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The state of monarchy is the supreme thing upon earth; for kings are not only God’s lieutenants on earth, and sit upon God’s throne, but even by God Himself they are called gods... Kings are justly called gods, for that they exercise a... divine power upon earth... God hath power to create and destroy, make or unmake at His pleasure, to give life or sent death, to judge all and to be judged nor accountable to none, to raise low things and to make high things low at His pleasure... And the like power have kings…$

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...From this equality of ability arise the quality of hope in the attaining of our ends. And therefore if any two men desire the same thing, which nevertheless they cannot both enjoy, they become enemies; and in the way to their end... endeavor to destroy or subdue one another. And from hence it comes to pass that where an invader hath no more to fear than another man's single power, if one plant, sow, build, or possess a convenient seat, others may probably be expected to come prepared with forces united to dispossess and deprive him, not only of the fruit of his labor, but also of his life or liberty. And the invader again is in the like danger of another. ...From this fundamental law of nature, by which men are commanded to endeavor peace, is derived this second law: that a man be willing, when others are so too, as far forth as for peace and defense of himself he shall think it necessary, to lay down this right to all things; and be contented with so much liberty against other men as he would allow other men against himself. ... The mutual transferring of right is that which men call contractAcc.$

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2. According to Bousset, how should Kings use their power?$!!!!

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!"#$%&$!'(%)*+,(-$./0$ 11 4 – Exemplary 3 – Proficient 2 – Marginal 1 - Unacceptable 0 Final

Introduction

Properly and creatively introduces the topic.

Begins with a strong hook and transitions effectively to the main idea.

Presents all necessary background information in an unobtrusive manner.

Has an apparent and strong thesis (4).

Introduces the topic. Begins with a hook. Presents some of the necessary background

information, but presentation is blatant. Has an apparent thesis.

Introduces the topic but is weak. Lacks a hook. Presents little of the necessary background

information. Has a rambling or unclear thesis.

Fails to introduce the topic. Has an ineffective introduction. Presents no background information. Thesis is not easily identified or absent.

Thesis

Well developed, organized and complete Clearly identifies the topic of the essay Takes a clear position on the topic. Does not simply restate the question.

Identifies the topic of the essay Takes a position on the topic but expresses

some hesitancy. Thesis is very clearly written and

identifiable, but simply presents 3 reasons.

Identifies the topic of the essay Hints at a position on the topic but does

not make it clear to the reader. Thesis is overly wordy or poorly

constructed.

Identifies the topic of the essay. Does not take a position on the topic. Thesis is messy and unclear to the reader.

Body Paragraph 1

Presents first achievement in a strong, clear topic sentence. Explains the reason and demonstrates an understanding of the key concepts related to the reason. Introduces the sources.

Utilizes multiple documents in a complimentary fashion and provides proper citation. Completely analyzes the document.

Identifies the role of bias in sources in a meaningful way.

Explicitly and effectively connects the interpretation of sources to the thesis.

Presents first achievement in a topic sentence.

Explains the key concept but misses some key components. Introduces the source.

Utilizes at least one document and provides proper citation. Analyzes the document.

Attempts to identify the role of author bias in source.

Connects the interpretation of the source to the thesis statement.

Topic sentence fails to clearly identify first achievement.

Explains the key concept but misses many key components. Tries to analyze the document. Does not introduce the source.

Utilizes at least one document and provides proper citation.

Struggles to or improperly connects the interpretation of the sources to the thesis statement. .

Topic sentence does not state achievement or has no topic sentence.

Does not explain the reason. Does not utilize the source documents or fails

to cite properly. Source’s author ignored. Does not analyze the document Does not make the connection between the

sources and the thesis statement. Has many historical inaccuracies.

Body Paragraph 2

Presents third achievement in a strong, clear topic sentence.

Explains the reason and demonstrates an understanding of the key concepts related to the reason. Introduces the sources.

Utilizes multiple documents in a complimentary fashion and provides proper citation. Completely analyzes the document.

Identifies the role of bias in sources in a meaningful way.

Explicitly and effectively connects the interpretation of sources to the thesis.

Presents third achievement in a topic sentence.

Explains the key concept but misses some key components. Introduces the source.

Utilizes at least one document and provides proper citation. Analyzes the document.

Attempts to identify the role of author bias in source.

Connects the interpretation of the source to the thesis statement.

Topic sentence fails to clearly identify third achievement.

Explains the key concept but misses many key components. Tries to analyze the document. Does not introduce the source.

Utilizes at least one document and provides proper citation.

Struggles to or improperly connects the interpretation of the sources to the thesis statement. .

Topic sentence does not state achievement or has no topic sentence.

Does not explain the reason. Does not utilize the source documents or fails

to cite properly. Source’s author ignored. Does not analyze the document Does not make the connection between the

sources and the thesis statement. Has many historical inaccuracies.

Body Paragraph 3

Presents third achievement in a strong, clear topic sentence.

Explains the reason and demonstrates an understanding of the key concepts related to the reason. Introduces the sources.

Utilizes multiple documents in a complimentary fashion and provides proper citation. Completely analyzes the document.

Identifies the role of bias in sources in a meaningful way.

Explicitly and effectively connects the interpretation of sources to the thesis.

Presents third achievement in a topic sentence.

Explains the key concept but misses some key components. Introduces the source.

Utilizes at least one document and provides proper citation. Analyzes the document.

Attempts to identify the role of author bias in source.

Connects the interpretation of the source to the thesis statement.

Topic sentence fails to clearly identify third achievement.

Explains the key concept but misses many key components. Tries to analyze the document. Does not introduce the source.

Utilizes at least one document and provides proper citation.

Struggles to or improperly connects the interpretation of the sources to the thesis statement. .

Topic sentence does not state achievement or has no topic sentence.

Does not explain the reason. Does not utilize the source documents or fails

to cite properly. Source’s author ignored. Does not analyze the document Does not make the connection between the

sources and the thesis statement. Has many historical inaccuracies.

Conclusion/

Flow/G

ramm

ar

The conclusion is strong and leaves the reader solidly understanding the writer's position.

Clearly restates main reasons in a unique and different manner than the introduction.

Well Organized and presented. All of the paper’s elements works towards the thesis.

0-1 Grammar errors. ALL Sources are cited perfectly.

The conclusion is recognizable and the author's position is restated.

Restates all supporting reasons Paper is organized and most elements

work towards proving the thesis. Several awkward sentences. Proofreading

and revision not complete. 2-5 Grammar and citation errors. Most sources are cited properly

The conclusion is present but author’s position simply restates the thesis.

Restates most supporting reasons Paper has several organization problems

that damage its ability to prove the thesis. Many awkward sentences. Proofreading

and revision not evident. 5-10 Grammar errors. Some sources are cited properly.

Paper concludes in a single sentence that simply restates the thesis but adds nothing to the paper.

Paper is ridden with organization, grammar, and spelling problems that prohibit it from proving a thesis or presenting a message to the reader.

10+ Grammar Errors. Sources are not cited properly