Scribd Logo
Upload

Welcome to Scribd!

  • 48 views

    Discussion LP

    Uploaded by

    api-311017794
    This document outlines a lesson plan where students will debate the philosophical ideas of Hobbes and Locke. The lesson goals are for students to understand the similarities and differences between Hobbes and Locke and how their ideas shaped future governments. In the debate, students will be assigned to represent either Hobbes or Locke and make arguments using evidence from their assigned philosopher's beliefs. The debate is intended to help students compare the viewpoints and apply Enlightenment philosophies to modern contexts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Discussion LP

    Uploaded by

    api-311017794
    48 views3 pages
    This document outlines a lesson plan where students will debate the philosophical ideas of Hobbes and Locke. The lesson goals are for students to understand the similarities and differences between Hobbes and Locke and how their ideas shaped future governments. In the debate, students will be assigned to represent either Hobbes or Locke and make arguments using evidence from their assigned philosopher's beliefs. The debate is intended to help students compare the viewpoints and apply Enlightenment philosophies to modern contexts.

    Original Title

    discussion lp

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document outlines a lesson plan where students will debate the philosophical ideas of Hobbes and Locke. The lesson goals are for students to understand the similarities and differences between Hobbes and Locke and how their ideas shaped future governments. In the debate, students will be assigned to represent either Hobbes or Locke and make arguments using evidence from their assigned philosopher's beliefs. The debate is intended to help students compare the viewpoints and apply Enlightenment philosophies to modern contexts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    48 views3 pages

    Discussion LP

    Uploaded by

    api-311017794
    This document outlines a lesson plan where students will debate the philosophical ideas of Hobbes and Locke. The lesson goals are for students to understand the similarities and differences between Hobbes and Locke and how their ideas shaped future governments. In the debate, students will be assigned to represent either Hobbes or Locke and make arguments using evidence from their assigned philosopher's beliefs. The debate is intended to help students compare the viewpoints and apply Enlightenment philosophies to modern contexts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    The Enlightenment ‖ Ideas Clash: Enlightened Debate – Hobbes vs.

    Locke

    Goals (broad-not directly observable) & Objectives (Specific-observable)


    Goals
    Students will understand the similarities and differences between the beliefs of Hobbes and
    Locke and their relationship in shaping governments of the future.

    Objectives
    Students will identify the views of the philosophes and apply them to the modern day, as
    demonstrated by effective oral arguments though claim/counter-claim-evidence format
    and transcribed on the graphic debate organizer.

    California State Content Standards


    10.2.1 Compare the major ideas of philosophers and their effects on the democratic
    revolutions in England, the United States, France, and Latin America (e.g., John Locke,
    Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson,
    James Madison).

    Common Core Literacy Standards


    CCSS.ELA-LITERACY.RH.9-10.1
    Cite specific textual evidence to support analysis of primary and secondary sources, attending
    to such features as the date and origin of the information.
    CCSS.ELA-LITERACY.RH.9-10.2
    Determine the central ideas or information of a primary or secondary source; provide an
    accurate summary of how key events or ideas develop over the course of the text.
    CCSS.ELA-LITERACY.RH.9-10.6
    Compare the point of view of two or more authors for how they treat the same or similar
    topics, including which details they include and emphasize in their respective accounts.
    CCSS.ELA-LITERACY.RH.9-10.9
    Compare and contrast treatments of the same topic in several primary and secondary sources.

    Driving Historical Question


    How do the ideas of Hobbes and Locke manifest in modern societal and governmental
    contexts?
    Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: ~15
    minutes
    Debate Preparation:
    Students will be instructed to complete a debate graphic organizer to serve as an
    argumentative aide for the debate. The format establishes sentence starters for a claim-
    evidence structure wherein students will complete the sentences based on views of their
    previously assigned philosophe (Hobbes or Locke) and arguments/evidence they feel
    compelled to include. During this time, students will collaborate with others in their
    “team” (Hobbes or Locke) to develop potential arguments and supports. Historical and
    social components to argue during debate include human nature and governmental
    purpose.

    Structure Overview:
    Rules for the debate will be outlined whole-class by the instructor.

    Vocabulary (Content Language Development) ‖ Time: Throughout lesson


    Hobbes, Locke, Enlightenment, philosophe, belief, claim, counter-claim, evidence,
    monarchy, democracy, debate, rebuttal

    Content Delivery (Method of Instruction) ‖ Time: ~60 minutes


    The debate will be carried out as a controlled practical exercise as follows:
    One student from each “team” will be randomly assigned to debate each other in front of
    the class, representing the opposing philosophies of the Enlightenment. Each student will
    be given two minutes to make their case (reading of debate graphic) and one minute for
    rebuttal (on-the-spot discussion and response of opponent’s comments). After remarks
    from each team representative, the respective teams should “encourage” or “agree” by
    softly banging on their desks at the close of their argument. The class is to record the
    debaters and the “winner” of each debate as well as mentally note effective/ineffective
    arguments and strategies in preparation for their own debate. At the close of each debate,
    students are to applaud for the effort of both individuals.

    Student Engagement (Critical Thinking & Student Activities) ‖ Time: Throughout lesson
    Engaged preparation:
    Students collaborate in completing the graphic debate organizer, developing critical
    thinking with peers.

    Engaged debate:
    Debaters are actively engaged while arguing claims or providing evidence, demonstrating
    critical thinking skills.

    Engaged audience:
    Audience members are waiting for queues to encourage debaters, both in-team and whole-
    group, as well as record participant/winner names and mentally note effective
    strategies/arguments to prepare for future debates.
    Lesson Closure ‖ Time: ~10 minutes (remainder as homework)
    Students are to begin completing a “reflection,” answering three prompts digitally, in
    paragraph form. These prompts include (1) Summarize the beliefs of Hobbes & Locke. How
    did they differ? What was their impact? (2) Which Enlightenment thinker were you
    assigned to? What arguments did you make on their behalf? Were they effective? (3) Who
    do you personally agree with: Hobbes or Locke? Why? Was your mind changed over the
    course of the debate? What were your overall thoughts on the project?

    Assessments (Formative & Summative)


    Formative – completion of graphic-debate organizer
    Formative – pounding on desk/applause
    Formative – debater/winner match-up sheet
    Summative – debate details/ performance
    Summative - reflection

    Accommodations for English Learners, Striving Readers and Students with Special Needs
    The following accommodations are provided/should be made:
     Sentence starters of debate graphic organizer to assist with debate
     Allowance as debate organizer as tool to use during arguments
     Collaboration with peers for ideas/questions/clarity in preparation
     Flexibility in time constraints – more or less time allowed if needed

    Resources (Books, Websites, Handouts, Materials)


    Assignment slip – Hobbes or Locke (with number)
    Graphic organizer – Enlightenment Ideas Clash
    Debate graphic-organizer
    Team tallies organizer

    You might also like