Name : Assigned: Due: Thomas Hobbes And John Locke .

Name :Thomas Hobbes and John LockeAssigned:Due:Assignment 1:Thomas Hobbes was born in London in 1588. He received his college education at Oxford University in England,where he studied classics. After witnessing the beheading of Charles I, Hobbes traveled to other European countries tostudy different forms of government. During his time outside of England, Hobbes became interested in why peopleallowed themselves to be ruled and what would be the best form of government for England. In 1651, Hobbes wrote hismost famous work, entitled Leviathan. In it, he argued that in a state of nature (without government and with totalfreedom), people were naturally wicked and could not be trusted to form their own government. Therefore, Hobbesbelieved that an absolute monarchy - a government that gave all power to a king or queen - was best.Directions: Read selections from Thomas Hobbes’ Leviathan below in the left hand column. In the center column,paraphrase Hobbes’ writing. In the right hand column, engage in any of the active reading strategies we have beendiscussing in class.Selections from Thomas Hobbes’LeviathanIt is clear that during the time menlive without a power to keep them allunder control, they are in thatcondition which is called war. Thisnatural condition of man is a conditionof war of everyone against everyone.To this war of every man against everyman, this also is consequent1; thatnothing can be unjust.2 The notions3of right and wrong, justice andinjustice have there no place. Wherethere is no common power, there isno law, no injustice.In such a condition there is also noplace for knowledge, for arts, forsociety . There is a continual fearand danger of violent death, and thelife of man is solitary,4 poor, nasty,brutish,5 and short.ParaphraseActive Reading Strategies1consequent: trueunjust: unfair3notions: ideas4solitary: lonely5brutish: brutal, violent, uncivilized2HSH resources – contact.hsh.resources@gmail.com1

The only way to create a power thatmay be able to defend men from theirown evil nature is for them to confer6all their power and strength upon oneMan, that may reduce all their wills7into one.By giving all strength onto this oneman, that by terror thereof, he isenabled to establish Peace at home,and defense against their enemiesabroad. In this one man should lay all thelegislative8 power First, it isimportant to note that law in generalis not advice, but a command; nor acommand of any man to any man, butonly of him whose command isaddressed to one formerly obliged9 toobey him.Secondly, the sovereign10 is notsubject to the law. For having powerto make and repeal11 laws, he may,when he pleases, free himself byrepealing those laws that trouble him,and making new ones Laws should have clear rewards toencourage virtue12 in citizens, butmore importantly, clear punishmentsto discourage the evil qualities thatman is prone13 to. For it is only out ofa fear of some evil consequence thatmen are compelled14 to act certainways.6confer: grant, givewill: ability to act independent, do what you want, “free will”8legislative: law writing9obliged: obligated, mandatory, has to10sovereign: ruler, person in charge, person with power11repeal: get rid of, undo12virtue: good qualities13prone: having a tendency to do something14compelled: forced to7HSH resources – contact.hsh.resources@gmail.com2

Assignment 2:John Locke was born in 1632 in England. Like Thomas Hobbes, John Locke lived during tumultuous times inEngland’s history. In his adult life, Locke witnessed the Glorious Revolution of 1688, the writing of the English Bill ofRights, and the placing of William and Mary on the throne of England. During this time of upheaval, Locke decided to layout a theory for determining when governments are just or unjust. His most famous works on government were theTwo Treatises of Government and On Civil Government. In it, he argues that in a state of nature, people are good andcan be trusted to form their own government. Since the people form the government, the government must have theconsent of the governed, or the permission of the people to rule over them. He also argues that people enter intosociety and form a government in order to protect the natural rights that all people are born with. Most importantly, heargued that when a government is unjust, it has broken the social contract and people have a responsibility tooverthrow it and start a new one. This idea had a huge influence in revolutions in the 18th and 19th centuries.Part 1 Directions: Read selections from John Locke’s On Civil Government and Two Treatises of Government below in theleft hand column. In the center column, paraphrase Locke’s writing. In the right hand column, engage in any of theactive reading strategies we have been discussing in class.Selections from John Locke’s On CivilGovernment and Two Treatises ofGovernmentTo understand political power aright15,we must consider what state16 all menare naturally in, and that is, a state ofperfect freedom to order their actionsand do with their possessions whatthey think fit, and without dependingupon the will17 of any other man. . . .ParaphraseActive Reading StrategiesThe state of nature has a law ofnature to govern18 it, which obliges19every one: that being all equal andindependent, no one ought to20 harmanother in his life, health, liberty, orpossessions.This is because I have reason toconclude21, that he who would get meinto his power without my consent,22would use me as he pleased when he15aright: correctlystate: condition17will: the power to do something, the ability to act independently18govern: rule19obliges: obligates, makes you follow20ought to: should21conclude: believe22consent: permission16HSH resources – contact.hsh.resources@gmail.com3

had got me there, and destroy me toowhen he had a fancy23 to it This is because nobody can desire tohave me in his absolute power, unlessit be to compel24 me by force to thatwhich is against the right of myfreedom, i.e. make me a slave. In thiscase, it is my right to resist suchattempts.The reason why men enter intosociety, is the preservation25 of theirproperty; and the end26 why theychoose and give power to agovernment, is, that there may belaws made, and rules set, as guardsand fences to the natural rights of allthe members of the society, to limitthe power, and moderate27 thedominion28, of every part and memberof the society. But whensoever the governmentputs into the hands of any other anabsolute power over the lives,liberties, and estates29 of the people,by this breach30 of trust they forfeit31the consent32 of the people to ruleover them The people then have a right toresume their original liberty, and bythe overthrowing and establishmentof a new government, provide fortheir own safety and security.23fancy: desirecompel: push, force, oblige25preservation: protection26end: reason27moderate: limit28dominion: power29estates: property30breach: violation31forfeit: give up, lose32consent: permission24HSH resources – contact.hsh.resources@gmail.com4

Part 2 Directions: The reason we care about John Locke and his philosophy is that it had a huge influence on democraticgovernments today. For this section of the assignment, read the parts from the U.S. Declaration of Independence in theleft hand column. In the right hand column, explain which of Locke’s ideas the parts of the Declaration of Independencerelate to and why.U.S. Declaration of Independence – PreambleWhich of Locke’s ideas it relates to and why (natural rights, consentof the governed, or the social contract).“We hold these truths to be self-evident, that allmen are created equal, that they are endowedby their Creator with certain unalienable Rights,that among these are Life, Liberty and thepursuit of Happiness.”“That to secure these rights, Governments areinstituted among Men, deriving their just powersfrom the consent of the governed.”“That whenever any Form of Governmentbecomes destructive of these ends, it is the Rightof the People to alter or to abolish it, and toinstitute new Government, laying its foundationon such principles and organizing its powers insuch form, as to them shall seem most likely toeffect their Safety and Happiness.”HSH resources – contact.hsh.resources@gmail.com5

Assignment 3:To finish up our discussion of how Locke and Hobbes represented opposing views of human nature, government, andsociety, choose from one of the options below. Complete this assignment over the weekend and turn it in on Monday.Option 1: Write two academic paragraphs comparing and contrasting John Locke’s and Thomas Hobbes’ views ofhuman nature and government. Vocabulary words/terms/phrases that must be included: state of nature, socialcontract, natural rights, absolute monarchy, consent of the governed.possible sentence starters: (remember, this is only a guide – use your own voice)Thomas Hobbes and John Locke were two philosophers who had very different ideas ofhuman nature. Thomas Hobbes believed (in 3 or more sentence, describe Thomas Hobbesview of human nature, use your notes and information in this packet to help) . In contrast,John Locke believed that (in 3 or more sentences, describe John Locke’s view of humannature, use your notes or information in this packet to help) .Because of their views on human nature, Hobbes and Locke also disagreed on the bestform of government. Thomas Hobbes believed the best government was (in 3 or moresentence, describe Thomas Hobbes views on government, use your notes and information in thispacket to help) . In contrast, John Locke believed that the best government was (in 3 ormore sentences, describe John Locke’s views on government, use your notes or information in thispacket to help) .Option 2: Write a dialogue between Thomas Hobbes and John Locke. In it, they should be arguing with each otherabout human nature and the best form of government. Vocabulary words/terms/phrases that must be correctlyincluded: state of nature, social contract, natural rights, absolute monarchy, consent of the governed.Example:John Locke: “Oh hey Hobbes, you cranky old man, what are you up to?”Thomas Hobbes: “Oh hey John Locke, I was just thinking about how horrible human beings are when they are inthe state of nature.”John Locke: “Why would you think that?”HB: “Well, you see .”JL:Option 3: Create a facebook profile for both Thomas Hobbes and John Locke. Use the attached template.1.) Print off a picture of Thomas Hobbes and John Locke and paste into their profile picture.2.) Under About, provide a brief biography of each philosopher.3.) For favorite quotes, go back to the sources you paraphrased and choose two quotes that you thinkbest highlight their view of human nature and society.4.) For current status and wall posts, write down things Thomas Hobbes and John Locke would postabout human nature, government, law, etc. In the wall posts, the following words must be correctlyused: state of nature, social contract, natural rights, absolute monarchy, consent of the governed.- note: on two wall posts, one philosopher has to respond to what the other has said.HSH resources – contact.hsh.resources@gmail.com6

nt Status:324 Years Ago clearLike CommentWallJohn LockeInfoPhotosLinksEventsNotesWall:About:John Locke324 Years AgoThomas Hobbes:John Locke324 Years AgoFavorite Quotes:John Locke324 Years AgoThomas Hobbes:John Locke324 Years AgoHSH resources – contact.hsh.resources@gmail.com7

nt Status:362 Years Ago clearLike CommentWallInfoPhotosLinksEventsNotesThomas HobbesWall:About:Thomas Hobbes362 Years AgoJohn Locke:Thomas Hobbes362 Years AgoThomas Hobbes362 Years AgoFavorite Quotes:John Locke:Thomas Hobbes362 Years AgoHSH resources – contact.hsh.resources@gmail.com8

3.) For favorite quotes, go back to the sources you paraphrased and choose two quotes that you think best highlight their view of human nature and society. 4.) For current status and wall posts, write down things Thomas Hobbes and John Locke would post about human nature, government, law, etc. In the wall posts, the following words must be .