Download College of Education Social Studies Lesson Plan #2

James Madison University – College of Education
Social Studies Lesson Plan #2
Name: Rachel Deavers
Subject/Class: Service Learning Government
Grade Level: 12
Topic: Natural
Rights Philosophy and Classical Republican Philosophy
NCSS Themes:
II. Time, Continuity, & Change
Social studies programs should include experiences that provide for the study of the ways
human beings view themselves in and over time, so that the learner can:
e. Demonstrate an understanding that people in different time and places view the
world differently
f. Use knowledge of facts and concepts drawn from history, along with elements
of historical inquiry to inform decision-making about and action-taking on public issues.
V. Individuals, Groups, & Institutions
Social studies programs should include experiences that provide for the study of
interactions among individuals, groups, and institutions, so that the learner can:
e. identify and describe examples of tensions between and individual’s beliefs and
government policies and laws;
g. show how groups and institutions work to meet individual needs and promote
the common good, and identify examples of where they fail to do so.
X. Civic Ideals & Practices
Social studies programs should include experiences that provide for the study of the
ideals, principles, and practices of citizenship in a democratic republic, so that the
learner can:
a. identify key ideals of the United States’ democratic republican form of
government, such as indi-vidual human dignity, liberty justice, equality, and the rule of
law, and discuss their application in specific situations;
b. identify examples of rights and responsibilities of citizens;
Essential Questions/Big Ideas: What were the Natural Rights and Classical Republican
Philosophies and how did they contribute to government in the United States?
SOLs/Standards addressed:
GOVT.2 The student will demonstrate knowledge of the political philosophies that
shaped the development of Virginia and United States constitutional governments by
c) examining the writings of Hobbes, Locke, and Montesquieu;
e) analyzing the natural rights philosophies expressed in the Declaration of
Independence;
Learning Outcomes/Objectives:
1.0 Students will understand the differences between the Natural Rights and Classical
Republican philosophies:
1.1 by knowing the different beliefs in both philosophies;
1.2 by being able to apply those philosophies to the debates over current issues.
2.0 Students will be able to communicate effectively:
2.1 by arguing their opinion
2.2 by arguing the point of view of a governmental philosopher
Assessment alignment chart: How will you know they know the objectives listed
above?
Formative: I will assess students understanding as I circulate around to talk to the pairs
as they are teaching each other about the two philosophies and during their press
conference group work. I will also be able to tell by their location in the room during the
standing discussion if they can apply these philosophies to current events.
Summative: Students will be graded on their participation in the press conference as
well as the completion of their NR/ CR chart. There will an essay on the first test that
will ask students to explain the differences in the two philosophies and apply them to a
current political/ policy debate in the United States.
Objective
Assessment
I will be able to see this as we do the
1.0 Students will understand the standing discussion and see what sides
differences between the Natural of the room students move to. My
Rights and Classical Republican questioning during this activity will also
philosophies
enable me to see who understands deeply
and who is still struggling with the
differences in philosophy.
2.0 Students will be able to
Will be assessed during the discussion
communicate effectively
and in the press conference activity the
next day.
Background Content Outline:
This is only the second class period with these students. In the class prior, students will
be introduced to the syllabus for the course and learn the types of government—anarchy,
monarchy, democracy (direct & representative), oligarchy, etc.
In this lesson, students will learn the following…
I.
Natural Rights Philosophy
a. Championed by John Locke
b. History or Natural Rights Philosophy
II.
Classical Republican Philosophy
a. Social contract
III.
Influences on our government
IV.
a. Abigail Adams & Mary Wollstonecraft—influential women in U.S. with
differing views on the role of women, the job of government, and the
rights of women and African Americans
b. Hiawatha & Benjamin Banneker—minorities (Native American & African
American respectively) who championed democracy and contributed to
the philosophies of Founding Fathers in the U.S. government
c. Thomas Hobbs, Louis XIV and William Laud—believed man was
inherently evil and needed to be controlled by government
d. Montesquieu—separation of powers and checks and balances
Presentation/ Debating Skills
a. Arguing a position
b. Good presentation skills, eye contact, etc.
DEAN CHART
Concept word D=define
E=examples
A=attributes
Natural Rights
Philosophy
American
Revolution
Belief in value
of the
individual
Classical
Republican
Philosophy
Checks and
balances
Belief that
government
exists to protect
the rights of the
individual and
when it does
not, it is the
duty of the
citizen to
overthrow the
government and
create a new
one which does
protect the
rights of life,
liberty, and
property
Emphasis on
civil
responsibility,
virtue, morality
and the
common good
of society over
the individual
Each branch of
the government
checks the
“We hold these
truths to be
self-evident
that all men are
created equal;
that they are
endowed by
their Creator
with certain
unalienable
rights that
among these
are life, liberty,
and the pursuit
of happiness.”
Greece and
Roman
governments
United States
President is
Belief in
democracy
N=nonexamples
Monarchy
Anarchy
Russian
Revolution
Classical
republicanism
Belief in
morals,
education,
homogeneous
society,
common good
Natural rights
philosophy
Each branch
has power not
to be in excess
A tyrannical
regime like
Saddam
others to make
sure neither has
too much power
and becomes
tyrannical
Separation of
Powers
impeached by
House, tried by
Senate, judge is
the Chief
Justice of the
Supreme Court
of the other
branches
Hussein or
Adolf Hitler
Branches serve
as “watchdogs”
over the each
other
Two or more
A tyrannical
branches of
regime like
government
Saddam
Hussein or
Adolf Hitler
who holds all of
the power in the
executive
Idea
United States
championed by
Montesquieu
Legislative
that government Executive
should separate Judicial
powers into
branches so one They each
does not have
serve their own
more power
functions
than the other
Instructional Plan:
1. Students enter the room, take their seats and get out materials before the bell.
2. Teacher takes attendance and has the warm-up question (RAP—Review and Preview)
on the board for students to answer on their participation sheets. RAP: What’s more
important—the rights of an individual or what’s best for the country as a whole?
3. Have the RAP question on polleverywhere.com and have the students text their
answers to the screen to vote. Students will discuss their opinions with the class and the
teacher will ask for specific examples from society where the rights of the individual and
the goals of society might clash (ie: seatbelt law, smoking bans in public places, etc.).
4. The teacher will preview terms from the Dean Chart before reading so students are
aware of the vocabulary while they read. The teacher will use pictures and examples on
the PowerPoint slides to help students remember vocabulary. A final slide with the
definitions on them will remain on the screen as students read in the next part of the
activity.
5. The teacher will divide the class in half with half of the students reading in the We
The People books about the Natural Rights Philosophy and half reading about the
Classical Republican Philosophy. Students will make a list of at least 7 characteristics of
the philosophy or major historical figures that are associated with the philosophy in the
chart provided.
6. Students will each take a partner from the opposite side of the room and teach each
other about their philosophies and help to fill out the graphic organizer (chart) about the
two philosophies. The teacher will be circulating around the room to help student answer
questions or clarify or add to discussions.
7. The teacher will ask students to come to the center of the room with one wall
representing the natural rights philosophy and one representing classical republican. The
teacher will show statements on the screen that display or show one of the philosophies
and students will have to move to the appropriate side of the room for that philosophy.
The teacher will stop during each one to ask questions and stimulate discussion. Current
issues will be used as well like gun control, seatbelt laws, etc. For example, one
statement might read, “I should be able to own any gun I want and store it any way I feel
is safe in my own home.” This would be an example of the natural rights philosophy.
The teacher may also use people or other information from the reading and have students
move to the appropriate side of the room to check for understanding of the material,
comprehension of the reading, and partner work in teaching.
8. Pass out the articles on government philosophers. There will be readings on
Montesquieu, Locke, Hobbs, Laud, Hiawatha, Wollstonecraft, Banneker, A. Adams, &
Louis XIV. Students will each receive one of the articles and will read for understanding,
answering the stop and discuss questions in each article (from History Alive).
9. Students with the same article will be paired together. One student will be the actor,
another the press relations agent, and the rest of the group will be reporters. They will
prepare for a press conference we will hold in class the following day. Actors will need
to color their paper mask, decide what props and costumes to wear, and study the article
to understand their person’s point of view when it comes to government control and
philosophy. Press relations agents will create a nameplate for their actor as well as a 30
second introduction of their actor which they will read at the beginning of the press
conference next class. The will also question the actor to help him/ her prepare. The
reporters will work to create questions to ask of all of the actors during the press
conference tomorrow. They will receive a list of all of the government philosophers and
their main points so they can write their questions. During the group activity, the teacher
will circulate around the room, asking comprehension questions from the reading and
giving pointers about issues their character should discuss during the press conference.
10. At the end of class, students will answer the “Question of the Day” which will be on
the screen: What are three ideas you learned about your philosopher’s views on
government as you prepared for the wax museum? Students will turn in their
participation sheets with the RAP and Question of the Day.
11. Students will be reminded of their homework—to further prepare for the next day’s
philosopher press conference.
Materials Needed for the Lesson:
History Alive readings and reporter’s notes
Natural Rights vs. Classical Republicanism graphic organizers
We the People books
PowerPoint of statements for NR/ CR activity
Computer
Screen/ smartboard
PollEverywhere.com question/ account
Bibliography/Resources Used:
Broglie, M. (6/27/11). We the People: The Citizen and the Constitution. Content
Academy History K-12.
Lecture conducted from James Madison University, Harrisonburg, VA.
History Alive Government Philosophers Activity (I do not have the books over
the summer or access to them for an accurate bibliographical entry, I apologize)
(2009). We the People. Calabasas, CA: Center For Civic Education.
Adaption/Differentiation:
ELL/struggling
readers
ADHD
Gifted
I use the vocab slides/ pics and review before the reading to help
with key vocabulary. I also have a list of questions I can give to
students to help guide their reading, if needed.
Students will be transitioning from individual to partner work to
standing during a class discussion and using their phones to text to
the screen. Students will not be sitting still for the entire period and
there will be hands-on activities to keep students interested and
moving.
The philosophers activity gives students the chance to be creative.
The standing discussion will also student to give their opinion and
be challenged by the current issues we will discuss. The two
philosophies studied will give them a new way of seeing those
issues (in light of the Founding Fathers).
Explanation of Instructional Strategies Used:
This class will be expected in the spring semester to work at an internship with a
government agency and make a presentation to the Frederick County Board of
Supervisors. Therefore, we will work on presentation skills with this lesson (standing
discussion and press conference activity). We are also focusing on being able to
communicate their point to view to a group of people. I used the We the People book
combined with the History Alive Press Conference group work to allow students in-depth
knowledge of the two major philosophies as well as the “fun” of a creative presentation
project.
Note: I have attached a FEW of the history alive readings so you can see what the
students are reading for the philosophers press conference as well as the Natural Rights/
Classical Republican chart.
Differences between the Classical Republican and
Natural Rights Philosophies
Classical Republican
Philosophy
Natural Rights
Philosophy