Digital Unit Plan Template Unit Title: The Enlightenment Content Area: World History

CA Content Standard(s)/Common Core Standard(s): 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simn Bolvar, Thomas Jefferson, and James Madison). 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and The Citizen (1789) and the U.S. Bill of Rights (1791). Big Ideas: The basic political ideas of liberty, equality, and freedom. The possibility of social progress and personal advancement. The application of reason and science in the discovery of the underlying laws that govern political and economic life. The Enlightenment thinkers believed that in order to progress and to live in alignment with natural laws, governments must reform to promote certain Enlightenment ideas such as liberty, equality and sometimes democracy. These Enlightenment ideas justified the Glorious Revolution of England in 1689 and ultimately inspired revolutions including the American and French Revolutions.

Name: Andre Lopez Grade Level: 10th Grade

Unit Goals and Objectives: The student will be able to place the Enlightenment in its historical context, by describing the political, economic and scientific context of the 17th century. Students will be able to identify the major political ideas of John Locke, Thomas Hobbes, Charles-Louis Montesquieu, Jean-Jacques Rousseau and Voltaire that have contributed to our political expectations for self-government and individual liberty. Students will be able to explain how these ideas influenced the revolutions in England, the United States, France, and their founding documents. Unit Summary: The Enlightenment was an exciting intellectual movement that lasted from roughly the end of the 17th century to the beginning of the 19th century. One philosopher describe the Enlightenment as humanitys growth into intellectual maturity. The thinkers of the Enlightenment believed that through reason and scientific inquiry, humanity was finally able to think for itself without appealing to the authority of the church or the philosophers of ancient Greece. This unit is designed to teach students about the historical significance of the Enlightenment and the political ideas that emerged from it. The first lesson focuses on the historical context of the Enlightenment. The teacher will discuss the prevalence of European absolute monarchy and the divine right theory that justifies it. The instructor will then go into the lessons of the scientific revolution (deism and natural law) and the spread of deism and the belief in progress among Enlightenment intellectuals. In lesson two, the students will be exposed to some of the political ideas that came from Enlightenment thinkers. Students will be expected to know who was responsible for popularizing certain ideas about government. In lesson three they will see how these ideas were applied in several countries around the world. Assessment Plan:

Entry-Level: Class Discussion: This entry level class discussion will address some of the key issues of the unit. What is societal progress? Can societies make progress? What constitutes progress? What does liberty, equality and democracy mean? These questions will be asked to the class and everyone will be expected to participate. I will call on students at random to answer these questions. I will continue this discussion until I get a general idea of where the class is on their understanding of these topics.

Formative: Post Lecture Quiz: This quiz will ask 10 multiple choice questions relating to the historical underpinnings of the Enlightenment. It will focus primarily on the attitudes adopted by the Scientific Revolution (deism, natural law) and the governmental institutions of the time, namely absolute monarchy. Quizlet Flashcards: Each student will be expected to make a set of flashcards on Quizlet. This set should include many of the terms described during the lecture. After they are graded, I will point out flashcard sets that were done particularly well. Students will be encouraged to use these recommended sets as study guides for future exams. Popplet Graphic Organizer: This assignment will help students connect popular philosophes with the ideas that made them famous. Students will also connect these important Enlightenment ideas with the founding documents of Britain, France and the United States.

Summative: Final Essay: Each student will write an essay describing the main ideas proposed by Enlightenment thinkers. They will also describe how these ideas influenced the revolutions in the United States, Britain and France. Poster Project: In groups of three, students will make an art project depicting three Enlightenment philosophers. The project will include quotes, ideas and pictures of the philosophers.

Lesson 1 Student Learning Objective: The student will be able to place the Enlightenment in its historical context, and be able to identify its basic ideas. Acceptable Evidence: A post lecture quiz addressing the learning objectives will be filled out correctly individually and then discussed by students in groups of four. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: The lesson will start with a prezi lecture about the historical context of the Enlightenment. The teacher will discuss the European prevalence of absolute monarchy and its justification of divine right. The teacher will also review the philosophical implications of the scientific revolution. Students will follow along with the presentation using their guided notes that the teacher will hand out before the presentation. The teacher will define deism, progress and the subsequent interest in the discovery of natural laws that govern both the physical world and the social world. Students will be issued a quiz of ten questions relating to the presentation. After grading students will be split into groups of three to review and discuss the questions. The webercise will be given as homework and function as an introduction to the great thinkers of the Enlightenment. Lesson Activities: Teacher will conduct a class discussion on the homework assignment. Teacher will introduce the philosophes and their ideas about political organization. The teacher will also introduce several revolutionary documents that were directly

Lesson 2 Student Learning Objective: Students will be able to identify the major ideas of John Locke, Thomas Hobbes, Acceptable Evidence: Students will complete a popplet graphic organizer. This organizer will have Instructional Strategies: Communication Collection

Charles-Louis Montesquieu, Jean-Jacques Rousseau, and Voltaire that have contributed to our political expectations for selfgovernment and individual liberty.

students match each philosophe with their political ideas. They will also connect the philosophes with their works that brought their ideas to the masses. In addition each idea will be connected to the revolutionary documents that they embody.

Collaboration Presentation Organization Interaction

inspired by the ideas of the Enlightenment. Then the students will get into their groups and follow the following steps. 1. Watch the video embedded in the digital unit plan on the Enlightenment Philosophes. Pay close attention to the ideas and policy prescriptions of the philosophes discussed in the video. 2. Create a free account at www.popplet.com and create a new graphic organizer. 3. In your pre-assigned groups of three make a popplet for each of the five philosophes discussed in the video. 4. To each philosophe, connect a popplet of the major work that popularized their ideas to the public. 5. To each major work, connect a popplet describing a summary of their major ideas or contributions to the political debates of the time. 6. To each summary of ideas, connect a popplet with a policy prescription based on those ideas. 7. Make a popplet for each of the documents discussed earlier in the class and connect the policy prescriptions to those documents that apply. Homework: Students will make a set of flashcards on Quizlet.com made up of the key terms and concepts of the Enlightenment.

Lesson 3 Student Learning Objective: Students will be able to explain how these ideas influenced the revolutions in England, the United States, France, and Latin America. Students will be able to identify the major ideas of John Locke, Thomas Hobbes, Charles-Louis Montesquieu, Jean-Jacques Rousseau, and Voltaire that have contributed to our political expectations for selfgovernment and individual liberty. Acceptable Evidence: Students will make online flashcard with Quizlet. These flashcards will include key terms and concepts such as; liberty, equality before the law, utility and deism. In addition these flashcards will also include the books written by the great Enlightenment philosophes. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Teacher will continue his/her lecture on the revolutionary documents that the Enlightenment inspired. The teacher will review the founding principles of these documents and trace them back to the philosophes of the 17th century. After the lecture students will get into their groups to complete a poster project. Instructions: Using a variety of art supplies (construction paper, scissors, glue, stickers, and markers) make a poster illustrating three Enlightenment philosophes. The poster should include the following:

A semi accurate or comically illustration of three Enlightenment philosophes. Write and illustrate the main political/social idea proposed or popularized by each philosophe. Illustrate and name the philosophes major works that popularized their ideas to the general public. Illustrate a thought bubble with a quote from each philosophe that describes their views on a particular issue.

Final Essay: Students will be assigned a written essay. Students will be instructed to describe the political and social policies suggested by the Enlightenment philosophers and how they influenced revolutions in England, America and France.

Unit Resources:

Short video on Locke and Hobbes: http://education-portal.com/academy/lesson/thomas-hobbes-john-locke-political-theories-competing-views.html#lesson Excerpt from Montesquieus Spirit of the Laws: http://www.nlnrac.org/earlymodern/montesquieu/primary-source-documents/spirit-of-the-laws Excerpt from Voltaires On Tolerance: http://public.wsu.edu/~brians/world_civ/worldcivreader/world_civ_reader_2/voltaire.html The English Bill of Rights: http://www.constitution.org/eng/eng_bor.htm The United States Bill of Rights: https://www.aclu.org/united-states-bill-rights The Declaration of Rights of Man and Citizen: https://chnm.gmu.edu/revolution/d/295/ The U.S. Declaration of Independence: http://www.ushistory.org/Declaration/document/

Useful Websites:
A summary and audio lecture on the Enlightenment: http://college.cengage.com/history/west/perry/western_civilization/9e/chapters/chapter18.html A summary and audio lecture on the French Revolution: http://college.cengage.com/history/west/perry/western_civilization/9e/chapters/chapter19.html Short video on The Enlightenment: http://education-portal.com/academy/lesson/the-enlightenment-thinkers-their-ideas.html#lesson Short Video on the French Revolution: http://www.youtube.com/watch?v=3EiSymRrKI4&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s Short video on the American Revolution: http://www.youtube.com/watch?v=3EiSymRrKI4&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s