Bell Ringer Pick up an Influence from the Enlightenment: John Locke paper and a pencil. Write your first and last name, today’s date, and the period you have civics in the upper-right hand corner. Flip to the blank back side. Read this definition for influence. In a complete sentence, explain this term in your own words. 1. To begin this lesson, project the definition of influence on the board: Influence - having an effect or impact on the actions, behavior, opinions, etc., of another or others. 2. Pose the following questions for discussion: “How can you explain this term in your own words? Are there people in your life that influence your appearance, actions or words? Have you seen celebrities or friends wear or do something that you appreciate, so you do or wear the same thing or something similar? Have you heard something your parents or friends have said that you repeat or it has influenced what you have said?” Influence - having an effect or impact on the actions, behavior, and/or opinions of another or others.

The Influence of the Enlightenment - by the end of this lesson: you should be able to define influence you should be able to recognize the influence of John Locke on the United States you should be able to recognize the influence of Baron de Montesquieu on the United States All notations are the original steps from the original lesson plan.

Influence Today Are there people in your life that influence your appearance, actions, or words? Have you seen celebrities or friends wear something you like and in response, you wear the same thing? Have you seen friends do something, so you decided to do it too, just to fit in? Have you caught yourself repeating something you heard from your parents or from your friends? 2. Pose the following questions for discussion: “How can you explain this term in your own words? Are there people in your life that influence your appearance, actions or words? Have you seen celebrities or friends wear or do something that you appreciate, so you do or wear the same thing or something similar? Have you heard something your parents or friends have said that you repeat or it has influenced what you have said?” 3. Provide time for students to brainstorm independently and then share out.

Influence in the 18th Century (1700’s) Influence does more than shape who you are and how you act. Influence had a significant impact on how the United States government was formed. Writer & philosophers of the 18th century were the celebrities that everyone looked to for interesting ways to see the world. Introducing John Locke and Baron de Montesquieu. Explain to students that the concept of influence had a significant impact on how the U.S. government was formed. Other writers and philosophers influenced the Founding Fathers while they wrote the documents that guide our government today. Kevin Hart meme: http://cdn.meme.am/instances/52837345.jpg Louis CK meme: http://runt-of-the-web.com/wordpress/wp-content/uploads/2013/09/funny-louis-ck-quotes-terrible-things.jpg John Locke and Baron du Montesquieu from icivics.org

Enlightenment Notes (you may copy this onto the back of your paper, or you can just memorize it) The age of the Enlightenment occurred during the 18th century in Europe. The Enlightenment focused on the ideas of reason, liberty, and individual rights. The Declaration of Independence and the U.S. Constitution were influenced by great thinkers of this time. Everyone wanted to hear from the great thinkers of the Enlightenment. Philosophers John Locke, Jean-Jacques Rousseau, Baron de Montesquieu, and Thomas Hobbes were the great thinkers of the Enlightenment. Pass out the “Influence from the Enlightenment: John Locke” student activity sheet. 6. Provide students with the following key points about the Enlightenment and instruct students to take notes on their activity sheet.  The age of the Enlightenment occurred during the 18th century in Europe.  The Enlightenment focused on the ideas of reason, liberty, and individual rights.  Ideas from the Enlightenment impacted the ideas included in the Declaration of Independence and the U.S. Constitution. Rousseau: http://famouspeopleinfo.com/wp-content/uploads/2011/10/Jean-Jacques-Rousseau-1.jpg Hobbes: http://www.notablebiographies.com/images/uewb_05_img0345.jpg 5 Seconds of Summer Picture: https://upload.wikimedia.org/wikipedia/commons/thumb/2/27/5_Seconds_of_Summer_2014.jpg/1280px-5_Seconds_of_Summer_2014.jpg

Why Government? (John Locke) I will pass out a reading page at this time. Please follow along as I read it aloud. We will pause to fill in information on our “Influence from the Enlightenment: John Locke” paper. Don’t say it! Just put your finger on the answer. According to the text, whom did John Locke influence? Pass out the “John Locke” reading from the Why Government? lesson from iCivics: https://www.icivics.org/teachers/lesson-plans/why-government. Read aloud the first paragraph as a whole class. Pose the following question for discussion: “According to the text, whom did John Locke influence?” (Thomas Jefferson) Instruct students to write the answer on their activity sheet.

Why Government? (John Locke) Look at the vocabulary graphic organizer on your paper. 10. Place students into pairs and review the vocabulary graphic organizer on the activity sheet. 11. Instruct students to read the remaining paragraphs and to complete the vocabulary graphic organizer on their activity sheet so that they define the concepts of “natural rights” and “social contract” by identifying evidence from the text, writing the definition in their own words and creating a visual representation (picture or symbol) of the concept. 12. Provide time for students to read and complete the graphic organizer. Something you can put your finger on Something you draw Something from your brain Read the rest of the paper by yourself and complete this vocabulary.

Natural Rights Evidence from the Text Locke imagined a set of natural rights that human beings share. These are the right to life, liberty, and property. … Locke believed these rights aren’t given to people—people are born with them Locke believed that these rights should be protected by society and government through the idea of natural law (laws passed by government to protect natural rights). 13. Review the concept of natural rights with the students and explain that Locke believed that these rights should be protected by society and government through the idea of natural law. Instruct students to add the concept of natural law to their activity sheet.

Natural Rights: Liberty Why do you think liberty is a natural right? What does it mean as an individual to have liberty? Individual liberty is a natural right because it is natural for people to be free from government abuse of power 14. Pose the following questions for discussion: “Why do you think liberty is a natural right? What does it mean as an individual to have liberty?” Lead students to the understanding that individual liberty is a natural right because it is natural for people to be free from government abuse of power.

Social Contract Evidence from the text A government can only be legitimate if it is based on a social contract with citizens. A social contract happens between a government and its citizens. Return student attention to the “Influence from the Enlightenment: John Locke” activity sheet and review the remaining questions on the activity sheet as a whole class: “According to the reading, how are the concepts of social contract and the purpose of government related? What evidence in the text led you to your answer?” 16. Provide time for the students to return to their reading and answer the questions. 17. Have students share out.

Social Contract According to the reading, how are the concepts of social contract and the purpose of government related? What evidence in the text led you to your answer? Locke also believed that governments should protect people’s natural rights. The people agree to give up some freedoms, but only if the government agrees to protect everyone’s rights. If the government fails to deliver, the people have the right to revolt. Return student attention to the “Influence from the Enlightenment: John Locke” activity sheet and review the remaining questions on the activity sheet as a whole class: “According to the reading, how are the concepts of social contract and the purpose of government related? What evidence in the text led you to your answer?” 16. Provide time for the students to return to their reading and answer the questions. 17. Have students share out.

Consent of the Governed In a social contract, you give up some of your freedoms in exchange for the government protecting your natural rights to life, liberty, and property. This is known as consent of the governed. 18. Remind students that in a social contract, citizens give up some of their freedoms in exchange for the government to protect their natural rights of life, liberty, and property. In return, the government has a responsibility to hold up their end of the social contract. If government does not hold up their end of the contract, citizens would no longer agree to be governed and they would have the right to revolt. This is known as “consent of the governed.” Instruct students to add consent of the governed to their activity sheet.

Declaration of Independence Thomas Jefferson wrote* the Declaration of Independence. In his words, you can see the strong influence of John Locke. On the next few slides, we will compare excerpts from the Declaration of Independence to John Locke’s original ideas. 19. Project an image of the Declaration of Independence from OurDocuments.gov: http://www.ourdocuments.gov/doc.php?flash=true&doc=2# and explain the following key points about the Declaration of Independence and Thomas Jefferson:  Remind students that, according to the reading, Thomas Jefferson was inspired by John Locke.  Thomas Jefferson was the primary author of the Declaration of Independence, the document that formally stated the colonies’ desire to be independent from England.  The Declaration of Independence and the Revolutionary War are what led to the colonies becoming the United States. DOI http://www.ourdocuments.gov/document_data/document_images/doc_002_big.jpg DOI Printed http://www.ourdocuments.gov/document_data/document_images/doc_002b_big.jpg Teacher Note: As an extension suggestion, have students watch the 14 minute “Declaration of Independence” video: https://www.youtube.com/watch?v=jYyttEu_NLU.

Excerpts from the Declaration What Jefferson wrote 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. 20. Pass out the “John Locke and the Declaration of Independence” student activity sheet and project the following excerpts from the Declaration of Independence:  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.  Governments are instituted among Men, deriving their just powers from the consent of the governed  …whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it…  A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. 21. Work as a whole class to identify how John Locke influenced these ideas. Read the excerpt aloud to the class and instruct the students to summarize the excerpt in their own words. Then, determine how John Locke influenced the excerpt. Instruct students to take notes on their activity sheet. We are born with the right to life, liberty, and property. What Locke wrote

Excerpts from the Declaration What Jefferson wrote Governments are instituted among Men, deriving their just powers from the consent of the governed. 20. Pass out the “John Locke and the Declaration of Independence” student activity sheet and project the following excerpts from the Declaration of Independence:  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.  Governments are instituted among Men, deriving their just powers from the consent of the governed  …whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it…  A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. 21. Work as a whole class to identify how John Locke influenced these ideas. Read the excerpt aloud to the class and instruct the students to summarize the excerpt in their own words. Then, determine how John Locke influenced the excerpt. Instruct students to take notes on their activity sheet. People agree to give up some freedoms; in exchange, the government protects our rights. What Locke wrote

Excerpts from the Declaration What Jefferson wrote …whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it… 20. Pass out the “John Locke and the Declaration of Independence” student activity sheet and project the following excerpts from the Declaration of Independence:  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.  Governments are instituted among Men, deriving their just powers from the consent of the governed  …whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it…  A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. 21. Work as a whole class to identify how John Locke influenced these ideas. Read the excerpt aloud to the class and instruct the students to summarize the excerpt in their own words. Then, determine how John Locke influenced the excerpt. Instruct students to take notes on their activity sheet. If the government fails to protect our rights, we have the right to revolt. What Locke wrote

Excerpts from the Declaration What Jefferson wrote A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. 20. Pass out the “John Locke and the Declaration of Independence” student activity sheet and project the following excerpts from the Declaration of Independence:  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.  Governments are instituted among Men, deriving their just powers from the consent of the governed  …whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it…  A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. 21. Work as a whole class to identify how John Locke influenced these ideas. Read the excerpt aloud to the class and instruct the students to summarize the excerpt in their own words. Then, determine how John Locke influenced the excerpt. Instruct students to take notes on their activity sheet. If a ruler breaks the social contract, they aren’t good enough to be a ruler anymore. What Locke wrote

Written Response Answer on the back of your paper in at least one complete sentence. How did the ideas of John Locke influence Thomas Jefferson as he wrote the Declaration of Independence? 22. Pose the following questions for discussion: “Based on these excerpts, what connection can you make between the ideas in the Declaration of Independence and John Locke’s ideas? How did John Locke influence Thomas Jefferson’s (and the other writers of the Declaration of Independence) ideas about natural rights and government?” 23. Direct student attention to the question on the bottom of the activity sheet. Read the quote from President John Quincy Adams aloud and instruct students to answer the question. 24. Have students share out.

Bell Ringer Pick up an Influence from the Enlightenment: Baron de Montesquieu paper and a pencil. Write your first and last name, today’s date, and the period you have civics in the upper-right hand corner. Read the question at the top of the page. Write an educated guess based on yesterday’s classroom discussion. Put a big question mark next to it to remind us that it is just a guess. Explain to students that they are going to learn about another Enlightenment thinker that influenced the Founding Fathers. (The question at the top of the page) According to the text, what document did Montesquieu influence?

Baron de Montesquieu Reading I will pass out a reading page at this time. Please follow along as I read it aloud. We will pause to fill in information on our “Influence from the Enlightenment: Baron de Montesquieu” paper. Check your answer from before. According to the text, what document did Montesquieu influence? 26. Pass out the “Baron de Montesquieu” reading from iCivics: http://www.icivics.org/teachers/lesson-plans/montesquieu-mini-lesson and the “Baron de Montesquieu” activity sheet. Read aloud the first paragraph as a whole class. Pose the following question for discussion: “According to the text, what document did Montesquieu influence?” Have students write their answer on the activity sheet.

Why Government? (Baron de Montesquieu) Look at the vocabulary graphic organizer on your paper. Have students return to their partner and complete the rest of the reading and activity sheet. 30. Provide time for students to read and complete the activity sheet. Something you can put your finger on Something you draw Something from your brain Read the rest of the paper by yourself and complete this worksheet.

Liberty and Government How does Montesquieu define liberty? Point to it. What is the relationship between liberty and government? According to Montesquieu, liberty is the feeling of safety. This feeling of safety comes when government provides and enforces clear laws that everyone can follow. 31. Review the final question on the activity sheet as a whole class and pose the following question for discussion: “Based on what we have learned from the reading, Montesquieu influenced the structure of our government. How would you evaluate his influence on the on the Founding Fathers?” Instruct students write a summary statement on their activity sheet.

Separation of Powers The English government had three parts: a king to enforce laws, Parliament to create laws, and courts to interpret laws. The government was divided into parts, and each part had its own purpose. Separation of powers is when the government is divided into parts and each part has its own purpose. 31. Review the final question on the activity sheet as a whole class and pose the following question for discussion: “Based on what we have learned from the reading, Montesquieu influenced the structure of our government. How would you evaluate his influence on the on the Founding Fathers?” Instruct students write a summary statement on their activity sheet.

Checks and Balances Each part of the government needed to be balanced with the other parts. Montesquieu suggested that each branch have the ability to limit the power of the other two branches. Checks and balances means that the branches of government are balanced and each branch can limit the power of the other two. 31. Review the final question on the activity sheet as a whole class and pose the following question for discussion: “Based on what we have learned from the reading, Montesquieu influenced the structure of our government. How would you evaluate his influence on the on the Founding Fathers?” Instruct students write a summary statement on their activity sheet.

Montesquieu’s Influence James Madison liked the idea that each branch of government should have a clear role. As a result, the U.S. Constitution clearly explains what each branch is supposed to do: Congress makes laws, the President enforces laws, and the Courts interpret laws. Each branch has the power to check, or limit, the other branches. Due to Montesquieu’s influence, the U.S. Constitution has set up our government into three separate branches that have the power to check and balance each other. Without Montesquieu’s influence, we would not have the system of government that we have today. The ideas of separation of powers and checks and balances are vital to making our country function. 31. Review the final question on the activity sheet as a whole class and pose the following question for discussion: “Based on what we have learned from the reading, Montesquieu influenced the structure of our government. How would you evaluate his influence on the on the Founding Fathers?” Instruct students write a summary statement on their activity sheet.

02 ENL Writing Prompt On the blank page, write your first and last name, today’s date, and the period you have civics in the upper-right corner. Title this paper “02 ENL WRITING PROMPT”. Write a well-crafted informative response. Well-crafted means that your sentences fit together instead of jumping around. Informative means facts should come from the documents; your opinions are not required. Response means you answer the prompt; don’t just write what you feel like writing. 32. Checking for Understanding (Formative Assessment): Instruct students to write a well-crafted informative response using the following prompt: Prompt Using what you have learned from your readings, explain how John Locke and Baron de Montesquieu influenced the Founding Fathers. Provide a specific example for Locke and Montesquieu.

02 ENL Writing Prompt Write a well-crafted informative response. Well-crafted means that your sentences fit together instead of jumping around. Informative means facts should come from the documents; your opinions are not required. Response means you answer the prompt; don’t just write what you feel like writing. Prompt: Using what you have learned from your readings, explain how John Locke and Baron de Montesquieu influenced the Founding Fathers. Provide a specific example for Locke and Montesquieu. 32. Checking for Understanding (Formative Assessment): Instruct students to write a well-crafted informative response using the following prompt: Prompt Using what you have learned from your readings, explain how John Locke and Baron de Montesquieu influenced the Founding Fathers. Provide a specific example for Locke and Montesquieu.

Pass your Writing Prompt paper all the way back and all the way right. Time’s Up! Pass your Writing Prompt paper all the way back and all the way right. Image from Nintendo Wii game Rhythm Heaven Fever found at http://static.giantbomb.com/uploads/original/2/29615/2142319-monkey_watch.jpg