Learning Goal: The student will understand how Enlightenment ideas influenced the thinking of our nation’s Founders.
Benchmarks:
SS.7.C.1.1
Content Complexity: Level 2/Skills and Concepts
Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers.
Benchmarks:
SS.7.C.1.1
Content Complexity: Level 2/Skills and Concepts
Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers.
Introduction Questions:
1.What are some possible reasons why people form into governments in the first place?
2.What are some downsides of forming into a government?
American democracy didn't just spring up on its own...
Many historical influences contributed in developing the government we have today.
1.What are some possible reasons why people form into governments in the first place?
2.What are some downsides of forming into a government?
American democracy didn't just spring up on its own...
Many historical influences contributed in developing the government we have today.
Task 1: Enlightenment Philosophy
Key Terms: Found on Page 9 of your Study Guide
•Enlightenment - a period in European history when education and reasoning led to new ideas about government and society.
•Natural rights - the belief that individuals are born with basic rights that cannot be taken away by governments.
•Social contract - an implied agreement between people and their government. You give up your perfect freedom and agree to set up a limited government and follow its rules in exchange for that government to protect your natural rights.
•Separation of powers - Our U.S. Constitution sets up three branches with their own limited powers and responsibilities.
•Checks and balances - In the U.S. Constitution, each branch of government is able to limit/check the power of the other branches.
•Founding Fathers: representatives from each of the 13 colonies who participated in writing the Declaration of Independence and the US Constitution. (influenced by Enlightenment philosophers/thinkers)
•Natural rights - the belief that individuals are born with basic rights that cannot be taken away by governments.
•Social contract - an implied agreement between people and their government. You give up your perfect freedom and agree to set up a limited government and follow its rules in exchange for that government to protect your natural rights.
•Separation of powers - Our U.S. Constitution sets up three branches with their own limited powers and responsibilities.
•Checks and balances - In the U.S. Constitution, each branch of government is able to limit/check the power of the other branches.
•Founding Fathers: representatives from each of the 13 colonies who participated in writing the Declaration of Independence and the US Constitution. (influenced by Enlightenment philosophers/thinkers)
Directions:
Step 1: Students will go through the powerpoint in class titled "Enlightenment NOTES." The powerpoint includes notes (like key terms above) and group/class discussion questions.
Step 2: In class, students will finish Pages 9-10 of your 1st Quarter Study Guide.
Step 3: Choose ONE of the following ways to assess your understanding.
Step 1: Students will go through the powerpoint in class titled "Enlightenment NOTES." The powerpoint includes notes (like key terms above) and group/class discussion questions.
Step 2: In class, students will finish Pages 9-10 of your 1st Quarter Study Guide.
Step 3: Choose ONE of the following ways to assess your understanding.
- Write a paragraph response using evidence from your terms and the images to address the following prompt: "Summarize Locke's and Montesquieu's views and how they impacted the founding fathers in making our American government."
- Create a political cartoon that incorporates evidence and summarizes Locke's and Montesquieu's views and how they impacted the founding fathers in making our American government.
- Create a T-chart with points that use evidence to summarize Locke's and Montesquieu's views and how they impacted the founding fathers in making our American government.
- Create a poem/rap that incorporates evidence and summarizes Locke's and Montesquieu's views and how they impacted the founding fathers in making our American government.
TASK 2
Learning Goal: The student will be able to analyze how the ideas of the Magna Carta, English Bill of Rights and the Mayflower Compact influenced the ideas of the Articles of Confederation and later the U.S. Constitution.
Benchmarks:
SS.7.C.1.2
Content Complexity: Level 2/Skills and Concepts
Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government.
SS.7.C.1.9
Content Complexity: Level 1/Recall and Reproduction
Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.
Learning Goal: The student will be able to analyze how the ideas of the Magna Carta, English Bill of Rights and the Mayflower Compact influenced the ideas of the Articles of Confederation and later the U.S. Constitution.
Benchmarks:
SS.7.C.1.2
Content Complexity: Level 2/Skills and Concepts
Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government.
SS.7.C.1.9
Content Complexity: Level 1/Recall and Reproduction
Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.
Task 2: Influential Documents leading to Democracy
Key terms below also found in "What's the Big IDEA?" notes. Complete these in your Study Guide on Page 11.
Rule of Law: All people must follow the laws, (including our representatives in government) and the laws should be enforced fairly.
Self Government: A popular or representative system where the people create and run their own government.
Due Process: Your government owes you a certain process before they take away your freedoms. (like a trial by jury)
Limited Government: A government that has been limited in power by a constitution, or written agreement.
Rights: A set of things that people believe they should be free to do without restrictions.
Rule of Law: All people must follow the laws, (including our representatives in government) and the laws should be enforced fairly.
Self Government: A popular or representative system where the people create and run their own government.
Due Process: Your government owes you a certain process before they take away your freedoms. (like a trial by jury)
Limited Government: A government that has been limited in power by a constitution, or written agreement.
Rights: A set of things that people believe they should be free to do without restrictions.
Directions:
Step 1: View the"What's the Big IDEA?" powerpoint in class.
Step 2: Fill in the "Graphic Organizer" using the "What's the Big IDEA" powerpoint. For each document, draw a picture that summarizes its significance and write down which "Big ideas" match best.
Step 3: Complete "Part B: Influential Documents" in your 1st Quarter Study Guide on pages 11-12.
Step 4: Choose ONE of the following ways to assess your understanding.
Step 1: View the"What's the Big IDEA?" powerpoint in class.
Step 2: Fill in the "Graphic Organizer" using the "What's the Big IDEA" powerpoint. For each document, draw a picture that summarizes its significance and write down which "Big ideas" match best.
Step 3: Complete "Part B: Influential Documents" in your 1st Quarter Study Guide on pages 11-12.
Step 4: Choose ONE of the following ways to assess your understanding.
- Write a paragraph response using evidence from your terms and the images to address the following prompt: "Summarize how AT LEAST TWO key influential documents (pick from Magna Carta, Mayflower Compact, English Bill of Rights, Common Sense) and "big ideas" found in them influenced the making of our American government."
- Create a political cartoon that incorporates evidence and summarizes how AT LEAST TWO key influential documents (pick from Magna Carta, Mayflower Compact, English Bill of Rights, Common Sense) and "big ideas" found in them influenced the making of our American government.
- Compare and contrast two influential documents (pick from Magna Carta, Mayflower Compact, English Bill of Rights, Common Sense) with evidence to show how their impact on American government was similar and how it was different.
- Create a poem/rap that incorporates evidence and summarizes how AT LEAST TWO key influential documents (pick from Magna Carta, Mayflower Compact, English Bill of Rights, Common Sense) and "big ideas" found in them influenced the making of our American government.
Extension "CHOOSE ONE" Activities Below:
Task 3: How an Iroquois Chief Helped Write the U.S. Constitution
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CLICK HERE to read an article about Iroquois Chief Canasatego and how he influenced our founding fathers in the writing of our Constitution. Then, answer the following questions:
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Task 4
CLICK HERE to play a game that can help you preview the next part of our Path to Democracy Unit. Then, summarize what you learned from the experience.
Create Your Own Task
Directions:
- Find a resource (or create a resource) that can be used to learn about our current unit of study that connects to the learning goal. It can be historical (from the past) or in current events (the present). Examples include a news/feature article, video, political cartoon, primary source images/photos, etc…
- Create directions for an activity that will prove your understanding of this source and how it connects to the learning goal.
- Check with me to approve your activity, and then complete it.
First Quarter REVIEW and 2nd Quarter PREVIEW
Directions:
As you've noticed so far this year, the room is covered with posters (primary and secondary sources) that relate to different parts of our Civics curriculum.
You'll work with a partner and Pick 10 posters with sticky notes on them of your choice around the room. For each poster, complete the following steps:
1. Check behind the poster (most will be lifted up from the bottom) and decode the clue to find a key term.
2. Use the "LEARNING GOALS" document at your table and identify which LEARNING GOAL throughout the 1st and 2nd quarter that BEST matches with the poster and the CLUES behind the poster you decoded. (some will have multiple options you can choose from) You are not only reviewing learning goals from the 1st quarter, but previewing learning goals from the 2nd quarter.
3. THIS IS THE MOST IMPORTANT STEP...Write down an explanation as to WHY the learning goal you picked matches with the poster and CLUES behind the poster you decoded. USE EVIDENCE!!
WHEN FINISHED...
1) COMPLETE ANY MAKEUP WORK FOUND UNDER “ASSIGNMENTS” ON ECAMPUS THAT HAVE A ZERO OR NO SCORE.
2) If no makeup work, pick from the following games to REVIEW from this quarter’s benchmarks with a partner on a chromebook by going to iCivics.org and clicking on “PLAY”
·Immigration Nation
·Sortify: U.S. Citizenship
·Win the White House
·News Feed Defenders
·Cast Your Vote
WRITE A SUMMARY OF WHAT YOU LEARNED WHILE PLAYING THE GAMES AND HOW IT CONNECTS TO OUR UNITS OF STUDY/LEARNING GOALS.
As you've noticed so far this year, the room is covered with posters (primary and secondary sources) that relate to different parts of our Civics curriculum.
You'll work with a partner and Pick 10 posters with sticky notes on them of your choice around the room. For each poster, complete the following steps:
1. Check behind the poster (most will be lifted up from the bottom) and decode the clue to find a key term.
2. Use the "LEARNING GOALS" document at your table and identify which LEARNING GOAL throughout the 1st and 2nd quarter that BEST matches with the poster and the CLUES behind the poster you decoded. (some will have multiple options you can choose from) You are not only reviewing learning goals from the 1st quarter, but previewing learning goals from the 2nd quarter.
3. THIS IS THE MOST IMPORTANT STEP...Write down an explanation as to WHY the learning goal you picked matches with the poster and CLUES behind the poster you decoded. USE EVIDENCE!!
WHEN FINISHED...
1) COMPLETE ANY MAKEUP WORK FOUND UNDER “ASSIGNMENTS” ON ECAMPUS THAT HAVE A ZERO OR NO SCORE.
2) If no makeup work, pick from the following games to REVIEW from this quarter’s benchmarks with a partner on a chromebook by going to iCivics.org and clicking on “PLAY”
·Immigration Nation
·Sortify: U.S. Citizenship
·Win the White House
·News Feed Defenders
·Cast Your Vote
WRITE A SUMMARY OF WHAT YOU LEARNED WHILE PLAYING THE GAMES AND HOW IT CONNECTS TO OUR UNITS OF STUDY/LEARNING GOALS.
