World History: Locke and Hobbes

Teacher: Ms. Shea Grade Level: 10-12

1. Content and Standards:

CC.8.5.11-12.A- Cite specific text evidence to support analysis of primary or secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
CC8.4.12.A- Determine the meaning of words or phrases as they are used in text, including words that
describe political, social, or economic aspects of history/ social studies.
CC 8.4.C.C- Evaluate critical issues, basic principles and ideals in contemporary governments.
CC.8.5.11-12.G- Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CC.8.8.11-12.I- Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and
audiences.

Prerequisites: Knowledge of Bill of Rights, theories of Thomas Hobbes, and theories of John
Locke.

Essential Questions (provide a framework): Can you explain the political theories of Hobbes,
Locke, and the Framers? Can you analyze important American documents and connect ideas
from Hobbes and Locke?

Instructional Objective:

1. Students will effectively analyze a primary source documents written by John Locke.

2. Students will connect the theories of John Locke and Thomas Hobbes to the current
Womens March on Washington.

3. Students will differentiate the ideas of Locke and Hobbes in classroom discussions.

4. Students will create connections between ideas in the Declaration of Independence and
the Bill of Rights with Thomas Hobbes and John Locke.

Instructional Procedures:
Do Now: Last week we discussed John Locke and his view that because we all have the same
Natural Rights that make us all equal. Formulate an opinion: Do you think we are all equal?
Physically? Intellectually? Morally?

1. Before (Activating Activity): Students will watch a video clip (multimedia) on

the on the Womens March to connect ideas of protesting to the theory of Thomas
Hobbes. Students will participate in a group share out in which students will be guided
 along with the following questions: What would Thomas Hobbes think of the womens
March? John Locke? Recall what weve studied on the Bill of Rights, which amendment
gives U.S. citizens the right to protest? In your opinion, based on what youve learned
about our political system, do you think these people should be protesting?

2. During: Students will interact with necessary background knowledge on the

Declaration of Independence. Students will watch a video clip on the Declaration of
Independence. Students will cite 3 facts from the video clip. Group share out: What
American values do we see in the document? What connections can you make between
what weve learned about Hobbes and Locke? What does equality mean

3. Students will interact with a primary source (excerpts from John Lockes Two Treatises
of Government). Students will annotate text, using the Talk to the Text method as we
read the excerpts as a class.

4. After: Group share out: Relationship between Locke and the Declaration of
Independence. John Lockes relationship to the freedoms in the Bill of Rights. Similarities
between the idea of body politic and our own government

Materials and Equipment: Interactive Notebook, whiteboard (Do Now), SmartBoard

Assessment/Evaluation: Students will be assessed on their knowledge of Locke by stating

major points of his philosophy from the interactive notebook (graphic organizer); identifying
particular vocabulary words (collect for assessment). Homework: Students will use the graphic
organizer on page 4 to create a visual representation that depicts the ideas of Hobbes and
Locke on their ideas of the state of nature, rulers, and consent.

VII. Differentiation: Individualized Activities: Ive integrated visual (video on the Declaration
of Independence) and audio (class discussion) components to allow for differentiation. Instead
of reading the whole text excerpts of Locke were taken in short paragraphs asking students to
answer questions following the paragraph. The excerpts were read out loud and the class
discussed the answers verbally. For period 4, with low readers, less independent work with the
reading and whole group instruction in which I will break down language and ideas for students.
In the honors class, I will allow for independent work with the text and check for individual
understanding by checking their notebooks.

Technology: A SmartBoard will allow for audio and visual learners to receive background
information without difficult text, the lesson is dense enough with vocabulary as it is.

Self-Assessment: Are students able to differentiate the theories of Hobbes and Locke in class
discussion? Are they able to connect these theories with other concepts in the class during
class? Do they understand the text? Is the vocabulary clear?