UNIT PLAN
Grade Level:
Unit #:
Unit Name:
7th
2
Age of Reason
Big Idea/Theme:
In the seventeenth and eighteenth centuries, many absolute monarchs
developed into constitutional governments.
Culminating Assessment:
Construct your own society, identify the type of government and describe the
structure of your government. Compare your society to those discussed in class.
Unit Understanding(s)
Students will understand that…
Limited and unlimited governments
have certain unique characteristics.
Enlightenment ideas influenced
democratic thoughts throughout the
world.
Constitutions have certain roles and
purposes.
Analyze the philosophies of Locke,
Montesquieu, & Rousseau.
The Scientific Revolution led to the
development of the scientific
method, while challenging
traditional religious beliefs.
Unit Essential Question(s):
7-2.1 How did the Glorious
Revolution change English
government and eventually,
governments worldwide?
7-2.1 How are limited and unlimited
government characteristics
different?
7-2.1 Why was there a need and
desire for change in governments
throughout Europe?
7-3.1How did the scientific method
lead to changes in sciences?
7-3.1How did the Scientific
Revolution challenge traditional
religious beliefs?
7-2.2 How did Enlightenment ideas
influence democratic thought
worldwide?
7-2.3 Why are constitutions
important to certain types of
governments?
1
Students will know… / Students will
be able to…
Compare limited and unlimited
governments.
Summarize the key events and
outcomes of the Glorious
Revolution.
Summarize the ideas of the
Enlightenment and identify
philosophers with their respective
philosophies.
Outline the roles and purposes of a
constitution.
Identify key leaders in England
during this time period.
Summarize the conflicts between
science and religion.
Essential Vocabulary…
Age of Reason
Totalitarian
Authoritarian
Constitution
English Bill of Rights
Monarchy
Absolutism
Divine right of kings
Social contract
Natural laws
Separation of powers
Limited government
Unlimited government
Enlightenment
Glorious Revolution
Scientific method
South Carolina Academic Standards:
7-2.1 Summarize the essential characteristics of the limited government in
England following the Glorious Revolution and the unlimited governments in
France and Russia, including some of the restraints placed upon a limited
government’s power and how authoritarian and totalitarian systems are
considered unlimited governments. (P, H)
7-2.2 Summarize the ideas of the Enlightenment that influenced democratic
thought and social institutions throughout the world, including the political
philosophies of John Locke, Jean-Jacques Rousseau, and Baron de
Montesquieu. (P, H)
7-2.3 Outline the role and purposes of a constitution, including such functions as
defining a relationship between a people and their government, describing the
organization of government and the characteristics of shared powers, and
protecting individual rights and promoting the common good. (P, H)
7-3.1 Summarize the achievements and contributions of the scientific revolution,
including its roots, the development of the scientific method, and the interaction
between scientific thought and traditional religious beliefs. (H)
2
Interim Assessment (formative)
Tests/Quizzes
Discussion/Questioning
Journals
Class participation
Partner/group work
Exit/Entry slips
KWL Activities
Graphic Organizers
Thinking Maps
Interim Assessment (formative: Samples)
Philosopher Report Card- See Below
Think-Pair-Share: Evaluate philosophers,
indentifying who they think was the most
influential and why. Then share with a
partner, then with class.
3
STANDARDS-BASED
DAILY LESSON PLAN
Subject Area SOCIAL STUDIES
Unit Theme Government
Teacher: Danielle Thomas
Level 7TH
Unit # 1
Duration: 51 minute
Applicable Unit Understandings
In the seventeenth and eighteenth centuries, many absolute monarchs developed into
constitutional governments.
Applicable Unit Essential Questions
How did Enlightenment ideas influence democratic thought worldwide?
How did Locke, Rousseau, and Montesquieu’s philosophies affect governments
throughout the world?
SC Academic Standards
SC 7-2.2 Summarize the ideas of the Enlightenment that influenced democratic thought
and social institutions throughout the world, including the political philosophies of John
Locke, Jean-Jacques Rousseau, and Baron de Montesquieu.
Lesson
Segment
1
Instructional
Strategies
Daily Warm-Up
Teacher Activities
Student Tasks
Pose questions: 1) List
any governments (past or
present) that do not allow
their citizens individual
rights. 2) Would you like to
live in government like
this? Why or Why not?
Present notes
Answer in notebook, check
work
2
Discussion &
Cornell Notes
3
Think-PairShare
Assign partners and
assignment
Exit slip
Distribute slips and
instruct
Evaluate philosophers,
indentifying who they think
was the most influential and
why. Then share with a
partner, then with class.
List each philosopher’s
name and one philosophy
about government.
4
Take notes, using
attachment; ask questions;
participate in discussion
4
Materials and Resources
Paper, pencils/pens, notes, exit slips
Cornell Notes: Enlightenment Philosophers
John Locke
Jean-Jacques
Rousseau
Baron de
Montesquieu
5
Key Criteria (to meet the standard/rubric)
CONSTRUCT YOUR OWN SOCIETY
Score
Point
4
3
2
1
0
TASK RUBRIC: Descriptors
Addresses all parts of the task appropriately.
Type of government correctly identified.
Thorough description of each level in government.
Complete comparison of society discussed in class (i.e.
society with ruling king/queen and subjects would match
English monarchs in 16th century).
Addresses all parts of the task appropriately.
Type of government correctly identified.
Partial description of each level in government.
Partial comparison of society discussed in class.
Addresses most parts of the task appropriately.
Type of government correctly identified.
Partial description of some levels in government.
Partial comparison of society discussed in class.
Addresses few parts of the task appropriately.
Type of government correctly identified.
No description of governmental levels.
No/incorrect comparison of society discussed in class.
There is no evidence of knowledge that is appropriate to
the intent of the task.
6