Upon completion of this lesson, students will be able to:
1. identify and categorize natural rights
2. analyze advantages and disadvantages of living under a government
3. trace the development of the theory of government as developed by John

• State of nature
• laws
• natural law
• rights
• responsibilities
• anarchy
• social contract
  (depending on the level for which this lesson is used, some terms may be eliminated if beyond or below the scope of the students’ ability and/or readiness)

• 6 sets of the "Win as Much as You Can" directions
• 6 score cards
• overhead transparency of the scorecard
• class set of "We the People…" level 1 books

      Review/Motivation:

1. Read page 15, "Problem Solving" activity together as an introduction.
2. In small groups, direct students to answer the three questions on the top of page 16.
   1. What are rights?
   2. List the rights you think you should have. Why do you think it is important to have these rights?
   3. Which rights, if any, seem most important? Why?
3. After students have answered these questions, ask for their responses.
4. Start a list of "rights" on an overhead or chalkboard.
5. As students give their responses, try to sort them into three categories (life, liberty, property)
6. Read together with the students the rest of page 16.
7. Ask students to label the columns of rights generated by the class (life, liberty, property.)
8. Ask students how they think these rights should be protected?
   • Can everyone do it himself or herself?
   • Do we really need government and laws? (Try to get the some students to argue both sides while you play the devil’s advocate.)
9. Leave the issue unresolved and tell the students that we are going to play a game that might help us answer the question.

      Activities:

1. Have students form groups of 5—7 people per group.
2. Each group should sit in a circle facing one another and the groups should be as far away from each other as possible.
3. Pass out a set of directions for "Win as Much as You Can" to each group.
4. Read the directions out loud to students.
5. Answer any questions they may have but be vague about the strategy. Emphasize that the name of the game is "Win as much as you can" and that students should simply follow directions."
6. Give students exactly 2 minutes to discuss their strategy and make their decisions.
7. Direct all students to "anti up".
8. Students then reveal their decisions to each other and record their scores o the score sheet.
9. Repeat this process 2—3 more times, each time making sure students keep a running tally of each group members’ score on the score sheet.
10. Instruct students to tally their scores and ask the score keeper to record them on the data sheet.

1. Ask the students their immediate reactions to the game. (They may mention that they thought everyone would be fair and honest and not everyone was, that is was difficult to win a lot of points because students wanted to win more for themselves, etc.)
2. Ask different students for their total points. Try to find the high scorers. Students with rather high scores will be in groups whose members all have lower scores.
3. Ask these students if they won. (they will think they did, because they scored the highest)
4. Now, ask the score keepers in each group to add up the team’s points and fill in the bottom of the scorecard with the total (marked by an *)
5. There should be more of an evening out of scores. The high scores will be offset by the negative scores of the other group members.
6. Display the score sheet for teachers on an overhead and fill in team scores.
7. The team with the highest should be the team whose members most consistently chose all "X"’s.
8. Reward this team for "Winning as much as they could."
9. At this point, there should be a lot of "I didn’t know that was strategy" etc. (Actually, you may have a group or two who figures out this strategy before the game ends. Allow these students to explain how they won so many points.)
10. Explain to the students that the "you" in the title of the game was referring to the group, not the individual.
11. Ask students how they would have played differently if they had know the meaning of the game from the beginning. (List some of these responses on the board/overhead. Try to elicit the moral of the game was to work together to protect everyone’s "property")

1. Refer students back to the lists of rights from the beginning of class.
2. Ask students, based on what they leaned from the game, if government is really necessary to protect our rights?
3. Read page 17 together. Use the cartoon to make an analogy between the state of nature and how the students played the game.

Based on what students were able to learn from the game, the Problem Solving activity on page 18 should either be a review or reinforcement. Allow students to complete the activity together. Use page 19 to check the student's responses.

Ask students to define the purpose of government in their own words. Read Page 20 together and compare student responses with the book’s definition. Be sure to read the caption under the picture about John Locke. Explain to students, that as they learned in the game, Locke believed that people would agree to give up some rights in order to have the most important rights protected. Ask students what they would give up individually in order for their group to win as much as they can. (Individual points for group points.)