English 301 - Mikuni International College - みくに国際学 … to distinguished ancestors, grounding their rule in aristocracy (ancient Sparta). When kings, tyrants, dictators,

English 301Masakazu Watabe

with contributions fromLuke Hogan

Meg BushBritainy Sorenson

Ai SugimotoJoy Palmer

Megan DunniganAmy Takabori

2011

English 301Copyright © 2010 Masakazu Watabe. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage retrieval system, without permission in writing. I welcome readers’ comments and suggestions concerning the publication. Please e-mail [email protected].

English 201Masakazu Watabewith contributions from Luke Hogan Meg Bush and Britainy Sorenson

Updated 2011 by Amy TakaboriJessy HesterSarah Miner

To my mentor and friend, Eleanor

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

Lesson 1: Government

5


Vocabularyeffectively 効果的にsovereignty 主権ultimate 最終的political power 政権jurisdiction 管轄（地域）、司法権entity 実体to lack 欠けるfull-fledged 本格的state 国家、州human nature 人間性vulnerable 攻撃されやすい、損害受けやすい、弱い、傷つきやすいcorruption 堕落possession 所有、所持humankind 人類atrocity 残虐行為gulag 旧ソ連の）強制収容所ethnic cleansing 民族浄化brainwash 洗脳reign 統治to lurk 潜むto observe 意見を述べる、注意する、観察するabsolute 絶対ironically 皮肉なことにabuse 乱用destruction 破壊to be oppressed 抑圧された、虐げられたto rebel 反乱to discourage 阻止する、落胆させるto convince 確信させるlegitimate 正当なto suggest 提案する、入れ知恵するarbitrary 独断的、根拠のないto be grounded 基づかせているstark 厳しい、飾り気のない、ありのまま

6

English 301

necessity 必要性ancient 古代to assure 保証する、断言するapproval 承認God 神theory 理論divine 神聖なright （名）権利to claim 言い張る、断言する、主張するto organize 組織するtheocracy 神政to justify 正当化するwealthy 豊かfellow 仲間to trace ～の跡をたどる（追う）、明らかにするlineage 血統distinguished 顕著ancestor 祖先aristocracy 貴族政治tyrant 専制君主dictator 独裁者despot 専制君主to inflict （苦痛など）を与えるsubjects 臣民to plot たくらむto overthrow ひっくり返す、転覆させるto dethrone 退位させる、失脚させるto slay 殺害するforces 力、軍隊to accomplish 達成するamongst ～の中violence 暴力oppressive 不当に厳しい、制圧的な、圧政的なtyranny 専制政治anarchy 無秩序


7

Vocabulary exercisesI. Match each definition to the correct vocabulary word. Each word is used only once.

a. abuse b. organize c. slay d. violence e. atrocity f. destruction g. inflict h. brainwash i. ethnic cleansing j. anarchy

___ 1. A state of lawlessness and political disorder___ 2. A very cruel act___ 3. Kill___ 4. Acts of force that cause pain___ 5. Forceful expulsion or killing of a specific cultural group___ 6. Mistreatment___ 7. Damaging something to the extent that it is unusable___ 8. To cause or impose___ 9. To change a person’s ideas through forced indoctrination___ 10. To establish and set in order, to create as an entity

Government For a government to do its job effectively, it must possess sovereignty. Sovereignty is ultimate political power. It is the final say within a jurisdiction. Entities that lack sovereignty may find their names on a map, but they are not full-fledged states. However, human nature has shown itself vulnerable to corruption by the possession of such power. For every product of beauty and progress cre-ated by humankind, there has been any number of atrocities such as gulags, ethnic cleansings, political brainwashing, and reigns of terror. Power lurks be-hind many of the horrors in history. “Power corrupts,” Lord Acton famously observed, “and absolute power corrupts absolutely.” Ironically, such abuse of power by a government often leads to its own destruction when oppressed people rise up in rebellion. Historically, one way to discourage rebellion was to convince people that their government was legitimate, to suggest that it didn’t rule their lives arbitrarily, that it was grounded in something higher than stark necessity. In the ancient world, this was usually accomplished by assuring people that their rulers enjoyed the ap-proval of the gods. This idea developed into a theory called the “divine right of kings.” Those who believed in this theory claimed that God had organized society into kingdoms and made each king the father of his people. There were other answers to the legitimacy problem. Some claimed to be in touch with God directly, and thus ruled by theocracy (modern Iran, for

8

English 301

example). Some justified their rule by claiming it was a natural and inevitable result of history (as in the former Soviet Union). Some claimed to be smarter, wiser, or wealthier than their fellows; others said they could trace their lin-eage to distinguished ancestors, grounding their rule in aristocracy (ancient Sparta). When kings, tyrants, dictators, and other despots inflict too much pain upon their subjects, those subjects may, in turn, become rebellious and plot to overthrow them. A successful revolution will result in the old govern-ment losing power and a new one taking its place. However, once the king is dethroned, or the Caesar is slain, the forces that accomplished it may dis-cover they cannot agree on anything more. They may fight endlessly amongst themselves for control, creating as much terror and violence as the oppres-sive government they removed. In other words, the nation may descend into anarchy. Throughout history, many people have had to suffer under either tyranny or anarchy.

Scanning Questions1. What is sovereignty?2. According to the passage, do powerful leaders often abuse their power?3. Explain what a tyrant is and give some examples from history.4. What are some ways tyrannical regimes have justified their power?5. What is anarchy?6. Name 2 things that might happen if people overthrow a tyrant.

Discussion Questions1. Power can have good and bad effects. Describe these effects.2. Which is preferable, tyranny or anarchy?3. Are there examples of tyranny or anarchy in Japanese history? How did the Japanese overcome these times?

Activities1. Create and act out a skit that illustrates tyranny.2. Can you think of any tyrannical regimes in modern history? Who was in power? How do you know the regime was/is tyrannical? Is that regime still in power? If not, how did it end?

Expansion1. Use the internet to find a newspaper article about a country or re-gion that is currently experiencing tyranny or anarchy. Study the article and come to the next class prepared to summarize it for the class.

Lesson 2: Freedom

9

Lesson 2: Freedom

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

10

English 301

Vocabulary Exercises I. Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs.

concept achieve beg refer take part distract impartial

1. For a complete list of topics please______________ to the table of contents.

2. If you work hard you can ________________ great things.

3. The ____________ of freedom has meant different things to different people throughout history.

4. Jane got down on her knees and ___________ her father to buy her a new cell phone.

5. The TV was _______________ me from my homework so I turned it off.

6. An __________ judge is not influenced by either side and gives a fair judgment.

7. In order to ____________ in a marathon, you should practice run-ning every day.

II. Many words have more than one meaning or usage. In the sets below, there is one sentence where the vocabulary word is used in the same sense as it is in the lesson and one sentence where the word is used in a different sense. Fill in the blanks with the appropriate vocabulary word and circle the letter for the sentence where the vocabulary word is used in the same sense as the passage.

Set 1A. After his father said no, Tim decided to ____________ a higher power so he asked his mother.

B. The new computer is designed to ______________ a broad range of people.

Set 2C. As citizen it is important that you _______________ your right to vote.

D. I need to get more ______________ so I am will go jogging this afternoon.

Lesson 2: Freedom

11

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

Scanning questions1. What did freedom mean to the ancient Greeks?2. Who could take part in the political process in Athens?3. According to the passage, what did the Greeks worry about? 4. Why were Athenians discouraged from becoming too wealthy?

12

English 301

Discussion Questions1. What do you think freedom means?2. Most modern democratic nations such as Japan and the United States are representative democracies. Athens, however, was a direct democracy. What are the advantages and disadvantages of each system?

Expansion1. Use an English-English dictionary (such as www.dictionary.com) and look up the word “democracy”. Write a paragraph explaining the history of the word and what it means.

Lesson 3: Columbus

13

Lesson 3: Columbus

Vocabulary mariner 船員to accuse 非難するmadness 狂気gold fever 金への熱狂destruction; to destroy 破壊;破壊するempire 帝国despoliation 奪略to be guilty 罪があるto charge 非難するcharacter 性格to mirror 映すirony 皮肉paradox 逆説、パラドックスcomplex 複雑多様idealist 観念論者、理想主義者visionary 空想家to guide 案内するamazing 驚異的なluck 運tide 潮current 海流、潮の流れoccasion 機会、時、(on one occasion:ある時)、場合

to emerge from （逆境などから）抜け出るmiraculous 奇跡的なmeans 手段、方法to survive 生き延びる、生き残るshipwreck 難破mutiny 暴動to soak びしょ濡れrivalry 競合、対抗意識illness 病気、病political 政治的なbetrayal; to betray 裏切り;裏切るto reach 到着する、達するto emphasize 強調する

14

English 301

bounty 恵み、気前のよさto discover 発見するto come to believe 信じるようになるrole 役割moral 道徳的colony 殖民地

Vocabulary ExercisesFill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs.

discover destroy disease amazing survive means colony luck guilty 2. Some _____________________, like polio and chicken pox, can be pre-vented by vaccines. 3. Columbus ____________________ the Western Hemisphere in 1492. 4. The new secretary can type 120 words a minute. Isn’t that __________________? 5. “The ends justify the __________” is an expression meaning that it doesn’t matter what you do if the result is good. 6. Many buildings in London were _________________ by German bombs in WWII. 7. India was a British ________________ until 1947. 8. The jury found the suspect ________________ of drunk driving. 9. Some people carry around a rabbit’s foot for good ___________. 10. Harry Potter was the only person who ___________________ an attack by Voldemort.

Columbus The Genoese mariner we know as Columbus has been accused of power-madness, gold fever, the destruction of Native Americans, the building of an empire, and the despoliation of the natural world. In some respects, he stands guilty as charged. His character mirrored both the irony and paradox of Renaissance Europe. He was a complex and many-sided man. However, Columbus was also an idealist and a visionary who believed that God was guiding him. He had amazing luck in catching the right winds, the right tides, and the right ocean currents. On more than one occasion he emerged from dangerous situations by seemingly miraculous means. He survived shipwreck, mutiny, blood-soaked rivalries, bad food, exotic illnesses, and political betrayal.

Lesson 3: Columbus

15

When it became clear that he had not reached India, but instead had found a “new world,” Columbus began to emphasize the beauty and bounty of the land he discovered. By the time Columbus reached the mouth of the Orinoco River, he believed he had located the Garden of Eden. Christopher Columbus came to believe he had been led to America, and that America might have a role to play in the moral life of Europe. We should keep the Columbian legacy in mind as we see how Britain’s colonies began to grow and develop.

True or False1. Columbus believed he was guided by God.2. There were miraculous elements to Columbus’ journey.3. Columbus’s journey ended in India.

Short-answer4. What are some things Columbus has been accused of?5. Where was Columbus originally trying to reach? What did he find instead?6. What biblical place did Columbus compare his discovery to?7. Where was Columbus from?

Discussion Questions1. Explain why Columbus would think he was inspired by God.2. Why do you think Columbus thought he had found the Garden of Eden?3. How do you think the Americas play a part in the “moral life of Europe?” Explain.4. Why do you think Columbus would be called “complex and many-sided?”

Expansion1. Christopher Columbus was not the only European to “discover” the Americas. Use English-language internet sites to find out who else is believed to have discovered America. Prepare a 2-3 minute presentation about another explorer.2. Christopher Columbus’ voyage was one of many during a time period which is often called the “Age of Discovery”. Some other famous explorers during this time period are Ferdinand Magellan, John Cabot and Henry Hudson. Choose one of these explorers or another explorer that you know of and prepare a 2-3 minute presentation about him.3. The American astronaut Frank Borman said, “Exploration really is the

16

English 301

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

Lesson 4: The Pilgrims

17


Vocabularycongregation 会合to distance [oneself] 引き離すphysically 物理的にspiritually 精神的にto please 喜ばせる、楽しませるpurist 純粋主義者particular 特定、その特定のcertainly 確かにto involve に巻き込まれるcorruption 堕落entity 実体to inspire 促するto pack up [荷物を]詰めるsojourn 一時滞在compromise 妥協exodus 出国distant 遠いshore 海岸to land 上陸するstarvation 飢餓harsh 粗い、厳しい、過酷なrelations 関係courage 勇気staggering びっくりさせるhardship 困難、苦難settlement 入植地to operate 作用する、運営するcovenant 契約primary 第一次のwill 意志congregation （宗教的）集合、信徒団salvation 救い、救助bound (past tense of to bind) 縛る、結びつけるsecular 世俗的なmutual 相互の

18

English 301

to bear 運ぶ、心にもつburden 重荷to determine 定めるcitizen 市民fundamental 基本的equal 平等permanent 永久のto expect 期待するmanifestation 明示broad 広いexperience 経験

Vocabulary ExercisesI. Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs.

starvation secular fundamental experience harsh

1. The ___________ conditions of the Sahara Desert make it impossible to live there.2. Many people focus more on Santa and the ____________ aspects of Christmas than they do on the birth of Christ.3. Because of the long drought, there is no food and many people are dy-ing of __________________.4. My internship didn’t pay anything, but that’s okay because I really wanted the _______________ of working for that company.5. One of the ___________________ beliefs of all Christians is that Jesus is the son of God.

II. Many words have more than one meaning or usage. In the sets below, there is one sentence where the vocabulary word is used in the same sense as it is in the lesson and one sentence where the word is used in a different sense. Fill in the blanks with the appropriate vocabulary word and circle the letter for the sentence where the vocabulary word is used in the same sense as the passage.

Set 1A. My father owns almost 100 acres of ____________ in southern Utah. B. Jim’s plane will __________ at 9am tomorrow.


19

Set 2C. ___________ turn to page 35 in your textbook. D. It is difficult to ___________ some people. No matter what you do they are never happy.

Set 3E. If you follow this road you are ____________ to find the freeway even-tually. F. This train is ____________ for Umeda station. G. In the story “A Christmas Carol” the ghost of Marley was _____________ with strong chains.

Set 4H. Where there’s a ____________ there’s a way. I. What time ____________ you be home from school today?

The Pilgrims

The Pilgrims were a small congregation of separatists seeking to distance themselves, physically and spiritually, from the Church of England, which had often failed to please religious purists. This particular group, the followers of Robert Browne, was certainly that. Browne, who was at Cam-bridge in the late 1500s, taught that “God’s people” would always be very small in number and would never be involved in the corruptions of an entity like the English Church. Inspired by Brown’s teachings, the Pilgrims packed up and left Eng-land. After a sojourn in the Netherlands, where once again they saw compro-mise and corruption all around them, they made a second exodus. This time they went to the distant shores of the Atlantic, landing at a place near Cape Cod which they named Plymouth. They faced starvation, harsh winters, and difficult relations with the Indians. Their courage in the face of staggering hardship is one reason why we honor them still. The settlement at Plymouth operated as a “covenant community.” One of the Pilgrims’ primary beliefs was that God’s chosen people made cov-enants with each other and with him to be governed by God’s will. As they formed congregations, these covenants tied them together. The salvation of each was bound up with all the others. While religious in nature, the covenant had a secular dimension. The mutual promise to “bear one another’s burdens” made it possible for the members of a congregation to form their own government, decide on its or-ganization, and determine how each citizen would participate in it. The belief that they were all fundamentally equal before God made it possible for them to govern themselves without having any permanent rulers over them.

20

English 301

The Pilgrims, like Columbus, found more on the western side of the world than they had expected. They believed they were a chosen people and that God’s special protection was a daily manifestation in their lives. The concept of being a chosen people has become part of the broader American experience.

True or False1. The Pilgrims had a good relationship with the Church of England.2. The Pilgrims left England and went directly to America.3. The Pilgrims believed that they had been protected by God.4. The “covenant community” was based purely on religious beliefs

Short-answer 5. Why did the Puritans leave England?6. Who did the Puritans believe would go to Heaven?7. What is a “covenant?”

Discussion Questions1. Have you ever endured some kind of persecution for something you be-lieved? How did you deal with that? Are you proud of what you did?

Activities1. As a class, construct your own “covenant contract.” What responsibilities need to be taken care of? Who will do what? How can you divide up the work in a fair manner? Who will get to make decisions?

Expansion1. What else do you know about the trials that the Pilgrims faced when they first arrived in America? Do some internet research to find out more about what the suffered and how they dealt with those problems. Write a short es-say about the Pilgrims trials in the New World.2. The Pilgrims are associated with the American Thanksgiving Holiday. Pre-pare a 4-5 minute presentation about the history of Thanksgiving and current traditions.3. What might have happened if Columbus had failed to find America, but had instead died at sea? Who, if anyone, would have come to America? What would have happened between the Pilgrims and the European clergy? Con-struct an alternate historical timeline.

Lesson 5: The English Legacy

21


Vocabulary ExerciseBefore reading the story or looking up the vocabulary words, read the following sentences. Pay close attention to the words in bold font. Try and guess the meaning of each word based on its context in the sen-tence. Write down what you think the word means.

WhollyThe life of a Buddhist monk is wholly devoted to achieving Nir-

vana.My weekends are wholly spent on homework; I never get to spend

time with friends.Wholly: _______________________

MaintainThe cost to maintain a building of this size must be enormous.An effective leader is able to maintain order without acting like a

despot.Maintain: ______________________

Now look up the words. Was your definition correct? Was it close? Write the correct definition on the lines below, and write two sentenc-es for each vocabulary word.

WhollyDefinition:______________________Sentence: ___________________________________________Sentence: ___________________________________________

MaintainDefinition:_______________________Sentence: ___________________________________________Sentence: ___________________________________________

22

English 301

Vocabularydiscourse 会話recently 最近to focus 集中する、焦点をおくcolonization 植民地化wholly 完全にconcept 概念to interfere, interference 干渉する;干渉heir 相続人throne 王位relative 親族monarch 君主pronounced 顕著なaccent アクセントdisconcerting 混乱させる、動揺させるvirtually 事実上、ほとんどbackground 経歴；生い立ちpatience 忍耐troublesome 面倒な、面倒臭いcourt 裁判所foot-dragging 遅滞、動きの悪いparliament 議会foot-dragging 遅いto maintain 維持するinstitution 施設tax 税to levy 徴税するto bow 屈する、譲歩する

Vocabulary exercisesChoose the word from the vocabulary list that most closely matches the meaning below. 1. __________________ able to wait a long time2. __________________ causes problems3. __________________ a place where a king seats, can also symbolize a king’s authority or position4. __________________ money paid to the government


23

5. __________________ a place where a trial happens6. __________________ discussion, conversation7. __________________ completely, totally8. __________________ confusing, disturbing, upsetting9. __________________ obvious, easy to see

The English Legacy The idea of freedom has long existed in political discourse, going back at least as far as the ancient Greeks. Until quite recently, however, free-dom had other meanings than the one we use today, most of them focusing on participation in the political process. During the seventeenth century, the century of American colonization, there developed in England a wholly new concept of freedom; the freedom of the individual to live his own life and be his own person without interference. As opposed to the older idea of free-dom in society, this was freedom from society. When Queen Elizabeth I died without heirs in 1603, the English throne fell to her closest relative, King James VI of Scotland, who became England’s James I. The new monarch arrived in Westminster with a pro-nounced Scottish accent and some disconcerting ideas. James Stuart, as well as virtually all of his heirs on the throne, had no background in, and even less patience with, troublesome law courts or foot-dragging parliaments. As far as James I was concerned, kings ruled by the approval of God alone and never had to answer to anyone. Stuart’s claims of ruling by the “divine right of kings,” as his view was called, were destined to clash repeatedly with both the English law courts and the English Parliament. Certain judges in the law courts would maintain that the law was primary and fundamental, and that the king himself was bound to obey it. Certain members of Parliament would maintain that their institution alone could make changes in the law and that no taxes could be levied without parliamentary approval. Neither the courts nor the Parliament bowed to the divine right of kings.

True or False1. “Freedom” has meant different things in different societies.2. James Stuart was an important member of Parliament.3. James Stuart was England’s King James I.

24

English 301

Short Answer4. What was the new idea of freedom?5. How did King James and the rest of the government, the courts and Parlia-ment, get along?

Discussion Questions1. What do you think freedom means?2. Explain some of the tensions between the English Government and King James? What points did they disagree on? What did different parties believe concerning the making and abiding of laws?

Expansion1. Think about all of the readings so far. Several definitions of “freedom” have been given. Write about and discuss the different views these groups had on freedom.

Lesson 6: John Locke

25


Vocabularysecretary 秘書intelligent 理性的な、賢明な、知性のあるwell-educated 教養のあるphilosophical 哲学的なmindset 考え方、ものの見方to develop 生み出す、作り上げる、開発するtreatise 論文authority 権限doctrine 教義、主義to legitimize 正当化するmaster work 名作to argue 根拠を示す、論争するcompellingly 説得力をもって、強制的にgenealogy 系統original 元のto grant 与えるliberty 自由property 財産、資産to disturb 妨げるmandate 命令contract 契約invention 発明purpose 目的principle 主義end 目的、端citizen 市民to surrender 放棄する、降伏するto abridge 要約するto disregard 無視するconsent 承諾the governed 被統治者to presume to に推定するaccountability する義務の有ることelection 選挙representation 代表

26

English 301

to violate 違反するterm 条件to lose track 忘れるto alter 変えるto abolish 廃止するrevolution 革命turmoil 騒ぎformulation 考案

seriously 真剣に、まじめに


original violate disregard seriously well-educated genealogy lose track surren-der abolish invention liberty

1. Jake has attended the best schools in the country so he is very _________________.2. If you ______________ a law you may have to pay a fine or go to jail.3. My dad came home from the party wearing a clown suit so it was difficult to take him ___________________ when he told me I was in trouble.4. I like to research my ______________ and learn who my ancestors were.5. Slavery was ________________ in England in 1833.6. If you are a __________________ of the US you have the right to vote in elections.7. My roommate is upset because I _______________ her opinion and bought a puppy even though she does not want a dog.8. When I am playing video games it is easy to ______________________ of time and play all night.9. Waving a white flag is a universal sign of ___________________ in times of war.10. Before the ___________________ of the light bulb, people had to make fires or use kerosene lamps for light.11. American colonists fought the Revolutionary War for ___________________ from the oppressive rule of Great Britain.12. This is just a copy of the Mona Lisa; the ___________________ painting is in the Louvre Museum in Paris.


27

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

28

English 301

True or False1. Locke believed that people should serve the government.2. Locke believed in the divine right of kings.3. Locke influenced the founders of the US.

Short Answer4. What was the question John Locke pondered?5. According to Locke, what gave a government its power?6. What were Locke’s five points?

Discussion Questions1. What do you think about Locke’s theories on government?2. According to Locke, what is the primary responsibility of govern-ment? Do you agree or disagree? Why?3. When do you think revolution is justified?

Expansion1. Use the internet or library to look up more about John Locke. Pre-pare a short presentation summarizing his life.2. Locke greatly influenced the political thought of the Western world. What political thinkers have influenced you country’s government or mindset? Choose one person and write a paragraph about how his or her ideas have been influential in Japan.

Lesson 7: The Declaration of Independence

29


Vocabularydeclaration 宣言independence 独立unification 統一separation; to separate 離、分離するviable 生存できるproposition 提案intense 強烈なemotional 感情的entire 全体のinnovation 革新to impart 与えるdisparate 本質的に異なるformal 形式的なgraceful 優美なdocument 文書case 主張persuasive 説得的なfavor 好意、賛成neutral 中立のbystander 傍観者initial 最初のdraftsman 図案者、起草者at least 少なくともcommittee 委員会source 源inspiration 霊感、インスピレーションwartime 戦時crucial 重大なpassage 一節；箇所；部分paragraph 段落；パラグラフmemorable 重大な、忘れられないprose 散文

30

English 301

irresistible 抵抗できないcadence 調子basis 基礎compact 契約；協定human being 人間class 階級to endow 授けるinalienable 譲渡できない、奪うことのできないto abridge 要約する、短くする、削減するto foreshadow 予表するbill 議案、法案、請求書to anticipate 予想するadvent 出現democracy 民主主義to imply 暗示するeventual 結果として起こる、結局のtriumph 勝利egalitarianism 平等主義to define 定義するto dedicate 捧げるconquest 征服brilliance 極めて優れた才能、華麗さexcellence 優秀、優越brave 勇ましいaccomplishments 成果


1. Though he tried to look _______________, I knew the boy was afraid of getting a shot.2. The Declaration of Independence is a very important ________________ in American history.3. Because I love chocolate, my mother’s chocolate cake is totally ______________.4. Because of the bad economy, we _____________ that house prices will go down next year.5. Timothy writes very good __________ but his poetry is not very good.6. I know that every ___________________ has a soul, but I’m not sure about other animals.


31

7. Wait ___________________ fifteen minutes before eating that—it just came out of the oven so it’s very hot.8. If the government makes laws that favor one religion over another it vio-lates the ___________________ of ___________________ between church and state.9. The speech was nothing ___________________; I forgot it immediately after it ended.10. If this class were a true ___________________, everybody would have a say in what we study.11. When he finally reached the top of the mountain, he raised his arms in ___________________.12. I went through the ___________________ building but I couldn’t find anyone.

The Declaration of Independence The story of the Declaration of Independence is a story of colonial unification. Colonists had to decide on their own that separation from Great Britain was a good idea, that a war of separation could actually be won, that the colonies could exist as viable entities, and that some sort of nationhood among them was possible. These were all uncertain propositions. Accord-ingly, political battles were intense, complex, and highly emotional. The colonists’ entire world was at stake. The battles were fought in the Continental Congress. This body rep-resented one of the strangest innovations in the modern world, government created by the governed. It lacked much that we would expect from govern-ment today, such as careful organization and established rules. With no king to impart a sense of legitimacy, it stood in danger of falling apart. Yet some-how it held together and became the voice of a disparate and divided people. As soon as independence seemed likely, members of the Continental Congress chose to make a formal declaration, a gracefully written document that would set forth the American case persuasively and win the favor of neu-trals and bystanders alike, especially the French. Young Thomas Jefferson of Virginia, only thirty-three years old, was chosen as its initial draftsman. There were at least two others on the drafting committee, John Adams and Benja-min Franklin. Beyond them stood the whole of the Congress, which would fight over every word in the document and end up changing many of them. Jefferson later claimed to have no particular source of inspiration, pulling ideas from the very air of wartime Philadelphia. Yet the crucial pas-sages, in the first and second paragraphs, read like a page out of Locke’s Sec-ond Treatise. There was more to the Declaration than those two memorable paragraphs, but in that brief poetic prose, Americans sensed an irresistible

32

English 301

idea of nationhood. Within its flowing cadences was an outline of the agree-ment that Americans had made with one another as the basis of their social compact:

• All human beings are created equal – there should be no ruling class among them. • All people are endowed with the same inalienable rights, granted by nature, not by government. These rights cannot be abridged. • The purpose of government is to protect such rights. • Government is legitimized only by the consent of the governed.

The Declaration of Independence foreshadowed both the Constitu-tion and the Bill of Rights. It anticipated the emergence of political parties and the advent of a representative democracy. It implied the eventual tri-umph of the market system and pointed to the egalitarianism and individu-alism that would come to define the American soul. It even gave a hint of civil war. More than anything else, the Declaration provided a sense of what American nationhood would mean. The United States would not be a nation of rulers but of people. Governance would not be its main business, human life would. Of all political societies on earth, it would be the one dedicated, not to war and conquest, not to wealth or power, not to aristocratic brilliance or cultural excellence, or the brave accomplishments of the few, but to life, liberty, and the pursuit of happiness.

Scanning Questions1. Were all Americans politically unified all the while leading up to indepen-dence?2. Who was the primary author of the Declaration of Independence?3. Who assisted with the writing of the Declaration of Independence?4. What were the four main points of the social contract in the Declaration of Independence?5. How was the Continental Congress unique among governments?

Discussion Questions1.Why was the support of the French particularly important?2. What principles of Locke’s are found in the Declaration of Independence?3. How are the ideas of the Declaration of Independence reflected in modern governments?4. Do you think modern American culture reflects the ideals reflected in the Declaration of Independence? Why or why not? What parts do? What parts don’t?


33

5. Imagine you are an American colonist in 1775. You have not yet decided whether or not you support the talk of independence that is spreading through the land. From an American colonist’s point of view, what were the pros and cons of declaring independence?6. What do you think the Declaration of Independence tells us about Ameri-can ideals?

ExpansionRead an excerpt from the preamble to the Declaration of Independence. Discuss the following questions:1. How familiar are you with the Declaration of Independence?2. Write a short essay about the following question: Do you think people in other countries are aware of the Declaration of Independence and what is says? If so, why?

34

English 301

Lesson 8: The Invisible Hand of Adam Smith

Vocabularymercantilism 重商主義policy 政策to regulate 規制するstockpile 蓄積to finance 資金を提供するfavorable 好意的exports 輸出；輸出品to exceed 超える；過ぎるimports 輸入；輸入品navigation 航海、航海術merchant 商人to generate 発生される；生むfrustrating 失望させるdemeaning 評判を落とすphilosopher 哲学者to describe 説明するto publish 出版するto motivate モティベーションを与えるgoods 商品service 業務labor 労働natural resource 天然資源capital 資本to link つなぐ；連結するsignal 信号；サインto participate 参加するlivestock 家畜equipment 装備；用具element 要素profit 収益to allocate 分配するresources 資源


35

industry 産業to invest 投資するto expand 広げるproduction 生産to pursue; pursuit 追いかける；追跡coupling 連結benefit; beneficial 利益；利益があるto be visible 見える

Vocabulary ExercisesFill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs.capital import export profitmerchant policy frustrating benefitexpand regulate natural resources

1. California grows lots of oranges and ___________ them to other coun-tries every year.2. Some of the ________________ in America include different metals, wood, stone, and oil.3. Even though I rewrote this paper three times, my teacher still says it is not good enough. It’s so _______________!4. This balloon ___________ from the size of a baseball to the size of a basketball.5. The bakery sells disgusting bread, so they don’t make a ________.6. The ____________ bought different types of clothes to sell overseas.7. It is a government____________ to tax the citizens.8. My watch cost a lot of money because it was _____________ from Ger-many.9. The money earned from this concert will be used to __________ children with cancer.10. The businessman needed more _______ to start his own company, so he borrowed some money from the bank.11. There are rules that ____________ the quality of goods that merchants can sell.

36

English 301

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


37

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

38

English 301

Scanning Questions1. What was mercantilism?2. Did the Mercantilists want imports to increase or decrease?3. Did the Mercantilists want exports to increase or decrease?4. According to Adam Smith, who benefits from a trade?5. Did Adam Smith believe that the government should play an active role in managing the economy.6. What is the invisible hand?

Comprehension Questions1. Who was the “Scottish philosopher” mentioned in the third para-graph?2. Explain how prices act as signals in an economy?3. How do profits act as similar signals?

Questions1. What do you think would have happened if the United States gov-ernment had taken a more active role in managing the economy, like England’s mercantilists did?2. In the market economy examples, the author says “The market for baking equipment will also be affected.” Explain what this effect would be and why.3. Why shouldn’t the government try to help the economy by keeping prices low?

Expansion1. Some people believe that market economies do not always work well and that sometimes government intervention is needed. Think of some circumstances in which government intervention in an economy might help an economy and write a paragraph explaining the situation and how government intervention would help.

Lesson 9: The Revolutionary War

39


Vocabularycentury 世紀era 時代folklore 民間伝承to swirl 渦巻くsturdy たくましいminutemen ミニットマン、米国独立戦争で、即座に出動できる準備をしていた民兵breadth 幅rabble 下層階級のprivation 困苦、欠乏、窮乏inlet 入り江dense 密なravage 被害modest 適度catastrophic 破局的generation 生成、世代military 軍の、軍隊contingent 分這隊withering 枯れるto ignite 発火する、火をつける

patriotism 愛国心


generation folklore sturdy privationmilitary century catastrophe patriotismswirl dense

1. Sleeping Beauty slept for a __________, or a hundred years.

40

English 301

2. The desk will not break because it is well-made and _________.3. The Native American culture has many traditional stories and _________.4. The ________ bushes and trees made it hard to hike through the forest.5. The flowing water from the river __________ around in circles.6. The army, navy, and air force are part of America’s _____________.7. The young man showed his ____________ by volunteering to serve in his country’s military.8. The small island suffered a ____________; a typhoon destroyed all of the buildings and killed many people.9. The __________ of the refugees was apparent by the tattered clothes they wore.10. When my family gets together, we have people from three ________: my grandmother, my mother, and me.

The Revolutionary War Just as the Declaration of Independence was the great unifying idea, the Revolutionary War was the great unifying event. For centuries afterward, Americans would come together on Independence Day and act out scenes of the war era. Folklore would come to swirl around Paul Revere (“To arms, to arms!”), Nathan Hale (“I only regret that I have but one life to lose for my country!”), John Paul Jones (“I have not yet begun to fight!”), Betsy Ross, Molly Pitcher, Ethan Allen, Francis Marion, the Pennsylvania Riflemen, and other sturdy souls who turned out in the dead of night to answer the call of the Minutemen. The war unified Americans in several ways. To begin with, Ameri-cans came together from the length and breadth of the colonies to fight in the Continental army. It was a rabble army, to be sure, and they lost many battles, but it was indeed “continental” in scope, and its officers and men got to know one another as Americans rather than as Virginians or New Yorkers. Americans also experienced common privation and suffering. The war was fought everywhere, north and south, east and west, in cities and towns, along rivers and inlets, up and down country roads, across farms, in open fields and dense forests. No one was safe from its ravages. The loss of life may have been modest by today’s standards, but the war’s physical de-struction was catastrophic. It would take more than a generation for Ameri-cans to clean up the mess. In facing the British Army, Americans knew they were challenging the best military force in the world. Symbolic victories, such as the battle of Bunker Hill near Boston, where a small contingent of determined colonials inflicted withering casualties on a command of British regulars, fired Ameri-can self-confidence and ignited their sense of patriotism.


41

Scanning questions:1. Did the Americans want the help of the French during the revolutionary war?2. At the time of the Revolutionary War, which nation had the strongest military in the world?3. How did the war help to unify the colonists?

Discussion Questions1. Some scholars have said that American colonists winning the Revolution-ary War was a miracle. Some say it was inevitable. What are the supporting arguments for each position?2. The American War for Independence and the French Revolution have often been compared to each other. Do you think these two wars are more similar or more different? Why?3. Have there been any “revolutions” in Japan’s history? In what way are those “revolutions” alike and dislike the American revolution?4. Take a second look at the famous quotes in the first paragraph. How do these expressions of American patriotism compare to Japanese patriotism?

ActivitiesSing “The Star Spangled Banner”. Discuss the meaning of the lyrics.Sing“Yankee Doodle Dandy.” Discuss the meaning of the lyrics.

Expansion1. Research one of the famous Revolutionary War heroes mentioned in the passage. Prepare a brief presentation to share with the class about that per-son’s life and role in the Revolutionary time period.2. Research the Battle of Bunker Hill or another famous Revolutionary War battle. Prepare a brief presentation to share with the class.

42

English 301

Lesson 10: Economic Basis of the Founding

Vocabularyalternative 他の選択objective 目標consistent 変わらないto promote 推進するinterest 興味persuasive 説得的なtempting 魅惑的なtension 緊張to succumb 屈服する

delusion 欺くこと

Vocabulary ExercisesBefore reading the story or looking up the vocabulary words, read the follow-ing sentences. Pay close attention to the words in bold font. Try and guess the meaning of each word based on its context in the sentence. Write down what you think the word means.

AlternativePacifists are people who dislike fighting and seek an alternative to vio-lent conflict.Fossil fuels are running out; we need to develop alternative sources of energy.Alternative: ___________________________________

ObjectiveThe objective of a language class is to help students develop language skills.The materials the teacher gave us helped us achieve our objective in studying.Objective: ____________________________________


43

TemptingI know I’m on a diet, but those chocolate cream doughnuts are very tempting.It is tempting to cheat on an exam if you haven’t studied, but that is wrong.Tempting: _____________________________________

TensionThe tension between Israel and Palestine has led to fighting in recent months.That action movie was filled with suspense, tension, and great stunts.Tension: _

SuccumbBe an example for your friends; don’t succumb to peer pressure and lower your standards.The soldier finally succumbed to pain and passed out on the battlefield.Succumb: _

Now look up the words. Was your definition correct? Was it close? Write the correct definition on the lines below, and write two sentences for each vocabulary word.

AlternativeDefinition: ______________________Sentence: __________________Sentence: __________________

ObjectiveDefinition: _______________________Sentence: __________________Sentence: __________________

TemptingDefinition: _______________________Sentence: __________________Sentence: __________________

TensionDefinition: _______________________Sentence: __________________Sentence: __________________

44

English 301

SuccumbDefinition: _______________________Sentence: __________________Sentence: __________________

Economic Basis of the Founding Mercantilism and the market economy posed the two basic alter-natives for economic organization facing the American colonies as they struggled with their role within the British Empire. Mercantilism represented an economy organized to serve the purposes of the government. In a market economy there were no higher purposes of economic activity; individuals were simply left alone to pursue their own individual objectives. After the Revolution, Americans found a market economy consistent with their general values and approach to government. A market economy promoted individual liberty and the pursuit of happiness. It left the success or failure of individuals to their own efforts. Success did not depend on con-nections within the government or privileges given at court. This view was consistent with the moral view that individual self-government was the foun-dation of a moral society. Adam Smith’s description of a market economy also reassured the Founders that a market economy could control the con-flicting interests in the economy through economic competition without the heavy hand of government. Smith’s The Wealth of Nations made a powerful and persuasive case that a market economy could be a key component in the creation of a free society. With a market economy, government could be smaller and more narrowly focused, because economic matters were not part of the government’s tasks. Mercantilism and later, more powerful philosophies requiring the government to control exchange and manage the economy would remain an attractive alternative to the Founders and to later government leaders. It is always tempting to use the power of government to placate a constituency, or to pursue some larger goal of government. We have seen this tension between free markets and government control of the economy played out over and over. The United States started from the base of a free economy, but we have often succumbed to the attractive certainty of a hands-on government manag-ing the economy. Of course, Adam Smith would tell us that government management of a complex economy is a delusion.


45

Scanning Questions1. Why did the Founders choose a market economy?2. What were the” morals views” the founders wanted to incorporate into American government?3. According to Smith, what are governments of market economies like?

Discussion Questions1. How would a market economy help Americans live the founders moral views?2. Explain the differences in purpose between mercantilism and market economy3. How do you think economic freedom affects political freedom?4. Do you think a government can or cannot manage a large economy ef-ficiently? Why?5. Today, taxes on imports are very common. What do you think Adam Smith would say about these taxes?

Expansion1. Based on these readings, would you prefer to live in a society that used market economy or mercantilism? Write a short essay explaining your views.2. Economists say no true market economies exist today. Can you think of some examples of how governments intervene in markets? Do you think this is good for the economy or not?

46

English 301

Lesson 11: State Governments

Vocabularytheory 理論republic 共和国to submit 服従する、提出するoligarchy 寡頭政治（少数独裁政治）basic 基本handle; to handle 扱う；処理するdaily 毎日、日々practical 実用的なprocess 過程、プロセスdesirable 好ましいinstability 不安定な性質palace coups 宮殿のクーデターfactional 派閥な、党派的なto breed 生む；生じるphilosopher 哲学者to attempt 試みるto address ～に向けて言う、呼ぶ、解決するために努力するbenefit 利点inherent 固有のto recruit （新兵など）を入れるbrightest 頭がいいto educate 教育するperformance 性能structural 構造のsolution 解決to fragment 砕くlaboratory 実験室development 開発practice 習慣、実行、練習charter チャーター、憲章、宣言書provision 供給、支給、準備


47

to revise 修正するto strike out 字を消すreference 参照framer 憲法草案者、企画者to be educated 教育がある


revise address recruit daily basic benefit solution theory

1. When learning a language you have to start at the very bottom with the _____.2. The President began his speech by _________ his remarks to the prob-lems the nation faced.3. The paper I wrote for class is terrible! I need to _____ it and get rid of the mistakes.4. The Army uses a variety of incentives and methods of persuasion to _______ soldiers.5. I’ve worked on this math problem for hours, but I can’t find the _______.6. Everything my parents do for me is for my ______. They never do any-thing to harm me.7. I’m trying to keep a _____ journal in which I write down what happens to me each day.8. Einstein’s _______ of Relativity talks about how space and time are related.

State Governments Republican theory became important to Americans as they consid-ered the reality of their independence. The principle idea of a “republic” was for citizens of the political state to govern themselves rather than to submit to a despot oligarchy. A direct democracy is the most basic form of a republic. An example of this is the Athenian democracy where the citizens handled the daily business of government themselves. Most republics, however, operate by means of chosen representatives, which is far more practical.

48

English 301

It was assumed that republics needed to be small in size, no larger than the Greek city-states, because citizens must remain close to the govern-ing process to keep a watchful eye on it. Republics, although desirable in many ways, were known for their instability. Their histories ithe ancient world were fraught with wars, revolutions, palace coups, and factional tur-moil. Republics bred their share of tyrants, but tyranny was often preferable to anarchy – where no one won and everyone lost. Philosophers of the ancient world had spent a good deal of time and energy attempting to address the Republican Problem: how could the benefits of self-government be enjoyed without the problems inherent in that self-government? Plato, in his famous work of political philosophy, the Republic, argued for virtue as an answer. He laid out a system for recruiting and train-ing the best and brightest in Greek society to manage the government, and for educating them in the highest performance of virtuous conduct. Aristotle still believed in virtue, but he suggested structural solutions to the Republi-can Problem. By mixing and balancing elements of monarchy, aristocracy, and democracy in a government, Aristotle supposed that power could be fragmented and shared among various groups, the result being stability. All of this became relevant to American constitution makers, for they soon came to realize that this “Republican Problem” was their problem. In finding a solution to this problem, Americans had their own experience to draw upon in addition to reading about the ancients. They thought of them-selves as a laboratory for the development of republican practice, where states shared their experiences with each other. Because most of the states were used to operating from charters, they favored written constitutions, whose provisions could be spelled out clearly. Some states, in fact, merely revised their old charters and struck out all refer-ences to the king. Most of them, however, wrote their constitutions from scratch. Many of the framers were educated and well read in the European Enlightenment. Virtually all of them were schooled in the art of politics. Even so, Americans began to learn that there was a big difference between theory and practice when it came to designing government.

Scanning Questions 1. Were republics in ancient Greece stable? 2. What was Plato’s view on a republic government?3. What was Aristotle’s view?4. Why did most states want written constitutions?


49

Comprehension Questions1. What is the difference between a pure democracy and a republic?2. Why do you think republics are easier with small local governments?

Discussion Questions1. Who do you think had better ideas about how to run a republic, Plato or Aristotle?2. Why do you think the ideas of ancient philosophers were important to the founders of the United States?3. Discuss the advantages and disadvantages to a republican form of govern-ment. Consider things like population, distance between the government and the governed, and balancing power to keep a republic from turning into a monarchy.

Expansion1. Considering issues such as efficiency, fairness and stability, what do you think is the ideal form of government? Write a short essay answering this question.

50

English 301

Lesson 12: John AdamsVocabularyview 見方、意見pamphlet パンフレットto set forth 提案するto strengthen 強めるresponsive 反応のよいlegislature 立法府bicameral 二院制to elect 選出するmajority 大半judiciary 司法部to isolate 孤立させるto reflect 反映するjustice 正義executive branch 行政機関governor 知事precisely 正確にservant 使用人check 抑制、止め具、点検veto power 拒否権力to predict 予測するto misuse 誤用するannual 年次rule of law 法の支配modification 修正aim 目標、に向けるto eliminate 除去するconfusion 混乱to secure 安全にするwhim 気まぐれto overhaul 分解検査するoriginal 元の、最初のdelegate 代表者task 仕事、職務virtually 事実上、ほとんどmodel 手本、モデルdraft 草案、(文書)の草案を作る

Lesson 12: John Adams

51


confusion original elect annual strengthen predict servants whim

1. Weathermen use advanced technology to __________ what the weather will do.2. This is not a copy or a fake. It is definitely an ___________ painting by Picasso.3. After Joseph Smith died, there was a lot of __________ about who would be the next prophet.4. I had never gone into that bookstore, but on a _________ I walked in and bought a new novel.5. _________ leaders instead of having a monarch or tyrant is a characteris-tic of democracy.6. The purpose of Family Home Evening is to _____ family relationships and make testimonies stronger.7. The rich king had many _______ who cleaned the house and washed his clothes and made him dinner.8. The Brownsville ______ Chili Cook Off happens on July 12th every year.

John Adams John Adams, as a grandchild of Puritans, shared something of their dark view of human nature. He believed that people, though benevolent at times, were primarily concerned with satisfying their own ego and self-interest. Thus his answer to the Republican Problem would be found in the structure of the government. He was an Aristotelian. In a pamphlet titled Thoughts on Government, Adams set forth a num-ber of ideas on how state governments could be strengthened, stabilized, and made more responsive to public duty. For example, he argued that legislatures ought to be made bicameral, with two separate houses elected on different principles. One would be more democratic and the other more aristocratic, making it difficult for a single group to exercise tyranny of the majority. The judiciary ought to be isolated from political interference, so that court deci-sions could reflect true justice. Adams’ most controversial suggestion applied to the executive branch of government-- the office of governor. Governors were not popular at the

52

English 301

time due to the abuses inflicted by English governors. Adams said this was precisely the problem. Weak governors, like weak judges, were becoming servants of the legislature. A strong governor would operate as a check on the legislature. Specifically, Adams proposed to give veto power back to the governors so they could hold legislatures in bounds. Adams predicted republi-can governors would not misuse the veto, especially if they had to stand for annual elections. Adams’ proposals could be understood in terms of the rule of law. His structural modifications were aimed at eliminating confusion from the legislative process and securing laws that would be more fairly applied, more certain, and more blind. Adams believed such laws could still reflect the will of the people, but they would do so as law, not as arbitrary whims.In 1780, Massachusetts overhauled its original constitution, and when the new delegates sat down to their task, they had Thoughts on Government directly in mind. The new constitution implemented virtually all of Adams’ sugges-tions. It worked so well that it became a model for other states and for those who would draft the U.S. Constitution in Philadelphia.

Scanning Questions1. What did John Adams think was the solution to the Republican Problem? 2. Who did John Adams agree with more, Plato or Aristotle?3. What was the name of the famous pamphlet John Adams wrote? 4. To which branch of government does the governor belong?

Comprehension Questions1. Summarize the ideas stated in Thoughts on Government.2. Why did Adams want power divided between different political bodies?3. What was Adams’ most controversial idea?4. Explain what Adams believed a governor’s role in the government should be?

Discussion Questions1. Discuss how Adams’ ideas were used in helping to design the US govern-ment?2. Do you see any of these same principles in modern Japanese government?3. Compare the disliked English Governors with daimyo in Japanese history. In what ways might they be similar? In what ways might they be different?

Lesson 12: John Adams

53

4. Discuss the pros and cons of having a compartmentalized government, and discuss why the American people would or wouldn’t want aspects of both.

Expansion1. In his Thoughts on Government, John Adams wrote that America needed a “government of laws, not of men”. Write a brief essay explaining what you think this means.

54

English 301

Lesson 13: George Washington

Vocabulary antiquity 古代のto aspire 熱望するplanter 農園主gentry 紳士階級aristocrat 貴族glitter きらめきgentleman 紳士status 状態、地位integral 必要aggressive 積極的、攻撃的なentrepreneur 企業家to speculate 測量する、推測するcanal 運河to promote 促進するagriculture 農業beloved 最愛のto adore 深く敬愛する、崇拝するstoic 冷静なpatience 忍耐battlefield 戦場reversal 逆転cause 原因just 正義のresolve 決心canny 賢い、慎重なwile 策略stratagem 計略infighting 接近戦、乱戦ordinary 通常to contribute 貢献するto recall 思い出すto embody 具体化する


55

revolutionary 革命的なto attack 攻撃するto muster 召集する、（支持を）集めるbeleaguered 包囲されるvictory 勝利jaw 顎、口to endure 耐えるsoldier 兵士mutiny 暴動、反抗officer 役人dignity 威厳pride 自尊心to revere 尊敬する、崇拝するdemigod 半神半人to erect 建てるmonument 記念碑to hang 掛けるportrait 肖像画mantle 暖炉の前飾りto carve 刻むclad 覆われたtoga トーガ、古代ローマのゆったりした上着to forsake 捨てる、やめるhearth-side 炉辺、家庭daunting 恐ろしげなobstacle 障害arrogance 横柄、高慢な

Vocabulary ExercisesFill in the blanks in the sentences below using words from the vocabulary list. You may needto change the forms of verbs.

statue patience active promote pride aggressive status recall forsake cause

1. As a democratic nation, we must ______ democracy in other regions of the world.2. When we repent, we first confess our sins and then ______ them.3. Losing an arm wrestle to a girl hurt my _____.4. If you want to succeed in business, you must be ________, not passive.

56

English 301

5. There is a large bronze ________ to Hachiko at Shibuya station.6. If I want to do well on the test, I need to have the _______ to study dili-gently.7. I cannot _______ whether Connie came with us to the movie or not.8. Investigators are searching for the _____ of the train accident.9. In ancient Japan, one’s social ______ was either samurai, farmer, artisan, or merchant.

George Washington If the Declaration of Independence was a unifying idea and the war itself a unifying event, George Washington became a unifying symbol of na-tionhood. For fellow Americans, he became like all the great heroes of antiq-uity all rolled into one. Washington began as an aspiring young planter who desired to be member of the gentry. He admired the aristocratic Fairfax fam-ily, whom he knew personally, and sought entry into their glittering world. Gentlemanly status meant more to him than land or wealth, but land and wealth were an integral part of the package. As a result, Washington became an aggressive entrepreneur, land speculator, canal promoter, and agricultural experimentalist —the complete American. He was beloved by those who served under him. It is one thing to be respected, but George Washington was adored. He was a man of stoic patience born of long-suffering and many battlefield reversals. Having been called by the people to serve a cause that was just, he was willing to fight to the very end. He communicated that resolve to everyone around him. Finally, he was a canny politician, one who knew all the wiles and stratagems of po-litical infighting. Ordinary Americans knew that Washington had contributed much more to the cause of independence than any other man. They lovingly recalled a series of representations that embodied the revolutionary cause: crossing the Delaware on a snowy Christmas night to attack the Hessians in Trenton, mustering beleaguered forces at Monmouth Courthouse and pulling victory from the jaws of defeat, enduring the hardship of Valley Forge with his starved and freezing soldiers, and finally facing down a mutiny of his officers by appealing to their dignity and pride. He had grown old in the service of his country, he told the mutineers, and so he had. This was the man Americans came to revere as a demigod. They named cities, towns, and a state in his honor, wrote his name on bridges and highways, erected monuments to him, hung his portrait above their mantles, and carved a statue of him clad in a Roman toga. It was not for his soldierly qualities per se, but for his embodiment of virtue in all of its forms, for his willingness to forsake home and hearthside to answer the public call, for his


57

patience and endurance in the daunting obstacles, for his ability to inspire others, and for his humble wisdom in the face of arrogance and pride. In-deed, it was partly because they believed in George Washington that Ameri-cans came to believe in themselves.

Scanning Questions1. What did young Washington aspire to be?2. What are some of the things Washington did to try to make money?

Comprehension Questions1. Explain why Washington was so admired. 2. Explain how Washington dealt with the rebellion of his officers.

Discussion Questions1. What qualities do you think Washington had to help him become so beloved?2. Think back on Japanese history. Can you think of a figure who was revered and honored, like George Washington was? Explain what characteristics this Japanese hero had and how they compare with those of George Washington.

Expansion1. Do some more internet research on George Washington. If you want, you can look up more information on the few accomplishments listed in the chapter, or you can find information about an entirely different accomplish-ment. Write a short explanation of what he did and what happened in that event.

58

English 301

Lesson 14: First President of the United States

Vocabularyratification 認可、承認、条約の批准head of state 国家首脳elaborate 精巧、念入りのmechanism メカニズム、（構造の）仕組みcalling 呼び声、召し、職業to superintend 監督するintentionally 故意に、意図的にvague 不明瞭compromise 妥協code コード化する、暗号にする、規則reference 参照familiar よく知られたAnglo-American 英米のprecedent 先例indefinitely 不明確に、不定に、永遠にfeature 特徴to ignore 無視するto banish 追放するto negotiate 交渉するfaithfully 忠実にofficious 差出がましいmeddlesome おせっかいなto proffering 提供する、申し出るto consult 相談するsuccessors 後継者hesitation 躊躇（ちゅうちょ）tentative 試験的な、仮のtone 全体から感じられる調子、トーンexceedingly 非常にfortunate 幸運


59

Vocabulary ExercisesBefore reading the story or looking up the vocabulary words, read the following sentences. Pay close attention to the words in bold font. Try and guess the meaning of each word based on its context in the sen-tence. Write down what you think the word means.

FaithfullyMary faithfully waited two years for her missionary to come home.The salesman faithfully honored his word and gave me a discount-ed price.Faithfully: ___________________________________

ConsultI have some questions I need answered; may I take some time to consult with you?Be sure to consult with someone about who you should marry; it is a big decision.Consult: ___________________________________

MeddlesomeI would have succeeded in my plan if it weren’t for you meddle-some kids!My meddlesome parents try and control everything in my life! I hate it!Meddlesome: ___________________________________

ElaborateThat vase looks so elaborate. I wonder how much it costs.The elaborate detail on the wedding dress made it look very beau-tiful.Elaborate: ___________________________________

IgnoreMy little brother keeps trying to annoy me, but I just ignore him.It is hard to ignore the fact that the price of gas keeps going up.Ignore: ____________________________________

Now look up the words. Was your definition correct? Was it close?

60

English 301

Write the correct definition on the lines below, and write two sentenc-es for each vocabulary word.

FaithfullyDefinition: ______________________Sentence: _________________________________________Sentence: _________________________________________

ConsultDefinition: ______________________Sentence: _________________________________________Sentence: _________________________________________

MeddlesomeDefinition: ______________________Sentence: _________________________________________Sentence: _________________________________________

ElaborateDefinition: ______________________Sentence: _________________________________________Sentence: __________________________________________

IgnoreDefinition: ______________________Sentence: __________________________________________Sentence: __________________________________________

First President of the United States No one was surprised by the election of George Washington as president in 1788. Indeed, the ratification of the Constitution may well have turned on the assumption that Washington would be the first head of state. The framers had laid elaborate mechanisms in place to secure the president’s election by the people as a whole, believing that the people – not Congress or some other body – would choose the wisest and most virtuous of all citizens as head of state. The system worked, at least on the first go-around. George Washington’s classical virtues would be taxed to the limit by his calling as first president. The


61

first president, unlike his successors, would superintend the building of a new nation. Much of the constitutional text had intentionally been left vague. The framers believed that no plan of government should, or could, spell out details of institutional organization, much less describe how these would work in daily practice. In many cases, they had been unable to agree on important points and had left the text vague by way of compromise. In still other cases, the framers hadn’t the slightest idea how a given concept would actually work. It was all left for Washington and his Cabinet to decide. One thing the president could call upon was established tradition. Thus, some constitutional phrases could be taken as coded references to familiar practice. Moreover, because precedent was very powerful in the Anglo-American tradition, the president realized that whatever precedents he set might well be honored indefinitely. Small matters could assume large symbolic importance. Consider the ques-tion of how to address the president: Your Excellency? Your Highness? Your Lordship? Your Majesty? Any of these might have set the presi-dency drifting toward monarchy – a danger much feared. Washington settled on the very republican “Mr. President.” If Washington didn’t like some feature of the Constitution, he needed only to ignore that feature to banish it. When negotiating his first treaty, for example, he faithfully honored the wording of Article II, Section 2, that he should do so “with the Advice and Consent of the Senate.” The first time he sought advice, however, he found members of the Senate to be so officious and meddlesome in proffering it that he never consulted them again, nor have any of his successors done so. The image of the federal government today is generally one of high organization and cool professionalism. It was not so in those early days. There was a hesitation and tentativeness in the national establish-ment. The new leaders were like actors on a stage in their first rehears-al, reading their lines mechanically and wondering where to stand. It was anything but certain that such a government could be made to work at all. Had anyone but George Washington been the first president, we might still be arguing today about the shape, tone, and style of our governance. The United States was exceedingly fortunate to have a precedent maker in whom it could wholly trust.

62

English 301

Scanning Questions1. Was George Washington a controversial choice for first president?2. How was Washington’s responsibilities as first president in some ways different from those any other president has had to face?3. What did Washington decide people should address him as?

Comprehension Questions1. What is precedence? Explain why it was important to George Wash-ington as he filled the role of first president of the United States.2. What differences in “image” exist between the early government and government today?

Discussion Questions1. Why was Washington’s responsibility as the first president so great? Why did he have to be so careful about the decisions he made? Answer the question using specific examples from the text.2. Explain why Washington was so conscious of how he was to be ad-dressed. What did he and the other founders fear?3. The text mentions that the government officials at the time were not even certain this mode of government could work. Discuss why they may have felt this way; what oppositions did they face? What advan-tages did they have? 4. Can you think of a time in Japanese history that would resemble this new-start of American governance? What are the differences be-tween the Japanese and American situations?

Expansion1. America differs from many other nations in that the head of the executive branch is chosen by the people rather than the legislature. Prepare a brief presentation explaining the pros and cons of each way of choosing the head of the executive branch.2. Prepare a presentation detailing some of the precedents set by George Washington and whether or not they are still observed today.

Lesson 15: James Madison and the Bill of Rights

63


Vocabulary to reshape 作り直すbill of rights 権利章典rhetorical 修辞的な、巧みdefiance 反抗の態度to abrogate 廃止する、廃棄するto justify 正当化するto pertain to ～に関係するamendment 合衆国憲法修正条項、改正案to reckon 考慮するto contrive 考案するminority 少数vulnerable 傷つきやすいjury 陪審alien 外国人right of counsel (弁護士との)相談の権利chair 司会する、（委員会）をまとめるcommittee 委員会をto solicit 懇請する、せがむlegal 法的なsane 正気の、分別あるmoderate 適度な、穏健なenforcement 施行abstract 抽象的なto apply 適用するto conceive 思いつく、想像するstrategy 作戦concretely 具体的にspecific 特定な、具体的なto encounter 遭遇する

64

English 301

woes 悲哀、悲痛、災難unreasonable 不合理なseizure 捕らえるcompensation 補償、代償、報酬common law コモンロー、一般国内法、慣習法coded コード化した、法典の、規定のgrand jury 大陪審to indict 起訴するpunishment 罰

Vocabulary ExercisesFill in the blanks in the sentences below using words from the vocabu-lary list. You may needto change the forms of verbs.

strategy vulnerable concrete reshape defiance alien pertain to punish-ment compensation

1. I don’t know any __________ details, but I heard that Jane is breaking up with her boyfriend.2. You broke the law, and your _________ is to go to jail for six months.3. In America, Hispanics, Africans, and Asians are considered to be ________.4. If you drop your defenses, you become ________ to attack.5. After the Meiji Restoration, the government had to ________ its entire structure.6. The Rebel Forces acted in an attitude of _______ to the Empire to the very end.7. If you participate in this study you will receive _________ for your time and efforts.8. Your comments do not ________ __ the discussion at hand.9. Chess is a game that uses ________ to help defeat your opponent.


65

James Madison and the Bill of Rights

As the president and his Cabinet were reshaping the Constitu-tion in one way, Congress was reshaping it in another. For, against all probability, the first Congress of the United States decided to press ahead on a bill of rights. Bills of rights, which were very popular in the eighteenth century, had been added to several state constitutions. In rhetorical de-fiance, bills of rights challenged kings to remember the Lockean truth that the people had fundamental rights granted by nature, rights that government could not abrogate, rights which government was bound to protect. The framers of the Constitution accepted all that. It had justified their own Revolution. However, many of them did not believe that it pertained to republican government. After all, the government’s power lay with the people. Why, they asked, would the people need to be protected against themselves? The Federalists had promised to add a bill of rights to the Constitution by way of amendment. However, there was nothing hold-ing them to the promise. They might simply have forgotten about it. But this would be reckoning without Congressman James Madison of Virginia, a man who did not take campaign promises lightly. Madison believed that a bill of rights might indeed be necessary, even in a re-publican government. For, in spite of all the carefully contrived consti-tutional mechanisms, unpopular minorities might still be exposed and vulnerable. What would stop a fear-driven Congress from eliminating jury trial for accused spies, or denying aliens right of counsel? Madison volunteered to chair a committee to draft the amendments in ques-tion, and soon he was soliciting proposals from the states. The Bill of Rights, comprised of ten amendments, was added to the US Constitu-tion in 1789. Madison’s strategy was to draft his document in careful legal language, trusting that judges of the land would see to its sane, mod-erate, and wise enforcement. He wanted to create a bill of rights that could stand up in court. This was no easy assignment. In drafting legal documents, one must make a fundamental choice in the kind of lan-guage to use. Broad, general, or abstract language might have rhetorical value, but it is difficult to apply to cases.

66

English 301

Madison understood that natural rights had always been con-ceived in that way, which was the essence of the problem. Madison’s strategy was to define the rights narrowly and con-cretely. That is why the proposed amendments addressed specific diffi-culties that Americans had encountered before rather than the general woes of mankind. Some of the rights protected by the Bill of Rights are the right to keep and bear arms, security from unreasonable searches and seizures and compensation for property taken by the state. In ad-dition to these, In the Fifth to Eighth Amendments Madison included a list of procedural guarantees for those accused of crimes. Since most of these protections were found in the English common law, they, too, could be described by coded references. These amendments included everything from grand jury indictment, to trial by jury, to the right of counsel, to reasonable standards of punishment.

Scanning Questions1. What is the purpose of a bill of rights? 2. Who was in charge of the committee that drafted the bill of rights?3. What state was he from? 4. Why did James Madison think a bill of rights was necessary? 5. Where did the ideas for the amendments in the bill of rights come from?6. Why was concrete, rather than general, language used for the Bill of Rights.

Discussion Questions1. Does your country’s government have any important founding documents like the Constitution or Bill of Rights? What do you know about them?

Expansion1. In addition to the ten amendments that became the Bill of Rights, two other articles were proposed that were not ratified by the states. Find out what these articles where and prepare a brief presentation on them including whether or not you think they should have been included in the original Bill of Rights.

Lesson 16: The Bill of Rights

67


Vocabularyto respect 尊重するto prohibit 禁止するpress 新聞、雑誌などの出版物to petition （～を求める、反対する）請願redress （不正、間違いなどの）矯正grievances 不満militia 市民軍、義勇軍、国民軍to infringe 破る、侵害するto be quartered 留めてもらうto prescribe 規定するeffects 手回り品oath 宣誓affirmation 断言capital 重要、死刑infamous 悪名の高いoffense 違反to compel 強いるcriminal 犯罪のwitness 証人to deprive 奪い取るprosecution 起訴impartial 公平to ascertain 確認するnature 性質to confront 直面するcompulsory 強制的なsuit 訴訟controversy 論争to exceed 超過するbail 保釈fine 罰金to impose 課する

68

English 301

cruel 残酷なto inflict 加えるenumeration 列挙、目録、一覧to construe 解釈するto deny 否定するto disparage 軽蔑する、軽んじるto retain 保つ


exceed criminal witness controversy compulsory fine deprive petition prohibit cruel impartial

1. Emily was given a speeding ticket because her driving ___________ the speed limit of 25 miles per hour.2. The judge sentenced the _____________ to ten years in jail.3. The entire courtroom fell silent as the _________ stood to testify.4. In America, there is a lot of ___________ and debate over the issue of gun control.5. In the United States, education is __________ until after high school.6. Lisa had to pay a fifty dollar __________ for parking in the wrong spot.7. The students wrote a ________ asking the teacher to change the day of the test, but he refused to listen.8. John and Sally could not agree whose point it was, so they decided to ask an __________observer.9. The mother chose to _________ herself of the last bit of food so that she could feed her child.10. Can’t you read that sign? There is no smoking in this school; it’s prohib-ited.11. It would be __________ to forget to feed your dog for a week.

The Bill of RightsAmendment I “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to peti-tion the government for a redress of grievances.”


69

The First Amendment gives citizens freedom of religion and speech. It also allows them to protest when their rights are infringed.Amendment II “A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.” The Second Amendment gives people the right to a militia.

Amendment III “No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.” The Third Amendment protects citizens so that the army does not take control of their property.

Amendment IV “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. “ The Fourth Amendment requires police officers to have a warrant in order to search citizens’ property.

Amendment V No person shall be held to answer for a capital, or otherwise infa-mous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be com-pelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. “ The Fifth Amendment grants important rights to people who are accused of crimes. It also guarantees citizens that the government cannot take their property without paying them for it.

Amendment VI “In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previ-ously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compul-sory process for witnesses in his favor, and to have the assistance of counsel for his defense.”

70

English 301

The Sixth Amendment includes more rights for people accused of crimes, including the right to a jury trial and the right to an attorney.

Amendment VII “In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.” The Seventh Amendment provides the right to a jury trial and other important rights to civil cases involving more than $20.

Amendment VIII “Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. “ The Eighth Amendment guarantees that all bail must be reasonable and protects people from cruel punishments like torture.

Amendment IX “The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.” The Ninth Amendment prevents people from using some of the rights granted by the Bill of Rights and the Constitution to limit other rights.

Amendment X “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.” The Tenth Amendment gives the states all the powers which are ei-ther not specifically given to the federal government or taken from the states by the Constitution.

Comprehension Questions

1. Choose a key word or phrase to summarize each of the ten amendments included in the Bill of Rights. Be prepared to explain why you choose that word.

Discussion Questions

1. Which sections of the Bill of Rights do you think are the most important?2. If you were to author a bill of rights, what would you include? Would you add to the US bill? Would you take something out of it? Would you clarify anything?


71

Activities

1. Draft a mock bill of rights as a class. Use the same format as the US Bill of Rights, and come up with a short list of rights to include.

72

English 301

Lesson 17: Abraham Lincoln

Vocabularycrisis 危機centrist 中道主義者candidate 候補者markedly 著しくnominee 被任命者party 党undoubtedly 確実にrepugnant 矛盾した、不快なvote 投票spectrum スペクトルto garner 獲得するelectoral 選挙populous 人口稠密extraordinary 異常to overcome 克服されるwidespread 広まったopposition 反対general 将官foreign 外国pervasive 広範囲な、普及するracism 人種的優越感breakup 破壊perseverance 忍耐miraculous 奇跡的

Lesson 17: Abraham Lincoln

73

Vocabulary ExercisesFill in the blanks in the sentences below using words from the vocabu-lary list. You may need to change the forms of verbs.

populous crisis candidate voteopposition overcome general foreignwidespread racism

1. In a democracy, people _______ to pick their leaders.2. The political ___________ stood in front of potential voters to ask for their support.3. The flu had become so __________ that almost everyone was sick.4. After winning many medals for his military service, the old ________ decided to retire.5. It was a family ________ when Henry’s dad lost his job.6. Elise faced _________ from her neighbors because she was a differ-ent ethnicity.7. The nation became so ________ that it was hard to find a place to live. There were already people living everywhere.8. Since Mr. Elliot was the only one running for mayor, he was elected with no ___________.9. After being sick for years, Anna finally __________ the disease.10. The boat was flying a flag from a different, _________ country.

Abraham Lincoln The political system proved unable to solve the slavery crisis by compromise. The election of 1860 was the most divided and least centrist election in American history. Instead of two candidates with middle-of-the road positions, the election brought forward candidates representing markedly different views about slavery and its expansion westward. Abraham Lincoln was the nominee of the growing Repub-lican Party. Lincoln said he did not believe the nation could exist half slave and half free. While that statement was undoubtedly true, it was also a statement that was repugnant to Southern slaveholders. South-ern Democrats supported John Breckinridge of Kentucky, running on an extreme proslavery platform.

74

English 301

Though most people today would strongly support the position of Lincoln, his position and the position of Breckinridge represented the extremes of the day. Because votes were so regionalized, the can-didates at the ends of the spectrum garnered the most electoral votes. Since Lincoln was the regional candidate of the more populous North, he became president. Lincoln was the most extraordinary man to assume the presi-dency since George Washington. Lincoln overcame widespread opposi-tion to war, generals unwilling to fight, foreign support for the South, and pervasive northern racism to wage a terrible war, free the slaves, and maintain the Union. It is difficult to measure the importance of a single individual on history, but it is not difficult to imagine the breakup of the Union without Lincoln as president. Lincoln’s persever-ance in the face of so many challenges was miraculous.

Scanning Questions1. Who ran against Lincoln in the election of 1860?2. How was the Presidential election of 1860 different from most mod-ern elections?3. Which part of the US had more people during the Civil War pe-riod.

Discussion Questions1. Many historians believe that Lincoln suffered from what we now call depression. Some feel that this was actually an important aspect of his character and helped to make him the great leader that he was. Can you think of other examples of people throughout history whose struggles helped to make them great?

Expansion1. Lincoln’s Gettysburg Address is one of the most famous speeches in American history. Research the Gettysburg Address and prepare a brief presentation about its history, meaning and significance.2. Gettysburg Address is one of the most famous speeches in American history. Memorize the Gettysburg address and recite it for the class.

Lesson 18: Civil War

75


Vocabularyconfederate 南部連邦のemancipation 解放insurrection 反乱conclude 完了to estimate 見積もるvexing 煩わしいto resolve 解決するslavery 奴隷（制度）federalism 連邦主義institution 制度、慣例、施設to abolish 廃止するabolitionist （奴隷制度）廃止論者crusade 改革運動competition 競争development 開発、（状況を進展させる）出来事、変化alarm 警報derive 得なさいcritics 評論家expression 表現conflict 対立interpretation 解釈slaveholder 奴隷所有者catalyst 触媒


Competition Conflict Catalyst Abolish Slaveholder Resolve Estimate Vexing Insurrection Conclude

1. Kimberly wanted to have her painting displayed in the art show, but the ___________ was too tough.

76

English 301

2. When Andrew’s science experiment didn’t work, he ___________ that his hypothesis was wrong.3. peasants rose up in ___________ against their wealthy rulers.4. I ___________ that by the end of the year I will have earned $2000 from my part-time job.5. This homework problem is so __________. I can’t figure it out no matter what I do.6. The __________ between my two younger brothers will never end as long as they share a room.7. The lit match was the __________ that started a huge forest fire.8. The _____________ kept hundreds of slaves on his plantation.9. As much as students dislike homework, teachers will never ___________ it.10. When I found a friend to talk to my landlord, my problem was finally ___________.

Civil War The bloodiest day in American history was in September, not Sep-tember 11, 2001, but September 17, 1862. Fresh from victory at the second battle at Manassas, Virginia, General Robert E. Lee decided to take the 40,000-man Confederate Army of Northern Virginia, north into Maryland to force US President Abraham Lincoln to seek peace with the Confederacy. September 17, 1862 was known as the battle of Antietam in the North and the battle of Sharpsburg in the South. Neither side really won that day but Lincoln felt good enough about the result to issue his Emancipa-tion Proclamation, which freed slaves in the areas of insurrection. In Ameri-can history, no battle fought on a single day has ever concluded with such devastating results—an estimated 3,650 dead and over 17,000 wounded. For comparison, there were only 2,510 dead and wounded at Omaha and Utah beaches on D-day during World War II. Antietam was but one battle in a war stretching over four years and costing over 600,000 lives. In every city, town, and village, there were men with an arm, a leg, or an eye missing. This was the worst kind of war, a civil war with horrific losses. It still seizes America’s imagination and raises significant questions. What caused this bloody con-flict? How could it have come to this, just seventy-five years after a beginning with so much promise? Every political act in a democracy involves compromise, and the Con-stitution was a political act. In an effort to reach agreement, the Founders left two vexing issues to be resolved by future generations: slavery and federalism.


77

Slavery had been an accepted part of society throughout most of hu-man history. Even John Locke had defended the institution of slavery. By the time of the American Revolution, however, society was beginning to question morality of this familiar institution. By the 1830s the movement against slav-ery had grown into an abolitionist crusade. The abolitionists did not attract wide support until the 1850s, when they succeeded in attracting the support of laborers and farmers. The laborers were afraid of competition from slavery. The farmers were interested in keeping the land to the west free of slavery. Southerners viewed the developments with increasing alarm, since about a third of their income derived from slavery. The confrontation between slavery and its critics represented the greatest crisis the United States had faced to that time. The political expression of this conflict centered on interpretation of the rights of the states and the rights of slaveholders. Though slavery may have been the immediate catalyst of the conflict, the underlying political question was about the sovereignty of the states in relation to the sovereignty of the national government.

Scanning Questions1. Did more people die at the Battle of Antietam during the Civil War or on D-Day in World War II?2. Why did the Founders leave the issue of slavery out of the Constitution?3. When did the abolition movement gain wide support in the US?

Comprehension Questions1. Why were the southern states so opposed to freeing the slaves?2. What was the issue behind the fight over federalism?

Discussion Questions1. What do you think would have happened if the South had won the war?2. Can you think of any modern nations that have struggled with similar is-sues?

Expansion1. Slavery has been prevalent at different times in different countries through-out the world’s history. Choose several countries and research the history of slavery there. Write a short essay comparing the experience of these other countries with the US.

78

English 301

Lesson 19: Immigration and Migration

Before reading the story or looking up the vocabulary words, read the follow-ing sentences. Pay close attention to the words in bold font. Try and guess the meaning of each word based on its context in the sentence. Write down what you think the word means.

DoubleOver the course of a year, the money in Elise’s bank account doubled.I have two cookies, so if you give me two more, my cookies will have doubled.

SparselyOut in the desert nothing grew except a few withered shrubs scattered sparsely across the plain.The apartment was sparsely decorated with a few small pictures hung along the walls.

DrawThe bright light outside the store always draws insects to it.The popular speaker drew a large audience to the lecture.

ImpoverishedThe impoverished children never had new clothes or enough food to eat.Ever since Elaine’s father lost his job, her family had been impoverished.

SwarmThe bees swarmed around the sweet-smelling flowers.The fan group swarmed the celebrities as they left the stage.

RestrictBill’s mother finally had to restrict the amount of time he could spend on the computer.This area is restricted to people who work here.


79

SurgeThe ocean waves surged against the cliffs.The waiting customers surged into the store for it’s opening sale.

Now look up the words. Was your definition correct? Was it close? Write the correct definition on the second line for each word.

Now write two sentences for each vocabulary word.

Vocabularysurge 波、サージto double 二倍にするland mass 陸の大きさsizable かなり大きいto covet 切望するsprawling 不規則に広がることsparsely まばらにinhabitants 住民immigration 移住gate 門、ゲートScandinavians スカンジナビア人burgeoning 新興のmill 製造所packing plant パッキング製造所to boom 繁茂する、繁栄する、栄えるto draw 引き付けるimpoverished 困窮したsense of oneness 統一の意識to strain 緊張するto swarm 群がるhorde 大群nativism 排外主義persecution 迫害radically 根本的にto restrict 制限するmerely ただ（の）ethnic 民族bane 破滅の根源

accommodation 調節収容

80

English 301

Immigration and Migration At the close of the Revolution, there was a surge of movement toward the west. Americans pushed through the Appalachian Mountains and into the Mississippi and Ohio Valleys. By the 1830s Americans were crossing the “Great American Desert,” as the Mountain West was then called, and into Oregon and California. Jefferson’s Louisiana Purchase nearly doubled the land mass of the United States, and the Mexican Cession, at the close of the Mexican War in 1848, added another sizable chunk, including coveted California. A sprawling nation, sparsely populated, undergoing significant economic growth, cried out for new inhabitants. Natural increase could never have met demand, nor could immigration from northern Europe or the British Isles, America’s traditional sources. Gradually, Americans decided to open their gates to peoples who were unlike themselves in significant ways. Beginning in the 1820s and 1830s Palatine Germans and ordinary Irish (as opposed to the Scots-Irish of earlier times) began arriving in large numbers. Many of these groups were Catholic. The Germans headed for the upper reaches of the Mississippi Valley where they were joined by Scandina-vians. Most of them took up farming where they substantially changed the tenor of life. The growth of American industry after the Civil War attracted a so-called “new immigration” of workers for the burgeoning mills and packing plants. The new immigrants came from southern Europe (Greece, Portugal, Italy), and Eastern Europe (Poland, Hungary, Ukraine, the Balkans, Russia). Many of the new immigrants were also Catholic, but others were Greek and Russian Orthodox, as well as Jewish. Almost all of them crowded into the booming industrial cities of the Midwest. Chinese and Japanese were drawn toward the Pacific Coast. The Chinese came first with the California Gold Rush, then later to build the transcontinental railroad. Many Japanese took up farming. Around the turn of the twentieth century, there began a sizable influx of Hispanics, mostly from Mexico, but from Central America as well, spreading northward across the borders of Texas, New Mexico, Arizona, and California. As these areas developed labor-intensive agriculture, the demand for such immigrants steadily increased. Hispanics also arrived in Florida from Cuba in the Caribbean. After the Spanish-American War in 1898, Puerto Ricans also began immigrating. In the twentieth century, African Americans left the South in large numbers, attracted by industrial jobs in the North. During the Great Depres-sion, impoverished farmers left the “dust bowl” (Oklahoma, Kansas, Arkansas) for California and the West, competing with Hispanics for agricultural work.


81

All these movements created individual opportunity, but they also created stress. The American sense of oneness, which was never very strong, was strained by the “swarming horde of foreigners,” many of them with marked religious and cultural differences. Periodic waves of “nativism” broke out, subjecting the new arrivals to various forms of persecution and proclaim-ing that America was for Americans. The situation eventually resulted in legislation to radically restrict immigration. While some of the difficulty was merely cultural, some was also racial and ethnic, and could never be melted away in the American “melting pot.” Racism, which was destined to be America’s particular bane, grew side by side with the partial accommodation of foreign immigrants.

True or False1. The territory of the United States grew after the end of the Revolutionary War.2. California was originally viewed as worthless territory.

Comprehension Questions1. Where did the first immigrants come from?2. What attracted the Asian immigrants to the West, instead of the East?

Discussion Questions1. Why do you think America was such an attractive place to2. Why did the immigrants tended to gather in concentrated groups?3. What causes racism? Is it simply differences in appearance?

82

English 301

Lesson 20: Education

Vocabulary ExercisesBefore reading the story or looking up the vocabulary words, read the follow-ing sentences, paying close attention to the words in bold. Try and guess the meaning of each word based on its context in the sentence. Write down what you think the word means.

Priority When you have so many responsibilities that you don’t have time to do everything you need to, you must first do what has the highest priority. Priority: _______ Factory There was a problem at the factory that affected production, so the stores were out of stock of this item for several weeks. Factory: _______ Roots Although though today’s hip hop music may be a unique genre, it has roots in reggae, jazz, and rock. Roots: _______ Attendance Because attendance was so low at the activities, they decided to cancel all of the activities in the future. Attendance: _______ Segregate When Abigail’s grandmother was young, buses were segregated so black people had to sit in the back of the bus while white people sat in the front of the bus. Segregate: _______ Values Latter-Day Saints and other Christians share the same values of reverence for God, forgiveness of others, and unconditional love. Values: _______


83

Undermine By constantly disrupting the class and encouraging other students to also rebel, the student undermined the teacher’s authority. Undermine: _______ Humanities He is interested in studying the Humanities, such as philosophy, English literature, and foreign languages. Humanities: _______ Engineering I want to study engineering at school so that I can work as an engineer and develop new automobile technology. Engineering: _______ Fault When Christ said, “Judge not lest ye be judged,” he meant that we should not find fault in others because we each have faults as well. Fault: _______

Now look up the words. Was your definition correct? Was it close? Write the correct definition on the second line for each word. Priority: _______ Factory: _______ Roots: _______ Attendance: _______ Segregate: _______ Values: _______ Undermine: _______ Humanities: _______ Engineering: _______ Fault: _______

Now write two sentences for each vocabulary word.Decide: __________________________________________ __________________________________________________ Factory: __________________________________________ ________________________________________________

84

English 301

Roots: ___________________________________________ ________________________________________________ Attendance: ______________________________________ __________________________________________________ Segregate: ________________________________________ __________________________________________________ Values: __________________________________________ __________________________________________________ Undermine: ______________________________________ __________________________________________________ Humanities: ______________________________________ __________________________________________________ Engineering: ______________________________________ __________________________________________________ Fault: ___________________________________________ __________________________________________________

Vocabularyto flourish 繁茂する、繁栄する、栄えるpriority 優先順位roots 根industrial 産業to transform 変形させるfactory 工場corporation 株式会社craftsman 職人clerical staff 事務職員management 管理workforce 労働力attendance 出席leveler 水平（平等）にするexcel 勝りなさいto absorb 吸収する


85

values 価値segregate 分離されたものbarrier 障壁steel 鋼鉄assembly line 一貫作業fulfilling 達成trade school 貿易学校technical school 技術学校engineering 工学accounting 会計agriculture 農業unconsciously 意識不明にtechnocracy 技術家主義to undermine 土台を侵食するto specialize 専門にするhumanities 人間性social science 社会科学fault 欠陥

Education Many of the Founders believed that education was the key to repub-lican happiness. Plans for a national university were seriously discussed at the Constitutional Convention and were strongly supported by George Wash-ington. Yet in reality, education in early America was anything but a given. Schools flourished in New England, but elsewhere children were only taught to read and write, along with elementary math skills, on a catch-as-catch-can basis. Reformers in the Age of Jackson made “the common school,” what we think of as a public elementary school today, a top priority. The public school system that we enjoy in modern times has its roots in the common school. Still, the system taught only basics, and certainly not to everyone. The demands of industrial society transformed American educa-tion in the early twentieth century. Factories and corporations needed skilled craftsmen with some knowledge of science, along with clerical staff for lower-level management. In short, companies needed a workforce with a high school education. In the twentieth century, high school attendance and graduation exploded. Public education became the great leveler. Poor kids read the same textbooks as rich ones and were given similar opportunities to excel. Im-migrant children, while learning to read and write, also absorbed American speech, American manners and American values. This aspect of the educa-tional process did not escape political notice. It was no accident, for example,

86

English 301

that Asian children were segregated from their Caucasian cousins early in the twentieth century, or that “separate but equal” schooling for non-white chil-dren became a hard and fast rule throughout the South. Some barriers, said those resisting change, were too useful to tear down. Children with better learning and skill development made much more productive workers in the steel plants or on the assembly lines. Yet they were also the first to find such work unfulfilling. Beginning in the 1920s, an ever greater number of them wanted to go on to college, or to trade or technical schools after high school, where they could study engineering, accounting, business management, agricultural science, medicine, and law. Unconsciously, they were laying the foundations of a technocratic society that was to emerge after the world wars. Yet, ironically, advanced education undermined technocracy as well. Students who specialized in humanities and the social sciences, for example, came to have their own view of the world and the way it worked, especially after World War II. They took a harder look at American ideas, assumptions, and values than any generation before them and found fault in much of what they saw. Students began raising fundamental questions about racism, discrimination, and America’s changing role in the world.

Scanning QuestionsTrue or False1. Public education was an important part of the new United Statesbeginning.2. Industry preferred uneducated workers.3. The workers who preferred industrial jobs were uneducated.

Comprehension Questions1. What was “the common school?”2. Why did more people start going to college?

Discussion Questions1. What causes racism? Is it simply differences in appearance?2. Why were uneducated workers more willing to work in factories?3. Why did some people want to prevent minorities from going to school?4. How does a society change when the people become more educated?

Lesson 21: Populism and Progressivism: Reactions to Concentrated Power

87

Lesson 21: Populism and Progressivism: Reactions toConcentrated Power

Vocabularymistrust 不信を抱く、不信to supervise 監督する、管理するout of control 無秩序の、乱れた、したい放題にやるgigantic 巨大なbureaucracy 官僚政治rural 田舎の、小規模のphenomenon 現象conclude 締結する、（考えなどを）結ぶto blame 背める、非難するcurrency 通貨deflation デフレーション（価値の下落）freight 貨物、運送rates 価格、率produce 農産物disgruntled むっとしたsocialism 社会主義to nationalize 国有にするmount とりあげる、登るnostalgia 郷愁、ノスタルジアcutting-edge 最先端intellectual 知的editor 編集者to refine 精製するto evolve 展開させるto perceive 感知するhaphazard 偶然efficiency 効率hazards 危険expectant mother 妊婦to conserve 節約するnatural resource 天然資源

88

English 301

Vocabulary Exercise Fill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs. nostalgia evolve supervise out of control conclude blame disgruntled currency bureaucracy gigantic perceive 1. The store manager gave the ____________________ customer a discount in order to make up for the customer’s dissatisfaction with a store employee. 2. From the evidence they gathered, the police detectives ____________________ that the murderer was the jealous ex-boyfriend. 3. If you do not have American ____________________ when you are visit-ing, you could use traveler’s checks or a credit card to purchase things. 4. Compared to the tiny mouse, the elephant looked ____________________. 5. Your spending is ____________________: if you do not budget your money you will go into debt. 6. Do not be so quick to ____________________ others for the mistake when you may also be at fault. 7. The boy is too young to use the stove by himself, so his mother must ____________________ him while he cooks scrambles eggs. 8. When he went to the park with his grandson, the grandfather felt ____________________ for when he was a young boy. 9. Because languages ____________________ over time, books or songs from just thirty years ago may be outdated. 10. From the look on her mother’s face she could ____________________ that her mother was surprised to hear that she was pregnant. 11. Small town farmers suffer when the agricultural ____________________ prohibit them from making capital by red tape and regulations.

Populism and Progressivism: Reactions to Concentrated Power Americans have typically mistrusted large organizations. After all, in colonial times their own organizations, including businesses and town or colony governments, were small and easy to supervise. The only large organi-zation they knew, the British Empire, seemed out of control. After Americans had fought their Revolution, they wanted nothing further to do with gigantic bureaucracies. Indeed, it was only with the greatest difficulty that they could be persuaded to adopt the federal Constitution.

Lesson 21: Populism and Progressivism: Reactions to Concentrated Power

89

One way in which this mistrust of large organizations manifested itself was with the growth of populism. Populism is a political philosophy that became important in the US in the 1880s and 1890s. It was centered in the South and Midwest, and was essentially a rural phenomenon. As Populists analyzed their difficulties, they concluded that the blame essentially lay with two kinds of powerful private organizations: banks and railroads. Populists blamed the banks for currency deflation and falling prices. They had to pay back their loans with money that was harder and harder to come by. They blamed the railroads for monopolistic freight rates that drove the prices of farmers’ produce downward. Eventually, the rural Populists were joined by disgruntled factory workers and populism spread to the cities. Influenced by the increasing popularity of socialism, Populists pro-posed that banks and railroads be nationalized and operated by the federal government. Populists won many state and local elections in the South and Midwest. A second and rather different response to the problem of private power was mounted by the Progressive movement. Progressivism was an urban phenomenon and much different in character than Populism. Where the Populists had looked backward nostalgically, Progressives looked hope-fully to the future, which they thought would bring progress. The movement was filled with cutting-edge intellectuals, crusading editors, and people with clipboards and stopwatches. Progressivism was heavily influenced by the ideas of Charles Darwin, especially as these had been refined and applied to society by Herbert Spencer and others. Society, like everything else, said the Social Darwinists, was in a state of constant change and development, evolving into ever higher and more complex forms. What was perceived as social or political problems were simply the strains of evolutionary progress. The issue for the Progressives, then, was whether evolution would be random and haphazard or intelligently guided. There were Progressives in every part of the country and in every level of government. There were Progressives in both national parties. Theo-dore Roosevelt was the great Republican Progressive and Woodrow Wilson was the great Democratic Progressive. Progressives addressed themselves to all kinds of problems, from cleaning up city slums to increasing the efficiency of schools, from reducing hazards in the workplace to providing better care for expectant mothers, from conserving natural resources to designing an im-proved banking system. But their main struggle was with private power, with the trusts on one hand and political machines on the other. Progressives saw both evils essentially as wrong turns in the evolution-ary process. They had evolved from something simpler and would in turn evolve into something more complex. The point was to see if the something more complex could also be made better.

90

English 301

Scanning Questions1. How do Americans typically feel about large organizations?2. Why did early Americans fear large organizations?3. What problem were both Populists and Progressives worried about?4. What political/social movement was influenced by the ideas of Charles 35. How did the Populists want to solve the problem of public power?6. How did the Progressives want to solve the problem? Darwin?

Discussion Questions1. Which do you think is more dangerous, organizations with too much pub-lic or private power?2. How does the problem of private power relate with the idea of economic competition?3. Considering what Adam Smith and other economists teach about econom-ics, do you think private power is a problem or not?4. How would you try to solve the problem? Do you agree more Populists or with the Progressives, or neither?

Expansion1. Some of the political changes proposed by Progressives include the refer-endum, initiative and recall. Does Japan have any similar practices? Research these practices and prepare a brief presentation on them.

Lesson 22: American Dream, American Nightmare: The Great Depression

91


Vocabularyprosperity 繁栄malady 弊害、疾病agency 代理業務の会社commerce 商業、通称commission 企業、委任、任務Federal Reserve 連邦準備制度dizzy 眩暈がするようなto decline 低下するstock market 株式市場to burst 暴騰する、破裂する、割れるinterest 利子to withdraw 引き出すdisruption 崩壊、崩落inexplicable 不可解な、説明不可能なcapacity 容量、適応性to spiral downward らせん状に降下するunemployment 失業recession 不景気consumer 消費者depression 不況abruptly 不意に、突然にnightmare 悪夢、ナイトメア

92

English 301

Vocabulary ExerciseFill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs.

Prosperity Nightmare Stock market Decline Unemployment Consumer Abruptly Withdraw Disruption Capacity Agency Malady Recession

1. The doctors still couldn’t diagnose her ____________________, so she remained in the hospital for another week. 2. Because he tried to turn too ____________________, he skidded out of control and crashed into the curb. 3. The child woke up crying in the middle of the night because he had a ____________________, which the mother said it was the father’s fault, since he allowed the child to watch a horror movie earlier that evening. 4. It was not within the stubborn old man’s ____________________ to admit that he was wrong, but his children forgave him anyway. 5. We are all hoping for a ____________________ in gas prices soon, be-cause many of us cannot afford such high gas prices. 6. The girl brought her puppy to school for show and tell, but it ended up be-ing such a ____________________ to the class that she had to send it home with her mother before time for show and tell. 7. Once he got to the field, he realized that he was too unprepared to compete against the other players and he knew that he would have to ____________________ from the game. 8. During the time of ____________________, my family lived comfort-ably, but now that we are in a ____________________, we have to live more frugally. 9. I work as a stockbroker, so I sell and buy trades on the ___________________. 10. If the economy does not improve, ____________________ rates might continue to rise, leaving more and more people without jobs. 11. When more ____________________ want to buy a product, demands goes up, and prices go down. 12. The United States Food and Drug Administration is the governmental ____________________ that regulate food products that may be released.


93

American Dream, American Nightmare: The Great Depression The prosperity of the 1920s created a widespread confidence that market maladies had been overcome. Agencies such as the Interstate Com-merce Commission supervised big business. Banking was now under the watchful eye of the Federal Reserve System. Real income marched steadily upward. The stock market soared to dizzying new heights. The American Dream was becoming a reality for millions. But in 1929 there were signs that the rapid growth of the 1920’s was coming to an end. Agriculture had not shared in the prosperity of the twenties. Many farmers were struggling and some were losing their farms. In the summer of 1929, industrial production began to decline. Then on October 29, 1929 the stock market crashed. The day became known as Black Tuesday. The bubble in stock prices burst. Gen-eral Motors stock, which had sold for $139 in 1928, was worth only $36 in November 1929. In 1930, the bad economic news shifted to banks. Banks make mon-ey by loaning out deposits and collecting interest on the loans. Everything works unless depositors all want their money at the same time. If depositors are fearful that the bank cannot make good on deposits, they immediately try to withdraw their money. When most of the depositors of a bank try to with-draw their funds at the same time it is called a bank run. Faced with a run, a bank is likely to shut its doors or stop paying out funds to depositors. The decline in stock prices put pressure on banks and raised concerns about the stability of banks. In 1930, banks began to fail and shut their doors. As banks failed, the money supply of the economy fell and more economic disruption followed. Inexplicably, the Federal Reserve, with both the responsibility and the capacity to stop the bank failures and control the money supply, failed to do so. The economy continued to spiral downward. Unemployment was 3.2 percent in 1929, 8.7 percent in 1930, 15.9 percent in 1931, 23.6 percent in 1932, and 24.9 percent in 1933 before beginning a slow improvement. A recession in 1929 combined with the bank failures of the 1930s and the total loss of consumer confidence created the Great Depression. The American dream changed abruptly to an American nightmare.

94

English 301

Scanning Questions1. Name two government agencies mentioned in the passage. What industries were they responsible for overseeing?2. What were the danger signs leading up to the Great Depression?3. What is a bank run?4. In what year of the Great Depression was unemployment highest?

Discussion Questions1. How would you stop a bank run?2. Has Japan ever faced a situation similar to the Great Depression? When was it? What were the causes? What was life like at that time?3. Do you think economic downturns are inevitable? Why or why not?

Expansion1. Research the causes of the Great Depression and write a short essay about them.2. Japan’s economy did relatively well during the Great Depression compared to many other countries. Research the reasons for this and prepare a presenta-tion about this topic.

Lesson 23: Government and Economy Since the Great Depression

95


Vocabularyto pledge 誓約するconnotation 言外の意味corrupt 不正deal 取り引きamount to に等しいcapitalism 資本主義desperation 絶望、破れかぶれimpact 影響to mobilize 動員するarmament 兵器profound 深遠glitch 故障to eliminate 除去するto mitigate 軽減するgradually 次第にcynical 冷笑的superior 優秀administration 管理to accelerate 加速するwatchword 合い言葉airline 航空会社media 媒体、マスメディア、マスコミto provoke 誘発するadvocate 支持者entrepreneur 企業家to innovate 革新するakin to と同類fault 欠陥blind spot 盲点lapse 経過

96

English 301

paper over 覆い隠す、取り繕う、~の上に紙を張るvoting booth 〔選挙の〕投票ブースsoul 精神

Vocabulary ExerciseFill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verbs.

corrupt deal capitalism desperation eliminate gradually cynical media impact advocate profound mitigate 1. Some ways to ____________________ stress from your life are to keep a detailed planner, make less commitments, and to take care of your body by eating healthy and exercising. 2. The man who was stranded in the Arctic, in a final act of ____________________, killed his dog to keep warm. 3. At first she thought her roommate was annoying but over time she ____________________ learned to love her. 4. The ____________________ is an important source of information about current events and politics, but it can also be a source of mindless entertain-ment. 5. He couldn’t afford to pay for all the damages he made on his dad’s car, so they struck a ____________________: he would do yardwork and other chores for a year and his dad would pay for what his son could not afford. 6. The economic system of ____________________ allows for the American ideal of “pulling yourself up by the bootstraps,” or that anybody, even the poorest person, can make money and be successful. 7. After watching documentaries and reading books about the horors of the food and agricultural industries, I have become an ____________________ for veganism. 8. My sister and I are complete opposites: she holds a hopeful view of life, while I am very ____________________. 9. Do not trust anybody who works there — that company is ____________________ and will only rip you off. 10. What you said really made an ____________________ on me—I haven’t forgotten it after all these years. 11. Motherhood has affected her in ____________________ ways; she is a completely different, and better person now. 12. After the fight broke out in the hall between the two students, the teacher came and split them up then sat them both down in his office and attempted to mitigate the conflict.


97

Government and Economy Since the Great Depression Franklin Roosevelt pledged to offer the American people a “New Deal.” The term had interesting connotations. If life was a poker game that had somehow become corrupt, then calling back the cards and dealing them over again amounted to a kind of refounding—something like Lincoln’s “new birth of freedom.” Roosevelt, who was committed to both capitalism and democracy, probably had nothing so revolutionary in mind. But owing to the desperation of the situation, he found himself driven forward by events. His New Deal would impact the Founding as heavily as the Civil War had done. The New Deal involved new regulations and government involve-ment in many industries including banking, transportation and agriculture. The government also started many new programs intended to provide em-ployment and relief for those who had lost their jobs. The New Deal was followed by World War II, led by the same presi-dent and a Democratic congress. World War II required the full mobilization of the economy for the war effort. Government once again substituted for markets directing the economy. Government bureaucrats directed corpora-tions in their efforts to produce ships, planes, tanks, and other armaments. Markets had to take a backseat to war production. The New Deal and, to some degree, World War II changed the relationship between the federal government and the economy in profound ways. Before the New Deal, government did not take responsibility for the functioning of the market economy. After the New Deal, almost any serious glitch in the economy was open to debate and possible action by the federal government. Many politicians and policy makers thought they could elimi-nate or at least mitigate economic problems through government programs or regulation. After making a change, they didn’t always take the time needed to determine whether the government made the situation better or worse. As government grew after the Great Depression and World War II, Americans gradually became more cynical and questioning about government involvement in the economy. Leading intellectuals such as Milton Friedman argued that government intervention in the economy was nearly always mis-take, that the economic forces of the market were superior to mistake-prone government planners. In the late twentieth century, starting with Jimmy Carter’s administration, but accelerating in Ronald Reagan’s administration, deregulation was the watchword. Government pulled back in many areas such as airline pricing and regulation of the media. The Post Office, a government monopoly for two hundred years, faced heavy competition from FedEx and some people even began to call for economic competition in education in place of public schools.

98

English 301

However, neither side gained complete victory and the debate con-tinues to this day. Every economic issue provokes the old debate of markets versus planning. Many advocate government planning as a way to produce security and the right distribution of income or consumption. Others point to the efficiency of markets and the capacity of entrepreneurial energy to innovate and create new solutions. Health care and education are common battlegrounds, as is Social Security. No clear cut answer in sight. The promise of the market economy is closely akin to the promise of political democracy. Neither can guarantee the right answer in a given situ-ation. The best either can provide is what people themselves seem to value. If there are faults in the public character, blind spots, distortions or moral lapses, they cannot be papered over in the marketplace any more than in the voting booth. Both institutions reveal the human soul.

Scanning Questions1. Who was president during the New Deal?2. What are some industries that faced increasing regulation due to the New Deal?3. What two presidents are mentioned in association with deregulation?4. According to the passage, how are democracy and a market economy alike?

Comprehension Questions5. How did the New Deal change the relationship between the government and economy?6. How does the New Deal and other government policies compare with what Adam Smith and other economists teach about the economy?

Discussion Questions1. What do you think about the analogy “life is like a poker game”?2. What do you think about heavy government intervention in the economy?3. How are the problems with market economies and political democracies similar? What do both systems reveal about human nature?

Expansion1. One of the most famous New Deal programs was the Civilian Conserva-tion Corps, or CCC. Research this organization and prepare a short presenta-tion about it.

Lesson 24: The Search for Justice

99


Vocabularyproportionate 比例したcomplicated 複雑なaffiliation 加入burdened 負わせる、悩まされたharsh 粗い、不快なdiscrimination 差別property rights 所有権to ignore 無視するhazard 危険disadvantaged 不利な、恵まれないminer 抗夫tenant 借地人、借家人sweatshop 搾取工場to account for 包含するprison 刑務所convict 受刑者sentence 宣告、判決dire 恐ろしいto forbid 禁止される

Vocabulary ExerciseFill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verb

complicated harsh discrimination ignore hazard disadvantaged prison ac-count for forbid dire tenant burdened

1. He broke his leg in the middle of his training, which left him ____________________ in the race.2. After her sister drowned, she was ____________________ by the guilt that she could have done something to prevent it.

100

English 301

3. ____________________ is illegal in the workforce; no matter your gen-der, race, or handicap, you have the right to be treated fairly.4. Sending your child to bed without dinner seems like a ____________________ punishment for just accidentally dropping a plate.5. Because it is so difficult to navigate such a ____________________ legal system, I recommend that you hire a lawyer who has the training and experi-ence that you don’t.6. I ran out of money because I forgot to ____________________ how much I would need to spend on clothes shopping.7. I ____________________ her phone call because I did not want to talk to her.8. Do not leave any electrical appliances near the bathtub when you are tak-ing a bath because it is a safety ____________________.9. As soon as I saw his blood gushing and bones sticking out that he was in ____________________ need of a doctor.10. If your doctor ____________________ you to eat sugar, you should listen to him.11. Yesterday I saw the landlord kick out the tenant who never pays rent.12. Sometimes bankers who break the law are sent to ____________________ alongside murderers and drug dealers.

The Search for Justice The Founders believed that the Good Society must also be just to those who violate its laws, another concern borrowed from the ancient world. The Founders realized that standards of justice had changed radically over the centuries. The Founders hoped that in their own society, punishments would be reasonable, proportionate, and suited to the crime for which they were given. The Founders wanted no part of the “cruel and unusual” punishments that were common in Great Britain. The search for justice has also been complicated for women and mi-norities. One test for the rule of law is that the laws be general, applying to all persons regardless of race, gender, or religious affiliation. This is called “equal protection of the laws.” Equal protection was not the rule in Thomas Jeffer-son’s America —or even in Teddy Roosevelt’s. After the Civil War freed the slaves, African Americans in the south found themselves burdened with “Jim Crow laws,” some as harsh as the old slave regulations. They were restricted in buying and selling property, and in contracting for a job. In addition, they faced discrimination in housing, traveling, and using basic public services like buses. Other groups faced inequalities as well. Chinese, Japanese, Hispan-ics, and Native Americans all found themselves with fewer privileges than oth-


101

er citizens. Women in many states were subjected to a range of discriminatory laws, from control of their own property to custody of their own children. Equal protection of the laws was denied to others besides minorities. Union organizers and strike leaders had difficulties with the court system. Courts commonly looked after the property rights of factory owners while ignoring hazards faced by the strikers. Other legally disadvantaged groups included seamen, dockworkers, coal miners, tenant farmers, working women, and those who labored in the country’s ten thousand sweatshops. It was little wonder that ethnic minorities and the poor accounted for a sizable chunk of the US prison population. By the early twentieth cen-tury, those two groups accounted for almost two-thirds of all convicts serving time, partly because of the conditions they lived under and partly because of the way they were singled out. Comparisons of the sentences handed out to different groups for similar crimes left no doubt about the dire condition of criminal justice. It was for this reason that Congress passed the Fourteenth Amendment in 1868. The purpose of the amendment was to forbid discrimi-nation. No state could deny to any of its citizens the “privileges and immuni-ties,” “equal protection of the laws,” or “due process of law” due to others. Unfortunately, it only applied to male citizens. Women were not given the right to vote until the 19th amendment was passed in 1920.

Scanning Questions1. Is the idea that the Good Society should be fair to those who violate its laws a new idea or an old idea?2. What two US presidents are mentioned in this passage.3. In the Founders’ view, what are the characteristics on an appropriate pun-ishment for a crime?4. What is the name for the unfair laws that many southern states had for African Americans?5. In addition to African Americans, other minority groups were also discrim-inated against. List the ones mentioned in the passage.6. What Amendment gave women the right to vote in the US? When was it passed?

Discussion Questions1. Discrimination against minorities, women or other powerless groups has existed in many places throughout the history of the world. Why do you think this is? What can we do to end discrimination?2. Jim Crow laws were based on the concept of “separate but equal”. Do you think “separate but equal” is fair? Why or why not?

102

English 301

Expansion1.What does “justice” mean to you? Write a short essay describing what a just society is like.2. Read the quote below from a well-known online encyclopedia:“The racial composition of the US population as of 2008 was 79.79% White American, 12.84% African American, 4.45% Asian American, 1.01% American Indian or Alaska Native, 0.18% Native Hawaiian or Pacific Islander American, and 1.69% Multiracial American. 15.25% of the total US popula-tion identified their ethnicity as Hispanic.“The racial composition of the US prison and jail population as of 2008 was 33.44% White American, 40.21% African American, 20.29% Hispanic, and 6.06% Other (American Indian, Alaska Native, Asian American, Native Ha-waiian, Pacific Islander American, and Multiracial American).” Source: www.wikipedia.com,accessed 4/22/10. Do you think this is evidence that discrimination against minorities still ex-ists in the United States? Why or why not? Write a short essay defending your position.

Lesson 25: The Civil Rights Revolution

103


Vocabularyreluctant いやいやながらのcompliance 承諾to enroll 名簿に載せる、登録するto surround 囲むto be upheld 支えられるconfrontation 対立to give up 明け渡すpassenger 乗客boycott ボイコットto culminate 絶頂に達するto prohibit 禁止するfeminist 男女同権主義viewpoint 視点to red-line 拒否するheritage 相続財産puzzle 当惑、困惑antidote 解毒剤

Vocabulary ExerciseFill in the blanks in the sentences below using words from the vocabulary list. You may need to change the forms of verb

reluctant give up boycott culminate puzzle confrontation surround enroll viewpoint heritage compliance upheld

1. The work was so hard that I wanted to ____________________, but I pressed on.2. By refusing to go along with my friends to a party where I knew there would be drugs and alcohol, I feel like I ____________________ my own morals and integrity.

104

English 301

3. There are so many classes that I want to take, I don’t know which ones toenroll in for my first semester.4. It was a ____________________ as to why they could not get along; they seemed perfectly compatible yet they still fought incessantly.5. She was proud of her ____________________, and she shared her cul-tural traditions, holidays, and history with everyone who would humor her.6. From my ____________________, he was very rude, but if I knew more about the situation, my opinion might be different.7. I’m ____________________ to tell you the truth because I think it will hurt your feelings.8. It’s important to ____________________ yourself with positive, encour-aging friends when you are going through tough times.9. In order to avoid a confrontation, my roommates just didn’t speak to each other for a few weeks.10. If you do not support a company, you can boycott them by refusing to pay for their products.11. If I keep procrastinating on my homework, my workload will____________________ to an impossible task.12. If no one will give their ____________________ to following the rules, it will be mayhem!

The Civil Rights Revolution Many states, particularly in the South, were reluctant to enforce the Fourteenth Amendment. For many years they delayed compliance by claim-ing that the education and other services they provided to minorities were “separate but equal.” On May 17, 1954, in a case called Brown vs. Topeka Board of Education, the United States Supreme Court ruled that segregated schools were “inherently unequal.” In response to that decision, nine African-American students enrolled at Central High School, in Little Rock, Arkansas in September 1957. The governor of Arkansas, Orval Faubus, tried to prevent the students from entering the high school by ordering the Arkansas National Guard to surround it and keep them out. The President of the United States, Dwight D. Eisenhower, sent in the 101st Airborne Division of the United States Army to escort the students into the school. In that way, the ruling of the Supreme Court was upheld and enforced. Following the Supreme Court ruling but before the Little Rock con-frontation, another incident took place in the South which changed the lives of minorities the southern states. On December 1, 1955 a bus driver asked an African American woman named Rosa Parks to give up her seat to a white passenger. She refused. She was arrested and tried for disorderly conduct and


105

violating a local ordinance. The African American community responded by organizing the Montgomery Bus Boycott, which lasted 382 days. One of the organizers of boycott was a young minister by the name of Martin Lu-ther King, Jr. He became a voice for the civil rights movement which swept through the country. Segregationists responded to the bus boycott and other efforts to end discrimination with violence. Even so, they could not shut down the demand for equal rights. Following a massive march on Washington, which culmi-nated in Martin Luther King’s “I Have a Dream” speech, Congress passed a tough new Civil Rights Act. The Civil Rights Act did what the 14th Amend-ment had not. It prohibited discrimination based on race, color, religion, sex or national origin. A tough Voting Rights Act was passed next which finally cleared the way for millions of black Americans to vote for the first time. The success of the civil rights movement for African-Americans inspired other minorities and women to take up the cry for equal rights. The modern- day feminist movement was launched. Once again, the viewpoint of the Founders may be relevant here. While prizing justice, the Founders also prized liberty, and they often linked the two together, as in the famous closing line of the Pledge of Allegiance: with liberty and justice for all. For John Adams or Thomas Jefferson, the highroad to the just society was the free society. Make people truly free, as Abraham Lincoln observed, and justice tends to take care of itself. With that in mind, we may note that many of the barriers to justice in America have been barriers to freedom as well: schools that were closed to some children, businesses that refused some customers, agencies that red-lined some neigh-borhoods. Freedom as a heritage of the American Founding may provide an-other clue to the justice puzzle. At the beginning of the twenty-first century, Americans may recall that true freedom, and the responsibility that accom-panies it, can be an antidote to suspicion, mistrust, pettiness, and much else that divides us in the “culture wars.” By and large it is the un-free who sooner or later become the unjust.

Scanning Questions1. Where was Central High School?2. Why did Governor Faubus send the National Guard to Central High School? 3. Why did Rosa Parks get arrested?4. Where did the bus boycott take place?5. What was Martin Luther King Jr.’s occupation?

106

English 301

Comprehension Questions1. What is a boycott?2. What does the term “separate but equal” mean?3. What was the Brown vs. Topeka Board of Education case about?

Discussion Questions1. Why do you think it took so long for minorities to actually enjoy the same rights as Caucasians?2. How was the incident at Central High School in Little Rock an extension of the sovereignty battle between the federal and state governments?3. Who won that battle?4. Why do you think the enemies of Martin Luther King, Jr. responded with violence?5. How has the American Civil Rights movement influenced the way people express themselves politically?

Expansion1. Research the Little Rock Nine or Ruby Bridges. Prepare a brief presenta-tion on one of these stories.2. Listen to Martin Luther King’s “Dream” speech. Summarize the main points of the speech and prepare to recite a portion of the speech assigned to you by the teacher.3. What do you think would happen if the Israelites became wicked?4. How long do you think God will help the Israelites keep the Promised Land?

Activities1. Construct an approximate diagram of the Israelite’s travels starting with Abraham and continuing through Joshua.2. Pretend you are a soldier in the Israelite army. Write a series of brief journal entries for each day, starting from when you crossed the Jordan River until you conquered Jericho. Include what you were thinking as you simply marched around the city day after day, and also how you felt when the walls of the city suddenly fell down.3. We have read many stories about alters. What do you think an alter looks like? Draw a picture and explain, in English, why you think it would be built that way. Compare it with other alters your classmates draw

Documents

English 301 - Mikuni International College - みくに国際学 … to distinguished ancestors, grounding their rule in aristocracy (ancient Sparta). When kings, tyrants, dictators,