Philosophers and Bill of Rights Intro Lesson

7/29/2019 Philosophers and Bill of Rights Intro Lesson

1/5

Lesson Plan

Name: Directed Reading-Thinking Activity

Class/Subject: Current Issues/12th Grade

Date: Days 1 & 2, Week 1

Student Objectives/Outcomes-Students will analyze primary sources and construct thoughtful analysis ontheir meaning-Students will identify the original meaning of freedom meant byphilosophers and thinkers of the 17th and 18th centuries-Students will recognize

Content Standards

-CCSS.ELA-Literacy.RH.6-8.2 : Determine the central ideas or information of aprimary or secondary source; provide an accurate summary of the sourcedistinct from prior knowledge or opinions.-CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrasesas they are used in a test, including vocabulary specific to domains relatedto history/social studies.-CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal anauthors point of view or purpose (e.g., loaded language, inclusion oravoidance of particular facts).- Illinois State Standard: 16.A.5a Analyze historical and contemporarydevelopments using methods of historical inquiry (pose questions, collect

and analyze data, make and support inferences with evidence, reportfindings).

Materials/Resources/Technology-28 printed copies of the following primary source readings:

Excerpts from Two Treatises by John Locke

Excerpts from Leviathan by Thomas Hobbes

Excerpts from Social Contract by Jean-Jacques Rousseau-28 printed copies of Graphic Organizer used to take write down andorganize analyses of above documents-Smart Board

Teachers Goals-To ensure give students a basis of knowledge of the idea of freedom thatthey can build off of for the rest of the unit.-To make logical inferences from a primary source and place it into historicalcontext.-To provide students with a reading strategy to help read difficult primary


2/5

sources.

Lesson Plan Day One:


3/5

8:00-8:07am

Start of Lesson:The lesson will begin by asking the students to participate in aThink-Pair-Share activity with a partner. The question for thisactivity will simply be: What is freedom? The students willbe given 5 minutes to write these answers down with theirpartner and then they will be collected by the teachers. Theteacher will explain to the students that throughout this unitthey will be studying the idea of freedom in the past context,compared to present context in the hopes of answering thatquestion. The teachers will inform the students that they will

be examining the freedoms listed in the Bill of Rights as aguide in this task and that after each amendment is studiesthe partners will get their paper back that has their initialanswer to the What is Freedom? question and will haveanother 5 minutes to write a new answer to the question. Thiswill allow the students to reflect on what they have learned,how freedom changes with time and interpretation, and willallow the teachers to evaluate and assess what the studentslearned from that part of the unit.

8:07-8:10

am

Introduction of Lesson:

Once the teachers have finished explaining the Think-Pair-Share activity with the students, the teachers will explain theactivity that the students will be participating in over the nexttwo days and how it will apply to the rest of the unit that theyare starting. Amy and Sean will explain that the goal of theunit is to determine what freedom is based on the Bill ofRights and how the amendments were originally intendedcompared to how they are interpreted today. The first activitythat they will be doing will be interpreting primary sourcesfrom the 17th and 18th centuries that influenced the writing ofthe Bill of Rights as well as some of the first thoughts on the

nature of freedom and what it meant.

To help the students in their interpretation of these primarysources, the teachers will model the Directed Reading-Thinking Activity which uses a process of predictions, checkingfor error, and summarization and interpretation making theprimary sources easier to understand. Since the students willbe given four different documents from prominentphilosophers, the teachers will model one of these with themso that they only have to do three with their groups. Also, thestudents will have Graphic Organizers that they can use to

take notes on freedom in each document, providing them witha comprehensive guide to freedom before the Bill of Rights inthe Western World that they have created themselves.

8:10-8:35am

Lesson Instruction:The teacher will preview the primary source document withthe students by reading the title of the document. Then shewill ask them what they predict or expect to read about basedon the title of the document (Two Treatises of Government).Next the students will write down their own predictions in themargins of the document. Also have students circle orunderline any vocabulary words that they do not understand

or are not familiar with. Amy will ask students to share theirpredictions with the class and write down all of the students


4/5

Lesson Plan: Day 28:00-8:07 Start of Lesson:

The teacher will ask the students what the steps of DR-TA arein order to check if the students remember the steps from theprevious days lesson. The students then will be asked if they

know what the Bill of Rights are and will write them down onthe Smart Board (blank slide of a power point or worddocument) so they can reference what the students wrotelater in the lesson. The teacher will then tell the students totake out their graphic organizer note sheets for their primarysource analyses so they can finish up the last few readingsthey have during the first half of the lesson.

8:07-8:10 Introduction of Lesson:The teacher will remind the students of the steps of DR-TA ifthe students did not remember them correctly from theprevious days lesson. These steps will be pulled up on the

Smart Board for students to reference during the class period.

The teacher will then tell the students that they will beintroducing the Bill of Rights (or re-introducing, depending onhow many of the Bill of Rights the class remembered) andthat they should be prepared to analyze the Bill of Rightsbased on the philosophies they read

8:10-8:45 Lesson Instruction:- Students will get back in their pre-assigned groups to

continue reading and analyzing the primary sourceexcerpts for 35 minutes of class.

- After 35 minutes, the students will put their graphicorganizers to the side and will be directed back to thelist of the Bill of Rights they came up with at thebeginning of class. The students will then beintroduced/re-introduced to the Bill of Rights.

8:10-8:45 Assessments/Checks for Understanding:The teacher will walk around the classroom when thestudents are analyzing the primary source excerpts using DR-TA in their groups and help students who have any questionsor dont seem to be on the right track.

Students will be given their Think-Pair-Share responses fromthe day before asked again to do a Think-Pair-Share of theWhat is Freedom? question using the information theylearned from their analyses of the primary sources and thereview of the Bill of Rights


5/5

8:35-8:50 Closure/Wrap-Up/Review:Students will spend 5 minutes of class answering the Think-Pair-Share question. Tell students that they will be going indepth about the amendments in the Bill of Rights andconnecting them to current events as the unit continues.

Self-Assessment: N/A

Philosophers and Bill of Rights Intro Lesson

Documents

Transcript of Philosophers and Bill of Rights Intro Lesson