Materials

• Computer with Internet access

Instructional Activities

1. Briefly review the previous session’s activities, as needed. The review should include:
   • First Continental Congress
   • Lexington and Concord
   • Patriots, Loyalist, Neutrals
   • Patrick Henry
   
   
2. Display the following prompt on the board or overhead:
   
   John Locke, an Enlightenment philosopher, influenced the colonists in their pursuit of independence.
   
   Emphasize that The Enlightenment, a revolution of ideas in Europe in the 1700s, pursued reason in the issue of the rights of people and their relationship with government. Take a moment to provide a brief biography of John Locke. Explain that Locke also challenged the institutional authority of the Church of England. The following Web site may be of assistance: <http://plato.stanford.edu/entries/locke/>
   
   
3. Display the following prompt on the board or overhead:
   
   John Locke stated that all people have certain “natural rights” of life, liberty, and property that cannot be taken away. John Locke also stated that:
   • The citizens maintain the power and consent to a government to protect their rights.
   • The people consent to follow laws established by their government.
   • Government’s powers are limited by the governed.
   • The people have the right to alter or overthrow a government when it threatens natural rights.
        
   Locke’s view challenged existing government systems. Guide discussion by asking if Locke’s philosophy advocated revolution (overthrow of the government). Explain that his statements were made during the Glorious Revolution. Ask students to restate the above statements in a way that demonstrates their understanding. Ask them to provide examples of life, liberty, and property. Ask why people would consent to laws. What would happen if we had no laws? Use examples of recent current events that may demonstrate the dilemma of a lawless society. For example, during the 2003 Gulf War when Saddam Hussein’s government collapsed, the people in the cities began widespread looting. Use this example or a more recent one, to prompt discussion on what happens when anarchy exists.
   
   
4. Encourage students to identify what rights they have. Make a list of them on the board. Ask, Are these rights? Are they privileges? Responsibilities? Wants? Allow a few minutes for discussion of these questions. Guide the discussion to begin to distinguish between the four categories listed above. Conclude by having the students identify from their list the top three rights they believe they have.
   
   
5. Explain that the American colonists also believed they had rights and that this belief in basic rights contributed to the American Revolution. Explain that several factors were taking place that would eventually lead to the revolution.
   
   
6. Display the following prompt on the board or overhead:
   
   John Locke’s and others’ ideas related to the relationship between the people and government provided justification for the Declaration of Independence.
   
   
7. Assign a teacher-selected reading, worksheet, or other reinforcement activity, using available resources.