Recent Changes

Understandings:
Students will know…
Compare ideas of Enlightenment thinkers
Explain how Enlightenment ideals have influenced revolutions by using revolutionary documents
Skills:
Students will be able to …
Analyze primary sources
Synthesizing and summarizing ideas
Read multiple primary sources and group them by theme.
Assessment Evidence
Performance Tasks:

Ideal form of government
Essential Questions:
1. WhichWhich ideas are fighting for?
2. How
How does the of the different Enlightenment ideas?
3. According to Enlightenment thinkers, what roles do think they expected people in their societies to play? What duties and responsibilities would they expect from a citizen?
4. WhatEnlightenment?
What form of for maintaining a peacefulorder in society?
Understandings:
Students will know…

Ideal form of government
Essential Questions:
1. Which ideas are worth fighting for?
2. How does the U.S. Constitution reflect the ideals of the different Enlightenment ideas?
3. According to Enlightenment thinkers, what roles do think they expected people in their societies to play? What duties and responsibilities would they expect from a citizen?
4. What form of government is best for maintaining a peaceful society?
Understandings:
Students will know…

10.2.2 - List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Big Ideas:
Constitution - social contract
Separation of powers
Checks and balances
Declaration of Independence
Natural rights
Freedom and equality
Influence of Enlightenment on democracy
Ideal form of government
Essential Questions:
Understandings:

|||| Desired Result (9 Hours)
||
|||| Power
Power Standards:
10.2
10.2 Students compare and individual liberty.
Subliberty
Sub Standards:
10.2.1
10.2.1 - Compare James Madison).
10.2.2
10.2.2 - List Rights (1791).
||
|| Big
Big Ideas:
Constitution – social contract
Separation of powers
Checks and balances
Declaration of Independence
Natural rights
Freedom and equality
Influence of Enlightenment on democracy
Ideal form of government
Essential
Essential Questions:
1. Which ideas are worth fighting for?
2. How does the U.S. Constitution reflect the ideals of the different Enlightenment ideas?
3. According to Enlightenment thinkers, what roles do think they expected people in their societies to play? What duties and responsibilities would they expect from a citizen?
4. What form of government is best for maintaining a peaceful society?
|| Understandings:
Students
Understandings:
Students will know…
Compare ideas of Enlightenment thinkers
Explain how Enlightenment ideas have influenced revolutions through the use of revolutionary documents
Skills:
Students
Skills:
Students will be to …
Analyzing primary sources
Synthesizing and summarizing ideas
Read multiple primary sources and group them by theme
|||| Assessment
Assessment Evidence
||
|| Performance
Performance Tasks:
Summarize the main ideas of each philosopher and explain how they contributed to democratic movements in the world
Annotate historical documents
Philosopher/Documents Chart
Writing assignments
Other Evidence:
Historical figures debate
|||| LearningLearning Plan
||
|||| Learning
Learning Activities
DAY 1 – The Enlightenment and the Social Contract
Resources: Textbook pages 195-196;
1. Gain Attention – “Write up a short contract between you and me. What are my obligations to you and what are your obligations to me?”
2. Inform learners of Learning Target - By the end of the period, students will be able to describe Locke’s and Hobbes’s views of an ideal government by completing a reading guide and participating in a guided discussion.
3. Recall Prior Knowledge – “Why was King John forced to sign the Magna Carta? Have you ever had to sign a contract?”
4. Importance – Social contracts only work as long as both parties are willing to follow them. When the citizenry does not pay attention to those in power, democracy is threatened.
5. Concept Development – Short lecture on Social Contracts
6. Guided Practice – Complete Hobbes and Locke “Saw, Though, Said” Charts using electronic presentation.
7. Elicit Performance – Write a short comparison paragraph on the views of Locke and Hobbes.
8. Provide Feedback – Think, Pair, Share
9. Closure – Check for Understanding questions using random cards
10. Enhance Retention and Transfer – Write a paragraph (100 words) explaining whose ideas you agree with the most. Give a rationale.
DAY 2 – John Locke and the Declaration of Independence
Resources: Textbook pages 196, 207; Declaration of Independence primary source; Two Treatises of Government
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 3 – Montesquieu and the Constitution
Resources: Textbook pages 197, 210, 26-27;
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 4 – Voltaire, Beccaria and the U.S. Bill of Rights
Resources: Textbook pages 196, 25; Bill of Rights primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 5 – Rousseau and the French Declaration of the Rights of Man and Citizen
Resources: Textbook pages 197-198; French Declaration of the Rights of Man and the Citizen primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 6 – Simon Bolivar/Role of the Individual
Resources: Textbook pages 250; Simon Bolivar primary source; Role of the Individual activity
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 7 – Meeting of the Minds
Resources: Textbook pages 195-200; History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 8 – Meeting of the Minds
Resources: History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 9 – Review and Assess
Resources: Review Activity; Quiz
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
||
|||| Daily
Daily Learning Targets
||

|||| Desired Result (9 Hours)
||
|||| Power Standards:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Sub Standards:
10.2.1 - Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).
10.2.2 - List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
||
|| Big Ideas:
Constitution – social contract
Separation of powers
Checks and balances
Declaration of Independence
Natural rights
Freedom and equality
Influence of Enlightenment on democracy
Ideal form of government
Essential Questions:
1. Which ideas are worth fighting for?
2. How does the U.S. Constitution reflect the ideals of the different Enlightenment ideas?
3. According to Enlightenment thinkers, what roles do think they expected people in their societies to play? What duties and responsibilities would they expect from a citizen?
4. What form of government is best for maintaining a peaceful society?
|| Understandings:
Students will know…
Compare ideas of Enlightenment thinkers
Explain how Enlightenment ideas have influenced revolutions through the use of revolutionary documents
Skills:
Students will be able to …
Analyzing primary sources
Synthesizing and summarizing ideas
Read multiple primary sources and group them by theme
|||| Assessment Evidence
||
|| Performance Tasks:
Summarize the main ideas of each philosopher and explain how they contributed to democratic movements in the world
Annotate historical documents
Philosopher/Documents Chart
Writing assignments
Other Evidence:
Historical figures debate
|||| Learning Plan
||
|||| Learning Activities
DAY 1 – The Enlightenment and the Social Contract
Resources: Textbook pages 195-196;
1. Gain Attention – “Write up a short contract between you and me. What are my obligations to you and what are your obligations to me?”
2. Inform learners of Learning Target - By the end of the period, students will be able to describe Locke’s and Hobbes’s views of an ideal government by completing a reading guide and participating in a guided discussion.
3. Recall Prior Knowledge – “Why was King John forced to sign the Magna Carta? Have you ever had to sign a contract?”
4. Importance – Social contracts only work as long as both parties are willing to follow them. When the citizenry does not pay attention to those in power, democracy is threatened.
5. Concept Development – Short lecture on Social Contracts
6. Guided Practice – Complete Hobbes and Locke “Saw, Though, Said” Charts using electronic presentation.
7. Elicit Performance – Write a short comparison paragraph on the views of Locke and Hobbes.
8. Provide Feedback – Think, Pair, Share
9. Closure – Check for Understanding questions using random cards
10. Enhance Retention and Transfer – Write a paragraph (100 words) explaining whose ideas you agree with the most. Give a rationale.
DAY 2 – John Locke and the Declaration of Independence
Resources: Textbook pages 196, 207; Declaration of Independence primary source; Two Treatises of Government
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 3 – Montesquieu and the Constitution
Resources: Textbook pages 197, 210, 26-27;
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 4 – Voltaire, Beccaria and the U.S. Bill of Rights
Resources: Textbook pages 196, 25; Bill of Rights primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 5 – Rousseau and the French Declaration of the Rights of Man and Citizen
Resources: Textbook pages 197-198; French Declaration of the Rights of Man and the Citizen primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 6 – Simon Bolivar/Role of the Individual
Resources: Textbook pages 250; Simon Bolivar primary source; Role of the Individual activity
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 7 – Meeting of the Minds
Resources: Textbook pages 195-200; History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 8 – Meeting of the Minds
Resources: History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 9 – Review and Assess
Resources: Review Activity; Quiz
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
||
|||| Daily Learning Targets
||

|||| Desired Result (9 Hours)
||
|||| Power Standards:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Sub Standards:
10.2.1 - Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).
10.2.2 - List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
||
|| Big Ideas:
Constitution – social contract
Separation of powers
Checks and balances
Declaration of Independence
Natural rights
Freedom and equality
Influence of Enlightenment on democracy
Ideal form of government
Essential Questions:
1. Which ideas are worth fighting for?
2. How does the U.S. Constitution reflect the ideals of the different Enlightenment ideas?
3. According to Enlightenment thinkers, what roles do think they expected people in their societies to play? What duties and responsibilities would they expect from a citizen?
4. What form of government is best for maintaining a peaceful society?
|| Understandings:
Students will know…
Compare ideas of Enlightenment thinkers
Explain how Enlightenment ideas have influenced revolutions through the use of revolutionary documents
Skills:
Students will be able to …
Analyzing primary sources
Synthesizing and summarizing ideas
Read multiple primary sources and group them by theme
|||| Assessment Evidence
||
|| Performance Tasks:
Summarize the main ideas of each philosopher and explain how they contributed to democratic movements in the world
Annotate historical documents
Philosopher/Documents Chart
Writing assignments
Other Evidence:
Historical figures debate
|||| Learning Plan
||
|||| Learning Activities
DAY 1 – The Enlightenment and the Social Contract
Resources: Textbook pages 195-196;
1. Gain Attention – “Write up a short contract between you and me. What are my obligations to you and what are your obligations to me?”
2. Inform learners of Learning Target - By the end of the period, students will be able to describe Locke’s and Hobbes’s views of an ideal government by completing a reading guide and participating in a guided discussion.
3. Recall Prior Knowledge – “Why was King John forced to sign the Magna Carta? Have you ever had to sign a contract?”
4. Importance – Social contracts only work as long as both parties are willing to follow them. When the citizenry does not pay attention to those in power, democracy is threatened.
5. Concept Development – Short lecture on Social Contracts
6. Guided Practice – Complete Hobbes and Locke “Saw, Though, Said” Charts using electronic presentation.
7. Elicit Performance – Write a short comparison paragraph on the views of Locke and Hobbes.
8. Provide Feedback – Think, Pair, Share
9. Closure – Check for Understanding questions using random cards
10. Enhance Retention and Transfer – Write a paragraph (100 words) explaining whose ideas you agree with the most. Give a rationale.
DAY 2 – John Locke and the Declaration of Independence
Resources: Textbook pages 196, 207; Declaration of Independence primary source; Two Treatises of Government
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 3 – Montesquieu and the Constitution
Resources: Textbook pages 197, 210, 26-27;
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 4 – Voltaire, Beccaria and the U.S. Bill of Rights
Resources: Textbook pages 196, 25; Bill of Rights primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 5 – Rousseau and the French Declaration of the Rights of Man and Citizen
Resources: Textbook pages 197-198; French Declaration of the Rights of Man and the Citizen primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 6 – Simon Bolivar/Role of the Individual
Resources: Textbook pages 250; Simon Bolivar primary source; Role of the Individual activity
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 7 – Meeting of the Minds
Resources: Textbook pages 195-200; History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 8 – Meeting of the Minds
Resources: History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 9 – Review and Assess
Resources: Review Activity; Quiz
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
||
|||| Daily Learning Targets
||

|||| Desired Result (9 Hours)
Power
||
|||| Power Standards:
10.2
10.2 Students compare and individual liberty
Subliberty.
Sub Standards:
10.2.1
10.2.1 - Compare James Madison).
10.2.2
10.2.2 - List Rights (1791).
Big
||
|| Big Ideas:
Constitution -–
Constitution – social contract
Separation of powers
Checks and balances
Freedom and equality
Influence of Enlightenment on democracy
of government
Essential
Essential Questions:
Understandings:
Students
1. Which ideas are worth fighting for?
2. How does the U.S. Constitution reflect the ideals of the different Enlightenment ideas?
3. According to Enlightenment thinkers, what roles do think they expected people in their societies to play? What duties and responsibilities would they expect from a citizen?
4. What form of government is best for maintaining a peaceful society?
|| Understandings:
Students will know…
Skills:
Students
Compare ideas of Enlightenment thinkers
Explain how Enlightenment ideas have influenced revolutions through the use of revolutionary documents
Skills:
Students will be to …
Assessment
Analyzing primary sources
Synthesizing and summarizing ideas
Read multiple primary sources and group them by theme
|||| Assessment Evidence
Performance
||
|| Performance Tasks:
Summarize the main ideas of each philosopher and explain how they contributed to democratic movements in the world
Annotate historical documents
Philosopher/Documents Chart
Writing assignments
Other Evidence:
LearningHistorical figures debate
|||| Learning Plan
Learning
||
|||| Learning Activities
Daily
DAY 1 – The Enlightenment and the Social Contract
Resources: Textbook pages 195-196;
1. Gain Attention – “Write up a short contract between you and me. What are my obligations to you and what are your obligations to me?”
2. Inform learners of Learning Target - By the end of the period, students will be able to describe Locke’s and Hobbes’s views of an ideal government by completing a reading guide and participating in a guided discussion.
3. Recall Prior Knowledge – “Why was King John forced to sign the Magna Carta? Have you ever had to sign a contract?”
4. Importance – Social contracts only work as long as both parties are willing to follow them. When the citizenry does not pay attention to those in power, democracy is threatened.
5. Concept Development – Short lecture on Social Contracts
6. Guided Practice – Complete Hobbes and Locke “Saw, Though, Said” Charts using electronic presentation.
7. Elicit Performance – Write a short comparison paragraph on the views of Locke and Hobbes.
8. Provide Feedback – Think, Pair, Share
9. Closure – Check for Understanding questions using random cards
10. Enhance Retention and Transfer – Write a paragraph (100 words) explaining whose ideas you agree with the most. Give a rationale.
DAY 2 – John Locke and the Declaration of Independence
Resources: Textbook pages 196, 207; Declaration of Independence primary source; Two Treatises of Government
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 3 – Montesquieu and the Constitution
Resources: Textbook pages 197, 210, 26-27;
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 4 – Voltaire, Beccaria and the U.S. Bill of Rights
Resources: Textbook pages 196, 25; Bill of Rights primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 5 – Rousseau and the French Declaration of the Rights of Man and Citizen
Resources: Textbook pages 197-198; French Declaration of the Rights of Man and the Citizen primary source
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 6 – Simon Bolivar/Role of the Individual
Resources: Textbook pages 250; Simon Bolivar primary source; Role of the Individual activity
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 7 – Meeting of the Minds
Resources: Textbook pages 195-200; History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 8 – Meeting of the Minds
Resources: History Alive Packet
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
DAY 9 – Review and Assess
Resources: Review Activity; Quiz
1. Gain Attention –
2. Inform learners of Learning Target -
3. Recall Prior Knowledge –
4. Importance–
5. Concept Development -
6. Guided Practice –
7. Elicit Performance –
8. Provide Feedback –
9. Closure –
10. Enhance Retention and Transfer –
||
|||| Daily Learning Targets
||

10.2.2 - List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Big Ideas:
Constitution -
–-– social contract
Separation of powers
Checks and balances