2014 Impact of the Age of Enlightenment on America Lesson Plan Academic A

1. 2014 Impact of the Age of Enlightenment on America Lesson PlanAcademic A Date ALL your papers: Monday, September 29, 2014 Tuesday, September 30, 2014 Wednesday, October 1, 2014 Thursday, October 2, 2014 Friday, October 3, 2014 Monday, October 6, 2014

2. Day One: Monday, September 29, 2014 • Quiet Question: Type Two Prompt---Use your notes on your assigned philosophe and/or the notes from your classmates’ philosophes PowerPoint to create a Political Bumper Sticker to capture his/her main idea and influence. • Directions: • Catchy Slogan: It should either rhyme, plays off a commonly known phrase, uses alliteration, or is a famous quote for that philosophe. • Color Scheme: The colors chosen should tie in to the main ideas, institutions they challenged or supported, or events they influenced. • Symbols: They should relate to the main ideas and/or events influenced by the philosophe.

3. Day One: Monday, September 29, 2014 • Class: Some students will share their Philosophe Bumper Stickers. • Below are two slides from our earlier PowerPoint that highlight the impact of the Enlightenment on the American government and society. • Take a minute to review them and in the margins, write down which of them you think is most important and why.

4. Day One: Monday, September 29, 2014 • Class: We are now going to watch part of a DVD called “Just the Facts: The Enlightenment” or watch film clips from United Streaming depending upon time. It will go into more depth how the Enlightenment affected America. • Thomas Paine and the American Revolution---Running time of 1:17 minutes • Thomas Jefferson and the Declaration of Independence---Running time of 5:51 minutes • The Principles of the Declaration of Independence---Running time of 1:38 minutes • Separation of Power---Running time of 4:54 minutes • Bill of Rights---Running time of 1:45 minutes • Take notes on a loose-leaf of paper. • Homework:Continue to visit your classmates’ Philosophe PowerPoints and filling in the graphic organizer. • You should do TWO more tonight.

5. Day Two: Tuesday, September 30, 2014 • Groups: Turn to the Student Handout “Preamble to the U.S. Constitution”, and using your notes from the previous lessons and your background knowledge from 8th grade American History and from the DVD to break down the wording of the Preamble. • Think what do these words means given the historical context of the Age of Enlightenment when you do this. • Class: The teacher is going to begin the “How the Age of Enlightenment Shaped America” PowerPoint, and you should take notes in the graphic organizer specific to the PowerPoint. • Homework:Continue to visit your classmates’ Philosophe PowerPoints and filling in the graphic organizer. • You should do TWO more tonight.

6. Day Three: Wednesday, October 1, 2014 • Class: The teacher is going to continue the PowerPoint, and you should continue to take notes in the provided graphic organizer. • Homework:Continue to visit your classmates’ Philosophe PowerPoints and filling in the graphic organizer. • You should do TWO more tonight. • By tomorrow, you should have visited and taken notes from TEN of the Philosophe PowerPoints.

7. Day Four: Thursday, October 2, 2014 • Class: The teacher is going to finish the PowerPoint, and you should finish filling in that graphic organizer. • Groups: We are now going to begin a Jigsaw Method reading activity. • We are working with the photocopied supplemental reading “Foundations of American Government”. • You will be assigned a section to read and take notes on in the provided graphic organizer. • You will then be teaching the material to your group members tomorrow, and they will be getting their notes from your presentation.

8. Day Four: Thursday, October 2, 2014 • Reading/Graphic Organizer Parts: • Group Member One: Overall Impact of Enlightenment, John Locke, and Important English Documents pages 1-2 • Group Member Two: Colonial Experience including Government, Trade and Taxation, Religious Freedom and Independence and Declaration of Independence pages 2-4 • Group Member Three: Creating Constitution, Constitutional Convention, Separation of Powers, and Checks and Balances pages 5-7 and pages 10-11 • Group Member Four: Federalism and Bill of Rights pages 7-10 • Homework:Continue to visit your classmates’ Philosophe PowerPoints and filling in the graphic organizer. • You should do TWO more tonight. • By the next class period, ALL the philosophes should be done.

9. Day Five: Friday, October 3, 2014 • Groups: Now you will each present your “Jigsaw Puzzle” part, and as you explain, your group members will be taking notes. • Homework: Work on the Study Guide questions for the Philosophes and Impact on America Lesson Plans.

10. Day Six: Monday, October 6, 2014 • Pairs/Triads: We are now going to do the “Student Activity Sheet: Investigating the Declaration of Independence.” We will be using the Jigsaw Method again. • Steps/Process: • Everyone will complete the Initial Examination page on their own. • Then the class will be broken up into small groups to analyze a specific part of the Declaration of Independence. You are to answer the corresponding questions for that section. • Then the pairs will summarize their parts for the class. • Sections: • Part I-Preamble • Part II-Beliefs • Part III-Complaints---Grievances Group One • Part III-Complaints---Grievances Group Two • Part III-Complaints---Grievances Group Three • Part III-Complaints---Grievances Group Four • Part III-Complaints---Grievances Group Five • Part IV-Attempts to Address Grievances • Part V-Declaring Independence • Part VI-Signatures

11. Day Six: Monday, October 6, 2014 • Homework: Summative Assessment---You are going to be completing an A through Z Review on the Age of Enlightenment. • An A through Z Review is like putting together a mini-dictionary for the unit to help review the main people, events, and concepts. It is a good study tool to use for preparing for unit tests. • ________1) An A through Z Review using the alphabet like an Acrostic Poem. • For each letter of the alphabet, you write a person or vocabulary word that starts with that letter. • You may use the person’s first or last name. • You cannot use a person or term more than ONCE. • If a term or person is repeated, it will not be counted.

12. Day Six: Monday, October 6, 2014 • ________2) For each letter of the alphabet, there were TWO well-developed sentences reviewing the Who, What, When, Where, How, and Why. Each is worth 5 Points. • You must address the following people and terms by either using it as the starting word or incorporating the terms into the two well-developed sentences. • I want to see you making connections between the different historical figures, their ideas, and the vocabulary terms…using them in conjunction with each other. • Make sure your sentences include: • Dates • Places • Names of Works • Main Ideas • Primary Source Quotes • Explanations • _________3)No Excuses: Worth 10 Points. • It was typed, single-spaced, in Calibri size 12 font. • It was edited for spelling. • It was edited for grammar. • It was edited for capitalization errors. • Total: /120 Points

13. Chunking of A to Z Review • Night One: Monday, October 6, 2014 • Go through the provide list of terms, people, and events from the unit and highlight what you are going to do for each letter. • In the provided pre-write organizer, fill in historical information from your notes to help you write the sentences. • Night Two: Tuesday, October 7, 2014 • Write/type the sentences for letters A through M.

14. Chunking of A to Z Review • Night Three: Wednesday, October 8, 2014 • Write/type the sentences for letters N through Z. • Night Four: Thursday, October 9, 2014 • Have a parent, sibling, or friend edit your work. • Make revisions. • Print up. • Staple the Pink Grade Sheet to the front. • Due Friday, October 10, 2014