The document discusses the Declaration of Independence and Constitution of the United States. It states that the Declaration of Independence outlines the theory and philosophy of the American republic, while the Constitution establishes the form and mechanics of the government. It explores what principles and beliefs the Declaration declared, including a belief in natural law, God as the ultimate authority, that all men are created equal, and that a sovereign people require personal responsibility.
Islam grants universal human rights that are derived from God, not governments. These inalienable rights include:
1) The right to life and security of person - no one can kill or harm others without justification.
2) The right to dignity and honor - women, children, and all people must be respected and protected from oppression.
3) The right to private life and property - personal freedom and possessions are inviolable without due process.
Islamic law upholds civil rights and limits governmental authority, requiring leaders to respect the people and only exercise power with consent.
The document discusses human rights and the right to life in Islam. It makes 3 main points:
1) In Islam, life is a sacred trust from God and taking another person's life is strictly forbidden unless through legal means like capital punishment. All humans are equal in dignity and rights.
2) The Quran establishes the right to life and prohibits killing others unjustly. It also obligates Muslims to provide for those in need and protect vulnerable groups.
3) Muhammad established the first Islamic society which respected freedom of religion, women's rights, and eliminated discrimination. Human rights in Islam stem from the principles of dignity and equality for all people.
This document compares the Islamic and Western concepts of human rights. It states that in the Islamic perspective, human rights are granted by God and outlined in the Quran and teachings of Muhammad over 1400 years ago. In contrast, the Western concept of human rights emerged more recently after the Renaissance and Enlightenment periods from the 17th century onward. The document provides definitions of human rights from various Islamic and Western scholars and perspectives. It argues that while the Western view sees human rights as a modern social construct, the Islamic view considers rights to be inherent and bound to responsibilities established by God.
Islam provides a complete political system based on Tawhid (unity of God), Risalah (prophethood), and Khilafah (vicegerency of man). The Islamic political system (Khilafah) establishes the sovereignty of Allah, implements Shura (consultation), and ensures accountability, independence of the judiciary, and equality before the law. Democracy contradicts Islamic principles by allowing man to legislate and vote on Allah's laws. While Islamic countries vary, the ideal system governs by Sharia alone without interference from majority opinion.
This document provides an overview of concepts of human rights in Islam based on Islamic scripture and teachings. It discusses the following key rights:
1. The right to life and equality - Islam teaches that all humans are equal in the sight of God and have a right to life. There should be no discrimination based on race, ethnicity, or social status.
2. Additional rights discussed include freedom of religion, ownership of property, social security, education, protection from torture, and rights for women.
3. The document explores the Islamic basis for these rights in the Quran and teachings of the Prophet Muhammad, emphasizing that human rights are divine and not granted by governments.
This document discusses Islam and justice. It notes that Islam means peace, purity, submission and obedience. It discusses how Islam has sympathy for the oppressed and punishment for oppressors. It also notes that true justice can only come from laws made by God alone as revealed in Islam, as human lawmakers are inherently biased due to personal interests. The document concludes that the only way to guarantee just laws is to follow the teachings of Allah and the prophets.
The document summarizes key passages from the Declaration of Independence in simpler terms. It explains that the Declaration asserts the rights of a people to separate from their government and assert independence when that government undermines their God-given rights to life, liberty, and the pursuit of happiness. It also establishes that people have the right to abolish and replace a tyrannical government that consistently violates their rights with the intent of imposing absolute despotism.
Human Rights in Islam And Common Misconceptions | By: Dr.Abdul-Rahman al-Sheha | Adaptation by: Abu Salman Deya ud-Deen Eberle | Edited by: Abu Ayoub Jeromē Boulter, Abdurrahman Murad | Revised Edition
Islam grants universal human rights that are derived from God, not governments. These inalienable rights include:
1) The right to life and security of person - no one can kill or harm others without justification.
2) The right to dignity and honor - women, children, and all people must be respected and protected from oppression.
3) The right to private life and property - personal freedom and possessions are inviolable without due process.
Islamic law upholds civil rights and limits governmental authority, requiring leaders to respect the people and only exercise power with consent.
The document discusses human rights and the right to life in Islam. It makes 3 main points:
1) In Islam, life is a sacred trust from God and taking another person's life is strictly forbidden unless through legal means like capital punishment. All humans are equal in dignity and rights.
2) The Quran establishes the right to life and prohibits killing others unjustly. It also obligates Muslims to provide for those in need and protect vulnerable groups.
3) Muhammad established the first Islamic society which respected freedom of religion, women's rights, and eliminated discrimination. Human rights in Islam stem from the principles of dignity and equality for all people.
This document compares the Islamic and Western concepts of human rights. It states that in the Islamic perspective, human rights are granted by God and outlined in the Quran and teachings of Muhammad over 1400 years ago. In contrast, the Western concept of human rights emerged more recently after the Renaissance and Enlightenment periods from the 17th century onward. The document provides definitions of human rights from various Islamic and Western scholars and perspectives. It argues that while the Western view sees human rights as a modern social construct, the Islamic view considers rights to be inherent and bound to responsibilities established by God.
Islam provides a complete political system based on Tawhid (unity of God), Risalah (prophethood), and Khilafah (vicegerency of man). The Islamic political system (Khilafah) establishes the sovereignty of Allah, implements Shura (consultation), and ensures accountability, independence of the judiciary, and equality before the law. Democracy contradicts Islamic principles by allowing man to legislate and vote on Allah's laws. While Islamic countries vary, the ideal system governs by Sharia alone without interference from majority opinion.
This document provides an overview of concepts of human rights in Islam based on Islamic scripture and teachings. It discusses the following key rights:
1. The right to life and equality - Islam teaches that all humans are equal in the sight of God and have a right to life. There should be no discrimination based on race, ethnicity, or social status.
2. Additional rights discussed include freedom of religion, ownership of property, social security, education, protection from torture, and rights for women.
3. The document explores the Islamic basis for these rights in the Quran and teachings of the Prophet Muhammad, emphasizing that human rights are divine and not granted by governments.
This document discusses Islam and justice. It notes that Islam means peace, purity, submission and obedience. It discusses how Islam has sympathy for the oppressed and punishment for oppressors. It also notes that true justice can only come from laws made by God alone as revealed in Islam, as human lawmakers are inherently biased due to personal interests. The document concludes that the only way to guarantee just laws is to follow the teachings of Allah and the prophets.
The document summarizes key passages from the Declaration of Independence in simpler terms. It explains that the Declaration asserts the rights of a people to separate from their government and assert independence when that government undermines their God-given rights to life, liberty, and the pursuit of happiness. It also establishes that people have the right to abolish and replace a tyrannical government that consistently violates their rights with the intent of imposing absolute despotism.
Human Rights in Islam And Common Misconceptions | By: Dr.Abdul-Rahman al-Sheha | Adaptation by: Abu Salman Deya ud-Deen Eberle | Edited by: Abu Ayoub Jeromē Boulter, Abdurrahman Murad | Revised Edition
The document discusses the American Revolution. It describes how the 13 colonies were originally part of Britain but began planning for revolution after the British began enforcing taxes on the colonists following the French and Indian War. The Revolution was fought between the British and American colonists from 1775 to 1783, with George Washington leading the American army and Thomas Jefferson writing the Declaration of Independence. The colonists were ultimately successful and established the United States of America.
The document discusses the Declaration of Independence and its relationship to Enlightenment ideas of natural rights and social contract. It provides context for the grievances listed in the Declaration of Independence against King George III, including taxation without representation, imposition of troops, and deprivation of trial by jury. It also summarizes the preamble and conclusion of the Declaration of Independence which reference the need to dissolve political ties with a tyrant and assert the rights of self-government.
Here are the key points about the Louisiana Purchase:
- In 1803, President Thomas Jefferson negotiated the purchase of the Louisiana Territory from France for $15 million, doubling the size of the United States.
- The Louisiana Purchase encompassed land from the Mississippi River to the Rocky Mountains and from the Gulf of Mexico to Canada, including all or parts of 15 current U.S. states.
- The purchase established new western boundaries for the U.S. and opened vast areas for expansion and settlement by American pioneers. It was a major turning point in American history that increased the young nation's land area and economic potential.
- Thomas Jefferson hired Meriwether Lewis and William Clark to lead an expedition to explore the
The United States is located in North America, bordered by Mexico and Canada. Washington D.C. is the capital and Barack Obama is the current president. The country has 50 states across 6 regions. Key landmarks include the White House, Statue of Liberty, and Golden Gate Bridge. Popular culture includes Broadway, Hollywood, and Disneyland. Sports such as baseball, football, and basketball are widely followed. Famous authors include Edgar Allan Poe, Robert Frost, and Washington Irving.
The document provides information about 6 Mid-Atlantic states - New York, New Jersey, Pennsylvania, Maryland, Delaware, and their key facts like motto, nickname, origin of name, capital, population and notable places. It lists important landmarks, historical sites, industries and crops for each state in bullet points.
The Constitutional Convention of 1787 established the framework for the United States government. Delegates from 12 states met in Philadelphia to address weaknesses of the Articles of Confederation, which gave too much power to state governments. They debated plans for a stronger national government, including the Virginia Plan which favored large states, and the New Jersey Plan which favored small states. Through compromises like the Great Compromise and Three-Fifths Compromise, they created a bicameral legislature and strengthened the executive and judicial branches. The resulting Constitution was then ratified by the states.
The document summarizes the original 13 colonies of British America, including the dates of settlement, founding purposes, and governance structures. It describes that Virginia was founded in 1607 as the first successful English colony, while Massachusetts, Plymouth, Rhode Island, Connecticut, and Maryland were founded as places for religious freedom. The other colonies - New Hampshire, New York, New Jersey, North Carolina, South Carolina, Delaware, Pennsylvania, and Georgia - were established throughout the 17th century for various economic and political purposes. Most eventually became royal colonies ruled directly by the British crown.
The document discusses the Declaration of Independence and its origins. It notes that Thomas Jefferson borrowed ideas for the Declaration from several sources, including natural law philosophy and the writings of John Locke emphasizing individual rights and consent of the governed. The document also outlines the series of acts by the British Parliament leading up to the Declaration that increased taxes on the colonies and restricted their rights, angering colonists and leading to the Continental Congresses.
This document provides information about several national monuments and landmarks in the United States, including the Statue of Liberty, Mount Rushmore, and the Washington Monument. It also discusses the history of cowboys in America and some popular holidays celebrated in the US like Halloween, Thanksgiving, Christmas, and Independence Day.
The document provides an overview of several famous landmarks and sites across the United States, including the Statue of Liberty, the White House, Washington D.C. monuments, Las Vegas Strip attractions, Philadelphia independence sites, Niagara Falls, Denali National Park, Yellowstone National Park, the Grand Canyon, Walt Disney World, and the National Air and Space Museum. It describes these places as iconic symbols of American history and culture that attract visitors from around the world.
The Declaration of Independence was signed on July 4, 1776. It was written primarily by Thomas Jefferson to declare independence from British rule and establish the United States as a sovereign, self-governing nation. The document asserts that all people have certain natural rights, including life, liberty, and the pursuit of happiness. Governments are formed by the people to protect these rights, and the people have a right to alter or abolish any government that infringes upon them.
The virtual tour summarizes a free online tour of historic Philadelphia sites related to the founding of the United States. The tour includes over 30 stops highlighting locations like Independence Hall, the Liberty Bell, and the First and Second Banks of the United States. At each stop, a brief description provides historical context and significance of that location in the founding of America and its government.
Symbolism VI: National, Military, Religious, Sports and Game SymbolismBernie DeKoven
This document provides an overview of various types of symbols discussed across 42 sections, including:
1) Southern and Northern symbolism related to the American Civil War.
2) Symbols depicted on Mount Rushmore and memorials in Washington D.C.
3) Religious, military, sports, and political symbols like the American flag, cross, and presidential symbols.
4) Controversial white supremacist tattoos and their symbolic meanings.
5) Native American, tarot card, chess, and color symbolism.
6) Religious symbols involving the Bible, saints, and religious figures.
7) Symbolic references found in literature.
8) The
The document appears to be instructions for a student homework assignment to create a storybook about the American Revolution for kids. It prompts students to write descriptions for each of 6 pages and include at least 2 pictures per page. It reminds students to consider their intended audience of kids and include a short biography of themselves as the author.
The American Revolution began as protests against new taxes imposed by the British government on the American colonies, including the Stamp Act of 1765 and Townshend Acts of 1767. Tensions escalated throughout the 1770s as the British passed more punitive laws in response to colonial unrest, such as the Intolerable Acts in 1774. Open conflict broke out in 1775 with the Battles of Lexington and Concord, marking the unofficial start of the Revolutionary War. In 1776, the Second Continental Congress declared independence from Britain and the colonies united as the United States of America.
This document evaluates two websites about the history of the Liberty Bell. Site 1 is hosted at ushistory.org by the Independence Hall Association and contains photos and information but also advertisements. Site 2 is hosted by the National Park Service and focuses only on the bell's history and the Liberty Bell Center, including sections for teachers and children. Both sites provide accurate information about the bell and cite their authoritative sponsors, but Site 2 more clearly states its last update date. The evaluator ultimately recommends Site 1 for classroom use as it presents differing theories about how the bell cracked.
The document summarizes key events from George Washington's presidency through John Adams' presidency. It discusses how Washington established precedents for the presidency and organized the new government. It also covers the emergence of political parties under Washington and Adams, with Hamilton leading the Federalists and Jefferson leading the Democratic-Republicans. Tensions grew between the parties over financial policy and relations with Britain and France. By 1800, the Federalist party declined after Adams lost reelection to Jefferson in a contested election that had to be decided by the House of Representatives.
The document lists 11 prominent figures from American history - Alexander Hamilton, Benjamin Franklin, George Washington, James Madison, John Adams, John Hancock, John Jay, Patrick Henry, Samuel Adams, Thomas Jefferson, and Thomas Paine. It then provides a link to an image for each person.
This 5th grade lesson plan aims to teach students about the key facts of the Boston Tea Party over the course of a week. On Monday, students will learn when and where the Boston Tea Party took place and who was involved. Tuesday's lesson will cover why the event happened and the actions that took place. On Wednesday, students will learn about the expected and intended outcomes of the Boston Tea Party. Thursday will discuss what each party gained from the event and its overall impact on US history. To conclude on Friday, students will participate in a reenactment of the Boston Tea Party to reinforce their understanding of how it unfolded.
This document provides photos and information about attractions in New York City and Philadelphia, with 3 sentences or less describing each location. It includes pictures and facts about landmarks like Central Park, the Statue of Liberty, and bridges in NYC. For Philadelphia, it mentions the city's nickname and encourages selecting elements to learn more about representing Philly culture, such as its professional sports teams whose names and logos have historical significance. It also includes an image from Seaside Heights in New Jersey.
The document discusses the key parts of the Declaration of Independence written by Thomas Jefferson in 1776. It summarizes the three main sections which declared independence from Britain: 1) a statement of democratic principles and natural rights, 2) a list of grievances against King George III, 3) a concluding statement declaring independence. It also provides context on Jefferson and the events leading up to the revolutionary war.
The document discusses different concepts related to states and governments. It defines key terms like state, nation, and social contract theory. It also summarizes the main forms of government like democracy, autocracy, monarchy, dictatorship, oligarchy, and theocracy. It provides examples and characteristics of each type of government.
The document discusses the American Revolution. It describes how the 13 colonies were originally part of Britain but began planning for revolution after the British began enforcing taxes on the colonists following the French and Indian War. The Revolution was fought between the British and American colonists from 1775 to 1783, with George Washington leading the American army and Thomas Jefferson writing the Declaration of Independence. The colonists were ultimately successful and established the United States of America.
The document discusses the Declaration of Independence and its relationship to Enlightenment ideas of natural rights and social contract. It provides context for the grievances listed in the Declaration of Independence against King George III, including taxation without representation, imposition of troops, and deprivation of trial by jury. It also summarizes the preamble and conclusion of the Declaration of Independence which reference the need to dissolve political ties with a tyrant and assert the rights of self-government.
Here are the key points about the Louisiana Purchase:
- In 1803, President Thomas Jefferson negotiated the purchase of the Louisiana Territory from France for $15 million, doubling the size of the United States.
- The Louisiana Purchase encompassed land from the Mississippi River to the Rocky Mountains and from the Gulf of Mexico to Canada, including all or parts of 15 current U.S. states.
- The purchase established new western boundaries for the U.S. and opened vast areas for expansion and settlement by American pioneers. It was a major turning point in American history that increased the young nation's land area and economic potential.
- Thomas Jefferson hired Meriwether Lewis and William Clark to lead an expedition to explore the
The United States is located in North America, bordered by Mexico and Canada. Washington D.C. is the capital and Barack Obama is the current president. The country has 50 states across 6 regions. Key landmarks include the White House, Statue of Liberty, and Golden Gate Bridge. Popular culture includes Broadway, Hollywood, and Disneyland. Sports such as baseball, football, and basketball are widely followed. Famous authors include Edgar Allan Poe, Robert Frost, and Washington Irving.
The document provides information about 6 Mid-Atlantic states - New York, New Jersey, Pennsylvania, Maryland, Delaware, and their key facts like motto, nickname, origin of name, capital, population and notable places. It lists important landmarks, historical sites, industries and crops for each state in bullet points.
The Constitutional Convention of 1787 established the framework for the United States government. Delegates from 12 states met in Philadelphia to address weaknesses of the Articles of Confederation, which gave too much power to state governments. They debated plans for a stronger national government, including the Virginia Plan which favored large states, and the New Jersey Plan which favored small states. Through compromises like the Great Compromise and Three-Fifths Compromise, they created a bicameral legislature and strengthened the executive and judicial branches. The resulting Constitution was then ratified by the states.
The document summarizes the original 13 colonies of British America, including the dates of settlement, founding purposes, and governance structures. It describes that Virginia was founded in 1607 as the first successful English colony, while Massachusetts, Plymouth, Rhode Island, Connecticut, and Maryland were founded as places for religious freedom. The other colonies - New Hampshire, New York, New Jersey, North Carolina, South Carolina, Delaware, Pennsylvania, and Georgia - were established throughout the 17th century for various economic and political purposes. Most eventually became royal colonies ruled directly by the British crown.
The document discusses the Declaration of Independence and its origins. It notes that Thomas Jefferson borrowed ideas for the Declaration from several sources, including natural law philosophy and the writings of John Locke emphasizing individual rights and consent of the governed. The document also outlines the series of acts by the British Parliament leading up to the Declaration that increased taxes on the colonies and restricted their rights, angering colonists and leading to the Continental Congresses.
This document provides information about several national monuments and landmarks in the United States, including the Statue of Liberty, Mount Rushmore, and the Washington Monument. It also discusses the history of cowboys in America and some popular holidays celebrated in the US like Halloween, Thanksgiving, Christmas, and Independence Day.
The document provides an overview of several famous landmarks and sites across the United States, including the Statue of Liberty, the White House, Washington D.C. monuments, Las Vegas Strip attractions, Philadelphia independence sites, Niagara Falls, Denali National Park, Yellowstone National Park, the Grand Canyon, Walt Disney World, and the National Air and Space Museum. It describes these places as iconic symbols of American history and culture that attract visitors from around the world.
The Declaration of Independence was signed on July 4, 1776. It was written primarily by Thomas Jefferson to declare independence from British rule and establish the United States as a sovereign, self-governing nation. The document asserts that all people have certain natural rights, including life, liberty, and the pursuit of happiness. Governments are formed by the people to protect these rights, and the people have a right to alter or abolish any government that infringes upon them.
The virtual tour summarizes a free online tour of historic Philadelphia sites related to the founding of the United States. The tour includes over 30 stops highlighting locations like Independence Hall, the Liberty Bell, and the First and Second Banks of the United States. At each stop, a brief description provides historical context and significance of that location in the founding of America and its government.
Symbolism VI: National, Military, Religious, Sports and Game SymbolismBernie DeKoven
This document provides an overview of various types of symbols discussed across 42 sections, including:
1) Southern and Northern symbolism related to the American Civil War.
2) Symbols depicted on Mount Rushmore and memorials in Washington D.C.
3) Religious, military, sports, and political symbols like the American flag, cross, and presidential symbols.
4) Controversial white supremacist tattoos and their symbolic meanings.
5) Native American, tarot card, chess, and color symbolism.
6) Religious symbols involving the Bible, saints, and religious figures.
7) Symbolic references found in literature.
8) The
The document appears to be instructions for a student homework assignment to create a storybook about the American Revolution for kids. It prompts students to write descriptions for each of 6 pages and include at least 2 pictures per page. It reminds students to consider their intended audience of kids and include a short biography of themselves as the author.
The American Revolution began as protests against new taxes imposed by the British government on the American colonies, including the Stamp Act of 1765 and Townshend Acts of 1767. Tensions escalated throughout the 1770s as the British passed more punitive laws in response to colonial unrest, such as the Intolerable Acts in 1774. Open conflict broke out in 1775 with the Battles of Lexington and Concord, marking the unofficial start of the Revolutionary War. In 1776, the Second Continental Congress declared independence from Britain and the colonies united as the United States of America.
This document evaluates two websites about the history of the Liberty Bell. Site 1 is hosted at ushistory.org by the Independence Hall Association and contains photos and information but also advertisements. Site 2 is hosted by the National Park Service and focuses only on the bell's history and the Liberty Bell Center, including sections for teachers and children. Both sites provide accurate information about the bell and cite their authoritative sponsors, but Site 2 more clearly states its last update date. The evaluator ultimately recommends Site 1 for classroom use as it presents differing theories about how the bell cracked.
The document summarizes key events from George Washington's presidency through John Adams' presidency. It discusses how Washington established precedents for the presidency and organized the new government. It also covers the emergence of political parties under Washington and Adams, with Hamilton leading the Federalists and Jefferson leading the Democratic-Republicans. Tensions grew between the parties over financial policy and relations with Britain and France. By 1800, the Federalist party declined after Adams lost reelection to Jefferson in a contested election that had to be decided by the House of Representatives.
The document lists 11 prominent figures from American history - Alexander Hamilton, Benjamin Franklin, George Washington, James Madison, John Adams, John Hancock, John Jay, Patrick Henry, Samuel Adams, Thomas Jefferson, and Thomas Paine. It then provides a link to an image for each person.
This 5th grade lesson plan aims to teach students about the key facts of the Boston Tea Party over the course of a week. On Monday, students will learn when and where the Boston Tea Party took place and who was involved. Tuesday's lesson will cover why the event happened and the actions that took place. On Wednesday, students will learn about the expected and intended outcomes of the Boston Tea Party. Thursday will discuss what each party gained from the event and its overall impact on US history. To conclude on Friday, students will participate in a reenactment of the Boston Tea Party to reinforce their understanding of how it unfolded.
This document provides photos and information about attractions in New York City and Philadelphia, with 3 sentences or less describing each location. It includes pictures and facts about landmarks like Central Park, the Statue of Liberty, and bridges in NYC. For Philadelphia, it mentions the city's nickname and encourages selecting elements to learn more about representing Philly culture, such as its professional sports teams whose names and logos have historical significance. It also includes an image from Seaside Heights in New Jersey.
The document discusses the key parts of the Declaration of Independence written by Thomas Jefferson in 1776. It summarizes the three main sections which declared independence from Britain: 1) a statement of democratic principles and natural rights, 2) a list of grievances against King George III, 3) a concluding statement declaring independence. It also provides context on Jefferson and the events leading up to the revolutionary war.
The document discusses different concepts related to states and governments. It defines key terms like state, nation, and social contract theory. It also summarizes the main forms of government like democracy, autocracy, monarchy, dictatorship, oligarchy, and theocracy. It provides examples and characteristics of each type of government.
U.S. Government -- Chapter 1 Section 1 "Government and the State"CarmichaelWCHS
This document provides an overview of key concepts related to government and political systems. It defines government as the institution that makes and enforces public policy. It also outlines the three basic powers of government - legislative, executive, and judicial. The document then discusses different forms of governance like democracy and dictatorship. It identifies the four characteristics of a state as population, territory, sovereignty, and government. It concludes by explaining that sovereignty means a state has supreme power within its own territory.
The document discusses the key concepts of what constitutes a state and government. It explains that a state requires a population, territory, and sovereignty (supreme power within its boundaries). A government is the institution through which a society makes and enforces public policies. The document then reviews several theories for how governments came into existence, such as through force, evolution from simpler groups, divine right of rulers, or social contract theory. It also outlines different ways of classifying governments, such as by participation (democracy vs dictatorship), distribution of power (unitary vs federal), and relationship between legislative and executive branches (presidential vs parliamentary).
The document provides an overview of key concepts in political science and Western political thought. It discusses definitions of democracy, ingredients of democratic systems, and ideas from thinkers like Aristotle, Machiavelli, Locke, and Hobbes. It also summarizes concepts like direct democracy, representative democracy, liberalism, and the development of political systems in places like 1600s England and components of the US Constitution like the three branches of government and the amendment process.
The document discusses several theories on the origin of the state:
1) The divine origin theory argues that God created the state and appointed rulers as his deputies to govern.
2) The force theory emphasizes that states originated from powerful groups subjugating weaker groups through conquest.
3) The social contract theory postulates that individuals in a state of nature came together by contract to form societies for protection of rights, with thinkers like Hobbes, Locke and Rousseau differing on the original state of nature.
4) The patriarchal and matriarchal theories debate whether early societies were organized matrilineally or patrilineally.
5) The historical/evolutionary theory views the state
The document discusses the key features and origins of states and governments. It outlines four essential features of a state: population, territory, sovereignty, and government. It then describes four theories for the origin of states: evolutionary theory, force theory, divine right theory, and social contract theory. The social contract theory, proposed by philosophers like Thomas Hobbes and John Locke, suggests that people form governments and surrender some freedoms in exchange for protection of their basic rights from others.
第六課 - 宗教改革結果:自由民主的興起 (Lesson 6 - Liberal Democracy)MKBC Slides
The document discusses the origins and development of ideas of limited government and individual rights in contrast to absolutism. It describes how in the Middle Ages the power of kings was limited by the authority of the Catholic Church. During the Reformation and after, the theory of the divine right of kings arose to justify absolutist rule as kings claimed religious authority over new national churches. John Locke responded with his Two Treatises of Government, arguing against patriarchal and divine right theories of absolutism. He believed individuals were born equal and entered society primarily to protect their natural rights, and that governments' power comes from the consent of the governed, not divine authority. This established a foundation for limited constitutional government protecting individual liberties.
The document discusses the key features and theories of the origins of states and governments. It outlines four essential features of a state: population, territory, sovereignty, and government. It then describes four theories of how governments originated: evolutionary theory, which argues states evolved from families; force theory, which claims governments emerged through conquest; divine right theory, which holds rulers were chosen by gods; and social contract theory, which says people formed governments to protect their rights from the state of nature. The document suggests social contract theory, advocated by thinkers like Hobbes and Locke, most influenced concepts like the U.S. declaration of independence.
The document discusses how several key principles of the US Constitution, such as federalism, separation of powers, popular sovereignty, and individual rights, have influenced political systems around the world. It provides examples of how federalism shaped South Africa's government structure, separation of powers was adopted in South Korea, popular sovereignty formed the basis of Japan's constitution, and individual rights language appeared in the UN Declaration of Human Rights.
This document provides an overview of the origins of the American system of government. It begins with a poll showing that 87% of Americans trust the government only some of the time, highlighting the importance of studying how the government was designed. It then discusses the influence of ancient Greek and Roman ideas of direct and representative democracy on the development of the American system. The text also examines the key philosophical influences of Hobbes, Locke, and the social contract theory. Finally, it introduces some of the major documents and compromises that shaped the founding of the U.S., including the Articles of Confederation, the Constitutional Convention, and debates around the Virginia and New Jersey Plans for representation in Congress.
Hello students -
This is the review slideshow for your test tomorrow. Use it and the handout as study tools but remember that there may be more on the exam than appears here.
Happy studying!
Mr. Kelly and Ms. Marroquín
Here is a draft 500-word essay on the roles of government and citizens in a democracy:
The Roles of Government and Citizens in a Democracy
A democracy is a form of government where the citizens have the authority to choose their ruling leaders through free and fair elections. For a democracy to function properly, both the government and citizens must understand and fulfill their distinct roles and responsibilities. In the United States, the roles outlined in the Constitution have become blurred over time, threatening the balance of our democratic system.
The primary role of the government in a democracy is to serve the interests and protect the rights of its citizens. As defined in the Constitution, the government's responsibilities include providing national security, administering justice, regulating trade,
The document discusses the concept of sovereignty from various perspectives. It begins with definitions from early theorists like Jean Bodin and explores different types of sovereignty such as titular vs actual. It then analyzes attributes of sovereignty like permanence and indivisibility. The document also covers criticism of theories from thinkers like Austin and examines the Islamic concept of sovereignty, noting attributes like universality and absolutism. It concludes by arguing that while a democratic entitlement is superficially attractive, it could endanger peace and security.
The document discusses differing ideologies around government that emerged during the Enlightenment period in Europe. It profiles several influential philosophers from this era and their beliefs, including Thomas Hobbes who argued for absolute rule to maintain order, John Locke who believed in natural rights and popular consent of government, Voltaire who hoped for an enlightened monarch, Rousseau who felt people were equal and society should serve the general will, and Montesquieu who believed in separating government powers with checks and balances.
Government is an institution that enforces public policies through central authority to maintain order and provide services. There are various theories for how governments formed, including that people consented to give up some rights in exchange for protection. The US government is based on ideas of natural rights from John Locke and a system of checks and balances between three branches: the legislative, executive, and judicial branches. Other types of governments include presidential, parliamentary, dictatorial, direct democracy, and representative democracy systems.
The document discusses the Declaration of Independence and its history and significance. It provides background on why the declaration was written, including that the war was not going well for the colonies and they needed to rally support. It also summarizes some of the key themes and sections of the declaration, including its statements of natural rights and that governments derive their power from the consent of the governed.
Government chapter 1 section 1 powerpointHolmesGov
The document discusses several key concepts related to government and politics. It defines government as the institution that makes and enforces public policy. It also discusses the three basic powers of government - legislative, executive, and judicial. Additionally, it outlines four theories on the origins of the state and compares democracy to dictatorship. The purpose of the US government as stated in the preamble to the constitution is also summarized.
Government has three main powers - legislative, executive, and judicial. A state is defined as having a population, territory, sovereignty, and government. The origins of the state include the force theory where one group claimed control over land, the evolutionary theory where states developed from families and tribes, and the social contract theory where people agreed to form a state to promote safety and well-being for all.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Re-Discovering Our National
Identity
Our Declaration of Independence is the
theory of and philosophy of our Republic
form of government. The Form or
Mechanics is our United States
Constitution.
Who are we? Why are we different? How
did we become who we are?
WHAT did we declare and WHY did we
declare it?
3. The WHAT that our Declaration of
Independence Declared
Ruler’s Law People’s Law No
Law
100% Tyranny 100% Anarchy
With respects to The 5,000 Year Leap by Dr. Cleon Skousen
4. The WHAT that our Declaration of
Independence Declared
We Defined Acceptable Terms for Liberty – Limited
Government
Ruler’s Law People’s Law No
Law
100% Tyranny 100% Anarchy
With respects to The 5,000 Year Leap by Dr. Cleon Skousen
5. The WHAT that our Declaration of
Independence Declared
We Defined Acceptable Terms for Liberty – Limited
Government
TODAY
Political parties
Right vs Left
Ruler’s Law People’s Law No
Law
100% Tyranny 100% Anarchy
With respects to The 5,000 Year Leap by Dr. Cleon Skousen
6. The WHAT that our Declaration of
Independence Declared
We Defined Acceptable Terms for Liberty – Limited
Government
TODAY Founding Era
Power degrees
Political parties
Anarchy vs Tyranny
Right vs Left
Ruler’s Law People’s Law No
Law
100% Tyranny 100% Anarchy
With respects to The 5,000 Year Leap by Dr. Cleon Skousen
7. The What of our Declaration of
Independence
Ruler’s Law
8. The What of our Declaration of
Independence
Authority through force,
Ruler’s Law violence, conquest
People are not equal but
divided by class
Government power is top/
down
Based on ruler’s interpretive
standards rather than rule of
law
Problems solved through
increased government power
via regulation, taxation, etc.
Freedom is never viable
solution
9. The What of our Declaration of
Independence
People’s Law
10. The What of our Declaration of
Independence
People’s Law A commonwealth of free
men and women
Decisions and leadership
selection is with the
consent of the majority of
people
Power not consolidated
into any one group or
person
Problems addressed
locally first
Individual rights are
unalienable
11. The WHAT that our Declaration of
Independence Declared
12. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in Natural Law
13. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in Natural Law
Cicero – Political philosopher in Rome (106-43 BC)
Definition – Natural Law deals with absolute reality. “True law is…
unchanging and everlasting; it summons to duty by its commands,
and averts from wrongdoing by its prohibitions…it is impossible to
abolish it entirely.”
14. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in Natural Law
Cicero – Political philosopher in Rome (106-43 BC)
Definition – Natural Law deals with absolute reality. “True law is…
unchanging and everlasting; it summons to duty by its commands,
and averts from wrongdoing by its prohibitions…it is impossible to
abolish it entirely.”
• Man is rational as is God
• Nature abhors a vacuum (consolidation of control)
• Nature finds a balance (reacts violently to a lack of equilibrium)
15. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in God (Divine Providence)
“…with a firm reliance on the protection of Divine Providence, we
mutually pledge…” – Jefferson, Declaration of Independence
16. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in God (Divine Providence)
“…with a firm reliance on the protection of Divine Providence, we
mutually pledge…” – Jefferson, Declaration of Independence
America was the first modern form of government where a
sovereign, self-governing people formed a government
and placed themselves voluntarily under the ultimate
authority of a metaphysical sovereign.
17. The WHAT that our Declaration of
Independence Declared
18. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in God (Divine Providence)
19. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in God (Divine Providence)
Why did they consider it essential that the ultimate authority be
metaphysical?
20. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in God (Divine Providence)
Why did they consider it essential that the ultimate authority be
metaphysical?
a) Something that lies outside the physical realm represents rule of law, cannot
be manipulated, only responded to and therefore represents an absolute
stability that insures the integrity of the entire system.
21. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in God (Divine Providence)
Why did they consider it essential that the ultimate authority be
metaphysical?
a) Something that lies outside the physical realm represents rule of law, cannot
be manipulated, only responded to and therefore represents an absolute
stability that insures the integrity of the entire system.
b) The focus of political power shifts from control to management (Principle
of Physics found in the nature of “matter”)
22. The WHAT that our Declaration of
Independence Declared
We Declared…A Belief in God (Divine Providence)
Why did they consider it essential that the ultimate authority be
metaphysical?
a) Something that lies outside the physical realm represents rule of law, cannot
be manipulated, only responded to and therefore represents an absolute
stability that insures the integrity of the entire system.
b) The focus of political power shifts from control to management (Principle
of Physics found in the nature of “matter”)
Man cannot own anything but man can be owned by anything. The one who
sets ownership of something as his ultimate goal will inevitably become
consumed by that which he seeks to consume. – Author Unknown
23. The WHAT that our Declaration of
Independence Declared
We Declared…A Nation of Laws
• Our laws are based on Natural Law and Laws of Human Nature.
“…upon these two foundations, the law of nature and the law of
revelation, depend all human laws…” – William Blackstone (Author and
legal scholar)
“…No man will contend that a nation can be free that is not governed
by fixed laws. All other government than that of permanent known laws
is the government of mere will and pleasure.” (John Adams, American
Founder)
“The end of law is not to abolish or restrain, but to preserve and
enlarge freedom. For in all the states of created beings, capable of
laws, where there is no law there is no freedom.” (John Locke, English
political philosopher, author)
24. The WHAT that our Declaration of
Independence Declared
25. The WHAT that our Declaration of
Independence Declared
We Declared…All men created equal
26. The WHAT that our Declaration of
Independence Declared
We Declared…All men created equal
What was meant by equality?
•Equal opportunity, not necessarily equal results.
•Guaranteed through equal treatment in the sight of God, the Law and the
protection of rights.
• Reinforce by the 13th, 14th, 15th and 19th amendments
27. The WHAT that our Declaration of
Independence Declared
28. The WHAT that our Declaration of
Independence Declared
We Declared…All men created equal
29. The WHAT that our Declaration of
Independence Declared
We Declared…All men created equal
Slavery in America
Slavery was set up for abolition from the foundation of the nation. The
existence of slavery after the founding of the nation represents an aberration,
not the intention of our nation.
30. The WHAT that our Declaration of
Independence Declared
We Declared…All men created equal
Slavery in America
Slavery was set up for abolition from the foundation of the nation. The
existence of slavery after the founding of the nation represents an aberration,
not the intention of our nation.
“…It [is] a great point gained in favor of humanity that a period of twenty
years may terminate forever, within these States [slavery]…[in that
period] it will receive a considerable discouragement from the federal
government and may be totally abolished by a concurrence of the few
States…” James Madison (Federalist Papers)
31. The WHAT that our Declaration of
Independence Declared
We Declared…All men created equal
Slavery in America
Slavery was set up for abolition from the foundation of the nation. The
existence of slavery after the founding of the nation represents an aberration,
not the intention of our nation.
“…It [is] a great point gained in favor of humanity that a period of twenty
years may terminate forever, within these States [slavery]…[in that
period] it will receive a considerable discouragement from the federal
government and may be totally abolished by a concurrence of the few
States…” James Madison (Federalist Papers)
FACTS
• The first draft of the Declaration of Independence presented on July 1st included a
denouncement of slavery both in the States and by King George III
• The direct indictments were removed in a compromise to gain support from northern and
southern slave holding delegates to present a unified front against British.
32. The WHAT that our Declaration of
Independence Declared
33. The WHAT that our Declaration of
Independence Declared
We Declared…A Sovereign People Must Have
Personal Responsibility
34. The WHAT that our Declaration of
Independence Declared
We Declared…A Sovereign People Must Have
Personal Responsibility
•The Founders Believed
• A Sovereign People are only capable of self government and choosing
virtuous representatives when they have personal responsibility.
• Personal responsibility can only be maintained with a high level of moral
virtue and education.
35. The WHAT that our Declaration of
Independence Declared
We Declared…A Sovereign People Must Have
Personal Responsibility
•The Founders Believed
• A Sovereign People are only capable of self government and choosing
virtuous representatives when they have personal responsibility.
• Personal responsibility can only be maintained with a high level of moral
virtue and education.
“Only a virtuous people are capable of freedom. As nations become
corrupt and vicious, they have more need of masters.” – Benjamin
Franklin
“…If there be sufficient virtue and intelligence in the community, it will be
exercised in the selection of these men; so that we do not depend upon
their virtue, or put confidence in our rulers, but in the people who are to
choose them.” – James Madison
37. The WHY of our Declaration of
Independence
Why did we declare our independence?
38. The WHY of our Declaration of
Independence
Why did we declare our independence?
• A list of tyrannical activities from King George III
King George’s Laundry List of Bad Behavior
- Created insurmountable beaucracy
- Has not governed by the laws established
- Silenced opposition to his trampling of people’s rights
- Thrown up road blocks to population growth and development
- Obstructed the Administration of Justice
- Disturbed the peace through standing armies, confiscations
- Cutting off trade with outside world
- Taxation without representation
- Micromanaging government from abroad
- Plundered ships, torched cities, attacked Coasts
- Transported armies to wage war against the colonists
- Stirred up domestic quarrels and violence
- Ignored We The People…and We the People don’t like to be ignored.
40. The WHY of our Declaration of
Independence
Why did we declare our independence?
41. The WHY of our Declaration of
Independence
Why did we declare our independence?
• An excellent historical perspective on the political theories of history and
their repercussions
42. The WHY of our Declaration of
Independence
Why did we declare our independence?
• An excellent historical perspective on the political theories of history and
their repercussions
“We have gone back to ancient history for models of government, and
examined the different forms of those republics…And we have viewed
modern states all round Europe.” – Benjamin Franklin,
Constitutional Convention
43. The WHY of our Declaration of
Independence
Why did we declare our independence?
• An excellent historical perspective on the political theories of history and
their repercussions
“We have gone back to ancient history for models of government, and
examined the different forms of those republics…And we have viewed
modern states all round Europe.” – Benjamin Franklin,
Constitutional Convention
History Studied and Cited by Founders
Italian Republic – Roman Empire
Greek Republic – Athens, Sparta, Achaen League, Amphictyonic Council
(Illustrated long history of extremes between tyranny and anarchy)
Ottomon Empire – Turks, Persia
Russia, France, United Netherlands, Germany
44. Who We Are? Why are We
Different? How did we become
Who We Are?
45. Who We Are? Why are We
Different? How did we become
Who We Are?
What is government but a way to manage society?
46. Who We Are? Why are We
Different? How did we become
Who We Are?
What is government but a way to manage society?
What is political science but ideas for applying the
best possible management practices for society
given our understanding of the ways humans relate
to one another?
47. Who We Are? Why are We
Different? How did we become
Who We Are?
What is government but a way to manage society?
What is political science but ideas for applying the
best possible management practices for society
given our understanding of the ways humans relate
to one another?
What is our United States Constitution but that,
management practices, the mechanics of our
Republic Form of Government?
53. The Constitution
Why are you here at this event?
Did you come as a response to my agenda or did
you have an agenda for me?
54. The Constitution
Why are you here at this event?
Did you come as a response to my agenda or did
you have an agenda for me?
If you have an agenda for me, what is the worst
possible thing I could do with this time?
56. The Constitution
The Truth about why you’re here
The Truth of the Matter is...
57. The Constitution
The Truth about why you’re here
The Truth of the Matter is...
Why is this true...?
58. The Constitution
The Truth about why you’re here
The Truth of the Matter is...
Why is this true...?
You have no time for anything...
59. The Constitution
The Truth about why you’re here
The Truth of the Matter is...
Why is this true...?
You have no time for anything...
except the possibility of being left out.
60. The Constitution
The Truth about why you’re here
The Truth of the Matter is...
Why is this true...?
You have no time for anything...
except the possibility of being left out.
What is at issue with interest in civic literacy/
engagement?
61. The Constitution
System Whiplash! What is our
Constitutional Identity?
Who represents us in the government?
63. The Constitution
The History - Why we created it?
The Constitutional Convention was formed to
resolve problems within the Articles of
Confederation.
64. The Constitution
The History - Why we created it?
The Constitutional Convention was formed to
resolve problems within the Articles of
Confederation.
Problems to be addressed
No Judiciary
No Power of Taxation
No Executive Branch
No Power of Enforcement
65. The Constitution
The History - Why we created it?
The Constitutional Convention was formed to
resolve problems within the Articles of
Confederation.
The Big Question for the Founders:
Problems to be addressed
Could a Constitution be designed with a form
of government that has no power other than
No Judiciary
that given it by its member states and still
No Power of Taxation
have a central government strong enough to
No Executive Branch
support a stable union?
No Power of Enforcement
67. The Constitution
What we Constituted?
The Preamble...
We the People of the United States, in Order to form a more perfect Union, establish
Justice, insure domestic Tranquillity, provide for the common defense, promote the
general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity,
do ordain and establish this Constitution for the United States of America.
68. The Constitution
What we Constituted?
The Preamble...
We the People of the United States, in Order to form a more perfect Union, establish
Justice, insure domestic Tranquillity, provide for the common defense, promote the
general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity,
do ordain and establish this Constitution for the United States of America.
What was done?
Who done it?
Why?
69. The Constitution
What we Constituted?
The Preamble...
We the People of the United States, in Order to form a more perfect Union, establish
Justice, insure domestic Tranquillity, provide for the common defense, promote the
general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity,
do ordain and establish this Constitution for the United States of America.
What was done?
The individual states united to form a
Who done it?
government limited to taking care of
matters they could not handle
Why?
individually that held bearing on the
whole.
70. The Constitution
What we Constituted?
A 3 Branch System of Government
71. The Constitution
What we Constituted?
A 3 Branch System of Government
Legislative - Creates Law
(House, Senate)
Executive - Enforces Law
(Cabinet, Federal Depts.)
Judicial - Applies Law
(Independent Judiciary of 9 Supreme
Court Justices)
72. The Constitution
What we Constituted?
A 3 Branch System of Government
Legislative - Creates Law
(House, Senate)
Executive - Enforces Law
(Cabinet, Federal Depts.)
Judicial - Applies Law
(Independent Judiciary of 9 Supreme
Court Justices)
The 3 co-equal branches come in order of
levels of authority within the system. That is
determined by the level of direct connection
of the people to the given branch and its
level of direct impact on the people.
73. The Constitution
What we Constituted?
Separation of Powers - Distinct
What inspired the system design?
3 Primary Sources
1) Polybius (Greek historian 204-122 BC)
2) Charles de Montesquieu (French scholar)
3) Hebraic Prophets Isaiah and Jeremiah
75. The Constitution
What we Constituted?
Checks and Balances - Connected
How does the design function?
76. The Constitution
What we Constituted?
Checks and Balances - Connected
How does the design function?
“The accumulation of all powers, legislative, executive, and judiciary, in the same hands, whether
one, a few, or many, and whether hereditary, self-appointed, or elective, may justly be pronounced
the very definition of tyranny.” - James Madison (Federalist #47)
77. The Constitution
What we Constituted?
Checks and Balances - Connected
How does the design function?
“The accumulation of all powers, legislative, executive, and judiciary, in the same hands, whether
one, a few, or many, and whether hereditary, self-appointed, or elective, may justly be pronounced
the very definition of tyranny.” - James Madison (Federalist #47)
Examples of Checks/Balances to Keep’em Honest
Legislative
Executive
Judicial
79. The Constitution
What we Constituted?
Limits on Federal Government
How did the system emphasize local control?
80. The Constitution
What we Constituted?
Limits on Federal Government
How did the system emphasize local control?
“Let the national government be entrusted with the defense of the nation, and its foreign and
federal relations; the State governments with the civil rights, laws, police, and administration of
what concerns the State generally; the counties with the local concerns of the counties, and each
ward [township] direct the interests within itself.” - Thomas Jefferson
Writings of Thomas Jefferson
81. The Constitution
What we Constituted?
Limits on Federal Government
How did the system emphasize local control?
“Let the national government be entrusted with the defense of the nation, and its foreign and
federal relations; the State governments with the civil rights, laws, police, and administration of
what concerns the State generally; the counties with the local concerns of the counties, and each
ward [township] direct the interests within itself.” - Thomas Jefferson
Writings of Thomas Jefferson
Article 5 - The States can get in on the amendment process “The 2/3 - 3/4 Rule”
Amendment 10 - When in doubt, choose State!
83. What We Constituted?
The Role of We the People
Franklin’s Challenge - “ A Republic madam, if you can KEEP it.”
27
84. What We Constituted?
The Role of We the People
Franklin’s Challenge - “ A Republic madam, if you can KEEP it.”
The Dirty Little Secret - You can’t keep it!
The Law of Team-Based Community
The Reason YOU Can’t Keep It
The Reason WE Can NOW -
GLOCAL emphasis in our culture
27
85. What We Constituted?
The Role of We the People
Franklin’s Challenge - “ A Republic madam, if you can KEEP it.”
The Dirty Little Secret - You can’t keep it!
The Law of Team-Based Community
The Reason YOU Can’t Keep It
The Reason WE Can NOW -
GLOCAL emphasis in our culture
27
86. A Constitution of We The
People
LATER TONIGHT!
You will receive 2 THINGS...
A certificate as a member of the Task Force of Ambassadors
An invitation to join and grow THE network our Founders
articulated that we’ve been only a few steps away from all
along!
28
92. AFP Mission
Educate citizens about economic policy;
93. AFP Mission
Educate citizens about economic policy;
mobilize citizens to achieve
94. AFP Mission
Educate citizens about economic policy;
mobilize citizens to achieve
fiscal and regulatory restraint
by state governments,
95. AFP Mission
Educate citizens about economic policy;
mobilize citizens to achieve
fiscal and regulatory restraint
by state governments,
96. AFP Mission
Educate citizens about economic policy;
mobilize citizens to achieve
fiscal and regulatory restraint
by state governments,
97. AFP Mission
Educate citizens about economic policy;
mobilize citizens to achieve
fiscal and regulatory restraint
by state governments,
and return the federal government
99. AFP Vision
Greater economic growth, opportunity,
and prosperity for all citizens
through strong ethical foundations,
government restraint,
and private sector productivity and
competition
140. Working with the Media
Letters to the Editor
Writing an Article
Working w/ Reporters
Websites
Blogs
Talk Radio
141. New Media
Networking Sites: Facebook, LinkedIn
Blogs: writing, radio
Twitter, texting, etc.
142.
143. Event To Do List
1) Decide place and time
2) CLEARLY COMMUNICATE event theme and range – Limited Government! Personal Responsibility! A Return to Constitutional
Roots.
3) Secure permits
4) Get traditional media involved (print, tv, radio)
5) Secure audiovisual services
6) Find partners immediately to share in the work – delegate to committees (see next page for suggested committees)
7) Contact leaders of other grassroots, church, civic groups to form coalitions
8) Contact speakers that service theme – local celebrities, political leaders
9) Bill the event as non partisan – it is so don’t limit your reach!
10) Determine expenses and then ask for sponsors to cover expenses
11) Cooperate with other locales to cross market on event
12) Social media viral marketing – blogs, Facebook, LinkedIn, EventBrite, e-newsletters, etc
13) Collect data
14) You may do a voter registration at your event
15) Incorporate the Pocket Constitutions or a take home for something that re-inforces the theme for attendees
16) Make sure to give the attendees a CALL TO ACTION with the Next Step prepared (ex. “We need you to share what you’ve
experienced tonight with your network. We have several Next Step Training for this We The People REVOLUTION coming
up on...”)
144. Suggested Committees
Choose Committee Chairs and Assign Committee Members (cat herding experience
recommended)
• Program – Contacts speakers; musicians; video production company for license to show content;
Color Guard; etc
• Marketing/PR – Press releases; media; social media
• Sponsorship – Design sponsor package (levels of sponsorship, etc); Advertising; vendors; signage
production
• Security – Police, EMS; determine personnel access and create staff passes (All Access, Limited
Access, General Access)
• Audio visual (A/V) – Determine level of A/V needs; Collect bids from A/V companies; Contract; site
walks; etc
• Logistics – Parking; front gate; donation; program guides; etc
Pull your hair out and have fun!
145. A Constitution of We The
People
Presentation of Ambassador Task Force Certificates
Family Resolution Challenge - All American Citizen Team
1) Take home a copy of Family Resolution
2) Need more info? - Watch All American Citizen Team
Part 1 and 2 of video at wethepeoplerevolution.com
under “Message Vlogs”
3) Present to your family members for commitment
4) Share with your Family Mutual Associations
5) Send an email to AllAmericanCitizenTeam@gmail.com
with your ZIP CODE when your family signs so we can
all track where the network is growing on an interactive
online map.
43
146. Ce!ificate of Completion
awarded to
___________________________________
TASK FORCE AMBASSADOR
Presented By
We The People REVOLUTION and
Americans for Prosperity
On This ____ Day of _____, 2009
This Certificate of Completion is to recognize that the aforementioned TASK FORCE AMBASSADOR has completed the “Next Steps
Training” material and is now commissioned as an AMBASSADOR to teach the Next Step Training materials, coordinate events built
around these themes and to spread the message and spirit of the We The People REVOLUTION in a peaceful and non-violent spirit of
good citizenship and Republic American ideals.
Editor's Notes
Jefferson railed against King George III for creating and sustaining the slave trade, describing it as "a cruel war against human nature." Congress was prohibited until 1808 from blocking the migration and importation "of such Persons as any of the states now existing shall think proper to admit" (Art. I, Sec. 9). Although protection of the slave trade was a major concession demanded by pro-slavery delegates, the final clause was only a temporary exemption from a recognized federal power for the existing states. Moreover, it did not prevent states from restricting or outlawing the slave trade, which many had already done. "If there was no other lovely feature in the Constitution but this one," James Wilson observed, "it would diffuse a beauty over its whole countenance. Yet the lapse of a few years, and Congress will have power to exterminate slavery from within our borders." Congress passed such a national prohibition effective January 1, 1808, and President Jefferson signed it into law.
Jefferson railed against King George III for creating and sustaining the slave trade, describing it as "a cruel war against human nature." Congress was prohibited until 1808 from blocking the migration and importation "of such Persons as any of the states now existing shall think proper to admit" (Art. I, Sec. 9). Although protection of the slave trade was a major concession demanded by pro-slavery delegates, the final clause was only a temporary exemption from a recognized federal power for the existing states. Moreover, it did not prevent states from restricting or outlawing the slave trade, which many had already done. "If there was no other lovely feature in the Constitution but this one," James Wilson observed, "it would diffuse a beauty over its whole countenance. Yet the lapse of a few years, and Congress will have power to exterminate slavery from within our borders." Congress passed such a national prohibition effective January 1, 1808, and President Jefferson signed it into law.
Jefferson railed against King George III for creating and sustaining the slave trade, describing it as "a cruel war against human nature." Congress was prohibited until 1808 from blocking the migration and importation "of such Persons as any of the states now existing shall think proper to admit" (Art. I, Sec. 9). Although protection of the slave trade was a major concession demanded by pro-slavery delegates, the final clause was only a temporary exemption from a recognized federal power for the existing states. Moreover, it did not prevent states from restricting or outlawing the slave trade, which many had already done. "If there was no other lovely feature in the Constitution but this one," James Wilson observed, "it would diffuse a beauty over its whole countenance. Yet the lapse of a few years, and Congress will have power to exterminate slavery from within our borders." Congress passed such a national prohibition effective January 1, 1808, and President Jefferson signed it into law.
Jefferson railed against King George III for creating and sustaining the slave trade, describing it as "a cruel war against human nature." Congress was prohibited until 1808 from blocking the migration and importation "of such Persons as any of the states now existing shall think proper to admit" (Art. I, Sec. 9). Although protection of the slave trade was a major concession demanded by pro-slavery delegates, the final clause was only a temporary exemption from a recognized federal power for the existing states. Moreover, it did not prevent states from restricting or outlawing the slave trade, which many had already done. "If there was no other lovely feature in the Constitution but this one," James Wilson observed, "it would diffuse a beauty over its whole countenance. Yet the lapse of a few years, and Congress will have power to exterminate slavery from within our borders." Congress passed such a national prohibition effective January 1, 1808, and President Jefferson signed it into law.
“Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensible supports.” – George Washington, Farewell Address
“Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other.” – John Adams
“Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensible supports.” – George Washington, Farewell Address
“Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other.” – John Adams
“Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensible supports.” – George Washington, Farewell Address
“Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other.” – John Adams
Hamilton addressed the Italian and Greek Republics in Federalist #9.
Appealed to the writings of French author Charles de Montesquieu and the new political tools (separation of powers, representative government, Judicial terms based on good behavior, etc) when he was building on the improvements in republic building.
Madison addresses in Federalist #38 the uniqueness of the American experiment among nation builders where deliberation and consent was involved, that the formation of the forms of gvrnmt were entrusted to an assembly of men instead of a single citizen.
Ottomon Empire – long history of conquests,
Discussed the dangers of oligarchy, direct democracy, monarchy (Britain, Germany), confederacy (Amphictyonic)
Hamilton addressed the Italian and Greek Republics in Federalist #9.
Appealed to the writings of French author Charles de Montesquieu and the new political tools (separation of powers, representative government, Judicial terms based on good behavior, etc) when he was building on the improvements in republic building.
Madison addresses in Federalist #38 the uniqueness of the American experiment among nation builders where deliberation and consent was involved, that the formation of the forms of gvrnmt were entrusted to an assembly of men instead of a single citizen.
Ottomon Empire – long history of conquests,
Discussed the dangers of oligarchy, direct democracy, monarchy (Britain, Germany), confederacy (Amphictyonic)
Hamilton addressed the Italian and Greek Republics in Federalist #9.
Appealed to the writings of French author Charles de Montesquieu and the new political tools (separation of powers, representative government, Judicial terms based on good behavior, etc) when he was building on the improvements in republic building.
Madison addresses in Federalist #38 the uniqueness of the American experiment among nation builders where deliberation and consent was involved, that the formation of the forms of gvrnmt were entrusted to an assembly of men instead of a single citizen.
Ottomon Empire – long history of conquests,
Discussed the dangers of oligarchy, direct democracy, monarchy (Britain, Germany), confederacy (Amphictyonic)
Hamilton addressed the Italian and Greek Republics in Federalist #9.
Appealed to the writings of French author Charles de Montesquieu and the new political tools (separation of powers, representative government, Judicial terms based on good behavior, etc) when he was building on the improvements in republic building.
Madison addresses in Federalist #38 the uniqueness of the American experiment among nation builders where deliberation and consent was involved, that the formation of the forms of gvrnmt were entrusted to an assembly of men instead of a single citizen.
Ottomon Empire – long history of conquests,
Discussed the dangers of oligarchy, direct democracy, monarchy (Britain, Germany), confederacy (Amphictyonic)
Why are you here? A friend invited you? Marketing? You heard something is going on?
Your agenda for me is much more important than my agenda for you. Your agenda for me tonight is that you want a formula from me.
What is the worst thing I could do with this time? Waste it. Not give you anything
EX: Story; “You are not going to believe this” type story where you never give the punchline...
Why are you here? A friend invited you? Marketing? You heard something is going on?
Your agenda for me is much more important than my agenda for you. Your agenda for me tonight is that you want a formula from me.
What is the worst thing I could do with this time? Waste it. Not give you anything
EX: Story; “You are not going to believe this” type story where you never give the punchline...
Why are you here? A friend invited you? Marketing? You heard something is going on?
Your agenda for me is much more important than my agenda for you. Your agenda for me tonight is that you want a formula from me.
What is the worst thing I could do with this time? Waste it. Not give you anything
EX: Story; “You are not going to believe this” type story where you never give the punchline...
The Truth of the Matter - The MATTER does not matter. The RESULTS of the matter do not matter. All that matters is WHO’S DOING it, SAYING it, INVOLVED in the matter.
Why? You have no time for anything...
POLL THE ROOM - How many times have you been texted/looked down at your phone since we started this session?
What is the problem with interest in civic literacy?
It’s not that it’s not interesting. It’s that, as a general rule, we don’t understand we have a role and what that role is. We’re uninspired. Because we don’t understand the system. The dynamics of the team we are on. We believe that WHO is doing “it” (government) are our elected representatives. We believe our work ends at the voter booth, not that it begins there. And it’s because we don’t understand the system and our position on the team.
The Truth of the Matter - The MATTER does not matter. The RESULTS of the matter do not matter. All that matters is WHO’S DOING it, SAYING it, INVOLVED in the matter.
Why? You have no time for anything...
POLL THE ROOM - How many times have you been texted/looked down at your phone since we started this session?
What is the problem with interest in civic literacy?
It’s not that it’s not interesting. It’s that, as a general rule, we don’t understand we have a role and what that role is. We’re uninspired. Because we don’t understand the system. The dynamics of the team we are on. We believe that WHO is doing “it” (government) are our elected representatives. We believe our work ends at the voter booth, not that it begins there. And it’s because we don’t understand the system and our position on the team.
The Truth of the Matter - The MATTER does not matter. The RESULTS of the matter do not matter. All that matters is WHO’S DOING it, SAYING it, INVOLVED in the matter.
Why? You have no time for anything...
POLL THE ROOM - How many times have you been texted/looked down at your phone since we started this session?
What is the problem with interest in civic literacy?
It’s not that it’s not interesting. It’s that, as a general rule, we don’t understand we have a role and what that role is. We’re uninspired. Because we don’t understand the system. The dynamics of the team we are on. We believe that WHO is doing “it” (government) are our elected representatives. We believe our work ends at the voter booth, not that it begins there. And it’s because we don’t understand the system and our position on the team.
The Truth of the Matter - The MATTER does not matter. The RESULTS of the matter do not matter. All that matters is WHO’S DOING it, SAYING it, INVOLVED in the matter.
Why? You have no time for anything...
POLL THE ROOM - How many times have you been texted/looked down at your phone since we started this session?
What is the problem with interest in civic literacy?
It’s not that it’s not interesting. It’s that, as a general rule, we don’t understand we have a role and what that role is. We’re uninspired. Because we don’t understand the system. The dynamics of the team we are on. We believe that WHO is doing “it” (government) are our elected representatives. We believe our work ends at the voter booth, not that it begins there. And it’s because we don’t understand the system and our position on the team.
The Truth of the Matter - The MATTER does not matter. The RESULTS of the matter do not matter. All that matters is WHO’S DOING it, SAYING it, INVOLVED in the matter.
Why? You have no time for anything...
POLL THE ROOM - How many times have you been texted/looked down at your phone since we started this session?
What is the problem with interest in civic literacy?
It’s not that it’s not interesting. It’s that, as a general rule, we don’t understand we have a role and what that role is. We’re uninspired. Because we don’t understand the system. The dynamics of the team we are on. We believe that WHO is doing “it” (government) are our elected representatives. We believe our work ends at the voter booth, not that it begins there. And it’s because we don’t understand the system and our position on the team.
Who represents us in the government?
COMMON ANSWER: Our elected representatives?
The question was incorrect. Real question is “Who represents the government?”
ANSWER: We the People represent the government. Our elected representatives represent us in the government affairs and whatever they do, in total, WE are responsible for. It’s not THEIR reputation on the line, it’s OURS.
Who is the President?
COMMON ANSWER: Obama
The question was incorrect. Real question is “Is there a President of the United States?”
ANSWER: YES and NO.
The role given by the Const does not match what the title infers. In order for such to be true, he would have to preside directly over the indep. states united. He does not.
Articles of Nov 15 1777 said that the central government would have no power except that given it by the states. The states dropped the ball and the central government ended up with no power. They did not authorize power.This activity nearly lost the Revolution through want of supplies (Valley Forge in 1777 w/ Washington’s Army losing over 2,500 men in the winter).
Big Bro vs Little Bro/Big State vs Little State - inequality of resources; no common defense after war; no ability to pay debts through taxation; no force of law
Madison addressed the problem in Federalist # 37 - the most reasonable decision making is needed when regarding issues of the utmost importance. it is those very issues that usually engender the least reasonable feelings.
Articles of Nov 15 1777 said that the central government would have no power except that given it by the states. The states dropped the ball and the central government ended up with no power. They did not authorize power.This activity nearly lost the Revolution through want of supplies (Valley Forge in 1777 w/ Washington’s Army losing over 2,500 men in the winter).
Big Bro vs Little Bro/Big State vs Little State - inequality of resources; no common defense after war; no ability to pay debts through taxation; no force of law
Madison addressed the problem in Federalist # 37 - the most reasonable decision making is needed when regarding issues of the utmost importance. it is those very issues that usually engender the least reasonable feelings.
Articles of Nov 15 1777 said that the central government would have no power except that given it by the states. The states dropped the ball and the central government ended up with no power. They did not authorize power.This activity nearly lost the Revolution through want of supplies (Valley Forge in 1777 w/ Washington’s Army losing over 2,500 men in the winter).
Big Bro vs Little Bro/Big State vs Little State - inequality of resources; no common defense after war; no ability to pay debts through taxation; no force of law
Madison addressed the problem in Federalist # 37 - the most reasonable decision making is needed when regarding issues of the utmost importance. it is those very issues that usually engender the least reasonable feelings.
What was done? A Constitution was ordained.
Who done it? We the People of the United States of America
Why? A MORE perfect Union, establish Justice, domestic Tranquillity, provide common defense, promote general Welfare
Ex. uniform measurements (baseball game played w/ different rules in different cities);
What was done? A Constitution was ordained.
Who done it? We the People of the United States of America
Why? A MORE perfect Union, establish Justice, domestic Tranquillity, provide common defense, promote general Welfare
Ex. uniform measurements (baseball game played w/ different rules in different cities);
What was done? A Constitution was ordained.
Who done it? We the People of the United States of America
Why? A MORE perfect Union, establish Justice, domestic Tranquillity, provide common defense, promote general Welfare
Ex. uniform measurements (baseball game played w/ different rules in different cities);
Legislative - House elected by popular vote; represents the interest of the populace; Senate (originally elected by State Legislature); designed to represent the affairs of the State at the Federal level.
Executive - Made up of President of Executive Branch overseeing a Cabinet; power to nominate/appoint certain positions within Cabinet, depts of the Executive Branch; oversees administrative depts;
Judicial - made up of indep judiciary; members nominated by presid of execut and confirmed by senate
Legislative - House elected by popular vote; represents the interest of the populace; Senate (originally elected by State Legislature); designed to represent the affairs of the State at the Federal level.
Executive - Made up of President of Executive Branch overseeing a Cabinet; power to nominate/appoint certain positions within Cabinet, depts of the Executive Branch; oversees administrative depts;
Judicial - made up of indep judiciary; members nominated by presid of execut and confirmed by senate
Polybius - Greek historian - became a friend of Rome traveling on diplomatic missions; visualized 3 depts of co-equal importance - the strength of a monarchy in an executive branch, the interests of wealth (the controlling class) in a Senate and the interests of the General populace represented in a popular Assembly.
Montesquieu - picked up Polybius research 18th century; identified 3 separate branches of Execut, Legisl, Judicial that are subject to checks/balances to prevent abuse)
Hebraic Prophets - (3 Branches Isaiah 33:22) - “For the Lord is our Judge, the Lord is our Lawgiver, the Lord is our King...”
(Separation of Powers Jeremiah 17:9) - “The heart is deceitful above all things and beyond curse. Who can understand it?”
A phenomenal list is given on page 211 of The 5,000 Year Leap by W. Cleon Skousen
A phenomenal list is given on page 211 of The 5,000 Year Leap by W. Cleon Skousen
A phenomenal list is given on page 211 of The 5,000 Year Leap by W. Cleon Skousen
A phenomenal list is given on page 211 of The 5,000 Year Leap by W. Cleon Skousen
Article 5 - when 2/3 of the States request it, Congress calls a Convention for amendment proposing, and all amendments will be made legite when ratified by 3/4 of the States.
Amendment 10 - The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.