades. The government operates national parks in different 2 parts of the country. The United States is allied with countries around the 3 world, which means they are partners and look out for each other’s interests. The United States provides help to other countries 4 when natural disasters, like earthquakes, occur. The countries of the world meet to decide how to 5 handle climate change, and the United States plays a role in the talks. The United States is attacked, and the President, in 6 his role as Commander-in- Chief, calls on the U.S. 28

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. The Congress shall have Power To lay and collect Taxes, Duties, Imposts Clause and Excises, to pay the Debts and provide for the common Defense and 1 general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States; Clause To borrow Money on the credit of the United States; 2 Clause To regulate Commerce with foreign Nations, and among the several 3 States, and with the Indian Tribes; Clause To establish an uniform Rule of Naturalization, and uniform Laws on the 4 subject of Bankruptcies throughout the United States; Clause To coin Money, regulate the Value thereof, and of foreign Coin, and fix the 5 Standard of Weights and Measures; Clause To provide for the Punishment of counterfeiting the Securities and current 6 Coin of the United States; Clause To establish Post Offices and post Roads; 7 To promote the Progress of Science and useful Arts, by securing for limited Clause Times to Authors and Inventors the exclusive Right to their respective 8 Writings and Discoveries; Clause To constitute Tribunals inferior to the supreme Court; 9 Clause To define and punish Piracies and Felonies committed on the high Seas, 10 and Offences against the Law of Nations; Clause To declare War, grant Letters of Marque and Reprisal, and make Rules 11 concerning Captures on Land and Water; Clause To raise and support Armies, but no Appropriation of Money to that Use 12 shall be for a longer Term than two Years; Clause To provide and maintain a Navy; 13 To make Rules for the Government and Regulation of the land and naval Clause Forces; 14 Clause To provide for calling forth the Militia to execute the Laws of the Union, 15 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 Clause United States, reserving to the States respectively, the Appointment of the 16 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 29

Step 3: Extending and Refining- U.S. Foreign Policy What does ______1 your clause ______mean? ______

Why is this ______2 clause ______important? ______What could happen if this ______clause was ______3 not included ______in the 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 30

Die for Hammurabi’s Foreign Policy 31

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Check for Understanding- Exit Tickets 32

Name ______Date ______Lesson 1: Strategy 1: The Social Contract -Check for Understanding DIRECTIONS: Answer the following question using complete sentences. Do you think we need government and laws to survive? Support your answer with an example from our community. ______Rubric 2 – This response gives valid reasoning for or against having laws with an accurate and relevant example of a way laws impact the community.

Name ______Date ______

Lesson 1: Strategy 2: The Social Contract -Check for Understanding DIRECTIONS: Answer the following question using complete sentences.

What is one rule or concept you would include if you were to write a “social contract” for our school? Explain why your rule or concept is important. ______Rubric 2 – This response gives a valid rule or concept with an accurate and relevant explanation. 33

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

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. ______

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. ______34

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 Taxesmust pay $10.80. ______estate tax excise tax 2. Sasha bought a townhouse last year. She just got aincome/Social bill from the county showing the value of her house and the amount of taxSecurity/Medicare she owes. ______property tax 3. Bigmart sells boots that are made in China and bootssales made tax in the United States. Bigmart must pay 27% tax on each pair made in China, but not on the ones made in the United States. ______4. State citizens voted to add a 75 cent tax to each pack of cigarettes to pay for programs to help people quit smoking. ______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. ______

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 35

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

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 36

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. Now that you have learned the purposes and powers of Prior government in the United States and during Hammurabi’s Knowledge reign, you are ready to research some other societies to determine what needs their governments served. 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 Problem 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. You have been hired to research three ancient civilizations Role/Perspectiv to plan a museum display that explains the purposes and e powers of government of each civilization and relate it to the government of the United States. You will be provided a template from the museum’s curator to express exactly what your display will look like. The Product display should be visually appealing, so be sure to add pictures and drawings to your display. Be sure to include:  the purposes and powers of government of the three ancient civilizations. CriteriaStep 2: for The an Specifics This project is due on ______.

Notes/Ideas about Museum Display: ______37

Step 3: Rubric Task: You will be scored using the following rubric. Scoring Category The museum display…. Score Point 3 Score Point 2 Score Point 1 Description does Description Description not identify the includes mostly includes purposes or Identifies the accurate and accurate and powers or purposes and relevant relevant includes powers of information information inaccurate or government about the about the irrelevant of Ancient purposes and purposes and information about Egypt. powers of the powers of the the purposes and government of government of powers of the Ancient Egypt. Ancient Egypt. government of Ancient Egypt. Description does Description Description not identify the includes mostly includes purposes or Identifies the accurate and accurate and powers or purposes and relevant relevant includes powers of information information inaccurate or government about the about the irrelevant of Ancient purposes and purposes and information about India. powers of the powers of the the purposes and government of government of powers of the Ancient India. Ancient India. government of Ancient India. Description does Description Description not identify the includes includes mostly purposes or Identifies the accurate and accurate and powers or purposes and relevant relevant includes powers of information information inaccurate or government about the about the irrelevant of Ancient purposes and purposes and information about China. powers of the powers of the the purposes and government of government of powers of the Ancient China. Ancient China. government of Ancient China. 38

Step 4: Graphic Organizer for Articles Directions: To ensure that you collect all of the necessary research, use the following graphic organizer. Role of Government Duties of Government Society (purpose) (powers)

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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. 40

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 41

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 42

Museum Exhibit Mockup- WALL 1

For ______(Exhibit Title)

By ______

three foot sphinx 43

god statue in a case 44

replica statue of Emperor Qin