Changing History!

The Enlightenment Times

Standard: 1.3.a Analyze key historical periods and patterns of change

over time within and across nations and cultures. Discuss the historical
development and impact of major world religions and philosophies.
Objective: students will be able to discuss the historical development and
impact of Enlightenment across the globe by creating a newspaper
connecting the historical development and impact of enlightenment with
the technological and scientific impact.
Big Ideas/Essential Understandings: Students will understand that the
world is interconnected through the exchange of ideas as evident in
science, technology, politics, and economics. Students will be able to
express their understanding through formative and summative
assessment.
Inquiry Questions
How has music, art, and literature reflected powerful ideas throughout
history?
How have philosophical and religious traditions affected the development
of political institutions?
How have scientific and technological developments affected societies?
Possible misconceptions
Enlightenment was a strictly religious event. Enlightenment only occurred
only in Italy. Enlightenment was one event rather than a time period
Formative assessment ideas
Socratic Seminar:
I will conduct a socratic Seminar nearing the completion of the unit. The
socratic seminar will begin with an entrance quiz. Students will begin the
seminar using the fifth question from the exam. Students will be graded
on their ability to speak, formulate coherent thoughts, usage of time when
speaking, and use of evidence to support their speaking points.
ComminStrip/ Storyboard:
Students will create a comic strip/storyboard to depict cause and effect
scenarios during Enlightenment.Students will be expected to make at
least six different drawings (3 cause 3 effect) reflecting cause and effect
of enlightenment. Students will be expected to create a visually appealing
product. Students will be expected to be organized and affective in
conveying their information. Students will be graded on content
accuracy. Students will be expected to use information across disciplines.

Scientific Discoveries!

Colorado State Standards

Spread of information on the rise.

Due to engineering breakthroughs.
Standards: HS-ETS1-3. Evaluate a solution to a complex realworld problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural,
and environmental impacts.
Objectives:Students will be able to describe the functions of a
printing press and why they are need. With confidence and 95%
accuracy.
Unanswered questions:Which forces are involved in the use of a
printing press?
How did the printing press impact the social and cultural
aspects of the enlightenment?
Misconceptions: lithography vs printing press. Does the printing
press press?
Available assessment work: Free Body Diagram drafters.
Patent writer explaining printing press, along with
functionality.

Summative Assessment
Students will create a newspaper describing the importance of varying aspects
from the enlightenment period. They will incorporate cultural, technological, and
scientific information to describe the enlightenment period and how it shaped the
world today. Biology students will discuss the cellular processes and the use of
the microscope and how it is relevant today. Technology students will identify
relevant discoveries, including the printing press, and be able describe the
technology process, and how it affected the way technology is used today. History
students will be able to describe the significance of new philosophies, (cultural,
technological, and scientific) and how they changed society.

Cells use passive and active transport of substances across membranes to maintain relatively
stable intracellular environments. Cells, tissues, organs, and organ systems maintain
relatively stable internal environments, even in the face of changing external environments.

Objectives: Students will be able to describe a cell and metabolic processes it undergoes.
They will be able to describe these processes and compare them to scientific ideas before the
enlightenment period and after the enlightenment period.

Big Ideas/Essential Understandings: Students will see how the use of the

microscope and discovery of cells by Robert Hooke changed scientific beliefs during the
enlightenment period. They will learn cells make up all living things, and are responsible for
metabolic processes. They will observe cells under a microscope and how biomolecules carry
out these processes.

Inquiry Questions: How did the enlightenment period allow for scientific revolution?

Describe the importance of discovering cells for modern science. Analyze cells processes and
their efficiency.

Formative Assessments: Muddiest Point after initial introduction of cells, ask

students to describe what they didnt understand and what might help them to understand.
This will determine what students were unable to grasp from the information, so I can provide
further instruction to overcome their confusion. Cartoon concept students can work in pairs
to come up with information they know and create a cartoon depicting the most important
concepts of the lesson