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STEPP Lesson Plan Form

Teacher: Chris Vanjonack

Date: 11/20
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
To focus student attention on the
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
(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
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
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
-questioning strategies
-whole-class practice
-group practice
-individual practice
-check for understanding

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.

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
To help organize student learning
To help form a coherent picture and to
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

How will you know if students met the
learning targets? Write a description of
what you were looking for in each

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

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