Diana Marcela Snchez

Computer Based Instructional Technologies

Technology Integration

Lesson Plan
Unit of Study:
Lesson (Activity title):
Subject & Grade:

The Enlightenment
Kant: what means majority of age?
Philosophy, Grade 12th

Content Standard:
1. Identify significant ideas and achievements of philosophers of the Age of
Enlightenment.

Goals (purpose)

Describing the three pillars of French Revolution: liberty, fraternity and

equally.
Comparing the idea of majority of age from Kant with the actual idea of
majority of age what means have an ID?

Use of Technology Standard:

1. Students communicate clearly and express themselves creatively for a variety
of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.

Description
majority of age.

Activity Preparation
Treello

communicate complex ideas clearly and effectively by creating or using a

variety of digital objects such as visualizations, models or simulations.
publish or present content that customizes the message and medium for
their intended audiences.

XVIII century offers to us some of the most powerful philosophical reflexions about
what is the human being and how we should be life as a society. In this activity the
students are going to research about The enlightenment and the Immanuel Kants
idea of
With this activity, the students are going to understand the
importance and the significance of being a human being.
Website with the information about the Enlightenment

with the name of the students.

The students are going to work in an activity with three different moments:
Activity Procedure

Tools and Resources

a) After to look some different IDs the students are going to write a brief description
about what means and what are the implications (rights and responsibilities) of
having an ID. TheyTrello
are going

to share their ideas in the

card.
b) They are going to use the google site to find information about the idea of
majority of age in Kant. They are going to synthesise the main idea and share it
with their classmates.
c) They are going to compare their own definition with Kants definition and the
whole group are going to discuss what means to have an ID.

Tools:
https://www.weebly.com/editor/main.php
https://trello.com/b/LxGyKgR5/siglos-con-nombre-la-ilustracion

Diana Marcela Snchez

Computer Based Instructional Technologies
Technology Integration

Resources:
https://worldhistory.abc-clio.com/?webSiteCode=SLN_HMOD&returnToPage=%2f&t
oken=887AA181B8E5B3E54E610CA0773648E8&casError=False
https://worldhistory.abc-clio.com/Search/Display/309354?terms=enlightenment&sT
ype=quick
http://www.rcampus.com/rubricshowc.cfm?code=T57A8A&sp=yes&
https://stufffromthelab.files.wordpress.com/2009/05/netsrubric6821.pdf

Assessments

Level 1

Level 2

Connections (Pre
Reading)
Identify ways in
which thoughts
have developed
prior to reading a
text

Student identifies
a surface
connection.

Student identifies
a surface
connection and
attempts to relate
to original opinion.

Student clearly
identifies a deep
and meaningful
connection that
relates to their
original opinion.

Student clearly
identifies a
number of deep
and meaningful
connections that
relate to their
original opinion.

Connections
(During Reading)
Identify ways in
which thoughts
have developed
while reading a
text

Student finds it
challenging to
describe ways in
which his/her
thinking has
changed/stayed
the same.

Student is
beginning to
describe ways in
which his/her
thinking has
changed/stayed
the same.

Student is able to
describe ways in
which his/her
thinking has
changed/stayed
the same.

Student is able to
clearly describe
ways in which
his/her thinking
has
changed/stayed
the same.

Level 3

Level 4

Level 1

Level 2

Level 3

Level 4

Information
management
Students are
proficient in the
use of technology.

Students identify
software used for
information
management and
know which types
of software can
be used most
effectively for
different types of
data, different
information
needs, and for
conveying results
to different
audiences.

Students know
how to organize
materials in files
and folders, sort
files and e-mail
lists (by file name
and date), and
sort data within
application
programs (e.g.,
word processing
tables,
spreadsheets,
and databases).

Students identify
strategies and
procedures for
efficient and
effective
management and
maintenance of
computer files in a
variety of different
media and
formats on a hard
drive and network.

Students identify
information
storage devices
and strategies
used most
efficiently and
effectively for
storing different
types of data, for
different
purposes, for
portability, and for
very large files.

Technology
Productivity Tools
Students use
technology tools
to enhance
learning, increase
productivity, and
promote
creativity.

Students describe
how specific
productivity tools
support personal
productivity,
remediation of
skill deficits, and
their capacities
for

Students know
how to use
content specific
hardware and
software (e.g.,
environmental
probes, graphing
calculators,
exploratory
environments,
simulations, Web
tools) to support
learning,
research,

Students describe
and apply
common software
features (e.g.,
spellchecker and
thesaurus to
ensure accuracy
of
word-processing
documents;
formulas and
chart generation
in spreadsheets,
and insertion of

Students know
how to use
technology tools
and resources for
managing and
communicating
personal,
professional, or
educational
information (e.g.,
managing
schedules,
addresses, e-mail
addresses, online

Diana Marcela Snchez

Computer Based Instructional Technologies
Technology Integration

productivity, and
creative thinking.

pictures, movies,
sound, and charts
in presentation
software) to
enhance
communication to
an audience,
promote
productivity, and
support creativity.

references,
citations).