Shelby County Schools
Common Core Modules for Social
Studies/History
Grades 6-12
Supporting Rigorous History/Social Studies
Teaching and Learning
Module 2:
Experience a Set of Lessons
Tennessee Department of Education
History/Social Studies
Grades 6-12
© 2013 University of Pittsburgh
Part I
Experience a Set of Lessons
Excerpt from Unit: “The Enlightenment”
© 2013 University of Pittsburgh
Working in Two Ways…
Working though the lessons as a learner
Reflecting on the lessons as a teacher
Unit Guiding Inquiries:
The Enlightenment: The Social
Contract
• What do Enlightenment thinkers mean
by a social contract?
• How is the meaning of the social contract
shaped by the writer’s experience or
understanding of events?
Indentifying Point of View
“Leviathan”
Thomas Hobbes
© 2013 University of Pittsburgh
Identifying Point of View
• Read this article silently. As you read, think about the answers to the
following questions:
– What is the relationship between individuals in society?
– What is the responsibility of one individual to another?
– Why might an individual enter into a social contract? Is this social
contract beneficial?
Identifying Point of View
Leviathan by Thomas Hobbes
What is the article’s central or main
argument about the relationship between
individuals and the government?
According to the author what is the
“natural” state of humans? How does he
support this view?
According to the author, what rights do
individuals have within the governments?
Explain using evidence.
According to the author can society or
individuals change the government if it is
oppressive? Why or why not?
Why would an individual or community
submit to this compact or social contract?
How is it beneficial?
Step Back as Learners
• What did you do and think about to identify
main arguments? Supporting arguments?
• What did you think about as you explained
how the supporting arguments helped
develop the main argument?
• What did you notice in the text that helped
you identify central arguments and supporting
arguments?
Reflect as Teachers
© 2013 University of Pittsburgh
StepBack: Reflect as Teachers
on the Reading
Take about two minutes to talk with a partner about
the process we went through to identify the author’s
claims and to think about our learning. Feel free to
take notes on your conversation.
What did you notice about…
– Learner actions: What did you do as a reader and
writer?
– Teacher actions: What struggles do you anticipate your
students will have with a task like this?
– What will you do to address the obstacles students
face? What specific actions will you take to ensure
student success?
Be prepared to share your notes with the whole group.
Comprehension Questions for Texts
in History
Moving from…
Moving towards…
• Why does Hobbes believe
people are evil?
• What are the principal causes
of arguments in society?
• How does Hobbes suggest
people subdue their evil nature
to create peace?
• Can subjects break their
agreement with the ruler? Why
not?
• According to Hobbes what is
the “natural” state of people?
How does he demonstrate
this?
• What rights do individuals have
in this society or compact?
• What is the main relationship
between individuals and
government?
• Why would an individual agree
to this social contract?