Baron de Montesquieu Lesson Plan

Instructor: Artem Cheprasov

Artem has a doctor of veterinary medicine degree.

This lesson will provide you with a warm-up activity, discussion activity, main activity, two quizzes, and discussion topics and questions that will help students learn more about Baron De Montesquieu and his views.

Learning Objectives

Once students have gone through these lessons, they need to be able to:

  • summarize Baron De Montesquieu's early life
  • identify some of Montesquieu's most important works
  • discuss Montesquieu's accomplishments and importance

Length

1-2 hours

Materials

Curriculum Standards

  • CCSS.ELA-Literacy.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

  • CCSS.ELA-Literacy.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Instructions

  • The day before pass out the transcripts of the lessons for students to read as homework. They should take notes as they do so to prepare for the class discussion and jot down any questions they have about the reading.
  • Once class starts, start the Key Term Warm-Up Activity.

Key Term Warm-Up Activity

Use the following key terms for this Pictionary-like warm-up activity:

  • Baron de Montesquieu
  • Persian Letters
  • Satire
  • Considerations on the Causes of the Grandeur and Decadence of the Romans
  • The Spirit of the Laws
  • 'Trias politica'
  • Separation of powers
  • Monarchy
  • Republic
  • Despotism
  • Meteorological climate theory

1. Split the class into two even teams

2. Each team should have a representative come up to the class board and draw their best representation of a term you give them. In other words, there are two people up at the board at the same time, one from each team.

3. Start a timer. Both teams have 60 seconds to draw and guess the term. No communication, other than the drawing, between the teams and their drawer is allowed.

4. If no one guesses correctly, save the word for another round and move on to the next word. If someone from a team guesses correctly, that person must come up to the board and spell the term correctly. If the student doesn't spell the term correctly, the other team can send up a rep to try and steal the point by spelling it correctly.

5. Once the term has been spelled correctly, that student's team has 20 seconds to come up with a definition of the term and state it to the class. The other team has 5 seconds to decide if they can come up with a better definition. If they think they can, they have 15 seconds to do so and state it to the class.

6. If a definition is wrong (you are the judge), the team loses a point. If the definition is correct, the better definition's team gets the point.

7. Proceed to the next term.

  • To ensure every student participates, a student who has guessed the correct term or spelled it correctly cannot do so again until everyone in the team has done so.

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