Course: Global 10 Grade Level: 10 th Grade Dates of Lesson: Day 5
Lesson Title: Scientific Revolution to Enlightenment
I. Lesson Objectives: Students will come away from this lesson with the ability to recognize important names of the enlightenment and will understand the basic idea that the order of society was changed from a system of government in which people served the government to a system that envisioned the government serving the people that formed it.
II. Lesson Context: Students will be presented with key figures of the enlightenment and be able to answer an essential question of Was the Scientific revolution related to the Enlightenment? How?
III. Standards: New York State: 5, Common Core 9: Compare and contrast treatments of the same topic in several primary and secondary sources.
IV. Materials: http://www.fordham.edu/halsall/mod/1690locke-sel.asp- Two treatises
http://www.constitution.org/jjr/socon.htm- The Social Contract
http://history.howstuffworks.com/historical-events/enlightenment5.htm- Robespierre being led to Guillotine
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V. Anticipatory Set/ The Hook: Divide the class into 4 or 5 small groups. As groups they will be presented the picture of Robespierre Being Led to the Guillotine (without identifying it). As students are talking about what words the image brings to mind, you might want to suggest words like freedom, persecution, law, death, government, authority, liberty, rights, etc. We will also be using similar items such as the image analysis tool today.
VI. Procedures: After opening the discussion up to the entire class about the first image and writing the words groups have formed, lead the class into a discussion about liberty, freedom, law and order, social standards, authority. Once this has been defined and posed, students will be asked to think about three forms of government. One in which there is no law, in which total anarchy rules; another in which the citizens of the country introduce law through a general agreement; and last a system in which one person makes law and controls the people, both the good and bad people.
The readings for the day will be handed out to the students, along with a document worksheet. After the students have worked through their documents in groups, there will be a general discussion focused on selected sentences that focus on the ideas of the enlightenment. Especially note the idea of people as sovereign and possessing liberty at birth and throughout their life due to the social contract entered into by those who follow the law. (When assigning the John Locke reading- students will be presented with a shortened version) Direct the conversation as onto the subjects like freedom is a given right, slavery is immoral, government is formed to serve the people, etc. At the end, allow time for the entire class to discuss what they have learned and important names and central tenets of thought provided through those thinkers of the enlightenment.
VII. Conclusion: Explain how the lesson ties together the Enlightenment and Scientific Revolution. Homework: Assign students to start thinking about different monarchs through out history- it will help them with tomorrows lesson.
VIII: Assessment: formal assessment will come with the baseball project, but during this lesson the teacher will be informally keeping track of who is contributing to discussion and encourage those who are not.
IX. Differentiation: The readings and images will also be available on a computer in the class as well as being handed out the previous day for review