Document Analysis
The Enlightenment Philosophers:
What Was Their Main Idea?
Goals & Objectives
Goal: Students will discuss the impact of revolutionary ideas, as well as read and analyze the main ideas of prominent Enlightenment philosophers.
Objective: Students will analyze primary source documents from three Enlightenment philosophers, compare and discuss their main ideas, and answer document analysis questions with a 100% accuracy.
Objective: Students will analyze primary source documents from three Enlightenment philosophers, compare and discuss their main ideas, and answer document analysis questions with a 100% accuracy.
California State Content Standard, ELA Standards, &
Common Core Standard
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
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, SImon Bolivar, Thomas Jefferson, James Madison).
ENGLISH/LANGUAGE ARTS STANDARDS GRADE 9-12
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words
encountered in reading materials and use those words accurately.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-appropriate material. They analyze organizational
patterns, arguments, and positions advanced.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They conduct in-depth analyses of
recurrent themes.
WRITING
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly
reasoned argument. The writing demonstrates students' awareness of the audience and purpose
and progression through the stages of the writing process.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused
and coherentpresentations that convey clear and distinct perspectives and demonstrate solid
reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas of information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
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, SImon Bolivar, Thomas Jefferson, James Madison).
ENGLISH/LANGUAGE ARTS STANDARDS GRADE 9-12
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words
encountered in reading materials and use those words accurately.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-appropriate material. They analyze organizational
patterns, arguments, and positions advanced.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They conduct in-depth analyses of
recurrent themes.
WRITING
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly
reasoned argument. The writing demonstrates students' awareness of the audience and purpose
and progression through the stages of the writing process.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused
and coherentpresentations that convey clear and distinct perspectives and demonstrate solid
reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas of information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Lesson Introduction (Hook)
As students walk into the classroom and to their seats, they pick up a work packet titled, "The Enlightenment Philosophers: What Was Their Main Idea?" Projected on the front screen of the room, is a SlideRocket presentation that the teacher has made, that mirrors the Introduction and Hook Exercise (Tasks One and Task Two) in the students' work packets, as well as the directions for the class activities that will be presented later and down below.
The teacher reads aloud the short introduction and goes on to explain the warm-up activity's directions by reading them aloud with the class. Students then pair up with an elbow buddy to complete Task One and Task Two, discuss the impact and significance of new revolutionary ideas, and write down their responses in their packet. The teacher will monitor pair discussions and change slides to mark the beginning of each discussion and read aloud each idea in order to appropriately pace the students.
Task One:
1. "The New Testament idea 'turn the other check' challenges the Old Testament idea of 'an eye
for eye, a tooth for a tooth.'
2. "The Polish astronomer Copernicus presents evidence of a heliocentric (sun-centered)
universe. This replaces the old idea supported by the Pope and the Catholic Church that the
earth is the center of the cosmos.
3. Louis Pasteur discovers that many diseases are spread by bacteria and viruses. This
challenges those who believe the cause is bad air, bad blood, or evil spirits.
4. Possible future paradigm shift: Makers of the iPad successfully develop curriculum materials
that allow students to study and learn on their own outside of school. They show through 3
studies that students actually learn more on their own than in classrooms.
Task Two:
-Is there any new idea that is a candidate for causing a paradigm shift now or in the future?
Students will engage in a directed discussion, in which they share their responses from the pair discussions with the class. The teacher will check make any clarifications and address any prior misunderstandings the students may have had with the activity.
The teacher reads aloud the short introduction and goes on to explain the warm-up activity's directions by reading them aloud with the class. Students then pair up with an elbow buddy to complete Task One and Task Two, discuss the impact and significance of new revolutionary ideas, and write down their responses in their packet. The teacher will monitor pair discussions and change slides to mark the beginning of each discussion and read aloud each idea in order to appropriately pace the students.
Task One:
1. "The New Testament idea 'turn the other check' challenges the Old Testament idea of 'an eye
for eye, a tooth for a tooth.'
2. "The Polish astronomer Copernicus presents evidence of a heliocentric (sun-centered)
universe. This replaces the old idea supported by the Pope and the Catholic Church that the
earth is the center of the cosmos.
3. Louis Pasteur discovers that many diseases are spread by bacteria and viruses. This
challenges those who believe the cause is bad air, bad blood, or evil spirits.
4. Possible future paradigm shift: Makers of the iPad successfully develop curriculum materials
that allow students to study and learn on their own outside of school. They show through 3
studies that students actually learn more on their own than in classrooms.
Task Two:
-Is there any new idea that is a candidate for causing a paradigm shift now or in the future?
Students will engage in a directed discussion, in which they share their responses from the pair discussions with the class. The teacher will check make any clarifications and address any prior misunderstandings the students may have had with the activity.
Vocabulary (Content Language Development)
The teacher will model correct and fluent English pronunciation of content area vocabulary as well as high utility words throughout the lesson. As they read the Background Essay aloud and the class follows along, they will ask, highlight and explain words students have difficulty understanding and explain them in simpler terms in order for the students to understand and make sense of the content. Students will also further their academic vocabulary development as they read the historical primary sources from three Enlightenment thinkers- Locke, Voltaire, and Wollstonecraft.
philosophes intellectuals
natural rights reason
universal
social sciences
philosophes intellectuals
natural rights reason
universal
social sciences
Content Delivery (Inquiry)
After the Warm-Up (Hook Exercise) the teacher changes slides of the SlideRocket to the directions, asks students to turn to the Background Essay of the work packet, and explains that they will follow along and annotate the text. As the teacher reads the secondary source, students are expected to "talk to the text" as they circle, underline, and highlight important terms, people, places, or ideas and writing throughout the margins. After reading, the teacher leads a short yet direct discussion of what the students annotated and explains to the students the relevance to the following Jigsaw activity.
The teacher models information students are to look for in a primary source, in order to inform their responses by reading primary sources critically and with a purpose.
The teacher changes slides of the SlideRocket presentation to demonstrate the directions for the Jigsaw activity and reads them to the students.
Students are then assigned a Letter (A, B, or D) to correspond with the primary source document they will read, analyze, and discuss with their corresponding group. The three documents are excerpts from:
Document A: John Locke, Second Treatise on Civil Government, 1690
Document B: Voltaire, Letters Concerning the English Nation, 1726
Document D: Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792
The teacher monitors student discussion and visits the 3 groups to answer student questions, clarify misunderstandings, and ensure students are following along with the activity.
Students are then assigned a Number (1, 2, 3, or 4) and form one of four groups, consisting of at least two students from each Letter group (A, B, or D). The teacher monitors student discussion, as they share and explain their answers from their Letter group document analysis, and visits the 4 groups to ensure the accuracy of student work and active collaboration among the students as they complete their graphic organizers.
The class then engages in discussion, reviewing the questions students struggled with the most and the main points the philosophers were making through their writing. Teacher selects volunteers to contribute, providing corrective feedback or support.
**Although the sources are a part of the Enlightenment Mini-Q, this Jigsaw activity is a stepping stone to develop the skills necessary to write a whole DBQ essay later on. They are only expected to learn and apply their critical reading skills of primary sources for this activity, and not complete the Mini-Q. In later activities within the unit, they will take it a step further and write a paragraph referencing information from primary sources, and much later on and with more guidance will go through the whole DBQ writing process and complete an essay.**
The teacher models information students are to look for in a primary source, in order to inform their responses by reading primary sources critically and with a purpose.
The teacher changes slides of the SlideRocket presentation to demonstrate the directions for the Jigsaw activity and reads them to the students.
Students are then assigned a Letter (A, B, or D) to correspond with the primary source document they will read, analyze, and discuss with their corresponding group. The three documents are excerpts from:
Document A: John Locke, Second Treatise on Civil Government, 1690
Document B: Voltaire, Letters Concerning the English Nation, 1726
Document D: Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792
The teacher monitors student discussion and visits the 3 groups to answer student questions, clarify misunderstandings, and ensure students are following along with the activity.
Students are then assigned a Number (1, 2, 3, or 4) and form one of four groups, consisting of at least two students from each Letter group (A, B, or D). The teacher monitors student discussion, as they share and explain their answers from their Letter group document analysis, and visits the 4 groups to ensure the accuracy of student work and active collaboration among the students as they complete their graphic organizers.
The class then engages in discussion, reviewing the questions students struggled with the most and the main points the philosophers were making through their writing. Teacher selects volunteers to contribute, providing corrective feedback or support.
**Although the sources are a part of the Enlightenment Mini-Q, this Jigsaw activity is a stepping stone to develop the skills necessary to write a whole DBQ essay later on. They are only expected to learn and apply their critical reading skills of primary sources for this activity, and not complete the Mini-Q. In later activities within the unit, they will take it a step further and write a paragraph referencing information from primary sources, and much later on and with more guidance will go through the whole DBQ writing process and complete an essay.**
Student engagement & critical thinking (Student Activities)
Students follow along while the teacher reads the Background Essay aloud and to the class. Students make their annotations using a different colored pen and highlighter, making references to information they know or still have yet to cover in order to ask for further clarification. They "talk to the text" by drawing historical references, names, dates, ideas or images that help them remember, explain, or make sense of the secondary source information.
Once the students are assigned and form their Letter group, either (A, B, or D) to correspond with the primary source document they will be reading and analyzing, they use the prior content information from the lesson before, explaining how the Scientific Revolution set the stage for the Enlightenment, its philosophers, and their revolutionary ideas, students are instructed to once again "talk to the text" in order to answer the document analysis questions. Students will write their answers in a graphic organizer with the three philosophers- Locke, Voltaire, and Wollstonecraft, in order to be able to easily revisit important information later on.
Students are then assigned a Number group, either (1, 2, 3, or 4) in which they will work in cooperative learning group to share and explain, but not copy, their document analysis responses. Students will use their graphic organizers to write down their responses, and fill in the corresponding boxes.
Students engage in class discussion, reviewing their responses to the document analysis questions. They will ask for clarification on questions they struggled with and receive corrective feedback from the teacher.
Once the students are assigned and form their Letter group, either (A, B, or D) to correspond with the primary source document they will be reading and analyzing, they use the prior content information from the lesson before, explaining how the Scientific Revolution set the stage for the Enlightenment, its philosophers, and their revolutionary ideas, students are instructed to once again "talk to the text" in order to answer the document analysis questions. Students will write their answers in a graphic organizer with the three philosophers- Locke, Voltaire, and Wollstonecraft, in order to be able to easily revisit important information later on.
Students are then assigned a Number group, either (1, 2, 3, or 4) in which they will work in cooperative learning group to share and explain, but not copy, their document analysis responses. Students will use their graphic organizers to write down their responses, and fill in the corresponding boxes.
Students engage in class discussion, reviewing their responses to the document analysis questions. They will ask for clarification on questions they struggled with and receive corrective feedback from the teacher.
Demonstrated Learning (FOrmative assessments)
Entry-Level Assessment: Depending on the students active participation in the Hook Exercise, the teacher will assess whether the students understood the impact of the Scientific Revolution and Enlightenment on the outlook of the world socially and politically, as well as ideas.
Progress Monitoring Assessment: During group discussions, in both the Letter and Number groups, the teacher will visit each group to provide support or corrective feedback if needed. Teacher will assess whether students are applying their analytical reading and comprehension skills to understand the primary source excerpts and are able to communicate their understanding verbally.
Progress Monitoring Assessment: Based on the quality of student responses to the primary source document analysis questions, as well as the completion of the graphic organizer, the teacher will assess the students' understanding of the documents and the philosopher's main ideas.
Progress Monitoring Assessment: During group discussions, in both the Letter and Number groups, the teacher will visit each group to provide support or corrective feedback if needed. Teacher will assess whether students are applying their analytical reading and comprehension skills to understand the primary source excerpts and are able to communicate their understanding verbally.
Progress Monitoring Assessment: Based on the quality of student responses to the primary source document analysis questions, as well as the completion of the graphic organizer, the teacher will assess the students' understanding of the documents and the philosopher's main ideas.
Lesson Closure
Slap It Out
Each student will be given a Post-It in which they will choose a philosopher of their choice, and write at least 3-5 sentences explaining what they agreed with, found most significant, or even confusing from their major ideas found within the primary source documents. Students will then Slap it Out, and post them up on the front whiteboard under the corresponding name as an Exit Slip. The teacher will then read the students responses in order to help them inform instruction, clarify any misconceptions, or provide further scaffolding to improve student understanding.
Each student will be given a Post-It in which they will choose a philosopher of their choice, and write at least 3-5 sentences explaining what they agreed with, found most significant, or even confusing from their major ideas found within the primary source documents. Students will then Slap it Out, and post them up on the front whiteboard under the corresponding name as an Exit Slip. The teacher will then read the students responses in order to help them inform instruction, clarify any misconceptions, or provide further scaffolding to improve student understanding.
Accommodations for English Learners, Struggling Readers, and Students with Special Needs
English Learners: Students will be able to work with a partner when participating in the Hook Exercise, in which they are able to hear and practice their reading, listening, speaking, and writing skills. The Background Essay will be read aloud by the teacher, as they follow along and make annotations in English and or Spanish if needed. They will also receive clarification and explanations from the teacher as they pause to address difficult or confusing concepts. Students will also work in heterogeneous cooperative learning groups, as they collaborate while reading and analyzing the primary source documents. They will receive support and feedback from their peers, who will help them explain difficult content and help them with their English language skills as well. The primary source documents are short, and each student will only have to become an expert on one document. The graphic organizer will help them organize information in a clear manner to revisit later and study from. During the Slap it Out, students will be able to use informal language in order to demonstrate their understanding of the major ideas discussed in the primary source documents.
Struggling Readers:
Students will benefit from having the SlideRocket presentation slides projected throughout the class, informing them of the pace and directions of the class activities for the day. They will listen to the teacher explain verbally what they are to accomplish by the end of the lesson. Working with a partner, they will be able to rely on their support if they need it. Working in not only one, but two heterogeneous groups will help Struggling Students, especially during primary source analysis. They are only expected to become experts on one document, and since they are short excerpts, they are not overwhelming. They will also receive the support and feedback from their peers, as well as the teacher if they are struggling. The use of the graphic organizers allows them to compose their responses in a clear manner in order to make sense of complex concepts. The Slap It Out closure will help them demonstrate their understanding in simple terms, helping them make sense of the content.
Struggling Readers:
Students will benefit from having the SlideRocket presentation slides projected throughout the class, informing them of the pace and directions of the class activities for the day. They will listen to the teacher explain verbally what they are to accomplish by the end of the lesson. Working with a partner, they will be able to rely on their support if they need it. Working in not only one, but two heterogeneous groups will help Struggling Students, especially during primary source analysis. They are only expected to become experts on one document, and since they are short excerpts, they are not overwhelming. They will also receive the support and feedback from their peers, as well as the teacher if they are struggling. The use of the graphic organizers allows them to compose their responses in a clear manner in order to make sense of complex concepts. The Slap It Out closure will help them demonstrate their understanding in simple terms, helping them make sense of the content.
