Focus (or Guiding) Questions:   

How has the United States been successful in applying the principles of the Renaissance, Reformation and the Enlightenment into the lives of Americans?

How do documents such as Two Treatises on Government, the Social Contract, the Magna Carta, and the English Bill of Rights help the nation’s founders frame the concepts into what would become the United States’ founding documents?

What concepts from writings of Enlightenment writers such as John Locke and Jean Jacques Rousseau have been borrowed from writers during the American Revolution such as Thomas Jefferson and the framers of the United States Constitution?

How did events leading into the American Revolution and during the war mirror the concepts of the Enlightenment?

In what ways is Natural Rights Philosophy becoming a new theme in current revolutions such as those in the Arab World?

How does the United States through its actions reinforce the principles of the Enlightenment within its own boundaries and around the world as the only remaining super power?

Know:

Documents that are considered important to framing America’s independence

Concepts shared by multiple documents framing early American government

How the concepts of the Renaissance, the Reformation, and the Enlightenment were borrowed from the founders

Sequence of ideas and events that led to American independence

The various events, documents, and time periods that lead to independence

Effects of writings of Enlightenment writers on current world movements            

Do:

Interpret primary source documents

Draw inferences from primary source documents

Create conceptual knowledge of academic vocabulary through art, comparison, and research

Use collaborative skills and academic discussion to arrive at consensus views

Use problem-solving skills to arrive at conceptual knowledge

Construct a time line using technology skills and tools 

Students will be confronted with a project that will challenge them to frame academic vocabulary, interpret and write about primary source documents, and construct timelines concerning the Enlightenment writers’ influence on the founding of the United States. Students will explore the continued importance of these writings in current movements around the world. They should receive the Founding of America through Primary Sources Project handout at the beginning of this module. Teachers can use the attached PowerPoint Instruction Slide Deck that will provide links to resources as well as a process to follow through the project.

Students will produce vocabulary concept sheets, an essay, and a timeline developed by groups as products.

Renaissance                 Reformation                  Enlightenment               Natural Rights Philosophy

John Locke                   Jean Rousseau             Thomas Jefferson           Magna Carta

English Bill of Rights      Proclamation of 1763    Stamp Act                     Townshend Acts

Boston Massacre          Boston Tea Party          Olive Branch Petition      Declaration of Independence

Vocabulary that can be reinforced that matches CSOs for the time and possible Westest 2 items:

Constitutional democracy          individual rights              liberty                           democratic principles   

primary sources                        Magna Carta                 English Bill of Rights     political leadership 

Bill of Rights                             framers                         sovereignty

Before starting this Module:

Module 5 focuses on the founding documents of the United States and the influence of writers of the Enlightenment on those documents. The primary source investigation that students will examine includes Two Treatises on Government by John Locke, The Social Contract by Jean Jacques Rousseau, and the Declaration of Independence, whose primary author was Thomas Jefferson. Additional documents of importance in this discussion include the Magna Carta, the English Bill of Rights, and the United States Constitution. Those documents are not included in this module, so if teachers want to use those, they’ll have to search for them online.

In the Module 4, students learned about events of the American Revolution. In this module, students will take a closer look at the foundation of concepts that would encourage independence and will have students gaining deeper knowledge of why the founders hoped to build a new experiment in democracy. In Module 6, students will learn about the challenges faced following independence about leveraging the principles studied in this module against leaders’ actions for the common good. Students will gain deeper meaning of academic vocabulary needed to write an essay and construct a timeline as projects within the framework of this module. Additional CSO vocabulary is added to this list for teachers if they would like to develop WESTEST 2 concepts within this module. Students will discuss current issues around principles of the Enlightenment as sequence events that led to American independence.

Strategies for Differentiated Instruction: Students will work within different ability levels to complete their assignments.  The group should produce a single, cohesive product which reflects the knowledge and learning of the entire group.  For students of lower level ability, the teacher should utilize the school resource room or resource teacher for re-teaching and review.

Strategies for Grouping:  Teachers’ knowledge of students’ abilities and strengths will allow them to pre-select groups ahead of time.    Teacher may group students by placing one student of higher ability with a student of lower ability and adding two students of middle abilities.   Good strategies to consider is pre-selecting the groups and post the list in the room for the students to see when they enter the class.  Please consider pairing together students who will work well together, but will not go off task.  Also, consider pairing students together based on varying levels of ability as well as mix genders

Technology:  Computer lab, overhead digital projector, Internet access, speakers/sound system for online videos

Materials:  you should always have materials in hand where students can cut, tape, write, and produce traditional posters, timelines, and brochures. Along with these items, digital materials such as desktop publishing software, printers, scanners, etc. should be available.

Vocabulary:  The teacher will use the adaptation of the Frayer Model for vocabulary development that is included in the handouts in this folder. Students will pair and share the development and “notemaking” of these vocabulary items. Notemaking is a formative assessment strategy where students develop conceptual knowledge of vocabulary terms in small groups and then share in larger groups on a chalkboard or interactive whiteboard.  

Notes to teacher on electronic resources:  The teacher may need to download a Flash player or another type of download to access all the electronic resources. 

Phase One:

As a review of previous history concepts, the teacher will review the Introduction slide in the PowerPoint Instruction Slideshow. The teacher may want to ask a few general questions about that slide, as those concepts were taught in 9^th grade World History. Students then can be given the Founding of America through Primary Sources Project document that outlines tasks ahead of them.

Phase Two:

Once phase one’s overview activity is finished, students will hold on to all of their work in a folder. Distribute vocabulary lists by either writing them on the interactive whiteboard or on a handout. The PowerPoint Instructional Slideshow gives directions on completing a Frayer Model Handout for group work and the Frayer Vocabulary Worksheet for individual assessment. The instructor should run two copies for each student; one for brainstorming and another to turn in as formative assessment piece. All brainstorming Frayer sheets should be placed in individual folders.

Each group will be assigned 2-3 vocabulary terms to complete on their Frayer Model Handout. Show the very short PowerPoint slideshow slides entitled Frayer Model within the PowerPoint Instructional Slideshow and leave up the final slide for instructions.

A single copy of each term will be posted on the classroom wall once completed. Once the terms are posted, students will go on a “gallery walk” to look at each other’s work. Students will do their own review of all vocabulary and complete the Frayer Vocabulary Worksheets individually for grade and perform the student self assessment portion after reviewing their own work. The teachers should review in case further work needs to be done before moving on.

An option at this point would be to build a class Wiki where multiple classrooms can collaborate with each other.

Phase Three:

Once completed with the gallery walk and visited each other’s work, students will be given copies of the Declaration of Independence, Two Treatises on Government, and the Locke Rousseau handouts. Assign them for reading. The Two Treatises handout only includes key excerpts and does not contain the entire text. The entire text can be found at http://www.teachingamericanhistory.org.

The PowerPoint Instructional Slideshow is designed to be used as a guide through this process. You can get to the following links from the PowerPoint. Show the video and discuss the text from http://www.hippocampus.org site by clicking and linking to:

http://www.montereyinstitute.org/courses/US History I/course files/multimedia/lesson08/lessonp.html?showTopic=1

Students should view the video on The Enlightenment, paying particular attention to the last half of the video.  The teacher wish to use the print text portion of the page in order to assign readings or provide research for the essay that will be assigned at a later phase.

Additionally, and very important information tying the Enlightenment to the Declaration of Independence can be found at http://www.hippocampus.org. The direct link to that particular topic can be found on the PowerPoint or link to:

http://www.montereyinstitute.org/courses/US History I/course files/multimedia/lesson12/lessonp.html?showTopic=1

Once completed, the teacher may move on to the next phase where students will write an essay.

Phase Four:

The teacher may guide students using the PowerPoint Instruction Slide Deck in assigning the Enlightened Thinkers Essay. If students don’t already have copies of the Declaration of Independence, Two Treatises on Government, and the Locke Rousseau Handout, you may need to distribute them. Additional information can be printed from the text button on the Hippocampus site. Teachers may also want to do additional instruction from:

http://www.teachingamericanhistory.org/ Teaching American History from the Ashbrook Center

http://www.archives.gov/education/research/  The National Archives

http://www.sascurriculumpathways.com SAS Curriculum Pathways

http://www.discoveryeducation.com/ Discovery Education Videos (paid by districts that subscribe)

http://www.studyisland.com/ CSO aligned Study Island contracts with districts to provide academic practice (paid by districts that subscribe)

Depending on how deep the teacher plans to go with the research on the essay, a rule of thumb is to allow a couple of days at the very least to compile research and write essays. Some teachers may wish to have students do peer reviews of essays using the writing rubric.

Phase Five:

Again, the teacher may use the PowerPoint Instruction Slideshow to guide the assignment of the timeline activity.

Students will create a timeline with the following events and explain how the motives behind these events that led to United States independence. It is important to leave students a variety of options in developing these timelines. Students should build a comprehensive timeline (video, PowerPoint, MS Word ) that gives:

1)     Dates

2)     Events

3)     Significance to American Independence

Phase Six:
Students will need work time to research, construct their timelines, and create.

Peer review process of products will take place before formal presentations. Peer Reviews could be done online with Moodle or Wikis so that it expands the transparency of knowledge throughout the school.

A variety of presentation rubrics can be downloaded from the Teach 21 website at the PBL Tools location:

http://wvde.state.wv.us/teach21/PBLTools.html

Phase Seven:
Presentation to other 10^th Grade teachers, principals, counselors, parents will be a part of the culminating event.

Student Self Assessment handout can be given or you can build authentic self assessment tools online at Survey Monkey http://www.surveymonkey.com/  or Zoomerang http://www.zoomerang.com/.

The Frayer Model Handout and the Frayer Vocabulary Worksheet allow students to use formative assessment in learning and conceptualizing vocabulary and related terms. This is done in a group and individual setting, allowing for multiple types of assessments. In this adapted model, students create artistic renditions of the vocabulary term.

Following handouts and the PowerPoint Instructional Slideshow which includes links, assessments, diagrams, and explanations will be helpful in guiding student investigation and culminating activities.

Assessment can be made with the Enlightened Thinkers Essay and Writing Rubric based on the Founding of America through Primary Sources Project.

Student Self Assessment and Student Online Surveys are utilized for this module.

Students will complete a Student Self Assessment form for reflection and grade. Shared assessment for student learning will take place throughout the project so that students will be able to do self assessments before, during and after the project.

Certain degrees of action research and reflection will take place through student assessment and teacher reflective writing.