Active learning ideas
The State and Social Contract Theory explores why we have governments and what makes their power 'legitimate.' Students compare the 'State of Nature' and 'Social Contract' theories of Hobbes (who saw life as 'nasty, brutish, and short'), Locke (who focused on property and rights), and Rousseau (who emphasized the 'general will'). This topic is the foundation of the Social and Political Philosophy strand (E1).
Activity 01
Students are 'stranded' on an island with no laws. In small groups, they must decide: Who gets the food? Who makes the rules? How do we punish rule-breakers? They then compare their 'Island Law' to Hobbes, Locke, or Rousseau.
Why do we need a government?
Activity 02
Pairs discuss: 'If the government fails to protect your rights, do you have the right to overthrow it?' They compare Locke's view (Yes) with Hobbes' view (No, because any government is better than none) and share their reasoning.
What is the basis of political authority?
Activity 03
Groups research the difference between a 'Social Contract' (surrendering rights for protection) and a 'Treaty' (a relationship between sovereign nations). They present how this distinction changes our understanding of Canadian political authority.
How much power should the state have over the individual?
A few notes on teaching this unit
Watch Out for These Misconceptions
The 'Social Contract' is a real piece of paper everyone signed.
It's a 'thought experiment' or a 'tacit' (implied) agreement. Active learning simulations where students 'act out' the benefits of having rules help them understand that the 'contract' is a logical justification for power, not a literal document.
Hobbes was just a 'mean' guy who liked dictators.
Hobbes was a 'realist' who lived through a bloody civil war. Using a 'State of Nature' simulation helps students feel the 'fear' Hobbes felt, making his preference for a strong 'Leviathan' more understandable as a logical response to chaos.
Methods used in this brief
Justice, Rights, and Equality
This topic examines different conceptions of distributive justice, human rights, and equality. Students will evaluate theories from philosophers such as John Rawls and Robert Nozick.
8 methodologies
Civil Disobedience and Social Change
Students analyze the philosophical justifications for civil disobedience and rebellion against unjust laws. They will study historical examples to understand the moral duty of citizens in a democracy.
8 methodologies