Stage 1: Desired Outcomes
Unit Title/Name: REVOLUTION IN THOUGHT
How can ideas change society?
NYS Content Standards
Standard 1: Key 4
Standard 2: Key 2
Standard 2: Key 3
Standard 2: Key 4 / Common Core Standards:
RH 1, 2, 5, 8, 9
W 1, 4, 9
SL 1, 2, 4, 6
Understandings:
Students will understand concepts and ideas regarding…
  • Foundations of feudal power & medieval social structures.
  • Copernicus, Galileo, Helio & Geocentric Theory, Absolute Monarchs, Scientific Method.
  • Reaction of the Church to new scientific concepts.
  • Hobbes, Locke, State of Nature, Natural Rights, Social Contract.
  • Voltaire, Freedom of Religion & Expression, Tolerance.
  • Montesquieu, Separation of Powers, Checks and Balances.
  • Beccaria, Crime & Punishment
  • Wollstonecraft, Rights of Women.
/ Essential Questions:
  • What assumptions do different groups hold about power, authority, governance and law?
  • Why the Scientific Revolution was called a “revolution”?
  • How did the Scientific Revolution challenge the authority of the Church?
  • How did Enlightenment theories challenge the Divine Right theory of the Absolute Monarchs?
  • Why was the Enlightenment period a “turning point” of modern democracies?
  • How do ideas from the Enlightenment affect us today?
  • Did the Enlightenment change people’s views of government?

Stage 2: Assessments and Tasks
Common Core Literacy Task
  • Prepare a written debate between Hobbes & Locke on their competing ideas regarding government.
  • Exit tickets with evaluative questions about ideas of the Enlightenment.
  • Write a 3-5 paragraph essay that answers the overarching unit question using evidence from the Scientific Revolution & the Enlightenment.
/ Performance Task(s) – Other Evidence
  • Write an essay which discusses how Enlightenment concepts apply to modern society.
  • Create posters, speeches, & obituaries which explain key concepts of the Scientific Revolution and the Enlightenment.

How will students reflect upon and self-assess their learning?
  • Students will be asked to write a reflection based on what they learned and how effectively they worked.
  • Reading feedback on essays and other written work.

Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
1. WAS THE SCIENTIFIC REVOLUTION A REJECTION OF TRADITIONAL AUTHORITY?
Objectives: Students will be able to:
  • Identify/define: Scientific Method. Copernicus. Galileo, Newton, Descartes.
  • Explain how the Scientific Revolution’s emphasis on observation, experimentation, investigation, and speculation represented a new approach to problem solving.
  • Discuss the contributions and works of Copernicus, Galileo, Newton, and Descartes.
  • Assess the role of science and technology in the changes that took place in Europe from 1450-1770.
  • Evaluate the extent to which the Scientific Revolution was a rejection of traditional authority.
  • Evaluate the extent to which the tensions between traditional authority and science and technology still exist.
  • Suggested Documents: Nicolaus Copernicus, On the Revolutions of the Heavenly Spheres: Galileo Galilei, Letter to the Grand Duchess Christina and Dialogue Concerning the Two Chief World Systems: Rene Descartes, Discourse on Method.
Exit Activity – Exit Ticket which answers the question (including supporting evidence and examples): Should Galileo recant or not? Why?
2. WAS THE ENLIGTENMENT A RESULT OF THE SCIENTIFIC REVOLUTION?
Objectives: Students will be able to:
  • Identify/Define: philosophies, Age of Enlightenment, natural law, natural rights, separation of powers, checks and balances, tyranny, Age of Reasons, physiocrats, civil liberties, laissez-faire.
  • Discuss the main ideas of the writings of the Enlightenment: Voltaire, Rousseau, Montesquieu.
  • Explain the main ideas of the Enlightenment.
  • Evaluate whether the ideas of the Enlightenment apply in today’s society.
  • Evaluate whether the Enlightenment was a belief or an idea.
Exit Activity – Illustrate an Enlightenment concept (cartoon) – visual representation of the core beliefs of an Enlightenment philosopher.
3. DID THE ENLIGHTENMENT CHANGE PEOPLE’S VIEWS OF GOVERNMENT?
Objectives: Students will be able to:
  • Identify/define: Rousseau’s Social Contract, Diderot’s Encyclopedia, Montesquieu’s The Spirit of Laws, John Locke’s Two Treatises of Government, Thomas Hobbes’ The Leviathan, Adam Smith’s The Wealth of Nations, democracy, nationalism.
  • Discuss and analyze the impact of the Enlightenment on the development of democracy in Europe.
  • Evaluate the effect of the Age of Enlightenment on ruling monarchs.
  • Describe and analyze the effects of the Enlightenment on 18th century Europe.
  • Evaluate the extent to which the Enlightenment changes people’s views of government.
Exit Activity – Answer the following question in paragraph form: Who’s ideas about government were better, Hobbes’ or Locke’s?
Stage 4: Reflection
Teacher Reflection for Future Planning
  • Evaluate exit tickets and response to questions during discussion.
  • Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.