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World History A — Ideas, Revolutions, Industry and Empire (California)

Curriculum

  • 4 Sections
  • 20 Lessons
  • Lifetime
Expand all sectionsCollapse all sections
  • Unit 1: Ancient Roots and the Revolutions of England and America
    5
    • 1.1
      Law, Reason and Faith — Athens, Rome and Jerusalem
      50 mins
    • 1.2
      Philosopher-Kings or the Rule of Law? Plato and Aristotle on Tyranny
      50 mins
    • 1.3
      Seminar — From Magna Carta to the Glorious Revolution
      50 mins
    • 1.4
      Workshop — The American Revolution and Its Echoes Abroad
      50 mins
    • 1.5
      Performance Task — Ideas into Revolution: A Document-Based Argument
      150 mins
  • Unit 2: The French Revolution, Napoleon and the Revolutions of the Americas
    5
    • 2.1
      Why France Exploded in 1789
      50 mins
    • 2.2
      From Constitutional Monarchy to Terror to Empire
      50 mins
    • 2.3
      Seminar — Whose Revolution? Haiti, Mexico and Bolívar’s America
      50 mins
    • 2.4
      Workshop — Nationalism from Napoleon to 1848
      50 mins
    • 2.5
      Performance Task — Structured Academic Controversy: Napoleon and the Revolution
      150 mins
  • Unit 3: The Industrial Revolution and Its Critics
    5
    • 3.1
      Why Britain First? Coal, Capital, Markets and Ideas
      50 mins
    • 3.2
      Steam, Steel, Electricity and Germs — Technology Remakes the World
      50 mins
    • 3.3
      Seminar — Who Paid for Industrialization? Work, Slavery, Migration and Unions
      50 mins
    • 3.4
      Workshop — Capitalism and Its Challengers, from Owen to Marx to Blake
      50 mins
    • 3.5
      Performance Task — Progress and Its Price: A Document-Based Argument
      150 mins
  • Unit 4: New Imperialism and the Great War
    5
    • 4.1
      Why Empire? Industry, Rivalry and the Language of Race
      50 mins
    • 4.2
      Resistance and Independence — The Colonized Respond
      50 mins
    • 4.3
      Seminar — How Did Europe Go to War in 1914?
      50 mins
    • 4.4
      Workshop — Fronts, Turning Points and Geography of the Great War
      50 mins
    • 4.5
      Performance Task — Digital Museum Exhibit: The World’s War, 1914-1918
      200 mins

Law, Reason and Faith — Athens, Rome and Jerusalem

Unit 1  ·  Inquiry Launch & Source Work  ·  Lesson 1 of 20

Law, Reason and Faith — Athens, Rome and Jerusalem

WH.10.1.1WHA-CA
By the end of this lesson I can…

compare Judeo-Christian and Greco-Roman views of law, reason, faith and the duties of the individual, and explain how each fed later Western political thought.

Instruction

When the leaders of the English, American and French revolutions argued about rights, they reached back two thousand years for their arguments. Four ancient traditions mattered most: Greek philosophy, Roman law and Stoic thought, Judaism and Christianity. Historians often call the first two Greco-Roman and the second two Judeo-Christian. They agreed on some things and disagreed sharply on others.

Greece: reason and the city. Greek thinkers such as Plato and Aristotle asked what a good life and a good city look like, and they answered by reasoning, not by revelation. Aristotle called the human being a “political animal”: we become fully human only by taking part in the life of a polis, a self-governing community. For him, duty meant civic duty — serving in the assembly, the jury and the army. But Greek citizenship was narrow. In Athens, women, enslaved people and foreigners could not vote.

Rome: law and natural law. Rome gave the West a written legal system, starting with the Twelve Tables (about 450 BCE), and the idea that law should bind everyone in the same way. Roman Stoics such as Cicero added natural law: a law built into nature itself, which human reason can discover and which is the same in every place. Cicero’s line in the reading, “true law is right reason in agreement with nature,” means that a ruler’s command is not truly law if it violates that higher standard. That idea would later justify resistance to unjust kings.

Judaism: covenant and justice. The Hebrew Bible grounds law in a covenant between God and a people. The Ten Commandments bind everyone, including kings; the prophets, such as Nathan confronting King David and Micah demanding justice, show rulers being judged by a law above them. Two ideas stand out: every person is made “in the image of God,” so every person has worth; and duty is owed to the neighbor and the stranger, not just to the city.

Christianity: universal dignity and two authorities. Christianity grew out of Judaism inside the Roman Empire. Paul’s letter to the Galatians declares that in Christ there is “neither Jew nor Greek” — a claim of equal spiritual worth that crossed ethnic lines. Jesus’s teaching to “render unto Caesar” what is Caesar’s and to God what is God’s suggested two separate authorities, an idea that later helped Europeans argue that rulers do not control conscience.

Comparing them. Here is a worked comparison on one question, where does law come from? Greco-Roman thinkers answer: from nature, discovered by reason. Judeo-Christian texts answer: from God, revealed in scripture. Both answers put law above the ruler — and that shared idea is the root of the rule of law you will study next. They differ on the individual: the Greek citizen’s worth came from membership in the city; the biblical person’s worth came from being created by God, whatever their status.

Reading with care (RH.9-10.1). These texts were written for audiences very different from you. None of these societies practiced equality as we mean it: slavery existed in ancient Israel, Greece and Rome, and Christian Europe later used scripture to defend hierarchy as well as to challenge it. When you cite a source, cite what it says, then note who was included and who was left out. Remember too that this is only one set of roots. Confucian ideas of the ruler’s duty to rule virtuously, and Islamic law, which also placed rulers under a higher law, shaped other parts of the world you will study this year.

Reading: Four traditions on law and duty

Genesis 1:27, Leviticus 19:18, Micah 6:8 and Galatians 3:28 (King James Version, 1611); Aristotle, Politics, Book I ch. 2 (trans. Jowett, 1885); Cicero, De Re Publica III, as quoted by Lactantius (trans. C. W. Keyes, 1928) · Public domain

For each passage, write one sentence: where does law or duty come from, according to this source — God, nature, reason or the community?

Genesis 1:27: So God created man in his own image, in the image of God created he him; male and female created he them.

Leviticus 19:18: …thou shalt love thy neighbour as thyself: I am the LORD.

Micah 6:8: He hath shewed thee, O man, what is good; and what doth the LORD require of thee, but to do justly, and to love mercy, and to walk humbly with thy God?

Galatians 3:28: There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus.

Aristotle, Politics: Hence it is evident that the state is a creation of nature, and that man is by nature a political animal.

Cicero, De Re Publica: True law is right reason in agreement with nature; it is of universal application, unchanging and everlasting…

Vocabulary in context

  • natural law — A moral law believed to be built into nature and discoverable by human reason, higher than any ruler’s command.
  • covenant — In the Hebrew Bible, a binding agreement between God and a people, with duties on both sides.
  • polis — A Greek city-state; a self-governing community of citizens.
  • Stoicism — A Greek and Roman philosophy teaching that reason governs the universe and that all people share in it.
  • rule of law — The principle that everyone, including rulers, is bound by the same known laws.

Formative check

Work through these before moving on. They are not graded — they tell you, and your teacher, whether the standard below has landed yet.

+50 XP

Which idea do the Greco-Roman and Judeo-Christian traditions share?

Natural law (from reason) and divine law (from God) both place law above any king — the root of the rule of law.
Myth or Fact?

Athenian democracy gave every adult living in Athens a vote.

False. Women, enslaved people and resident foreigners were excluded; citizenship was limited to free adult men of Athenian parentage.
Fill in the blank

Cicero called true law right in agreement with nature; Genesis says each person is made in the of God; Aristotle called the human being a animal.

Complete the four-column chart (Greek, Roman, Jewish, Christian). For each, give one quotation from the reading and a one-sentence summary answering: where does law come from, and what does the individual owe? Then write two sentences naming one idea from the chart that you expect to see again in the revolutions of 1688 and 1776, and why.

0 words
Quick self-check

How confident are you that you can compare how the four traditions understood law, reason, faith and individual duty, citing the sources?

Not yetVery confident

Practice

Work these on paper or in your notebook, then open Check your answer. Aim for all of Fluency and Application; try at least one Challenge.

Printable version: this unit’s practice workbook (PDF)

Fluency

Build speed and accuracy with the core skill.

  1. Put in chronological order: (a) Paul’s letter to the Galatians; (b) Rome’s Twelve Tables; (c) Aristotle’s Politics; (d) Cicero’s De Re Publica.
    Check your answer
    Answer: (b) Twelve Tables (about 450 BCE) → (c) Aristotle (4th century BCE) → (d) Cicero (1st century BCE) → (a) Galatians (1st century CE).
    Anchor on the BCE/CE switch: everything BCE counts down toward year 1, so the Twelve Tables (about 450 BCE) is earliest. Paul wrote after the life of Jesus, so Galatians is CE and last.
  2. In Cicero’s line “True law is right reason in agreement with nature,” what does natural law mean, and why could it be used against a king?
    Check your answer
    Answer: Natural law is a moral law built into nature that human reason can discover. Because it is higher than any ruler’s command, a king’s order that violates it is not truly law.
    A strong answer defines the term in the author’s sense (law from nature and reason, not from a ruler) and states the consequence: law above the ruler.

Application

Use the skill in context. Show your reasoning.

  1. Source Micah 6:8 (“what doth the LORD require of thee, but to do justly, and to love mercy, and to walk humbly with thy God?”). Who is speaking to whom, and what does the source show — and not show — about ancient Israel?
    Check your answer
    Answer: Model answer: a Hebrew prophet addresses the people in God’s name. It shows that justice was presented as a duty owed to God by everyone. It does not show how far people or kings actually practiced justice.
    A strong answer identifies the genre (prophecy), the audience, the idea (duty grounded in God), and a limit: a statement of ideals is not evidence of behavior.
  2. Compare Aristotle (“man is by nature a political animal”) with Genesis 1:27 (“God created man in his own image”). Where does each locate a person’s worth?
    Check your answer
    Answer: Aristotle locates it in membership of the political community (the polis); Genesis locates it in being created by God, whatever a person’s status.
    A strong answer names both sources, contrasts city membership with divine creation, and notes that the Greek view excluded non-citizens while the biblical view applied to all people in principle.
  3. Galatians 3:28 says there is “neither bond nor free.” A classmate concludes that early Christians abolished slavery. Is that a valid inference?
    Check your answer
    Answer: No. The verse claims equal spiritual worth; it is not evidence of a change in law or practice. Slavery continued in the Roman world and in Christian societies for centuries.
    A strong answer separates an idea in a text from an event in society and names what evidence would be needed (laws, records of practice).

Review

Keep earlier skills sharp.

  1. Review (prior grades): what is the difference between a primary and a secondary source? Classify the King James Bible passage and the OpenStax World History chapter.
    Check your answer
    Answer: A primary source comes from the time or people studied; a secondary source interprets them later. The Bible passage is primary for ancient ideas (in a 1611 translation); OpenStax is secondary.
    Note the translation: the KJV is a 1611 English version of much older texts, which is itself worth sourcing.

CA HSS and CCSS literacy standards addressed: WH.10.1.1, WH.10.1, RH.9-10.1, RH.9-10.2, RH.9-10.10, HSS.9-12.HI.1

UC A-G Area A pillar: Comparative analysis of primary sources in ethical and political thought

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