Impact on Student Learning

Project
________________________________
Central Wilkes Middle School
Social Studies
7th Grade

Emily Driver
CI 4490 - Dr. Thornton
Fall 2015

School Information:
Central Wilkes Middle School
Address: 3541 South NC Highway 16, Moravian Falls, NC 28654
Phone Number: (336) 667-7453
Website: cwms.wilkescountyschools.org
Principal: Mr. Jeffrey Johnson
Supervising Teacher: Mrs. Heather Cheek, Grade 7
Subjects: English Language Arts and Social Studies

Internship Information:
Appalachian State University
Middle Grades Education Block Two
Instructor: Dr. Holly Thornton

Student Information
Name: Emily Nicole Driver
Major: Middle Grades Education
Concentrations: English Language Arts and Social Studies
Email Address: [email protected]
Section I: Learning Goals and Objectives

Attached below are my essential question, student-centered learning

targets, and all standards addressed within this unit.
Essential Question: How do new ideas change society?
Learning Targets:
Students will be able to:
Name at least 3 Enlightenment philosophers and summarize
their ideas
Explain how Enlightenment philosophy led to American
democracy
Explain how new ideas about people and governments led to
modern social change
Standards Addressed:
Social Studies (NCSCOS)
7.H.1.2: Summarize the literal meaning
of historical documents in order to establish context.
7.H.2.1: Analyze the effects of social,
economic, military, and political conflict among nations,
regions, and groups (e.g. war, genocide, imperialism, and
colonization).
7.C&G.1.1: Summarize the ideas that
have shaped political thought in various societies and
regions (e.g. Enlightenment and Scientific Revolution,
democracy, communism, and socialism).
7.C&G.1.4: Compare the sources of
power and governmental authority in various societies (e.g.
monarchs, dictators, elected officials, anti-governmental
groups and religious, political factions).
Common Core English Standards
RI.7.6: Determine an authors point of
view of purpose in a text and analyze how the author
distinguishes his or her position from that of others.

 W.7.9: Draw evidence from literary or

informational texts to support analysis, reflection, and
research.
S&L.7.4: Present claims and findings,
emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume, and clear
pronunciation.
L.7.1: Demonstrate command of the
conventions of English grammar and usage when writing or
speaking.
L.7.2: Demonstrate command of the
conventions of standard English capitalization, grammar,
and spelling when writing.
L.7.3: Use knowledge of language and its
conventions when writing, speaking, reading, or listening.
L.7.6: Acquire and use accurately gradeappropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension
or expression.
Common Core Reading in History Standards
RH.6-8.2: Determine the central ideas or
information of a primary or secondary source; provide an
accurate summary of the source distinct from prior
knowledge or opinions.
RH.6-8.4: Determine the meaning of
words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social
studies.
RH.6-8.7: Integrate visual information
(e.g. in charts, graphs, photographs, videos, or maps,) with
other information in print and digital texts.

Section II: Student Background, Knowledge, and

Experience
Students should know a lot of things coming into the 7th grade, but by
and large, my students do not. My cooperating teacher told me from the
start that these students do not have the background knowledge they
should, and based on my pre-assessment and in-class questions, they
definitely do not possess any knowledge regarding the Enlightenment except
what they just learned during our unit on the Scientific Revolution.
I have two very different groups of students. My first group (Block I) is
on grade level with few behavioral problems. My second group (Block III) of
students, however, is an EC inclusion class. Almost every student in that
class has an IEP, and several either have Emotional-Behavioral Disorders,
Attention Deficit/Hyperactivity Disorders, or another disability that keeps
them from focusing. As these groups are very different, they require different
approaches in teaching and learning.
In addition, only two days before the unit ended, we had a new student
come to our school. While he is very intelligent, he is also loath to reveal
predisposition toward any academic subject, so I was unable to accurately
ascertain his abilities before giving him an alternate assignment. That
student is leaving again on Monday to move to a new group home, so I will
have no further opportunities to interact with him.
My students tend toward a few distinct categories, and the primary
characteristics thereof involve intelligence, being the academic capability of
the student, and initiative, being the desire of a given student to complete
their work satisfactorily and learn. I have students with intelligence and
initiative, students with no intelligence and no initiative, students with
initiative and little intelligence, and perhaps most frustratingly, students who
are highly intelligent yet possess little initiative. This latter category are the
kind of students who make up about 25% of Block III, which is an EC inclusion

class, and they are hardest to get to. I have many students in that class who
are not the most intelligent, yet are willing to work hard to try and learn what
they can. Generally, I have ended up gearing my instruction more to them,
seeing it as a disservice to them if I were to spend the entirety of class time
getting on the other 25% of the class. With Block I, I have little to no issues
of this kind. Although students are bound to act like the adolescents they
are, by and large, I have no real issues with discipline within my first block.
I have collected statistics from last years 6th graders, which are this
years 7th graders. Although a few of my students are new, and few students
from last year have since moved, they still provide a good overview of the
makeup of Central Wilkes Middle School. All numbers are given as
percentages. The following charts demonstrate the makeup of various facets
of CWMS:
EOG Score Makeup
Male

Femal
e

Black

Hispani
c

White A.I.G.

College/
Career
Ready

34.4

42

20

21.8

43.8

Grade
Level
Proficient

45

50.5

24

33.3

54.2

E.C.

L.E.P.

E.D
.

All

91.9

8.3

6.3

27.
1

37.
7

95

14.6

6.3

36

47.
4

Economic/Racial/Disabilities Makeup

% of
Students

Male

Femal
e

Black

Hispani
c

Whit
e

EC

LEP

ED

48.7

51.3

10.4

20.5

63.1

10.8

6.9

67.2

Section III: Plan For Assessment/Evaluation of Student

Learning
Assessments for this unit are composed of a pre-assessment, postassessment, and final product of learning. The pre- and post-assessment are
a Kahoot quiz, which is an online quiz platform that takes the form of a
game. Students earn points based on how quickly they can answer questions
correctly, and while the high scoreboard isnt always the best indicator of
which student knows more than another, the overall assessment data it
provides simply breaks down correct and incorrect answers for each student,
and then gives an idea of the classs overall speed in answering the
question. For my second class, I performed the post-assessment twice: once
for practice, and once for a grade. I altered the class period in this way for
two reasons: firstly, they had finished all their presentations the day before,
whereas the other class still had a few to complete; secondly, my second
class is an EC class and the students there, I reasoned, would do better if
given a chance to read through the questions and become more familiar with
them, and then answer the questions instead of only having one chance to
see and answer them.
Our final product of learning is a group poster project. For this project, I
split students into groups based on which philosopher they found most
interesting. At the end of a class period, I simply asked them to pull out a
sheet of paper and number 1-6, with 1 being favorite and 6 being least
favorite.
For this project, I attached a rubric corresponding to the rubrics my
cooperating teacher often gives to her students. Students were given this
rubric at the beginning of the project, and had to keep track of it until they
turned the final project in to me. I gave them one full class period and one
half class period to work on their poster. For a copy of the rubric and
materials associated with preparation of the final project, see Appendix A.

Examples of finished posters and their corresponding rubrics are

attached in Appendix B of this document. I tried to include groups of
students who fell into the A, B, and C range on their grades. However, these
students all demonstrated proficiency in the topic at hand, according to
Wilkes County Schools standards.

Section IV: Essential Content

The chart below contains a day-by-day layout of the necessary content
and assessments for that day of our Enlightenment unit.
New Information/
Map Skills/ Homework/
Todays Main Objective Other Assessments

Vocabulary
Needed
Today

Day What is the

1
Enlightenment?
(M) What was government
like before the AOE?

Bellringer: Kahoot PreAssessment

Map Skill: Where did the
Enlightenment occur?
(centrally France, but also
in other areas)

Enlightenmen
t
Philosophy
(philosopher)
reason/logic

Day Francis Bacon

2
Scientific Method
(T)
for social science
Wollstonecraft
womens rights
Voltaire
people and the
world are awful,
very sarcastic

In Class: Notes on
philosophers and their
main ideas

Virtue

Day Hobbes
3
all power should be
(R)
vested in one man
Rousseau
people are basically
good, civ. people
give up freedoms to
join in a civil
society
Locke
Basically
reasonable, all

In Class: Worksheets/
Group Work
Exit slip: Philosophers
numbered 1-6 in order of
preference

Social
contract

people have equal

rights to life,
liberty, and the
pursuit of property
Montesquieu
individual groups of
govt have too
much power powers ought to be
split
Day The Enlightenment and
4
Democracy
(T) Declaration of
Independence v.
Enlightenment Philosophy
Vocabulary Overview

Democracy
Rights

Day Poster Workday

5
(W)

Map Skill: Know where

your philosopher comes
from! Draw a star on the
map of Europe for them
and put it on your poster.
In Class: Complete the
assignment with your
group!

Day Poster Presentations

6
Post-Assessment
(R)

In Class: Presentations
and Rubrics
Exit Slip: Kahoot PostAssessment

Section V: Resources, Materials, and Preparation for

Instruction
Before the unit began, I put together a day-by-day layout of the unit,
and attached below any resources I might need for the unit. In Appendix C,
those resources are attached for your viewing, should you so desire. In
addition, I had a Powerpoint presentation that I went through, the link for
which is attached in Appendix D.
As far as physical preparation goes, I generally made my copies the
day that lesson was to be taught. I had to print everything from Mrs. Cheeks
computer during planning period, and the copier was very slow, so I did my
best to not impede the instruction of other teachers on the hallway by
printing off hundreds of pages of copies at once. During class periods, if we
were going to be using any materials such as paper or pencils, I had students
retrieve them at the beginning of class so they would not be struggling to
find them in the middle of our instruction. If we were using laptops for a
Kahoot, I had them begin to boot up their laptops before we got to that point
in the lesson, because it took a while to start the laptops.
For the final project, I printed off rubrics and materials the day before
the project began, because I wanted students to have a chance to look at the
rubric and go through it with me before they began their work. When the day
came to work on the posters, I had a pad of giant paper, which I tore pages
out of beforehand to save time. Mrs. Cheek keeps baskets of markers,
colored pencils, and other project materials, so I got those out of the cabinet
and had them ready for students to use.
Having my planning period at the beginning of the day proved to be
very useful. After homeroom, for which I had nothing to prepare, I had a little
over an hour and a half to get materials ready for the day ahead. Had I been
in a different grade, where the students attended electives at a different time
of day, it would not have been as simple to prepare materials. I like to have

my primary work time at the beginning of the day, because I think best
during that time. Because my planning was during the morning hours, I was
able to get much more done, that I otherwise would not have had the
opportunity to do.

Section VI: Instructional Method and Procedures

I chose to make my instructional methods somewhat similar to my
cooperating teachers usual method, as this is what my students are
accustomed to, and then branch off into the methodology I prefer to work
with. Because of this, I began the unit with a little lecturing and associated
note-taking sheets, and then moved into working with primary texts and,
eventually, independent and group work.
This unit took about two weeks, for a few different reasons. I began our
unit on Monday, when we performed our pre-assessment, then did a short
lecture and introduction to the Enlightenment and what society and
government were like before it occurred. We also did a classroom activity
where students brainstormed reasons for and against absolute monarchy on
individual whiteboards. On Tuesday, we discussed Wollstonecraft and
Voltaire. Thursday was Locke, Rousseau, Montesquieu, and Hobbes; on that
day I let students work in groups to examine pieces of those philosophers
works. The next Tuesday, we worked as a class with the Declaration of
Independence and Constitution, to find Enlightenment ideals within each.
Wednesday was a poster workday, and Thursday the students presented
their posters and went through the post-assessment.
My unit was unfortunately broken up in this way because of a few
unavoidable circumstances. Tuesdays are CNN Student News days in our
Social Studies block, and so my instructional time was cut short on those
days. The first Wednesday was a day off school for us. That Friday was Drop
Everything and Read day, in hopes our classes would manage to finish their
class novels. Monday was a field trip day, and so of course we got nothing
done that day. However, regardless of this, my students still managed to

retain a good amount of knowledge, especially since we made it a point to do

a quick review at the beginning of most days.
With my second class, I found it necessary to demonstrate much more
what exactly I wanted. I was careful to model what was happening with their
assignments, and took a little more time to explain concepts. Noting that
they had shorter attention spans, I also tried to break their class up with a
break in the middle so they could get up, move around, and avoid the
monotony of sitting and working for hours at a time. With my first class,
giving the students breaks was not always necessary, but I still gave them a
break towards the end of their Social Studies block because that was Mrs.
Cheeks custom.
I tried to use developmentally responsive methods as often as possible.
Whenever I could, I let students work and explore concepts on their own. I
also tried to stir interest in the text and concepts by giving the students
Trivia Time questions at the beginning of each class day. The questions
were always about one of the people or texts we would be learning about
that day, and helped get students more interested in the material. I found
that when we started the day off with something that caught their interest,
they were more willing to learn the material because they were interested in
it.

Section VII: Curriculum Adaptation and Instructional

Modifications
One of the major modifications I had to make during this unit occurred
in my second class. This particular classroom was primarily composed of
students with varied disabilities, among them Emotional/Behavioral
Disorders, Specific Learning Disabilities, Dyslexia, and Dysgraphia. I also had
three English Language Learners on three different English ability levels; one
was fairly proficient, one was capable of reading simple texts in English, and
one did not speak or understand English well at all. Because these three
language learners all spoke Spanish as their primary language, I also
included Spanish translations of most of the texts I used within my classroom
when planning and preparing this unit. Some texts did not have a
corresponding translation, however, and so I grouped those text assignments
in such a way that my lower Spanish-speaking student was able to sit with
another student that could translate and explain things to him. I also allowed
him to write in Spanish when writing was necessary for him. When we were
working with primary texts, I read them aloud so students would be able to
hear the words, as well as see them on their pages. When we used primary
source documents, we were either in mixed-ability groups or annotating as a
whole class.
In addition, about two days before the end of the unit, when students
were to be working on their group projects, we had a new student join our
school. Due to a lack of the background knowledge the rest of the class
possessed, as well as his being reluctant to work well with others, I had to
give him alternate assignments that would give him the knowledge he
needed to move on to our classs next unit. These alternate assignments
consisted of a worksheet on what the Enlightenment was and related
questions from Readworks.org on his first day in the classroom, and then I
had him read through the same work the class did on Hobbes, Locke,

Rousseau, and Montesquieu and write a 2-3 sentence summary of each. This
student has since moved again, so I was unable to give him a postassessment. However, given that he never turned the alternate assignment
in to me, I am not certain of how well he may or may not have done.

Section VIII: Classroom Management Considerations

I had a few issues with classroom management from the beginning. I
think this is largely due to the fact that, even though I am an adult and my
cooperating teacher asked the students to regard me as such, they all know
Im a mere intern, and that I have no real presence in the school past my
five-week internship. Because of that, they dont treat me as if I have real
authority, though they will obey me with the small things. It took me a while
to develop relationships with the students, but once I did, they started
listening to me a bit more. There are obviously a few who still do not listen to
me, but overall, most of the students are willing to do as I ask them.
Central Wilkes Middle School uses the Positive Behavior Initiatives and
Supports (PBIS) system of behavior management. As part of being in Mrs.
Cheeks classroom, I was expected to implement this methodology during
my internship and unit instruction. This meant that I was expected to give
Talon Tickets to students demonstrating respect and responsibility,
including, but not limited to, staying on task, obeying adults and other
authority figures, being prepared for class, following directions and working
according to them, and behaving as expected in hallways and during breaks.
I also had full authority to issue Minor Incident Reports (MIRs) for
disobedience to any of the above standards, as well as any other indiscretion
that went against the schools expectations. MIRs add up, and after a certain
number of them, students are either sent to In-School Suspension or given
an Office Discipline Referral. An ODR can also occur for isolated, severe
incidents of misbehavior.
I took classroom management into consideration as I planned this unit.
I knew we would be doing group work, so I did my best during the first couple
of weeks to get to know my students well enough to avoid problems in this

area. We grouped up twice; the first time, I just kept students in the groups
Mrs. Cheek had already sorted them into, and the second time, I allowed
students some choice as to what group they would be sorted into by letting
them number their preference of philosopher from most to least interesting. I
spent a bit on those groupings, because after giving students their
preferences, I had to ensure none of the groupings would be problematic,
and then move students accordingly.
Near the end of my unit, I had a severe classroom management
challenge in the form of a new student who arrived in my class. As he did not
have the background knowledge of other students, who had a workday for
their final projects, I gave him an alternate assignment. He was doing well
with this until my cooperating teacher left the room to check on a student in
ISS. Once she left, he refused to work any longer, claiming that he did not
have to listen to me and that he was leaving. I did my best to get him back
on task, but he refused and began to walk down the hallway, while shouting
that I wasnt in charge of him. Obviously, other teachers in the hallway heard
him, and another member of our instructional team stepped into the hallway
and made him stand near the lockers until Mrs. Cheek returned. I had to
write an MIR, speak with one of our assistant principals regarding my
experience with him, and send him to ISS for a few days! The veteran
teachers said I handled it better than could be expected, given that Im only
an intern and they had never, in multiple years of teaching, experienced a
student as disrespectful as he was. I remained calm and handled the
situation in a respectful manner; he was simply unwilling to listen to me.
That is the only major discipline problem I have had since arriving at my
school, and thankfully, it should not happen again during my time here.
On a lighter note, there are the same classroom management issues
here as with any classroom. My students are sometimes loud, often off-task,
and generally unwilling to listen to teachers if they are asking them to do
something the students do not want to do. However, with efficient and fair
classroom management, and the forging of relationships with the students,

they become much more willing to listen and do what you ask them to do.
Once I figured that out, everything became much simpler for me and for my
students.

Section IX: Results and Analysis of Student Learning

Central Wilkes Middle School uses a 10-point grading scale that follows
the following pattern:
Letter
Grade

Correspondi
ng Number
Score

90-100

80-89

70-79

60-69

0-59

In addition, Wilkes County Schools standard for proficiency of a topic

dictates that 80% of the students in a class must pass the unit or topic with
at least a D. If this benchmark is not met, it is recommended that the unit or
topic be re-taught until 80% of students pass. I went by these guidelines
when giving grades, and was pleased that my results were positive.
Attached in Appendix B are three examples of student poster projects,
as well as the rubrics associated with them. I randomly selected one poster
at an A level, one poster at a B level, and one poster at a C level. As with
most graded assignments, there was a disparity between Block I and Block
III. Overall, the classes produced work that averaged at a 90.25% (low A).
Block I produced work at an average level of 93.5% (A), and Block III
averaged at 87% (high B). The distribution of grades was as follows: the
Block I received 5 As and 1 C, and Block III received 2 As, 3 Bs, and 1 C.
The most common reason for losing points in both classes was failing to read
the rubric or instructions correctly, and thus forgetting vital components of
the poster project. The second most common reason for losing points was
carelessness in attention to detail or a poster that appeared messy, as both
things are current points of concern for our two classes.

In terms of growth in knowledge over the course of the unit, I was

pleased to note that students in both classes improved tremendously from
the pre-assessment to the post-assessment. For both classes, I used the
same kahoot quiz at the beginning and end of the unit. The quiz questions
and answers were randomized, so students could not memorize the order in
which answers should be chosen. I took note of how much student improved,
and then ran statistics to determine the difference between individual
classes. Those statistics are noted in the table below.
Pre- and Post- Test Scores and Average Class Growth
Students
Passing
Pre-Test

Average
Pre-Test
Score

Students
Passing
Post-Test

Average
Post-Test
Score

Average
Class
Growth
(%)

Block I
(Grade
Level)

3/23
13%

44%

22/23
96%

80%

36%

Block III
(EC
Inclusion)

4/17
24%

43%

16/17
94%

82%

39%

Based on these statistics, the grades my students received, and Wilkes

County Public Schools policy of what constitutes proficiency, I am inclined to
believe they have greatly improved in their knowledge of the Enlightenment
and its philosophical thinkers. In addition, they can be considered proficient,
both as a class and (mostly) individually, in the topic.
I feel my results point toward success in teaching this topic.

Section X: Reflection on Teaching and Learning

As far as things I did well, I feel I did a particularly good job at teaching
students the ideas of individual philosophers. We focused on six
Enlightenment philosophers; Voltaire, Rousseau, Montesquieu, Locke,
Wollstonecraft, and Hobbes, as well as their main ideas, were a point of focus
for us. Almost no one got these questions wrong, probably partially because
we reviewed these philosophers quickly at the beginning of each social
studies period.
I also feel my assessments were good. I think I had a good balance of
written and creative work, and putting the pre- and post- assessments into a
Kahoot quiz really made the kids enjoy it more. With something that is
competitive, my more reluctant students still try their best because they
want to beat the rest of the class. Many of my students refuse to try if their
grade is compared only to their other grades, but they will work if given an
opportunity to compete with the rest of their class.
As far as things I think I could improve upon, I feel my vocabulary
instruction was severely lacking. I still have no idea how to introduce
vocabulary within the context of social studies, or how to teach it. I suppose
Ill have to do some reading on the best way to accomplish this so my future
students do not suffer.
Overall, I feel the unit went well. As I write this section, it has been a
week and a half since my unit ended. My students are moving on to the Age
of Revolution, and reviewing parts of what I taught them. I am proud to note
they all still remember who John Locke and Charles-Louis Montesquieu are,
and how their ideas are in the Declaration and Constitution of the United
States; I know this because we just asked them, and they knew the answer!
Im really excited to know my instruction was effective enough for them to
recall that information, and I hope to improve upon the things I did poorly at
in the future.

Appendix A:
Final Project Rubric and
Associated Materials

Group Names: _______________________________________________

_______________________________________________

Enlightenment Philosopher Poster Project

Rubric
A famous philosopher is coming to give a talk in your town! Your job is to
advertise, or let people know, that they are coming. You also want to give the
town a little information about this famous philosopher, so everyone will
know what they will be speaking about. You will then present your poster to
your town (your classmates!) and explain why you included the facts you did.
Your poster MUST include the following information:
Your philosophers name
When they were born and when they died
Where they were from (mark it on the map and put
that on the poster)
Your philosophers main ideas and where we see
them in the world today
One Very Important Quote that you think
represents your philosopher and their ideas best
Points:
Name and Birth/Death Dates (5 points) ...........
_____
Map (5 points) ...
_____
Main Ideas and Modern Examples (45 points)
_____
Very Important Quote (10 points) .....
_____
Neatness (Creativity, use of color/pictures) (15 points)..
_____

Presentation (everyone should help somehow!) (20 points) ..

_____
Total Points: _____
Comments:

Group Roles
Name

Role

Description

Information Guru

Researches for
whatever information
the group doesnt have
already.

Re-Director

If the group is getting

off-topic, redirect them
back to what you
should be working on.

Artist Extraordinaire

Responsible for
sketching out the
poster - the rest of the
group should help fill it
in!

Current-Day Connector

Responsible for
connecting the
philosophers ideas to
modern events and
ideas

Map - Students had to use this as part of their project

Appendix B:
Student Product Examples

Block I - Montesquieu Group: Final Grade 100

Block I - Montesquieu Rubric

Block III - Hobbes Group: Final Grade 88

Block III - Hobbes Rubric

Block III - Locke Group: Final Grade 78

Block III - Locke Rubric

Appendix C:
Unit Resources, Graphic
Organizers, and Texts

The Enlightenment: Notes

Important Words To Know
A period between the late 1600s and 1700s where
people used logic and reason to solve their problems
The study of the nature of knowledge, reality, and people
Thinking about something in a logical and sensible way
A characteristic of a person who is not only moral, but
also works for the good of society
The idea that we give up certain freedoms (normally to a
government) in order to be protected and safe
A type of government where the power is in the hands of
the people living in that country (normally through elected
officials)
Anything that a person is entitled to, just because they
are a person (the right to free speech, for example)

What is the Enlightenment?

Who: Philosophers (like Voltaire, Hobbes, Locke, and a few
others)
When: late _____ through the ______
What: Period of using _____ and _______ to solve problems
Why: People wanted to solve problems ____________, instead of
going to an ___________ like the Church or a King
Where: Centered around the country of ___________
Who was in charge of most countries before the Enlightenment and Scientific
Revolution? ______________

Was that a problem? Why or why not?

__________________________________________________________
__________________________________________________________

Mapping the Enlightenment

Where is the central point of most Enlightenment thought? Draw

a star on that country.

Where does each philosopher were learning about come from?

Make a note of that on this map!

The Enlightenment: Philosophers

Birth/
Death
Francis
Bacon

Location

Big Ideas

VIQ (Very
Important Quote)
Half of science is
putting forth the right
_____________.

Mary
Wollstonec
raft

Why should women

be kept in
____________ under
the specious name of
____________?

Voltaire

As long as people
believe in
_______________
they will continue to
commit
_______________.

Enlightenment Philosophers - Part 2

Thomas Hobbes - Text Reference Card

John Locke - Text Reference Card

Rousseau - Text Reference Card

Montesquieu - Text Reference Card

A Vindication On The Rights of Woman (Mary Wollstonecraft)

TO account for, and excuse the tyranny of man, many ingenious arguments
have been brought forward to prove, that the two sexes, in the acquirement
of virtue, ought to aim at attaining a very different character: or, to speak
explicitly, women are not allowed to have sufficient strength of mind to
acquire what really deserves the name of virtue. Yet it should seem, allowing
them to have souls, that there is but one way appointed by Providence to
lead mankind to either virtue or happiness...why should [women] be kept in
ignorance under the specious name of innocence? Men complain, and with
reason, of the follies and caprices of our sex...Women are told from their
infancy, and taught by the example of their mothers, that a little knowledge
of human weakness, justly termed cunning, softness of temper, outward
obedience, and a scrupulous attention to a puerile kind of propriety, will
obtain for them the protection of man; and should they be beautiful, every
thing else is needless, for, at least, twenty years of their lives.
The Declaration of Independence
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.That to secure these rights, Governments are instituted
among Men, deriving their just powers from the consent of the
governed, That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to
abolish it, and to institute new Government, laying its foundation on
such principles and organizing its powers in such form, as to them shall
seem most likely to effect their Safety and Happiness. Prudence,
indeed, will dictate that Governments long established should not be
changed for light and transient causes; and accordingly all experience
hath shewn, that mankind are more disposed to suffer, while evils are

sufferable, than to right themselves by abolishing the forms to which

they are accustomed.
The Constitution of the United States of America
Article I, Section I
All legislative Powers herein granted shall be vested
in a Congress of the United States, which shall consist of a
Senate and House of Representatives.
Article II, Section I
The executive Power shall be vested in a President of
the United States of America. He shall hold his Office during the
Term of four Years, and, together with the Vice President, chosen
for the same Term, be elected
Article III, Section I
The judicial Power of the United States, shall be
vested in one supreme Court, and in such inferior Courts as the
Congress may from time to time ordain and establish.
Article IV, Section I
Full Faith and Credit shall be given in each State to
the public Acts, Records, and judicial Proceedings of every other
State.

Textos Espaoles
Vindicacin de los Derechos de la Mujer (Mary Wollstonecraft)
Para tener en cuenta, y excusar la tirana del hombre, muchos argumentos
ingeniosos han presentado para demostrar, que los dos sexos, en la
adquisicin de la virtud, debe apuntar a alcanzar un carcter muy diferente:
o, para hablar de forma explcita, las mujeres son no les permite tener la
suficiente fuerza mental para adquirir lo que realmente merece el nombre de
la virtud. Sin embargo, debe parecer, lo que les permite tienen alma, que no
es sino una forma designado por la Providencia para llevar a la humanidad a
cualquier virtud o la felicidad ... por qu [las mujeres] se mantienen en la
ignorancia bajo el nombre engaoso de la inocencia? Los hombres se quejan,
y con razn, de las locuras y caprichos de nuestro sexo ... Mujeres se les dice
desde su infancia, y ensearon con el ejemplo de sus madres, que un poco
de conocimiento de la debilidad humana, justamente denomina astucia,
suavidad de temperamento, obediencia externa, y una atencin escrupulosa
a una especie pueril de decoro, obtendrn para ellos la proteccin del
hombre; y en caso de que ser bello, todo lo dems es innecesario, ya que, al
menos, veinte aos de su vida.
La Declaracin de Independencia
Nosotros creemos ser evidente en s mismo, que todos los hombres
nacen iguales y dotados por su Criador de ciertos derechos
inagenables: que entre estos son los principales la seguridad de la
libertad y la vida, que constituyen la humana felicidad: que para
asegurar estos derechos se instituyeron entre los hombres los
gobiernos, derivando sus justos poderes del consentimiento de los
pueblos: que siempre que cualquiera forma de gobierno se haga
destructiva de estos fines, toca al derecho imprescriptible de la

sociedad alterarla, abolirla y escablecer otra nueva, zanjando sus

fundamentos sobre aquellos principios, y organizando sus poderes de
la manera que juzgue mas conducente para el efecto de su seguridad
y felicidad. La prudencia la verdad dicta que los gobiernos
establecidos no se varien por causas ligeras y transeuntes; y consta
por la esperiencia que el gnero humano est mas dispuesto sufrir,
mientras que los males son soportables, que hacerse justicia
aboliendo las formas del gobierno que ha estado acostumbrado.
Constitucin de los Estados Unidos de Amrica
Articulo I, Seccin I
Todos los poderes legislativos otorgados en la
presente Constitucin correspondern a un Congreso de los
Estados Unidos, que se compondr de un Senado y una Cmara
de Representantes.
Articulo II, Seccin I
Se deposita el poder ejecutivo en un Presidente de
los Estados Unidos. Desempeara su encargo durante un trmino
de cuatro aos y, juntamente con el Vicepresidente designado
para el mismo perodo
Articulo III, Seccin I
Se depositar el poder judicial de los Estados Unidos
en un Tribunal Supremo y en los tribunales inferiores que el
Congreso instituya y establezca en lo sucesivo.
Articulo IV, Seccin I
Se dar entera fe y crdito en cada Estado a los
actos pblicos, registros y procedimientos judiciales de todos los
dems.

Appendix D:
Unit Powerpoint Presentation
Visit the following link to view the powerpoint presentation that
accompanied this unit. This presentation was a tool that I used to
communicate introductory information, put instructions on the board, and
connect Kahoot quizzes and relevant Youtube videos to the Smartboard in a
more streamlined fashion. I also used the Powerpoint to hook students at
the beginning of the period, by sharing fun or strange facts relevant to what
we were learning at the time.
https://docs.google.com/presentation/d/1EF43Pu7CjKdZuEvJtewTWpeswsMbzllMpTlWvW4ax0/edit?usp=sharing