2014 Impact of the Age of
Enlightenment on America Lesson
Plan
Accelerated Level
Date ALL your papers:
Monday, September 29, 2014
Tuesday, September 30, 2014
Wednesday, October 1, 2014
Thursday, October 2, 2014
Friday, October 3, 2014
Monday, October 6, 2014
Day One: Monday, September 29, 2014
• Quiet Question: Type Two Prompt----The teacher
is going to read aloud the “Dramatic Moment,”
and you should be using Active Reading Strategies.
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1) You and your partner will answer the two follow
up Reflection Questions.
2) While you are doing that, the teacher will assign
you one of the following Written Primary Source
One, Two, or Three to analyze and answer the
questions on it.
3) Some of the pairs will then present to the class.
Day One: Monday, September 29, 2014
• Excerpt One: “No man has received from nature the right to rule others. Liberty
is a gift of heaven and each individual of the same species has the right to enjoy it
as soon as he enjoys reason. If nature has established any authority, it is paternal
power, but paternal power has its limits, and in the state of nature it would end
as soon as children were in a position of self-dependence (independence).
– All other authority originates in something other than nature. Close examination will
show that it derives from one of two sources:
– Either the force and violence of those who take possession of it
– Or the consent of those who have submitted to it through a social contract made or
assumed between them and whoever they have vested with authority.”
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• a)The writers of the Declaration of Independence based their work, in part, on
the political theories of the Enlightenment. What part of the Encyclopedie
reflects the following idea from the Declaration of Independence….”governments
are instituted among men, deriving their just power from the consent of the
governed?
• b)How does this primary source relate to what we learned in the previous lesson
on the defining characteristics of the Age of Enlightenment and the Key Ideas of
Liberty, Happiness, Reason, and Nature? Explain with examples.
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Day One: Monday, September 29, 2014
• Excerpt Two: “The first state that man acquires by nature
and that is esteemed the most precious of all his possible
possessions is the state of liberty. He can neither exchange
himself for another, nor sell himself, nor be enslaved, for all
men are naturally born free…By virtue of this state, all men
hold from nature itself the power to do what seems right to
them and to regulate their actions and their property at will,
provided they do not act against the government.”
• a)Did the Encyclopedie approve of slavery? Why or why
not?
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• b)How does this primary source relate to what we learned
in the previous lesson on the defining characteristics of the
Age of Enlightenment and the Key Ideas of Liberty and
Nature? Explain with examples.
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Day One: Monday, September 29, 2014
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Excerpt Three: “Liberty is the right to do what the laws permit, and, if a
citizen could do what they forbid, he would no longer have liberty, for
others would all have likewise this power. It is true that this liberty is
found only in moderate governments, that is to say governments whose
constitution is such that no one is forced to do those things that law does
not oblige and prevented from doing those that law allows….In
consequence, there is no liberty in states where the legislative and
executive powers are in the same hands. For greater reason, there is no
liberty in those in which judicial power is united with legislative and
executive power.”
• a)The government of the United States is based upon the concept of
separation of powers. What is the Encyclopedie’s view on separation of
powers and why?
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• b)How does this primary source relate to what we learned in the previous
lesson on the defining characteristics of the Age of Enlightenment and the
Key Ideas of Liberty and Nature? Explain with examples.
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Day One: Monday, September 29, 2014
• Class: Some of the pairs
will share their analysis and
begin to build the
connections between the
Enlightenment and America.
• Below are two slides from
our earlier PowerPoint that
highlight the impact of the
Enlightenment on the
American government and
society.
• Take a minute to review
them and in the margins,
write down which of them
you think is most important
and why.
Day One: Monday, September 29, 2014
• Class: We are now going to watch part of a DVD called “Just
the Facts: The Enlightenment” or depending on time, we
will watch a few films clips from United Streaming. It will go
into more depth how the Enlightenment affected America.
– Thomas Paine and the American Revolution---Running time of
1:17 minutes
– Thomas Jefferson and the Declaration of Independence--Running time of 5:51 minutes
– The Principles of the Declaration of Independence---Running
time of 1:38 minutes
– Separation of Power---Running time of 4:54 minutes
– Bill of Rights---Running time of 1:45 minutes
– Take notes on a loose-leaf of paper.
• Homework: Continue to visit your classmates’ Philosophe
PowerPoints and filling in the graphic organizer.
– You should do TWO more tonight.
Day Two: Tuesday, September 30, 2014
• Groups: Turn to the Student Handout “Preamble to the U.S.
Constitution”, and using your notes from the previous lessons
and your background knowledge from 8th grade American History
and from the dvd to break down the wording of the Preamble.
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• Think what do these words means given the historical context of
the Age of Enlightenment when you do this.
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• Class: The teacher is going to begin the “How the Age of
Enlightenment Shaped America” PowerPoint, and you should
take notes in the graphic organizer specific to the PowerPoint.
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• Homework: Continue to visit your classmates’ Philosophe
PowerPoints and filling in the graphic organizer.
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– You should do TWO more tonight.
Day Three: Wednesday, October 1, 2014
• Class: The teacher is going to continue the
PowerPoint, and you should continue to take notes
in the provided graphic organizer.
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• Homework: Continue to visit your classmates’
Philosophe PowerPoints and filling in the graphic
organizer.
– You should do TWO more tonight.
– By tomorrow, you should have visited and taken notes
from TEN of the Philosophe PowerPoints.
Day Four: Thursday, October 2, 2014
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Class: The teacher is going to finish the PowerPoint, and you should finish filling in that
graphic organizer.
Groups: We are now going to begin a Jigsaw Method reading activity. We are working
with the photocopied supplemental reading “American Enlightenment Thought”.
You will be assigned a section to read and take notes on in the provided graphic organizer.
You will then be teaching the material to your group members tomorrow, and they will be
getting their notes from your presentation.
Reading/Graphic Organizer Parts:
Group Member One: Overall Impact of Enlightenment and Social Contract Concepts of
Locke and Rousseau---pages 1-3
Group Member Two: Deism, Liberalism, and Republicanism----pages 3-5
Group Member Three: Conservatism, Toleration, and Scientific Progress---pages 5-6
Group Member Four: Four Enlightenment American Thinkers---Franklin, Jefferson,
Madison, and Adams---pages 6-8
Homework: Continue to visit your classmates’ Philosophe PowerPoints and filling in the
graphic organizer.
– You should do TWO more tonight.
– By the next class period, ALL the philosophes should be done.
Day Five: Friday, October 3, 2014
• Groups: Now you will each present
your “Jigsaw Puzzle” part, and as you
explain, your group members will be
taking notes.
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• Homework: Work on the Study Guide
questions for the Philosophes and
Impact on America Lesson Plans.
Day Six: Monday, October 6, 2014
• Pairs/Triads: We are now going to do the “Student Activity Sheet: Investigating
the Declaration of Independence.” We will be using the Jigsaw Method again.
• Steps/Process:
• Everyone will complete the Initial Examination page on their own.
• Then the class will be broken up into small groups to analyze a specific part of the
Declaration of Independence. You are to answer the corresponding questions for
that section.
• Then the pairs will summarize their parts for the class.
• Sections:
1) Part I-Preamble
2) Part II-Beliefs
3) Part III-Complaints---Grievances Group One
4) Part III-Complaints---Grievances Group Two
5) Part III-Complaints---Grievances Group Three
6) Part III-Complaints---Grievances Group Four
7) Part III-Complaints---Grievances Group Five
8) Part IV-Attempts to Address Grievances
9) Part V-Declaring Independence
10) Part VI-Signatures
Day Six: Monday, October 6, 2014
• Homework: Summative Assessment----You will now be
creating a Metaphorical Representation to examine the
impact of the Age of the Enlightenment on the world.
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• A METAPHOR is a direct comparison of two unlike things.
• It uses SYMBOLISM; this is when an object or person stands
for or represents something else and often can express
multiple meanings.
• Consult the handouts on “Making Comparisons---Similes,
Metaphors, and Analogies” to help develop your own. This
is uploaded on the Teacher Page.
• There are also examples from previous students hanging up
in the classroom and examples uploaded on the Teacher
Page.
Day Six: Monday, October 6, 2014
• ____________1)Complete the following sentence
with ONE of the phrases below or COME UP WITH
YOUR OWN. Worth 5 Points.
• ….rain showers that bring spring flowers.
• …a light bulb illuminating the darkness.
• ….a teenager challenging the rules of his parents.
• …the rays of sunlight after a severe storm.
• …the arrival of spring after a brutal winter.
• …the pollination of flowers by bees.
• …YOUR OWN ORIGINAL ONE! Worth 5 BONUS
POINTS!
Day Six: Monday, October 6, 2014
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• Art Part:
__________2)Then under the chosen statement, illustrate a scene that supports metaphor.
You must incorporate specific historical information into the drawing from the Age of
Enlightenment. Worth 30 Points.
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This means using historical images of key scientists, philosophes, ideas from the Enlightenment,
founding fathers of the America, etc…into the drawing.
For example, they would be the flower buds, etc…
You MUST use a MINIMUM of SEVEN HISTORICAL IMAGES.
You can get them from the different PowerPoints uploaded on the Teacher Page.
You do not need to go online for them.
You must incorporate specific historical terms and words into the drawing as well from the
Age of the Enlightenment. Worth 15 Points.
– This means using historical names and terms of key scientists, philosophes, ideas from the
Enlightenment, founding fathers of the America, etc…into the drawing.
– For example, they would be the in the rain drops, etc…
– You MUST use a MINIMUM of SEVEN DIFFERENT HISTORICAL TERMS AND PEOPLE.
– NOTE: THE IMAGES AND TERMS SHOULD BE ON DIFFERENT PEOPLE, INFORMATION, EVENTS…NOT
REPEATING.
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__________3)It may be hand-drawn or generated on the computer. Worth 10 Points.
It is much easier to do with computer images and more historical accurate.
Do this in color and on a blank piece of paper.
Day Six: Monday, October 6, 2014
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• Writing Part:
__________4)In the First Paragraph, you should explain the chosen
metaphor. Worth 15 Points.
Why was it chosen? How does it best represent the Age of Enlightenment
and its impact?
Given historical examples from your notes to support your reasoning.
_________5)In the Second Paragraph, you should explain the chosen
historical images. Worth 15 Points.
Why were they chosen? How do they best represent the Age of
Enlightenment and its impact.
What did each historical image do it terms of the time period.
_________6)In the Third Paragraph, you should explain the chosen
historical names and terms. Worth 15 Points.
Why were they chosen? How do they best represent the Age of
Enlightenment and its impact?
What did role did each historical term and person play in the time period?
Day Six: Monday, October 6, 2014
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_________7)No Excuses: Worth 10 Points.
It was typed, single-spaced, in Calibri size 11 font.
It was edited for spelling.
It was edited for grammar.
It was edited for capitalization inconsistencies.
Each paragraph was a well-developed paragraph
with at least five strong compound sentences.
• Total: /115 Points
Chunking of Metaphorical Representation
• Night One: Monday,
October 6, 2014
• Select metaphor.
• Do a pre-write/draw---what historical images
and terms are you going
to use and how.
• Night Two: Tuesday,
October 7, 2014
• Find and print up the
images.
• Type up the terms.
• Assemble the art part.
• Color.
Chunking of Metaphorical Representation
• Night Three:
Wednesday, October 8,
2014
• Write/type your rough
drafts for the three
paragraphs.
• Have a parent, sibling,
or friend edit your
work.
• Night Four: Thursday,
October 9, 2014
• Make revisions.
• Print up.
• Staple together--– Pink Grade Sheet First
– Then the Art Part
– Then the Writing Part
Chunking of Metaphorical
Representation
• Friday, October 10, 2014: Metaphorical
Representation Due!