CEP Lesson Plan Form

Teacher: Greg Coode Date: Oct. 13, 2022

School: Poudre High School Grade Level: 10 Content Area: World History

Title: Hobbes V Locke Lesson #:1 of 2

Lesson Idea/Topic and Rational/Relevance: I am going to be teaching about two different

What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?
enlightenment thinkers and their thoughts on
government. This is important because they just learned
about absolute monarchs and this will help to combine
that with additional ways of thinking for the time. This
will help them to see different ways that people during
the enlightenment thought about government and how
it should be run. Students already know what absolute
monarchs are and have various examples of them. I’m
teaching this topic now because it is the start of a new
unit for the students and it allows me to teach them
something brand new.

I will be doing a circle of viewpoints. I think that this

strategy will be effective for the students to be able to
talk about their opinion as well as get the opinions of
their peers about these enlightenment thinkers. I think
this is a great activity to keep them engaged and to mix
things up.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
SS09-GR.7-S.1-GLE.1: Use a variety of primary and secondary sources from multiple perspectives to
formulate an appropriate thesis supported by evidence.

Understandings: (Big Ideas)

 Even during the enlightenment there were still many different ways that people thought a
government should be ran.

 Religion can play a significant role (especially during this time period) in how someone thinks a
monarch should be elected or how the government should be run.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

 How did Hobbes and Locke think a government should be ran?

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

 How did Hobbes and Locke view the human state of nature?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Differentiate how Hobbes and Locke think a government should be ran based on reading about
the two thinkers from a secondary source.

This means: That I will be able to have a small and large group discussion about the various ways that
these two enlightenment thinkers thought how a government should function. I will demonstrate active
listening and be able to respectfully disagree with other students while using the information that I
gathered from the readings.

List of Assessments: (Note whether the assessment is formative or summative)

Pre-Assessment:

I will be doing a formative pre-assessment where students will be asked a variety of questions related to
what they will be learning about. They likely won’t know the answers but it will let me know if there is
any preexisting knowledge.

Post-Assessment:

I will also be doing a formative post-assessment to see how much learning has taken place. These will be
the same questions as the pre-assessment and the students should be able to answer all of the
questions after the lesson is complete.

Important Vocabulary:

Absolute Monarch: A state over which a sole monarch has absolute and unlimited power.

Human State of Nature: Is a morally neutral and peaceful condition in which (mainly) solitary individuals
act according to their basic urges (for instance, hunger) as well as their natural desire for self-
preservation. This latter instinct, however, is tempered by an equally natural sense of compassion.

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The “hook” to grab students’ attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
 To focus student attention on the lesson.
 To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Introduction
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Hobbes V Locke (How should a government be run?)
The purpose of this lesson is to introduce two of the more prominent enlightenment
thinkers and to talk about how they thought government should be ran. In addition, they
will also be finding out about the human state of nature and how both enlightenment
thinkers viewed this.
90 Minutes. I will need access to a smart board to display things from google classroom
as well as copies of my handouts for each thinker that I have already made.
To get the attention of the students I will start class with a restorative circle to bring
everyone together and to talk about the objectives for the day. We will talk about their
pre-assessment that they will be taking to see prior knowledge as well as the post-
assessment that they will be doing. We will conclude the circle by going around and
seeing what is a current tv show that they are binging or one of their past favorites.
I will start class with a “do now” to see their prior knowledge about the topic. This will
give the students a good idea of what we will be learning about while also allowing them
to become curious about what some of the things they will be learning about mean
1. The students will do the “do now” that will be posted on google classroom as well as
on the smart board on the front of the class. (5 minutes) Guided Individual Practice
2. The class will then form a restorative circle around the center of the class where we
will talk about the objectives for the day as well as ask about a show that they are
watching to build relationships. (10 minutes) Teacher Input, Modeling
3. I will then split the students up into groups based on what I think will be most effective
to get everyone to focus. The students will form their groups in predetermined areas and
circle their chairs around each other. I will also use this time to pass out the papers of the
Page 3
CEP Lesson Plan Form

-modeling enlightenment thinkers so that there will be two groups of each person. (5 minutes)
-questioning strategies Teacher Input
-guided/unguided: 4. Students will then use their time to read about their enlightenment thinker and
-whole-class practice answer some guided note questions on the back as well as some group discussion
-group practice questions that will help to guide their discussions. During this time, I will be walking
-individual practice around the classroom to check on all of the groups and to make sure that everyone is
-check for understanding staying on task and doesn’t have any questions about the reading or vocabulary. (15
-other minutes) Teacher Input, Guided Group Practice
5. Students will then use their group questions and guided notes to talk about their
answers for their enlightenment thinker. This is also time for them to give their general
thoughts on these people and if they thought that they had a good viewpoint on
government and the natural human state. I will be using this time to go around and
check on the groups to make sure that the discussions are staying on topic, as well as
helping to keep the conversations going if a group seems to be off task or finishes early.
(10 minutes) Teacher Input, Guided Group Practice, Check for Understanding
6. Students will then trade their papers with a group that had the other enlightenment
thinker and use their time to read about their enlightenment thinker and answer some
guided note questions on the back as well as some group discussion questions that will
help to guide their discussions. During this time, I will be walking around the classroom
to check on all of the groups and to make sure that everyone is staying on task and
doesn’t have any questions about the reading or vocabulary. (15 minutes) Teacher Input,
Guided Group Practice
7. Students will then use their group questions and guided notes to talk about their
answers for their enlightenment thinker. This is also time for them to give their general
thoughts on these people and if they thought that they had a good viewpoint on
government and the natural human state. I will be using this time to go around and
check on the groups to make sure that the discussions are staying on topic, as well as
helping to keep the conversations going if a group seems to be off task or finishes early.
(10 minutes) Teacher Input, Guided Group Practice, Check for Understanding
8. We will then form another restorative circle and have a whole class discussion about
the two thinkers. We will go over the group questions that they already answered as well
as see their general thoughts. We will also compare the thoughts of Hobbes and Locke to
our government and see where they thought ours stood as well as who they thought was
more accurate about the human state of nature. (10 minutes) Teacher Input, Guided

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Colorado State University College of Health and Human Sciences
Whole-Class Practice, Check for Understanding
9. The students will then help to fix the desks in the classroom to the way they looked
prior to moving them around and turn the readings back in at the front of the class. (3
minutes) Unguided Whole Class Practice
10. We will conclude the lesson by going over the objectives from the beginning of class
and seeing if the students liked the lesson by a show a thumbs up, down, or in the
middle. The remaining time will be for the students to do their post-assessment to see
what learning has occurred. (7 minutes) Questioning Strategies, Guided Whole Class
Practice, Check for Understanding
Part of this will occur in the final restorative circle where we are talking about everything
as a class and to make sure that everyone understands all of the questions that were
asked. This will also be when I check back with the students and go over the learning
targets and objectives for the day to see if we did what we said we were going to do.
I have made it so the reading material for the students is at a level where everyone in the
class is able to understand it. I did this because there are some students in the class who
are at a reading level below their grade. In order to make it so it isn’t too easy for all of
the students I have included vocabulary terms like “human state of nature” so that they
will have to use context clues to figure out the meaning. I also have some harder
questions that they will need to answer for their group discussions. This is a great time
for the students who get it to be able to help those in their group that might be
struggling with some of the questions. I have also allowed a good amount of time for the
readings so that everyone should be able to finish in plenty of time. I will be going
around and checking on everyone so I can actively help those that might need it as well
as engage in some harder questions for those that seem to get cruising along.
Page 5
CEP Lesson Plan Form

Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
I will know partly because I will be asking the students at the end of the lesson. I will also
ask for examples of how we have met our learning targets. In terms of the assessment, I
am looking for general knowledge that they should have gathered from the readings,
questions, and the group discussions. This is so they should have heard the answers to all
of the questions multiple times.

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
Everyone was able to significantly boost their scores from the pre-assessment. Though
some were able to guess some of the answers initially no one was able to get all of the
questions correct. This changed during the post-assessment because nearly everyone
was able to achieve at least a score of 80%.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
If I were to teach this lesson again, I would likely add more to the readings or shorten
the time to read and answer the questions. It seemed like everyone was able to finish
before the time limit and I had to go around and make sure that everyone stayed
engaged with the content and off their phones.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I envision continued practice in terms of skills that they did for this lesson. It will be
under a different unit so the content will be different but I want to make sure that they
are still using the skills of reading and making an argument using evidence.

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

Thomas Hobbes

Thomas Hobbes was an Enlightenment thinker born in 1588. He graduated from Oxford with his
doctorate and then pursued various ventures in the English Court. Hobbes thought that humans state of
nature was foolish, selfish, violent, and pleasure seeking. Therefore, he thought that if humans weren’t
governed away from these tendencies then things would erupt into chaos. He thought that
governments were needed to impose order upon its citizens. One of his most famous works was
“Leviathan” where he discusses his political ideas. He thought that people should agree to give up some
of their freedoms to a strong leader. In exchange for this, the leader would ensure that there would be
peace and safety for all citizens through the government. The citizens had no right though to either give
or take away the power of the monarch. The monarch was there to make sure that things went
smoothly because it was believed that the citizens couldn’t be trusted to govern themselves.

Colorado State University College of Health and Human Sciences Page 8

CEP Lesson Plan Form

John Locke

Locke was an Enlightenment thinker who was born in 1632. He pursued his secondary education at
Oxford where he earned degrees in philosophy and medicine. Locke believed in three fundamental
rights: life, liberty, and property. In one of his more famous works, “Two Treatises of Government,” It
was his opinion that these rights came from God himself and no other human can control or take these
away. He believed strongly in the fact that these rights belong to all humans and they have them from
their birth until death. Locke believed that humans state of nature was characterized by reason,
equality, and justice. In fact, Locke argued that society is what leads to corruption, inequality, injustice,
and not the fact that humans are just naturally morally corrupt. When it came to the government, Locke
thought that the purpose of the government was to protect people’s natural rights. Additionally, he
believed that monarchs weren’t chosen by God but received their power by the consent of the people
that they governed. This power was limited by laws though and Locke thought that a monarch could be
overthrown if they didn’t use their powers to protect citizens natural rights.

Colorado State University College of Health and Human Sciences Page 9

CEP Lesson Plan Form

Guided Notes

What book did Hobbes write?

What book did Locke write?

How did Hobbes view humans state of nature?

How did Locke view humans state of nature?

How did Hobbes think a government should be ran?

How did Locke think a government should be ran?

Colorado State University College of Health and Human Sciences Page 10

CEP Lesson Plan Form

Group Discussion Questions

What is meant by the human state of nature?

How does Hobbe’s view on the human state of nature tie into his thoughts of government?

How does Locke’s view on the human state of nature tie into his thoughts of government?

Colorado State University College of Health and Human Sciences Page 11