World History Lessons

World History
Standard
Explain how changes in transportation, communication, and technology influence the movement
of people, goods, and ideas in various countries.
Procedures-
Finish up any of the presentations that still need to go.
Brief discussion on what we are pivoting to next with the age of exploration/discovery. What it
was, does anyone know any names?, time period, purpose.
Questions for Start of class, have them get with a partner and come up with some answers.
What do you recall about the Renaissance era? (This is the unit we just finished and I want to
see if any of their answers help roll into the new unit) (Period of growth in Europe through art,
literature, and ideas)
What does exploration mean? (traveling, exploring, taking a trip)
Why do people explore? (to learn more about the place they are exploring, going somewhere
unfamiliar to learn about it) 3 G’s = God, glory, gold
What places or things have you explored and what did you learn? (maybe a vacation spot, new
culture)
What obstacles may prevent you from exploring? (travel, cost, resources, technology)
If you were an explorer what may you enjoy about exploring and what parts of it would make
you uncomfortable? (going into unknown territory, resources)
We will walk through the answers they came up with as a class and focus on some of the
answers I have bolded. Those are takeaways I want them to understand.
PIVOT TO WHAT WAS NECESSARY FOR AGE OF EXPLORATION. Ask the question, what
came from the Renaissance that helped inspire the possibility of such exploration?
CREATION OF NEW IDEAS AND TECHNOLOGY. Having new things come from this era
pushed the limits on human capabilities. Sharing this piece to make sure they get the
connection from one era to the next. You can’t have the age of exploration without the
advancement of technology. We will get into some of these examples later in class but just want
to point out that the advancement allowed explorers the opportunity to reach new limits.
Get into the assignment- Each person will be given an explorer from the list and will make a
presentation to go along with their selection. The assignment has all the names and questions
for them to answer.
Give them remaining class time to work on their project.
Have students get going with their presentations. Make sure everyone remembers who they
have and I can go through the instructions again with the assignment. I will have them work on
their presentations for class.
Each of you is to work on your own personal project within the big one, but one of the slides
have a map and everyone map out your person’s travel.

MAYAN AND AZTEC CIVILIZATION
Standard
SS-WH.9-12.19. Explain the influence of human migrations on patterns of

settlement and culture.
Objective-aligned with assessment
I can explain everyday life of those in the Mayan civilization
I can explain everyday life of those in the Aztec civilization
Anticipatory Set/Purpose/Hook/Launch/Background Knowledge
We have talked about explorers and the reasons they set sail. We have not talked about what it was like
to be on the other end of these explorations such as the natives to land that was “discovered”. What do
we know about native groups that already occupy land and what do we know about what is going to
happen to them after our presentations? What were some reasons that there was always conflict?
Communication barrier, forced religion, land, disease. Let's look at what these civilizations were like.
Materials
Presentation
Sequence of the learning/Procedures
ANY PRESENTATIONS
Intro Slide- old civilization, one of the first civilizations to have writing in hieroglyphs so we can try and
understand better what was going on, Show map of world and where these civilizations are located. Ask
about who had explorers in this region and if they have anything to add.
Video of Mayan Civilization- watch video and have them answer the question: What are some
characteristics of their culture during the classical period? Religion is important to this civilization.
Technology Slide- What is the purpose of a calendar in this civilization? Hunting with spears and other
sharp objects. Deer were a common target. Social structure says males do hunting and fighting while
women tend to work at home. As for fighting, these civilizations were constantly fighting for land.
Farming was huge and corn was the main source of food and most popular. Not only did it feed, it had
religious ties as well. Art was popular here as well. What is the purpose of art? What are some
observations of the art? Pyramids, what are the purposes of having these? Religious places and also
some helped devise a calendar. 3 buildings that would forcast shadows and determine the season. Solar
calendar of 365 days with 18 months of 20 days, 5 days at the end.
Maya sport- video start at 1:25. Refer to other note sheet with the information about the game.
Spanish Conflict- during the age of exploration, spanish explorers come into America and conquer most
of the land while converting them to catholicism or taking them as slaves. The disease and lack of
technology advancement led to their downfall as they were outmatched.
AZTEC Civilization- student research

Assessment-Formative and/or Summative
Students make Venn diagrams
Closure/Revisit the Objective/Understanding of the Objective
Come together at end of class to discuss what we took away from the objectives posted at beginning of
class.
Reflection on the Lesson (required for ST)-Reflect for EACH lesson you teach, even if you teach the
same lesson more than one period.

AZTEC AND INCA
Standard

I can identify different civilizations in the Americas.
Review some of the things we discussed with the Mayan Civilization.
We will go over some of the things we found with our Venn Diagrams.
Materials
Presentation
Review the Mayan Civilization
Talk about some of the similarities and differences with the civilizations.
I will assign different groups the questions. Give them (10 minutes?) to research and then have them
share.
Talk about Aztec sacrifice. They believed their gods required this to honor them. They would take up a
person (prisoner of war, civilian, criminal, etc.) to the top of a pyramid and lay them over an alter. They
would take their obsidian knife and cut out the beating heart and hold it above the body. It many cases,
the heart was still pumping while out of the body. The body would be thrown down the pyramid stairs as
the sacrifice was completed.
Video at the end for Aztecs
INCAN EMPIRE- Andes mountains is the terrain along the coast. Machu-Picchu – abandoned city may
have been an observatory. Stones in the area are connected to build these structures without any
mortar.
Empire included 12 million people

People moved around the empire building various projects (roads, buildings, bridges)
A very warlike people, all young men had to serve in the army
They used roads to move fast (like the Romans)
Had 24,800 miles of road (from Colombia to Santiago, Chile)
Had rest houses, storage depots, and bridges built by Incan subjects
Used llamas to carry supplies
TECHNOLOGY- Roads video
End of Incan Empire- what does it look like Pizarro is attempting in this picture?
Spanish eventually destroyed the Incas (warfare and smallpox)
Pizarro main conquistador, landed in 1530 with steel weapons, gunpowder, & horses
Incas suffered from smallpox, killed their emperor
2 sons fought over the throne, civil war
Atahuallpa won, but was captured and executed by Pizarro
Pizarro and his Incan allies captured the capital
By 1535, Pizarro had established a new capital at Lima for a new Spanish Empire
Students have opportunity to discuss and create ideas for questions
Review- Come up with an answer/example for each of the EQ’s.
Standard

I can explain certain key roles in the 80 Years War.
Review French War on Religion. Talk to partner first.
Materials
Presentation
Go over a quick review of what we discussed yesterday as a group.
Move into the next piece to introduce the 80 Years War.
Assign students their research topic. Number them off and then have them work with their group? Put
their presentation together on google slide.
Key People:
Philip II of Spain: The King of Spain and ruler of the Habsburg monarchy during the initial phase of the
Eighty Years' War. His attempts to impose Catholic rule and suppress Protestantism in the Low Countries
fueled the conflict.
William of Orange (William the Silent): A key leader of the Dutch Revolt, William played a crucial role
in uniting the provinces against Spanish rule. His assassination in 1584 had a significant impact on the
course of the war.
Maurice of Nassau: The son of William of Orange, Maurice was a military commander and statesman. He
played a key role in the later stages of the war and contributed to the military successes of the Dutch
forces.
Duke of Alba (Fernando Álvarez de Toledo): Appointed by Philip II, the Duke of Alba was a Spanish
military commander known for his harsh repression of the Dutch Revolt, including the establishment of
the Council of Troubles.
Archduke Albert of Austria: Married to Infanta Isabella, Albert served as the Spanish governor of the
Low Countries in the early 17th century and played a role in negotiating the Twelve Years' Truce.
Key Events:
Iconoclastic Fury (1566): Widespread destruction of Catholic religious images and symbols by Protestant
iconoclasts marked the beginning of the unrest in the Low Countries.
Dutch Revolt (1568): The formal start of the Eighty Years' War, with the Dutch provinces rebelling
against Spanish rule under the leadership of William of Orange.
Siege of Leiden (1574): A significant event where the Dutch city of Leiden successfully withstood a long
blockade by Spanish forces, leading to a turning point in the war.
Union of Utrecht (1579): The northern provinces formally declared their independence from Spain and
formed the Union of Utrecht, laying the foundation for the Dutch Republic.
Assassination of William of Orange (1584): The assassination of William of Orange by a Catholic

extremist had a profound impact on the Dutch Revolt, but it did not derail the cause for independence.
Twelve Years' Truce (1609-1621): A temporary ceasefire between the Dutch Republic and Spain,
providing a pause in hostilities and recognizing the de facto independence of the northern provinces.
Resumption of War (1621): The conflict resumed after the expiration of the Twelve Years' Truce, with
both sides seeking a decisive advantage.
Peace of Westphalia (1648): The treaty that ended the Eighty Years' War, recognizing the independence of
the Dutch Republic and establishing the principle of cuius regio, eius religio in the broader European
context.
Students will create a google slide with their topic.
We will go over what they learned from the research
LESSON FOR CHAT GPT FRENCH WARS ON RELIGION
The French Wars of Religion occurred between the late 16th century and early 17th century, primarily
from 1562 to 1598. The conflict was characterized by a series of religious and political struggles between
Catholics and Protestants (Huguenots) in France. Here are the main points and important people
associated with the French Wars of Religion:
Main Points:
Religious Divide: The conflict arose from deep-seated religious tensions between the Catholic
majority and the Protestant minority, particularly Calvinist Huguenots.
Massacres and Violence: The period witnessed numerous massacres and violent incidents, such as
the St. Bartholomew's Day Massacre in 1572, where thousands of Huguenots were killed in Paris.
Political Intrigues: The wars were not solely religious; they were also marked by political
struggles for power and influence. The French monarchy, nobility, and regional leaders were all
involved in complex alliances and rivalries.
Edict of Nantes: The conflict was officially ended by the Edict of Nantes in 1598, issued by King
Henry IV. This edict granted religious toleration to Protestants and allowed them to practice their
faith in certain areas.
Consolidation of Royal Power: The wars contributed to the centralization of royal power as the
monarchy sought to curb the influence of both the Catholic and Protestant factions.
Important People:
Catherine de' Medici: As the mother of three successive kings (Francis II, Charles IX, and Henry
III), Catherine played a significant role in the politics of the time and was involved in various
attempts to balance religious tensions.
Admiral Gaspard de Coligny: A prominent Huguenot leader, Coligny was assassinated during the
St. Bartholomew's Day Massacre.
Henry IV (Henry of Navarre): Initially a Huguenot leader, Henry IV later converted to
Catholicism to become King of France. His reign saw the end of the wars with the Edict of
Nantes.
Henry III: The last Valois king of France, Henry III's reign was marked by political instability and
his attempt to navigate the religious conflicts.
Henry II: His death in 1559 marked the beginning of the Wars of Religion, as his sons Francis II
and Charles IX successively took the throne.
The French Wars of Religion had a profound impact on French society, contributing to the evolution of
religious tolerance and the consolidation of royal authority in the subsequent centuries.
We will go over the presentation really quick and then move into the activity using Chat GPT
Standard
Review 80 Years’ War assignment. Make sure everyone turns it in on Google Classroom.
Materials
Presentation and class assignment
Discuss the 30 Years War.
Background and Causes- Religious tensions: The war originated from the religious conflicts between
Catholicism and Protestantism in the Holy Roman Empire.
Battle of White Mountain- major battle of over 20,000 troops for both sides. Nearly 4000 deaths for the
protestants.
War grew and multiple countries got involved. Sweden, France, Dutch, HRE
All countries wanted power and territory. Alliances shifted throughout the war.
ENGLISH CIVIL WAR
What is a Civil War? King Charles vs the Parliament. War breaks out over tensions between Political,
Religious, and Royal powers. Charles wanted more power while the rest of the government wanted to
limit it.
Religious Tensions: There were deep religious divisions, particularly between Puritans (Protestant
reformers) and Anglicans (followers of the Church of England). Charles I's attempts to enforce religious
conformity sparked discontent.
Political Disputes: Charles I sought to rule without Parliament's approval and tried to impose taxes
without parliamentary consent. This led to disputes over the king's authority and the role of Parliament
in decision-making.
The Parliamentarians, led by figures like Oliver Cromwell, gained the upper hand in the later stages.
The war resulted in the capture of Charles I, who was put on trial by Parliamentarians. In January 1649,
he was executed, making him the only English monarch to be executed by his own subjects.
1650s-
Establishment of the Commonwealth: England became a republic, known as the Commonwealth of

England, led by Oliver Cromwell. The monarchy was abolished, and England became a republic.
Cromwell's Rule: Cromwell, as Lord Protector, ruled with considerable authority. The period was marked
by military rule, religious tolerance, and expansion of England's influence.
● The English Civil War resulted in the establishment of constitutional monarchy and
limitations on the power of the king.
● It played a role in shaping modern political thought, with thinkers like John Locke
drawing lessons from the conflict. Locke believed that government should only protect
life liberty and property. Government stay away from the rest.
● The war had significant social and economic consequences, contributing to debates
about individual rights and the role of government.
The English Civil War was a pivotal moment in English history, marking a shift in political power and
laying the groundwork for the development of constitutional monarchy.
Standard
We just learned about the renaissance which is similar to the baroque era
Materials
presentation

Review what we went over last time 30 Years War and English Civil War
Intro to Era-
Baroque = Renaissance with a twist (learning still important, but more focused)
1. Pessimism replaces the optimism of the Ren.
2. Highlight the imperfections of nature (nature/heavens are no longer perfect)
3. CONTROL is key (find the natural laws of the universe)(set boundaries)
Music- go through each of the artists
Johann Sebastian Bach (1685–1750):
● A German composer and musician, Bach was a central figure in the Baroque period's musical
landscape. His compositions include masterpieces such as the Brandenburg Concertos, the Mass
in B Minor, and The Well-Tempered Clavier.
George Frideric Handel (1685–1759):
● A German-British composer, Handel's works are synonymous with Baroque music. He is best
known for his operas, oratorios, and instrumental compositions, including "Messiah" and "Water
Music."
Antonio Vivaldi (1678–1741):
● An Italian composer and violinist, Vivaldi was a Baroque music virtuoso. He composed numerous
concertos, including "The Four Seasons," and made significant contributions to the development
of the concerto form.
Art/ Religion- Still seeing lots of similarities to the Renaissance as religion is a center piece to the work.
What about these two images do we see in common? How do we know they are religious?
Science- Galileo Video- talk about the questions with video
Newton- Laws of motion

inertia (body at rest/motion stays unless acted on by outside F, F=ma, Every action has an equal
and opposite reaction
Compare and contrast the renaissance to the baroque period based on what we have so far and further
research. Create a venn diagram 3-3-3
Standard
I can explain some of the important traits from the baroque period
Talk about the venn diagrams that they will have ready for class.
Materials
Presentation
Go over the venn diagrams
Talk about some more science
Benjamin Franklin (1706–1790) was one of the Founding Fathers of the United States
and a polymath who made significant contributions in various fields, including science,
writing, and politics. Here are key aspects of Benjamin Franklin's life:
Early Life and Education:

● Benjamin Franklin was born on January 17, 1706, in Boston,
Massachusetts, into a large family. He was the fifteenth of seventeen
children.
● Largely self-taught, Franklin's formal education was limited, and he
apprenticed as a printer under his brother James.
Printed Works:
● Franklin became a successful printer and publisher, establishing the
Pennsylvania Gazette newspaper and Poor Richard's Almanack, which
featured his pseudonymous character, Richard Saunders.
● He is known for popularizing witty and practical aphorisms, many of which
are still quoted today.
Inventor and Scientist:
● Franklin made significant contributions to science and technology. His
experiments with electricity, including the famous kite experiment in 1752,
led to the understanding of positive and negative charges.
● He invented the lightning rod, bifocals, and the Franklin stove, among other
practical devices.
Political Career:
● Franklin was active in colonial and later American politics. He served as a
delegate to the Continental Congress and played a crucial role in drafting
the Declaration of Independence in 1776.
● He served as the U.S. Ambassador to France during the American
Revolution, securing crucial French support for the American cause.
Statesman and Diplomat:
● Franklin's diplomatic skills were essential in negotiating the Treaty of
Alliance with France in 1778, which helped secure French support for the
American colonies during the Revolutionary War.
● He was also involved in negotiating the Treaty of Paris in 1783, which
ended the Revolutionary War and established the United States'
independence.
Constitutional Convention:
● Franklin was the oldest delegate at the Constitutional Convention in 1787.
Despite his advanced age, he played a diplomatic role and helped bridge
the gap between different factions.
Death:
● Benjamin Franklin passed away on April 17, 1790, in Philadelphia,
Pennsylvania, at the age of 84.
Benjamin Franklin's legacy is that of a versatile and influential figure who contributed to
the intellectual, scientific, and political foundations of the United States. His wit,
wisdom, and numerous inventions have left an enduring impact on American history
and culture.
Louis XIV, also known as Louis the Great or the Sun King, was the King of France from
1643 to 1715. He is one of the most well-known monarchs in French history and played
a crucial role in the development of absolute monarchy.
Key facts about Louis XIV:
Reign: Louis XIV ascended to the throne at the age of four, following the death of his
father, Louis XIII, in 1643. He ruled for a remarkable 72 years, making his reign one of
the longest in European history.
Early Years: During the early years of his reign, the government was effectively
controlled by his chief minister, Cardinal Mazarin. As Louis XIV matured, he gradually
took more control and ultimately established an absolute monarchy.
Palace of Versailles: Louis XIV is perhaps best known for transforming the Palace of
Versailles into a symbol of royal power and opulence. He moved the royal court from
Paris to Versailles and initiated extensive expansions and renovations to create one of
the most magnificent palaces in the world.
Absolute Monarchy: Louis XIV is associated with the concept of absolute monarchy,
wherein the monarch holds absolute power and authority. His famous phrase "L'État,
c'est moi" (I am the state) reflects this concentration of power in the hands of the king.
Military Achievements: Louis XIV pursued an aggressive foreign policy, engaging in

numerous wars to expand and protect French territory. The most notable of these
conflicts was the War of the Spanish Succession (1701–1714).
Patronage of the Arts: Louis XIV was a patron of the arts and played a significant role in
the promotion of French culture. His court at Versailles became a center for literature,
art, and music, with artists and intellectuals gravitating toward the royal patronage.
Edict of Fontainebleau: In 1685, Louis XIV revoked the Edict of Nantes with the Edict of
Fontainebleau, leading to the persecution of Huguenots (French Protestants) and the
restriction of religious freedoms.
Legacy: Louis XIV's reign had a lasting impact on France and Europe. While he is
remembered for his achievements in centralizing power and promoting French culture,
his policies also led to financial strain and discontent among certain segments of the
population.
Louis XIV died on September 1, 1715, and was succeeded by his great-grandson, Louis
XV. The era of his rule is often associated with the height of French absolutism and the
cultural splendor of the Baroque period.
Palace of Versailles- talk about where it came from, what it became, cool facts about
how big it is, etc.
Video going into activity.
Standard
I can explain the importance of the Baroque period
Review some things we saw with Palace of Versailles
Materials
Presentation
Review the palace of versailles.
Louis 14th and Ben Franklin review
Talk about science and how it was based on empirical research. Fact driven and if you could see the
evidence then it is obvious that it must be true.
Carolus Linnaeus- father of taxonomy. Was able to classify different animals and created a way to
organize all of life in the world. We actually share 60% of our DNA make up with bananas and fruit flies.
Antoine Lavoisier- Father of Chemistry/ Biology.
Talk about the new movement that was forming with science being deceiving and tricking our senses.
René Descartes (1596–1650) was a French philosopher, mathematician, and scientist

who is often referred to as the "Father of Modern Philosophy." He made significant
contributions to various fields, including mathematics, physics, and philosophy. Here are
key aspects of René Descartes' life and work:
Philosophical Method:
Descartes is known for his method of systematic doubt, where he doubted everything
that could be doubted in order to arrive at certain knowledge. This led to his famous
statement "Cogito, ergo sum" (I think, therefore I am), expressing his certainty about the
existence of the thinking self.
He argued that science was something we came to conclusions based on our senses.
He then would say that our sense could be tricked and if our senses could be tricked
than who is to say what is real or factual because we cannot trust our senses.
Look at different mind tricks

Antoine Lavoisier- Father of Chemistry/ Biology.
Standard

I can explain the impact of philosophers on our world’s gov’t
Review what we went over last time. It has been awhile since we met so we will skim through our
Baroque period.
Materials
Presentation
Francis Bacon- Wanted to create a single way to observe science and experiments. Looked at the
different steps into innovation and doing research. Every project or piece of research should follow the
same steps just to ensure every part of the experiment is fulfilled.
Video with questions
Thomas Hobbes- more gov’t means less freedoms but more security for the people. Sacrifice
Thomas Hobbes (1588–1679) was an English philosopher and political theorist best known for his work on social
and political philosophy. His most influential work, "Leviathan," laid the groundwork for modern political thought and
had a profound impact on the development of political science. Here are key aspects of Thomas Hobbes' life and
ideas:
Life and Background:

● Hobbes was born on April 5, 1588, in Westport, Wiltshire, England.
● He received his education at Oxford University and developed a strong interest in the works of
classical philosophers, particularly the materialist and mechanistic views of thinkers like Galileo.
Political Philosophy:
● Hobbes is best known for his political philosophy, which he articulated in his seminal work,
"Leviathan," published in 1651 during a time of political upheaval in England.
● In "Leviathan," Hobbes explored the nature of human beings, the formation of societies, and the
structure of political authority.
State of Nature:
● Hobbes' political philosophy begins with the concept of the "state of nature," a hypothetical
pre-social condition where individuals are in a constant state of war against each other due to their
natural self-interest and desire for self-preservation.
● He famously described life in the state of nature as "solitary, poor, nasty, brutish, and short."
Social Contract:
● Hobbes argued that in order to escape the chaos of the state of nature, individuals willingly enter
into a social contract, surrendering some of their natural rights to a governing authority in exchange
for protection and the maintenance of order.
● The social contract forms the basis for Hobbes' theory of absolute sovereignty.
Absolute Sovereignty:
● Hobbes advocated for a powerful and absolute sovereign authority to maintain order and prevent
the inherent conflict in human nature. This authority, which he called the Leviathan, could be a
monarch or an assembly, but it must have absolute power to avoid returning to the state of nature.
John Locke- Lookalike? Steve Brucemi
He argued for less government which was the opposite of Hobbes. People will get along
as long as they are protected with LLP. Thomas Jefferson LL Pursuit of happiness. He
thought people were better than whatHobbes thought. Gov’t should only protect LLP.
What laws does the US have that don’t protect those? He also fought for separation of
church and state. More religious freedoms and the state should not interfere.
Both have a say in our government and are on either side of the spectrum. There are
theories from both sides that are shown in our government. Where is the modern day
US? No middle for an answer.
Have students discuss the ideologies of both Hobbes and Locke.
Standard
Review yesterday's material and talk about Hobbes vs Locke
Materials
Presentation
We will do a review
Introduce Enlightenment Period
The Enlightenment, also known as the Age of Enlightenment or the Age of Reason, was an
intellectual and cultural movement that emerged in Europe during the late 17th and 18th
centuries. This period was characterized by a focus on reason, science, individualism, and
skepticism of traditional authority. The Enlightenment aimed to promote knowledge, secularism,
and the belief in human progress through reason and critical thinking. Here are key features and
figures associated with the Enlightenment:
Reason and Rationalism:

● Enlightenment thinkers championed reason and rationalism as the primary
means of understanding the world and making decisions. They advocated for the
application of scientific methods and critical thinking to all aspects of human life.
Scientific Revolution:
● The Enlightenment built on the achievements of the Scientific Revolution,
embracing the scientific method and its emphasis on empirical observation and
experimentation.
● Pioneering scientists like Galileo Galilei, Johannes Kepler, and Sir Isaac Newton
laid the groundwork for Enlightenment ideas.
Individualism and Humanism:
● Enlightenment thinkers emphasized the value and autonomy of the individual.
They believed in the importance of individual rights, personal freedoms, and the
pursuit of happiness.
Secularism:
● Enlightenment thinkers challenged the influence of organized religion and
advocated for secularism. They sought to separate church and state and
promote tolerance of diverse religious beliefs.
Political Philosophy:
● Enlightenment ideas had a profound impact on political philosophy. Thinkers like
John Locke, Montesquieu, and Rousseau developed theories about government,
the social contract, and the separation of powers that influenced the formation of
democratic principles.
Social Contract:
● The concept of the social contract, where individuals willingly agree to form a
government for mutual benefit, became central to Enlightenment political
thought. Rousseau's "The Social Contract" is a notable work on this topic.
Key Enlightenment Thinkers:
● Voltaire (1694–1778): A French philosopher and writer known for his wit and
advocacy of religious tolerance. He criticized superstition and oppressive
regimes.
● Montesquieu (1689–1755): A French political philosopher whose work "The Spirit
of the Laws" influenced the idea of the separation of powers in government.
● Jean-Jacques Rousseau (1712–1778): A French philosopher who explored the
concept of the social contract and wrote about the inherent goodness of human
nature.
● Mary Wollstonecraft (1759–1797): An English writer and feminist philosopher
who advocated for women's rights and gender equality. Her work "A Vindication
of the Rights of Woman" is a seminal feminist text.
Spread of Ideas:
● Enlightenment ideas spread through literature, salons, coffeehouses, and the
publication of books and pamphlets. Encyclopedias, like Denis Diderot's
"Encyclopédie," played a key role in disseminating knowledge.
Legacy:
● The Enlightenment had a lasting impact on Western thought, influencing political
structures, legal systems, education, and cultural attitudes. It contributed to the
development of democratic ideals, human rights, and the scientific method.
The Enlightenment is considered a transformative period that paved the way for the Age of
Revolution and laid the intellectual groundwork for modernity.
John Locke (1632–1704):

● An English philosopher, Locke's ideas on natural rights, the social contract, and
the right to revolt against unjust rulers had a profound impact on political
philosophy. His work "Two Treatises of Government" influenced later thinkers like
Thomas Jefferson.
Denis Diderot (1713–1784):
● A French philosopher and editor, Diderot was the chief editor of the
"Encyclopédie," a comprehensive encyclopedia that aimed to compile and
disseminate knowledge across various fields. The project played a crucial role in
spreading Enlightenment ideas.
Immanuel Kant (1724–1804):
● A German philosopher, Kant's works, such as "Critique of Pure Reason" and
"Groundwork of the Metaphysics of Morals," explored epistemology, metaphysics,
ethics, and aesthetics. He sought to reconcile rationalism and empiricism.
Adam Smith (1723–1790):
● A Scottish economist and philosopher, Smith is often regarded as the father of
modern economics. In his seminal work "The Wealth of Nations," he discussed
the principles of free-market capitalism, the invisible hand, and the division of
labor.
David Hume (1711–1776):
● A Scottish philosopher, Hume's empiricist philosophy challenged traditional
notions of causality and the nature of knowledge. His works include "A Treatise
of Human Nature" and "Enquiries Concerning Human Understanding."
Voltaire (1694–1778):
● As mentioned earlier, Voltaire was a French philosopher and writer known for his
advocacy of reason, freedom of speech, and religious tolerance. His biting wit
and satire made him a prominent figure in Enlightenment thought.
Baron de Montesquieu (1689–1755):
● Montesquieu, a French political philosopher, is best known for his work "The
Spirit of the Laws." He proposed the idea of the separation of powers in
government, which greatly influenced the formation of modern democratic
systems.
Jean le Rond d'Alembert (1717–1783):
● A French mathematician, physicist, and co-editor of the "Encyclopédie" alongside
Diderot. D'Alembert made contributions to the fields of mathematics and physics
and was a prominent figure in Enlightenment intellectual circles.
François-Marie Arouet (Voltaire) (1694–1778):
● Voltaire, using the pseudonym Voltaire, was a French writer and philosopher
known for his wit and criticism of religious and political authorities. His works
include "Candide" and numerous essays.
Mary Wollstonecraft (1759–1797):
● As mentioned earlier, Wollstonecraft was an English writer and feminist
philosopher who advocated for women's rights and gender equality. Her
influential work "A Vindication of the Rights of Woman" challenged prevailing
views on women's education and status.

World History Lessons

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World History Lessons

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World History

literature, and ideas)

What does exploration mean? (traveling, exploring, taking a trip)

unfamiliar to learn about it) 3 G’s = God, glory, gold

you uncomfortable? (going into unknown territory, resources)

answers I have bolded. Those are takeaways I want them to understand.

for them to answer.

Give them remaining class time to work on their project.

their presentations for class.

have a map and everyone map out your person’s travel.

SS-WH.9-12.19. Explain the influence of human migrations on patterns of

I can explain everyday life of those in the Mayan civilization

I can explain everyday life of those in the Aztec civilization

Anticipatory Set/Purpose/Hook/Launch/Background Knowledge

Sequence of the learning/Procedures

AZTEC Civilization- student research

Students make Venn diagrams

Closure/Revisit the Objective/Understanding of the Objective

same lesson more than one period.

SS-WH.9-12.19. Explain the influence of human migrations on patterns of

I can identify different civilizations in the Americas.

Anticipatory Set/Purpose/Hook/Launch/Background Knowledge

Review some of the things we discussed with the Mayan Civilization.

Sequence of the learning/Procedures

Review the Mayan Civilization

Video at the end for Aztecs

Empire included 12 million people

TECHNOLOGY- Roads video

Assessment-Formative and/or Summative

Students have opportunity to discuss and create ideas for questions

Closure/Revisit the Objective/Understanding of the Objective

Review- Come up with an answer/example for each of the EQ’s.

SS-WH.9-12.19. Explain the influence of human migrations on patterns of

I can explain certain key roles in the 80 Years War.

Anticipatory Set/Purpose/Hook/Launch/Background Knowledge

Review French War on Religion. Talk to partner first.

Sequence of the learning/Procedures

Go over a quick review of what we discussed yesterday as a group.

Move into the next piece to introduce the 80 Years War.

Assassination of William of Orange (1584): The assassination of William of Orange by a Catholic

Assessment-Formative and/or Summative

Students will create a google slide with their topic.

Closure/Revisit the Objective/Understanding of the Objective

We will go over what they learned from the research

Objective-aligned with assessment

Anticipatory Set/Purpose/Hook/Launch/Background Knowledge

Presentation and class assignment

Sequence of the learning/Procedures

Discuss the 30 Years War.

ENGLISH CIVIL WAR

Establishment of the Commonwealth: England became a republic, known as the Commonwealth of

Assessment-Formative and/or Summative

Closure/Revisit the Objective/Understanding of the Objective

Objective-aligned with assessment

Anticipatory Set/Purpose/Hook/Launch/Background Knowledge

Sequence of the learning/Procedures

George Frideric Handel (1685–1759):

Antonio Vivaldi (1678–1741):

Science- Galileo Video- talk about the questions with video

Newton- Laws of motion

Assessment-Formative and/or Summative

Closure/Revisit the Objective/Understanding of the Objective

Objective-aligned with assessment

Early Life and Education:

Life and Background:

Reason and Rationalism:

John Locke (1632–1704):