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Full Lesson Plan

Teacher: Julie West

Course: Global 10
Grade Level: 10
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

Robespierre being led to Guillotine

If some links do not work, please copy and paste into browser.

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

X. Reflection: N/A

Bibliography: http://hti.osu.edu/scientificrevolution/lesson_plans/to_the_enlightenment