Shelby County Schools
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Transcript of Shelby County Schools
Shelby County SchoolsCommon Core Modules for Social
Studies/History Grades 6-12
© 2013 University of Pittsburgh
Tennessee Department of EducationHistory/Social StudiesGrades 6-12
Supporting Rigorous History/Social Studies Teaching and Learning
Module 2: Experience a Set of Lessons Part I
© 2013 University of Pittsburgh
Excerpt from Unit: “The Enlightenment”
Experience a Set of Lessons
Working in Two Ways…
Working though the lessons as a learner
Reflecting on the lessons as a teacher
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 writer’s experience or understanding of events?
© 2013 University of Pittsburgh
Indentifying Point of View
“Leviathan”Thomas Hobbes
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?
Identifying Point of ViewLeviathan by Thomas Hobbes
What is the article’s 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?
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?
© 2013 University of Pittsburgh
Reflect as Teachers
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 author’s 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.
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?