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Shelby County Schools Common Core Modules for Social Studies/History Grades 6-12.

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Presentation on theme: "Shelby County Schools Common Core Modules for Social Studies/History Grades 6-12."— Presentation transcript:

1 Shelby County Schools Common Core Modules for Social Studies/History Grades 6-12

2 © 2013 University of Pittsburgh Tennessee Department of Education History/Social Studies Grades 6-12 Supporting Rigorous History/Social Studies Teaching and Learning Module 2: Experience a Set of Lessons Part I

3 © 2013 University of Pittsburgh Excerpt from Unit: The Enlightenment Experience a Set of Lessons

4 Working in Two Ways… Working though the lessons as a learner Reflecting on the lessons as a teacher

5 Unit Guiding Inquiries: The Enlightenment: The Social Contract What do Enlightenment thinkers mean by a social contract? How is the meaning of the social contract shaped by the writers experience or understanding of events?

6 © 2013 University of Pittsburgh Indentifying Point of View Leviathan Thomas Hobbes

7 Identifying Point of View Read this article silently. As you read, think about the answers to the following questions: – What is the relationship between individuals in society? – What is the responsibility of one individual to another? – Why might an individual enter into a social contract? Is this social contract beneficial?

8 Identifying Point of View Leviathan by Thomas Hobbes What is the articles central or main argument about the relationship between individuals and the government? According to the author what is the natural state of humans? How does he support this view? According to the author, what rights do individuals have within the governments? Explain using evidence. According to the author can society or individuals change the government if it is oppressive? Why or why not? Why would an individual or community submit to this compact or social contract? How is it beneficial?

9 Step Back as Learners What did you do and think about to identify main arguments? Supporting arguments? What did you think about as you explained how the supporting arguments helped develop the main argument? What did you notice in the text that helped you identify central arguments and supporting arguments?

10 © 2013 University of Pittsburgh Reflect as Teachers

11 StepBack: Reflect as Teachers on the Reading Take about two minutes to talk with a partner about the process we went through to identify the authors claims and to think about our learning. Feel free to take notes on your conversation. What did you notice about… – Learner actions: What did you do as a reader and writer? – Teacher actions: What struggles do you anticipate your students will have with a task like this? – What will you do to address the obstacles students face? What specific actions will you take to ensure student success? Be prepared to share your notes with the whole group.

12 Comprehension Questions for Texts in History Moving from…Moving towards… Why does Hobbes believe people are evil? What are the principal causes of arguments in society? How does Hobbes suggest people subdue their evil nature to create peace? Can subjects break their agreement with the ruler? Why not? According to Hobbes what is the natural state of people? How does he demonstrate this? What rights do individuals have in this society or compact? What is the main relationship between individuals and government? Why would an individual agree to this social contract?

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