The Enlightenment ‖ Ideas Clash: Enlightened Debate – Hobbes vs.

Locke

Goals (broad-not directly observable) & Objectives (Specific-observable)

Goals
Students will understand the similarities and differences between the beliefs of Hobbes and
Locke and their relationship in shaping governments of the future.

Objectives
Students will identify the views of the philosophes and apply them to the modern day, as
demonstrated by effective oral arguments though claim/counter-claim-evidence format
and transcribed on the graphic debate organizer.

California State Content 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, Simón Bolívar, Thomas Jefferson,
James Madison).

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending
to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.

Driving Historical Question

How do the ideas of Hobbes and Locke manifest in modern societal and governmental
contexts?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: ~15
minutes
Debate Preparation:
Students will be instructed to complete a debate graphic organizer to serve as an
argumentative aide for the debate. The format establishes sentence starters for a claim-
evidence structure wherein students will complete the sentences based on views of their
previously assigned philosophe (Hobbes or Locke) and arguments/evidence they feel
compelled to include. During this time, students will collaborate with others in their
“team” (Hobbes or Locke) to develop potential arguments and supports. Historical and
social components to argue during debate include human nature and governmental
purpose.

Structure Overview:
Rules for the debate will be outlined whole-class by the instructor.

Vocabulary (Content Language Development) ‖ Time: Throughout lesson

Hobbes, Locke, Enlightenment, philosophe, belief, claim, counter-claim, evidence,
monarchy, democracy, debate, rebuttal

Content Delivery (Method of Instruction) ‖ Time: ~60 minutes

The debate will be carried out as a controlled practical exercise as follows:
One student from each “team” will be randomly assigned to debate each other in front of
the class, representing the opposing philosophies of the Enlightenment. Each student will
be given two minutes to make their case (reading of debate graphic) and one minute for
rebuttal (on-the-spot discussion and response of opponent’s comments). After remarks
from each team representative, the respective teams should “encourage” or “agree” by
softly banging on their desks at the close of their argument. The class is to record the
debaters and the “winner” of each debate as well as mentally note effective/ineffective
arguments and strategies in preparation for their own debate. At the close of each debate,
students are to applaud for the effort of both individuals.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: Throughout lesson
Engaged preparation:
Students collaborate in completing the graphic debate organizer, developing critical
thinking with peers.

Engaged debate:
Debaters are actively engaged while arguing claims or providing evidence, demonstrating
critical thinking skills.

Engaged audience:
Audience members are waiting for queues to encourage debaters, both in-team and whole-
group, as well as record participant/winner names and mentally note effective
strategies/arguments to prepare for future debates.
Lesson Closure ‖ Time: ~10 minutes (remainder as homework)
Students are to begin completing a “reflection,” answering three prompts digitally, in
paragraph form. These prompts include (1) Summarize the beliefs of Hobbes & Locke. How
did they differ? What was their impact? (2) Which Enlightenment thinker were you
assigned to? What arguments did you make on their behalf? Were they effective? (3) Who
do you personally agree with: Hobbes or Locke? Why? Was your mind changed over the
course of the debate? What were your overall thoughts on the project?

Assessments (Formative & Summative)

Formative – completion of graphic-debate organizer
Formative – pounding on desk/applause
Formative – debater/winner match-up sheet
Summative – debate details/ performance
Summative - reflection

Accommodations for English Learners, Striving Readers and Students with Special Needs
The following accommodations are provided/should be made:
 Sentence starters of debate graphic organizer to assist with debate
 Allowance as debate organizer as tool to use during arguments
 Collaboration with peers for ideas/questions/clarity in preparation
 Flexibility in time constraints – more or less time allowed if needed

Resources (Books, Websites, Handouts, Materials)

Assignment slip – Hobbes or Locke (with number)
Graphic organizer – Enlightenment Ideas Clash
Debate graphic-organizer
Team tallies organizer