Date: 11/20 School: Rocky Mountain High School Grade Level: 10-12 Content Area: Contemporary Humanities Title: Hobbes/Locke Lesson #: 1 of 1
Content Standard(s) addressed by this lesson:
directly from the standard)
(Write Content Standards
Standard 1.2History: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. Prepared Graduates: Analyze key historical periods and patterns of time within and across nations and culture. Standard 1.3History: The significance of ideas as powerful forces throughout history. . Prepared Graduates: Analyze key historical periods and patterns of time within and across nations and culture. Understandings: (Big Ideas) Students will understand the inherent differences between the political philosophies of Thomas Hobbes and John Locke. Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) 1. Which ideas provide the greatest insight to understanding a culture or nations history? 2. How have philosophical and religious traditions affected the development of political institutions? Evidence Outcomes: (Learning Targets) -Evaluate continuity and change over the course of world history. -Investigate causes and effects of significant events in world history. -Discuss the historical development and impact of major world religions and philosophies. Topics include but not limited to the Enlightenment and modern changes in Christianity, Islam, Judaism, Buddhism and Hinduism. -Analyze the origins of fundamental political debates and how conflict, compromise and cooperation have shaped national unity and diversity. Every student will be able to: After being taught the backgrounds of Thomas Hobbes, John Locke and their respective political philosophies, students will be able to differentiate between their views by debating from the point of view of one of the two men. I can: Compare and contrast the philosophical differences between Thomas Hobbes and John Locke.
Colorado State University College of Health and Human Sciences
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STEPP Lesson Plan Form
This means: Define and differentiate between the key components of the political philosophies of Thomas Hobbes and John Locke by engaging in a debate from one of their perspectives. List of Assessments: Holistic Assessment: During the in-class debate, I will keep track of whether or not students are accurately speaking to the political philosophies of Hobbes and Locke. Measureable Assessment: Post-Lesson Assessment will quiz students over Hobbes and Locke using various levels of Blooms taxonomy.
Colorado State University College of Health and Human Sciences
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STEPP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this lesson. Approx. Time and Materials How long do you expect the activity to last and what materials will you need? Anticipatory Set The hook to grab students attention. These are actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson, To put students into a receptive frame of mind. To focus student attention on the lesson. To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers) An anticipatory set is used any time a different activity or new concept is to be introduced. Procedures (Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.) Indicate whether each is:
Hobbes vs. Locke Lesson
The purpose of this lesson to teach students about the political philosophies of Hobbes and Locke, the similarities and differences between them. Time: 90 minutes Materials: Pre and Post Assessment Quiz, PowerPoint, Debate Questions, Hobbes v. Locke graphic organizer hand-out, Questions for Debate, Jolly Ranchers. For my anticipatory set, students will complete a pre-assessment to determine their initial understanding of Hobbes and Locke before I have the chance to teach the lesson. If there is adequate time to prepare with Mr. Klebes, I would like to put together a quick slide to add to my PowerPoint that goes over Key Questions from the previous days lesson. Klebes usually opens class with these Key Questions, and I feel that this would be a strong way to connect back to previous learning as well as establish continuity between this lesson and the rest of the semester.
1. Teacher Input (25-30 minutes): Start with a lecture going over
Thomas Hobbes, John Locke, The English Revolution and the Glorious Revolution. Lecture will include a few tenants of the two philosophers beliefs. 2. Questioning: What backdrop was Hobbes writing against? What backdrop was Locke writing against? How might these two contexts inform their philosophies? If the Leviathan was in a position of power over a people, how do you think it would rule? Does Lockes assertion of
Colorado State University College of Health and Human Sciences
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STEPP Lesson Plan Form
-teacher input -modeling -questioning strategies -guided/unguided: -whole-class practice -group practice -individual practice -check for understanding -other
Life, liberty and property as natural human rights remind you of
anything? What was going on in the United States around this time? 3. Group Practice (10 minutes): This will be a Think-Pair-Share activity in preparation for our debate. Students will break off into 10 groups. The 5 groups on the left half of room will be Hobbes. The 5 groups on the right half of the room will be Locke. A group from each side will receive one of 5 questions to consider from the point of view of their philosopher. 4. Whole-Class Practice (15 minutes): We will turn things over to a quasi-debate. Students will debate on the five questions that I give them during great practice. I will act as mediator, prompting discussion. Jolly Ranchers will be given to the winning sides.
Closure Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. Any Questions? No. OK, lets move on is not closure. Closure is used: To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson. To help organize student learning To help form a coherent picture and to consolidate. Differentiation To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their emerging skills?
For closure, students will complete a post-assessment. It will be the
same as my pre-assessment but (theoretically) students will have a greater understanding of Hobbes/Locke and be able to successfully answer each question. I will use this to assess student learning.
To modify: If my students really seem to be having a difficult time with
the material, we will just come back together as a group to discuss the questions instead of having the debate. To extend: If my students seem to have a very good grasp on the material, I will have them write down an opening statement for their portion of the debate and then go back and forth rebutting each other.
Colorado State University College of Health and Human Sciences
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STEPP Lesson Plan Form
Assessment How will you know if students met the learning targets? Write a description of what you were looking for in each assessment.
If lesson takes less time than expected: I will extend the debate by having students debate either myself of Klebes. I will assess my students by comparing their pre-assessment to their post-assessment. I am looking to measure my students understanding and learning on the subjects of Thomas Hobbes and John Locke.
Colorado State University College of Health and Human Sciences
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STEPP Lesson Plan Form
Colorado State University College of Health and Human Sciences
