James Madison University – College of EducationSocial Studies Lesson Plan #2

Name: Rachel Deavers

Subject/Class: Service Learning Government Grade Level: 12 Topic: Natural

Rights Philosophy and Classical Republican Philosophy

NCSS Themes:II. Time, Continuity, & ChangeSocial studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:

e. Demonstrate an understanding that people in different time and places view the world differently

f. Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision-making about and action-taking on public issues.

V. Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can:

e. identify and describe examples of tensions between and individual’s beliefs and government policies and laws;

g. show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so.

X. Civic Ideals & Practices Social studies programs should include experiences that provide for the study of the

ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:

a. identify key ideals of the United States’ democratic republican form of government, such as indi-vidual human dignity, liberty justice, equality, and the rule of law, and discuss their application in specific situations;

b. identify examples of rights and responsibilities of citizens;

Essential Questions/Big Ideas : What were the Natural Rights and Classical Republican Philosophies and how did they contribute to government in the United States?

SOLs/Standards addressed: GOVT.2 The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by c) examining the writings of Hobbes, Locke, and Montesquieu;e) analyzing the natural rights philosophies expressed in the Declaration of Independence;

Learning Outcomes/Objectives : 1.0 Students will understand the differences between the Natural Rights and Classical Republican philosophies:

1.1 by knowing the different beliefs in both philosophies;1.2 by being able to apply those philosophies to the debates over current issues.

2.0 Students will be able to communicate effectively:2.1 by arguing their opinion2.2 by arguing the point of view of a governmental philosopher

Assessment alignment chart: How will you know they know the objectives listed above? Formative: I will assess students understanding as I circulate around to talk to the pairs as they are teaching each other about the two philosophies and during their press conference group work. I will also be able to tell by their location in the room during the standing discussion if they can apply these philosophies to current events.Summative: Students will be graded on their participation in the press conference as well as the completion of their NR/ CR chart. There will an essay on the first test that will ask students to explain the differences in the two philosophies and apply them to a current political/ policy debate in the United States.

Objective Assessment

1.0 Students will understand the differences between the Natural Rights and Classical Republican philosophies

I will be able to see this as we do the standing discussion and see what sides of the room students move to. My questioning during this activity will also enable me to see who understands deeply and who is still struggling with the differences in philosophy.

2.0 Students will be able to communicate effectively

Will be assessed during the discussion and in the press conference activity the next day.

Background Content Outline: This is only the second class period with these students. In the class prior, students will be introduced to the syllabus for the course and learn the types of government—anarchy, monarchy, democracy (direct & representative), oligarchy, etc.In this lesson, students will learn the following…

I. Natural Rights Philosophya. Championed by John Lockeb. History or Natural Rights Philosophy

II. Classical Republican Philosophya. Social contract

III. Influences on our government

a. Abigail Adams & Mary Wollstonecraft—influential women in U.S. with differing views on the role of women, the job of government, and the rights of women and African Americans

b. Hiawatha & Benjamin Banneker—minorities (Native American & African American respectively) who championed democracy and contributed to the philosophies of Founding Fathers in the U.S. government

c. Thomas Hobbs, Louis XIV and William Laud—believed man was inherently evil and needed to be controlled by government

d. Montesquieu—separation of powers and checks and balancesIV. Presentation/ Debating Skills

a. Arguing a positionb. Good presentation skills, eye contact, etc.

DEAN CHART Concept word D=define E=examples A=attributes N=non-

examplesNatural Rights Philosophy

Belief that government exists to protect the rights of the individual and when it does not, it is the duty of the citizen to overthrow the government and create a new one which does protect the rights of life, liberty, and property

American Revolution

“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.”

Belief in value of the individual

Belief in democracy

MonarchyAnarchy

Russian Revolution

Classical republicanism

Classical Republican Philosophy

Emphasis on civil responsibility, virtue, morality and the common good of society over the individual

Greece and Roman governments

Belief in morals, education, homogeneous society, common good

Natural rights philosophy

Checks and balances

Each branch of the government checks the

United States

President is

Each branch has power not to be in excess

A tyrannical regime like Saddam

others to make sure neither has too much power and becomes tyrannical

impeached by House, tried by Senate, judge is the Chief Justice of the Supreme Court

of the other branches

Branches serve as “watchdogs” over the each other

Hussein or Adolf Hitler

Separation of Powers

Idea championed by Montesquieu that government should separate powers into branches so one does not have more power than the other

United States

LegislativeExecutiveJudicial

They each serve their own functions

Two or more branches of government

A tyrannical regime like Saddam Hussein or Adolf Hitler who holds all of the power in the executive

Instructional Plan: 1. Students enter the room, take their seats and get out materials before the bell.2. Teacher takes attendance and has the warm-up question (RAP—Review and Preview) on the board for students to answer on their participation sheets. RAP: What’s more important—the rights of an individual or what’s best for the country as a whole? 3. Have the RAP question on polleverywhere.com and have the students text their answers to the screen to vote. Students will discuss their opinions with the class and the teacher will ask for specific examples from society where the rights of the individual and the goals of society might clash (ie: seatbelt law, smoking bans in public places, etc.). 4. The teacher will preview terms from the Dean Chart before reading so students are aware of the vocabulary while they read. The teacher will use pictures and examples on the PowerPoint slides to help students remember vocabulary. A final slide with the definitions on them will remain on the screen as students read in the next part of the activity.5. The teacher will divide the class in half with half of the students reading in the We The People books about the Natural Rights Philosophy and half reading about the Classical Republican Philosophy. Students will make a list of at least 7 characteristics of the philosophy or major historical figures that are associated with the philosophy in the chart provided.6. Students will each take a partner from the opposite side of the room and teach each other about their philosophies and help to fill out the graphic organizer (chart) about the two philosophies. The teacher will be circulating around the room to help student answer questions or clarify or add to discussions.7. The teacher will ask students to come to the center of the room with one wall representing the natural rights philosophy and one representing classical republican. The teacher will show statements on the screen that display or show one of the philosophies and students will have to move to the appropriate side of the room for that philosophy. The teacher will stop during each one to ask questions and stimulate discussion. Current issues will be used as well like gun control, seatbelt laws, etc. For example, one

statement might read, “I should be able to own any gun I want and store it any way I feel is safe in my own home.” This would be an example of the natural rights philosophy. The teacher may also use people or other information from the reading and have students move to the appropriate side of the room to check for understanding of the material, comprehension of the reading, and partner work in teaching.8. Pass out the articles on government philosophers. There will be readings on Montesquieu, Locke, Hobbs, Laud, Hiawatha, Wollstonecraft, Banneker, A. Adams, & Louis XIV. Students will each receive one of the articles and will read for understanding, answering the stop and discuss questions in each article (from History Alive). 9. Students with the same article will be paired together. One student will be the actor, another the press relations agent, and the rest of the group will be reporters. They will prepare for a press conference we will hold in class the following day. Actors will need to color their paper mask, decide what props and costumes to wear, and study the article to understand their person’s point of view when it comes to government control and philosophy. Press relations agents will create a nameplate for their actor as well as a 30 second introduction of their actor which they will read at the beginning of the press conference next class. The will also question the actor to help him/ her prepare. The reporters will work to create questions to ask of all of the actors during the press conference tomorrow. They will receive a list of all of the government philosophers and their main points so they can write their questions. During the group activity, the teacher will circulate around the room, asking comprehension questions from the reading and giving pointers about issues their character should discuss during the press conference.10. At the end of class, students will answer the “Question of the Day” which will be on the screen: What are three ideas you learned about your philosopher’s views on government as you prepared for the wax museum? Students will turn in their participation sheets with the RAP and Question of the Day.11. Students will be reminded of their homework—to further prepare for the next day’s philosopher press conference.

Materials Needed for the Lesson: History Alive readings and reporter’s notesNatural Rights vs. Classical Republicanism graphic organizersWe the People booksPowerPoint of statements for NR/ CR activityComputerScreen/ smartboardPollEverywhere.com question/ account

Bibliography/Resources Used: Broglie, M. (6/27/11). We the People: The Citizen and the Constitution. Content Academy History K-12.

Lecture conducted from James Madison University, Harrisonburg, VA.

History Alive Government Philosophers Activity (I do not have the books over the summer or access to them for an accurate bibliographical entry, I apologize)

(2009). We the People. Calabasas, CA: Center For Civic Education.

Adaption/Differentiation:

ELL/struggling readers

I use the vocab slides/ pics and review before the reading to help with key vocabulary. I also have a list of questions I can give to students to help guide their reading, if needed.

ADHD Students will be transitioning from individual to partner work to standing during a class discussion and using their phones to text to the screen. Students will not be sitting still for the entire period and there will be hands-on activities to keep students interested and moving.

Gifted The philosophers activity gives students the chance to be creative. The standing discussion will also student to give their opinion and be challenged by the current issues we will discuss. The two philosophies studied will give them a new way of seeing those issues (in light of the Founding Fathers).

Explanation of Instructional Strategies Used: This class will be expected in the spring semester to work at an internship with a government agency and make a presentation to the Frederick County Board of Supervisors. Therefore, we will work on presentation skills with this lesson (standing discussion and press conference activity). We are also focusing on being able to communicate their point to view to a group of people. I used the We the People book combined with the History Alive Press Conference group work to allow students in-depth knowledge of the two major philosophies as well as the “fun” of a creative presentation project.

Note: I have attached a FEW of the history alive readings so you can see what the students are reading for the philosophers press conference as well as the Natural Rights/ Classical Republican chart.

Differences between the Classical Republican and Natural Rights Philosophies

Classical Republican Philosophy

Natural Rights Philosophy