Impact on Student Learning Project

________________________________
Central Wilkes Middle School
Social Studies
7th Grade

Emily Driver
CI 4490 - Dr. Thornton
Fall 2015

School Information:
Central Wilkes Middle School
Address: 3541 South NC Highway 16, Moravian Falls, NC 28654
Phone Number: (336) 667-7453

Website: cwms.wilkescountyschools.org
Principal: Mr. Jeffrey Johnson

Supervising Teacher: Mrs. Heather Cheek, Grade 7

Subjects: English Language Arts and Social Studies

Internship Information:
Appalachian State University
Middle Grades Education Block Two
Instructor: Dr. Holly Thornton

Student Information
Name: Emily Nicole Driver

Major: Middle Grades Education

Concentrations: English Language Arts and Social Studies

Email Address: driveren@appstate.edu

Section I: Learning Goals and Objectives

Attached below are my essential question, student-centered learning targets,
and all standards addressed within this unit.
Essential Question: How do new ideas change society?
Learning Targets:

Students will be able to:

Name at least 3 Enlightenment philosophers and summarize their ideas
Explain how Enlightenment philosophy led to American democracy
Explain how new ideas about people and governments led to modern
social change
Standards Addressed:
Social Studies (NCSCOS)
7.H.1.2: Summarize the literal meaning of historical documents in
order to establish context.
7.H.2.1: Analyze the effects of social, economic, military, and
political conflict among nations, regions, and groups (e.g. war,
genocide, imperialism, and colonization).
7.C&G.1.1: Summarize the ideas that have shaped political thought
in various societies and regions (e.g. Enlightenment and Scientific
Revolution, democracy, communism, and socialism).
7.C&G.1.4: Compare the sources of power and governmental
authority in various societies (e.g. monarchs, dictators, elected
officials, anti-governmental groups and religious, political
factions).
Common Core English Standards
RI.7.6: Determine an authors point of view of purpose in a text and
analyze how the author distinguishes his or her position from that
of others.

 W.7.9: Draw evidence from literary or informational texts to

support analysis, reflection, and research.
S&L.7.4: Present claims and findings, emphasizing salient points in
a focused, coherent manner with pertinent descriptions, facts,
details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
L.7.1: Demonstrate command of the conventions of English
grammar and usage when writing or speaking.
L.7.2: Demonstrate command of the conventions of standard
English capitalization, grammar, and spelling when writing.
L.7.3: Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
L.7.6: Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Common Core Reading in History Standards
RH.6-8.2: Determine the central ideas or information of a primary
or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
RH.6-8.4: Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to domains related
to history/social studies.
RH.6-8.7: Integrate visual information (e.g. in charts, graphs,
photographs, videos, or maps,) with other information in print and
digital texts.

Section II: Student Background, Knowledge, and Experience

Students should know a lot of things coming into the 7th grade, but by and

large, my students do not. My cooperating teacher told me from the start that these
students do not have the background knowledge they should, and based on my
pre-assessment and in-class questions, they definitely do not possess any knowledge
regarding the Enlightenment except what they just learned during our unit on the
Scientific Revolution.
I have two very different groups of students. My first group (Block I) is on grade
level with few behavioral problems. My second group (Block III) of students, however,
is an EC inclusion class. Almost every student in that class has an IEP, and several
either have Emotional-Behavioral Disorders, Attention Deficit/Hyperactivity
Disorders, or another disability that keeps them from focusing. As these groups are
very different, they require different approaches in teaching and learning.
In addition, only two days before the unit ended, we had a new student come to
our school. While he is very intelligent, he is also loath to reveal predisposition toward
any academic subject, so I was unable to accurately ascertain his abilities before giving
him an alternate assignment. That student is leaving again on Monday to move to a
new group home, so I will have no further opportunities to interact with him.
My students tend toward a few distinct categories, and the primary
characteristics thereof involve intelligence, being the academic capability of the
student, and initiative, being the desire of a given student to complete their work
satisfactorily and learn. I have students with intelligence and initiative, students with
no intelligence and no initiative, students with initiative and little intelligence, and
perhaps most frustratingly, students who are highly intelligent yet possess little
initiative. This latter category are the kind of students who make up about 25% of Block
III, which is an EC inclusion class, and they are hardest to get to. I have many students
in that class who are not the most intelligent, yet are willing to work hard to try and
learn what they can. Generally, I have ended up gearing my instruction more to them,
seeing it as a disservice to them if I were to spend the entirety of class time getting on

the other 25% of the class. With Block I, I have little to no issues of this kind. Although
students are bound to act like the adolescents they are, by and large, I have no real
issues with discipline within my first block.
I have collected statistics from last years 6th graders, which are this years 7th
graders. Although a few of my students are new, and few students from last year have
since moved, they still provide a good overview of the makeup of Central Wilkes
Middle School. All numbers are given as percentages. The following charts
demonstrate the makeup of various facets of CWMS:
EOG Score Makeup
Male

Female

Black

Hispanic

White

A.I.G.

E.C.

L.E.P.

E.D.

All

College/
Career
Ready

34.4

42

20

21.8

43.8

91.9

8.3

6.3

27.1

37.7

Grade
Level
Proficient

45

50.5

24

33.3

54.2

95

14.6

6.3

36

47.4

Economic/Racial/Disabilities Makeup

% of
Students

Male

Female

Black

Hispanic

White

EC

LEP

ED

48.7

51.3

10.4

20.5

63.1

10.8

6.9

67.2

Section III: Plan For Assessment/Evaluation of Student Learning

Assessments for this unit are composed of a pre-assessment, post-assessment,
and final product of learning. The pre- and post-assessment are a Kahoot quiz, which
is an online quiz platform that takes the form of a game. Students earn points based on
how quickly they can answer questions correctly, and while the high scoreboard isnt
always the best indicator of which student knows more than another, the overall
assessment data it provides simply breaks down correct and incorrect answers for
each student, and then gives an idea of the classs overall speed in answering the
question. For my second class, I performed the post-assessment twice: once for
practice, and once for a grade. I altered the class period in this way for two reasons:
firstly, they had finished all their presentations the day before, whereas the other class
still had a few to complete; secondly, my second class is an EC class and the students
there, I reasoned, would do better if given a chance to read through the questions and
become more familiar with them, and then answer the questions instead of only
having one chance to see and answer them.
Our final product of learning is a group poster project. For this project, I split
students into groups based on which philosopher they found most interesting. At the
end of a class period, I simply asked them to pull out a sheet of paper and number 1-6,
with 1 being favorite and 6 being least favorite.
For this project, I attached a rubric corresponding to the rubrics my
cooperating teacher often gives to her students. Students were given this rubric at the
beginning of the project, and had to keep track of it until they turned the final project
in to me. I gave them one full class period and one half class period to work on their
poster. For a copy of the rubric and materials associated with preparation of the final
project, see Appendix A.
Examples of finished posters and their corresponding rubrics are attached in
Appendix B of this document. I tried to include groups of students who fell into the A,
B, and C range on their grades. However, these students all demonstrated proficiency
in the topic at hand, according to Wilkes County Schools standards.

Section IV: Essential Content

The chart below contains a day-by-day layout of the necessary content and
assessments for that day of our Enlightenment unit.
New Information/ Todays
Main Objective

Map Skills/ Homework/

Other Assessments

Vocabulary
Needed Today

What is the Enlightenment?

What was government like
before the AOE?

Bellringer: Kahoot
Pre-Assessment
Map Skill: Where did the
Enlightenment occur?
(centrally France, but also in
other areas)

Enlightenment
Philosophy
(philosopher)
reason/logic

Day Francis Bacon

2 (T)
Scientific Method for
social science
Wollstonecraft
womens rights
Voltaire
people and the world
are awful, very
sarcastic

In Class: Notes on
philosophers and their main
ideas

Virtue

Day Hobbes
3 (R)
all power should be
vested in one man
Rousseau
people are basically
good, civ. people give
up freedoms to join in
a civil society
Locke
Basically reasonable,
all people have equal
rights to life, liberty,
and the pursuit of
property
Montesquieu
individual groups of
govt have too much
power - powers ought
to be split

In Class: Worksheets/ Group

Work
Exit slip: Philosophers
numbered 1-6 in order of
preference

Social contract

Day
1
(M)

Day
4
(T)

The Enlightenment and

Democracy
Declaration of Independence
v. Enlightenment Philosophy
Vocabulary Overview

Democracy
Rights

Day
5
(W)

Poster Workday

Map Skill: Know where your

philosopher comes from!
Draw a star on the map of
Europe for them and put it on
your poster.
In Class: Complete the
assignment with your group!

Day
6
(R)

Poster Presentations
Post-Assessment

In Class: Presentations and

Rubrics
Exit Slip: Kahoot
Post-Assessment

Section V: Resources, Materials, and Preparation for Instruction

Before the unit began, I put together a day-by-day layout of the unit, and
attached below any resources I might need for the unit. In Appendix C, those
resources are attached for your viewing, should you so desire. In addition, I had a
Powerpoint presentation that I went through, the link for which is attached in
Appendix D.
As far as physical preparation goes, I generally made my copies the day that
lesson was to be taught. I had to print everything from Mrs. Cheeks computer during
planning period, and the copier was very slow, so I did my best to not impede the
instruction of other teachers on the hallway by printing off hundreds of pages of
copies at once. During class periods, if we were going to be using any materials such as
paper or pencils, I had students retrieve them at the beginning of class so they would
not be struggling to find them in the middle of our instruction. If we were using
laptops for a Kahoot, I had them begin to boot up their laptops before we got to that
point in the lesson, because it took a while to start the laptops.
For the final project, I printed off rubrics and materials the day before the
project began, because I wanted students to have a chance to look at the rubric and go
through it with me before they began their work. When the day came to work on the
posters, I had a pad of giant paper, which I tore pages out of beforehand to save time.
Mrs. Cheek keeps baskets of markers, colored pencils, and other project materials, so I
got those out of the cabinet and had them ready for students to use.
Having my planning period at the beginning of the day proved to be very useful.
After homeroom, for which I had nothing to prepare, I had a little over an hour and a
half to get materials ready for the day ahead. Had I been in a different grade, where the
students attended electives at a different time of day, it would not have been as simple
to prepare materials. I like to have my primary work time at the beginning of the day,
because I think best during that time. Because my planning was during the morning
hours, I was able to get much more done, that I otherwise would not have had the
opportunity to do.

Section VI: Instructional Method and Procedures

I chose to make my instructional methods somewhat similar to my cooperating
teachers usual method, as this is what my students are accustomed to, and then
branch off into the methodology I prefer to work with. Because of this, I began the unit
with a little lecturing and associated note-taking sheets, and then moved into working
with primary texts and, eventually, independent and group work.
This unit took about two weeks, for a few different reasons. I began our unit on
Monday, when we performed our pre-assessment, then did a short lecture and
introduction to the Enlightenment and what society and government were like before
it occurred. We also did a classroom activity where students brainstormed reasons for
and against absolute monarchy on individual whiteboards. On Tuesday, we discussed
Wollstonecraft and Voltaire. Thursday was Locke, Rousseau, Montesquieu, and
Hobbes; on that day I let students work in groups to examine pieces of those
philosophers works. The next Tuesday, we worked as a class with the Declaration of
Independence and Constitution, to find Enlightenment ideals within each. Wednesday
was a poster workday, and Thursday the students presented their posters and went
through the post-assessment.
My unit was unfortunately broken up in this way because of a few unavoidable
circumstances. Tuesdays are CNN Student News days in our Social Studies block, and
so my instructional time was cut short on those days. The first Wednesday was a day
off school for us. That Friday was Drop Everything and Read day, in hopes our
classes would manage to finish their class novels. Monday was a field trip day, and so
of course we got nothing done that day. However, regardless of this, my students still
managed to retain a good amount of knowledge, especially since we made it a point to
do a quick review at the beginning of most days.
With my second class, I found it necessary to demonstrate much more what
exactly I wanted. I was careful to model what was happening with their assignments,
and took a little more time to explain concepts. Noting that they had shorter attention
spans, I also tried to break their class up with a break in the middle so they could get

up, move around, and avoid the monotony of sitting and working for hours at a time.
With my first class, giving the students breaks was not always necessary, but I still
gave them a break towards the end of their Social Studies block because that was Mrs.
Cheeks custom.
I tried to use developmentally responsive methods as often as possible.
Whenever I could, I let students work and explore concepts on their own. I also tried
to stir interest in the text and concepts by giving the students Trivia Time questions
at the beginning of each class day. The questions were always about one of the people
or texts we would be learning about that day, and helped get students more interested
in the material. I found that when we started the day off with something that caught
their interest, they were more willing to learn the material because they were
interested in it.

Section VII: Curriculum Adaptation and Instructional Modifications

One of the major modifications I had to make during this unit occurred in my
second class. This particular classroom was primarily composed of students with
varied disabilities, among them Emotional/Behavioral Disorders, Specific Learning
Disabilities, Dyslexia, and Dysgraphia. I also had three English Language Learners on
three different English ability levels; one was fairly proficient, one was capable of
reading simple texts in English, and one did not speak or understand English well at
all. Because these three language learners all spoke Spanish as their primary language,
I also included Spanish translations of most of the texts I used within my classroom
when planning and preparing this unit. Some texts did not have a corresponding
translation, however, and so I grouped those text assignments in such a way that my
lower Spanish-speaking student was able to sit with another student that could
translate and explain things to him. I also allowed him to write in Spanish when
writing was necessary for him. When we were working with primary texts, I read them
aloud so students would be able to hear the words, as well as see them on their pages.
When we used primary source documents, we were either in mixed-ability groups or
annotating as a whole class.
In addition, about two days before the end of the unit, when students were to be
working on their group projects, we had a new student join our school. Due to a lack of
the background knowledge the rest of the class possessed, as well as his being
reluctant to work well with others, I had to give him alternate assignments that would
give him the knowledge he needed to move on to our classs next unit. These alternate
assignments consisted of a worksheet on what the Enlightenment was and related
questions from Readworks.org on his first day in the classroom, and then I had him
read through the same work the class did on Hobbes, Locke, Rousseau, and
Montesquieu and write a 2-3 sentence summary of each. This student has since moved
again, so I was unable to give him a post-assessment. However, given that he never
turned the alternate assignment in to me, I am not certain of how well he may or may
not have done.

Section VIII: Classroom Management Considerations

I had a few issues with classroom management from the beginning. I think this
is largely due to the fact that, even though I am an adult and my cooperating teacher
asked the students to regard me as such, they all know Im a mere intern, and that I
have no real presence in the school past my five-week internship. Because of that, they
dont treat me as if I have real authority, though they will obey me with the small
things. It took me a while to develop relationships with the students, but once I did,
they started listening to me a bit more. There are obviously a few who still do not
listen to me, but overall, most of the students are willing to do as I ask them.
Central Wilkes Middle School uses the Positive Behavior Initiatives and
Supports (PBIS) system of behavior management. As part of being in Mrs. Cheeks
classroom, I was expected to implement this methodology during my internship and
unit instruction. This meant that I was expected to give Talon Tickets to students
demonstrating respect and responsibility, including, but not limited to, staying on
task, obeying adults and other authority figures, being prepared for class, following
directions and working according to them, and behaving as expected in hallways and
during breaks. I also had full authority to issue Minor Incident Reports (MIRs) for
disobedience to any of the above standards, as well as any other indiscretion that went
against the schools expectations. MIRs add up, and after a certain number of them,
students are either sent to In-School Suspension or given an Office Discipline Referral.
An ODR can also occur for isolated, severe incidents of misbehavior.
I took classroom management into consideration as I planned this unit. I knew
we would be doing group work, so I did my best during the first couple of weeks to get
to know my students well enough to avoid problems in this area. We grouped up twice;
the first time, I just kept students in the groups Mrs. Cheek had already sorted them
into, and the second time, I allowed students some choice as to what group they would
be sorted into by letting them number their preference of philosopher from most to
least interesting. I spent a bit on those groupings, because after giving students their

preferences, I had to ensure none of the groupings would be problematic, and then
move students accordingly.
Near the end of my unit, I had a severe classroom management challenge in the
form of a new student who arrived in my class. As he did not have the background
knowledge of other students, who had a workday for their final projects, I gave him an
alternate assignment. He was doing well with this until my cooperating teacher left the
room to check on a student in ISS. Once she left, he refused to work any longer,
claiming that he did not have to listen to me and that he was leaving. I did my best to
get him back on task, but he refused and began to walk down the hallway, while
shouting that I wasnt in charge of him. Obviously, other teachers in the hallway heard
him, and another member of our instructional team stepped into the hallway and
made him stand near the lockers until Mrs. Cheek returned. I had to write an MIR,
speak with one of our assistant principals regarding my experience with him, and send
him to ISS for a few days! The veteran teachers said I handled it better than could be
expected, given that Im only an intern and they had never, in multiple years of
teaching, experienced a student as disrespectful as he was. I remained calm and
handled the situation in a respectful manner; he was simply unwilling to listen to me.
That is the only major discipline problem I have had since arriving at my school, and
thankfully, it should not happen again during my time here.
On a lighter note, there are the same classroom management issues here as
with any classroom. My students are sometimes loud, often off-task, and generally
unwilling to listen to teachers if they are asking them to do something the students do
not want to do. However, with efficient and fair classroom management, and the
forging of relationships with the students, they become much more willing to listen
and do what you ask them to do. Once I figured that out, everything became much
simpler for me and for my students.

Section IX: Results and Analysis of Student Learning

Central Wilkes Middle School uses a 10-point grading scale that follows the
following pattern:
Letter Grade

Corresponding
Number Score

90-100

80-89

70-79

60-69

0-59

In addition, Wilkes County Schools standard for proficiency of a topic dictates that
80% of the students in a class must pass the unit or topic with at least a D. If this
benchmark is not met, it is recommended that the unit or topic be re-taught until 80%
of students pass. I went by these guidelines when giving grades, and was pleased that
my results were positive.
Attached in Appendix B are three examples of student poster projects, as well as
the rubrics associated with them. I randomly selected one poster at an A level, one
poster at a B level, and one poster at a C level. As with most graded assignments, there
was a disparity between Block I and Block III. Overall, the classes produced work that
averaged at a 90.25% (low A). Block I produced work at an average level of 93.5% (A),
and Block III averaged at 87% (high B). The distribution of grades was as follows: the
Block I received 5 As and 1 C, and Block III received 2 As, 3 Bs, and 1 C. The most
common reason for losing points in both classes was failing to read the rubric or
instructions correctly, and thus forgetting vital components of the poster project. The
second most common reason for losing points was carelessness in attention to detail
or a poster that appeared messy, as both things are current points of concern for our
two classes.
In terms of growth in knowledge over the course of the unit, I was pleased to
note that students in both classes improved tremendously from the pre-assessment to

the post-assessment. For both classes, I used the same kahoot quiz at the beginning
and end of the unit. The quiz questions and answers were randomized, so students
could not memorize the order in which answers should be chosen. I took note of how
much student improved, and then ran statistics to determine the difference between
individual classes. Those statistics are noted in the table below.
Pre- and Post- Test Scores and Average Class Growth
Students
Passing
Pre-Test

Average
Pre-Test
Score

Students
Passing
Post-Test

Average
Post-Test
Score

Average
Class
Growth (%)

Block I
(Grade
Level)

3/23
13%

44%

22/23
96%

80%

36%

Block III
(EC
Inclusion)

4/17
24%

43%

16/17
94%

82%

39%

Based on these statistics, the grades my students received, and Wilkes County Public
Schools policy of what constitutes proficiency, I am inclined to believe they have
greatly improved in their knowledge of the Enlightenment and its philosophical
thinkers. In addition, they can be considered proficient, both as a class and (mostly)
individually, in the topic.
I feel my results point toward success in teaching this topic.

Section X: Reflection on Teaching and Learning

As far as things I did well, I feel I did a particularly good job at teaching students
the ideas of individual philosophers. We focused on six Enlightenment philosophers;
Voltaire, Rousseau, Montesquieu, Locke, Wollstonecraft, and Hobbes, as well as their
main ideas, were a point of focus for us. Almost no one got these questions wrong,
probably partially because we reviewed these philosophers quickly at the beginning of
each social studies period.
I also feel my assessments were good. I think I had a good balance of written
and creative work, and putting the pre- and post- assessments into a Kahoot quiz
really made the kids enjoy it more. With something that is competitive, my more
reluctant students still try their best because they want to beat the rest of the class.
Many of my students refuse to try if their grade is compared only to their other grades,
but they will work if given an opportunity to compete with the rest of their class.
As far as things I think I could improve upon, I feel my vocabulary instruction
was severely lacking. I still have no idea how to introduce vocabulary within the
context of social studies, or how to teach it. I suppose Ill have to do some reading on
the best way to accomplish this so my future students do not suffer.
Overall, I feel the unit went well. As I write this section, it has been a week and a
half since my unit ended. My students are moving on to the Age of Revolution, and
reviewing parts of what I taught them. I am proud to note they all still remember who
John Locke and Charles-Louis Montesquieu are, and how their ideas are in the
Declaration and Constitution of the United States; I know this because we just asked
them, and they knew the answer! Im really excited to know my instruction was
effective enough for them to recall that information, and I hope to improve upon the
things I did poorly at in the future.

Appendix A:
Final Project Rubric and Associated
Materials

Group Names: _______________________________________________

_______________________________________________

Enlightenment Philosopher Poster Project Rubric

A famous philosopher is coming to give a talk in your town! Your job is to advertise, or
let people know, that they are coming. You also want to give the town a little
information about this famous philosopher, so everyone will know what they will be
speaking about. You will then present your poster to your town (your classmates!) and
explain why you included the facts you did.
Your poster MUST include the following information:
Your philosophers name
When they were born and when they died
Where they were from (mark it on the map and put that on the poster)
Your philosophers main ideas and where we see them in the world today
One Very Important Quote that you think represents your philosopher
and their ideas best
Points:
Name and Birth/Death Dates (5 points) ...........
Map (5 points) ...

_____
_____

Main Ideas and Modern Examples (45 points)

Very Important Quote (10 points) .....

_____
_____

Neatness (Creativity, use of color/pictures) (15 points)..

Presentation (everyone should help somehow!) (20 points) ..

_____
_____

Total Points: _____

Comments:

Group Roles
Name

Role

Description

Information Guru

Researches for whatever

information the group
doesnt have already.

Re-Director

If the group is getting

off-topic, redirect them
back to what you should
be working on.

Artist Extraordinaire

Responsible for sketching

out the poster - the rest of
the group should help fill
it in!

Current-Day Connector

Responsible for
connecting the
philosophers ideas to
modern events and ideas

Map - Students had to use this as part of their project

Appendix B:
Student Product Examples

Block I - Montesquieu Group: Final Grade 100

Block I - Montesquieu Rubric

Block III - Hobbes Group: Final Grade 88

Block III - Hobbes Rubric

Block III - Locke Group: Final Grade 78

Block III - Locke Rubric

Appendix C:
Unit Resources, Graphic Organizers, and
Texts

The Enlightenment: Notes

Important Words To Know
A period between the late 1600s and 1700s where
people used logic and reason to solve their problems
The study of the nature of knowledge, reality, and people
Thinking about something in a logical and sensible way
A characteristic of a person who is not only moral, but
also works for the good of society
The idea that we give up certain freedoms (normally to a
government) in order to be protected and safe
A type of government where the power is in the hands of
the people living in that country (normally through
elected officials)
Anything that a person is entitled to, just because they
are a person (the right to free speech, for example)

What is the Enlightenment?

Who: Philosophers (like Voltaire, Hobbes, Locke, and a few others)
When: late _____ through the ______
What: Period of using _____ and _______ to solve problems
Why: People wanted to solve problems ____________, instead of

going to an ___________ like the Church or a King

Where: Centered around the country of ___________

Who was in charge of most countries before the Enlightenment and

Scientific Revolution? ______________
Was that a problem? Why or why not?
__________________________________________________________
__________________________________________________________

Mapping the Enlightenment

Where is the central point of most Enlightenment thought? Draw a star

on that country.
Where does each philosopher were learning about come from? Make a
note of that on this map!

The Enlightenment: Philosophers

Birth/
Death
Francis
Bacon

Location

Big Ideas

VIQ (Very
Important Quote)
Half of science is
putting forth the right
_____________.

Mary
Wollstone
craft

Why should women

be kept in
____________ under
the specious name of
____________?

Voltaire

As long as people
believe in
_______________
they will continue to
commit
_______________.

Enlightenment Philosophers - Part 2

Thomas Hobbes - Text Reference Card

John Locke - Text Reference Card

Rousseau - Text Reference Card

Montesquieu - Text Reference Card

A Vindication On The Rights of Woman (Mary Wollstonecraft)

TO account for, and excuse the tyranny of man, many ingenious arguments have been
brought forward to prove, that the two sexes, in the acquirement of virtue, ought to
aim at attaining a very different character: or, to speak explicitly, women are not
allowed to have sufficient strength of mind to acquire what really deserves the name of
virtue. Yet it should seem, allowing them to have souls, that there is but one way
appointed by Providence to lead mankind to either virtue or happiness...why should

[women] be kept in ignorance under the specious name of innocence? Men complain,
and with reason, of the follies and caprices of our sex...Women are told from their
infancy, and taught by the example of their mothers, that a little knowledge of human
weakness, justly termed cunning, softness of temper, outward obedience, and a

scrupulous attention to a puerile kind of propriety, will obtain for them the protection
of man; and should they be beautiful, every thing else is needless, for, at least, twenty
years of their lives.
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.That to secure these
rights, Governments are instituted among Men, deriving their just powers from
the consent of the governed, That whenever any Form of Government
becomes destructive of these ends, it is the Right of the People to alter or to
abolish it, and to institute new Government, laying its foundation on such
principles and organizing its powers in such form, as to them shall seem most
likely to effect their Safety and Happiness. Prudence, indeed, will dictate that
Governments long established should not be changed for light and transient
causes; and accordingly all experience hath shewn, that mankind are more
disposed to suffer, while evils are sufferable, than to right themselves by
abolishing the forms to which they are accustomed.

The Constitution of the United States of America

Article I, Section I
All legislative Powers herein granted shall be vested in a Congress of the
United States, which shall consist of a Senate and House of
Representatives.
Article II, Section I
The executive Power shall be vested in a President of the United States of
America. He shall hold his Office during the Term of four Years, and,
together with the Vice President, chosen for the same Term, be elected
Article III, Section I
The judicial Power of the United States, shall be vested in one supreme
Court, and in such inferior Courts as the Congress may from time to time
ordain and establish.
Article IV, Section I
Full Faith and Credit shall be given in each State to the public Acts,
Records, and judicial Proceedings of every other State.

Textos Espaoles
Vindicacin de los Derechos de la Mujer (Mary Wollstonecraft)
Para tener en cuenta, y excusar la tirana del hombre, muchos argumentos ingeniosos
han presentado para demostrar, que los dos sexos, en la adquisicin de la virtud, debe
apuntar a alcanzar un carcter muy diferente: o, para hablar de forma explcita, las
mujeres son no les permite tener la suficiente fuerza mental para adquirir lo que
realmente merece el nombre de la virtud. Sin embargo, debe parecer, lo que les
permite tienen alma, que no es sino una forma designado por la Providencia para
llevar a la humanidad a cualquier virtud o la felicidad ... por qu [las mujeres] se
mantienen en la ignorancia bajo el nombre engaoso de la inocencia? Los hombres se
quejan, y con razn, de las locuras y caprichos de nuestro sexo ... Mujeres se les dice
desde su infancia, y ensearon con el ejemplo de sus madres, que un poco de
conocimiento de la debilidad humana, justamente denomina astucia, suavidad de
temperamento, obediencia externa, y una atencin escrupulosa a una especie pueril de
decoro, obtendrn para ellos la proteccin del hombre; y en caso de que ser bello, todo
lo dems es innecesario, ya que, al menos, veinte aos de su vida.
La Declaracin de Independencia
Nosotros creemos ser evidente en s mismo, que todos los hombres nacen
iguales y dotados por su Criador de ciertos derechos inagenables: que entre
estos son los principales la seguridad de la libertad y la vida, que constituyen la
humana felicidad: que para asegurar estos derechos se instituyeron entre los
hombres los gobiernos, derivando sus justos poderes del consentimiento de los
pueblos: que siempre que cualquiera forma de gobierno se haga destructiva de
estos fines, toca al derecho imprescriptible de la sociedad alterarla, abolirla y
escablecer otra nueva, zanjando sus fundamentos sobre aquellos principios, y
organizando sus poderes de la manera que juzgue mas conducente para el

efecto de su seguridad y felicidad. La prudencia la verdad dicta que los

gobiernos establecidos no se varien por causas ligeras y transeuntes; y consta
por la esperiencia que el gnero humano est mas dispuesto sufrir, mientras
que los males son soportables, que hacerse justicia aboliendo las formas del
gobierno que ha estado acostumbrado.
Constitucin de los Estados Unidos de Amrica
Articulo I, Seccin I
Todos los poderes legislativos otorgados en la presente Constitucin
correspondern a un Congreso de los Estados Unidos, que se compondr
de un Senado y una Cmara de Representantes.
Articulo II, Seccin I
Se deposita el poder ejecutivo en un Presidente de los Estados Unidos.
Desempeara su encargo durante un trmino de cuatro aos y,
juntamente con el Vicepresidente designado para el mismo perodo
Articulo III, Seccin I
Se depositar el poder judicial de los Estados Unidos en un Tribunal
Supremo y en los tribunales inferiores que el Congreso instituya y
establezca en lo sucesivo.
Articulo IV, Seccin I
Se dar entera fe y crdito en cada Estado a los actos pblicos, registros y
procedimientos judiciales de todos los dems.

Appendix D:
Unit Powerpoint Presentation
Visit the following link to view the powerpoint presentation that accompanied
this unit. This presentation was a tool that I used to communicate introductory
information, put instructions on the board, and connect Kahoot quizzes and relevant
Youtube videos to the Smartboard in a more streamlined fashion. I also used the
Powerpoint to hook students at the beginning of the period, by sharing fun or strange
facts relevant to what we were learning at the time.
https://docs.google.com/presentation/d/1EF43P-u7CjKdZuEvJtewTWpeswsMbzllMpTl
WvW4ax0/edit?usp=sharing