Grade 7
History/Social Science
Standard 7.11

Students analyze political and economic change in the
sixteenth, seventeenth, and eighteenth centuries.
(Age of Exploration,the Enlightenment, and the
Age of Reason)


 
Resources
Lesson Plans
Assessments
Video:  
Christopher Columbus
Thomas Jefferson
The Prince and the Pauper
Previously Published Data

History of the United Kingdom - Primary Documents
http://library.byu.edu/
~rdh/eurodocs/uk.html
Description: This site has several useful primary sources for teaching English history and the Enlightenment.
Comments: Includes The Magna Carta, Declaration of Arbroath (Scotland), Bill of Rights, Proclamation of 1763, etc...
Resource Type: True
Graphics Content: True

Jefferson's Home: Monticello
http://www.monticello.org
/index.html
Description: Join this virtual tour of Monticello and explore "A Day in the life of Thomas Jefferson."
Comments: This is an excellent site to explore Jefferson's life, including his contribution to US history as well as his living quarters
Resource Type: Other
Graphics Content: High

John Locke: An Essay Concerning the True Original Extent and End of Civil Government, 1690
http://odur.let.rug.nl/
~usa/D/1651-1700/
locke/ECCG/governxx.htm
Description: This resource is organized so you can print off each chapter of the primary document rather than having to access the whole thing at once.
Comments: The organization of this site make it easy to divide up the primary source into readable units or into small group activities. 
Resource Type: True
Graphics Content: True

Declaration of Independence
http://www.cs.indiana.edu/
statecraft/decl.html
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB3086.
Resource Type: Primary Source Text
Graphics Content: High

Declaration of Independence
http://www.law.ou.edu/
hist/decind.html 
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High

Declaration of Independence, 1776
http://www.house.gov/
Declaration.html
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High

Declaration of Independence, 1776
http://www.earlyamerica.com/
earlyamerica/freedom/
index.html
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High

Declaration of Independence Archive
http://www.nara.gov/
exhall/originals/
declarat.html 
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High

English Baroque Architecture and Scupture
http://www.tulane.edu/
lester/text/Baroque/
English.Baroque/
English.Baroque.html
Description: This collection of photos shows English palaces, churches and country houses from the Restoration.
Comments: Pictures can expand to full screen size for presentations.
Resource Type: Photos or Pictures
Graphics Content: High

European Enlightenment
http://www.wsu.edu/
%7Edee/ENLIGHT/
ENLIGHT.HTM
Description: Essays on the philosophes, including Blaise Pascal and Jean Jacques Rousseau, women in the Enlightenment, the rise of absolutism in government, and more are available at this site.
Comments: This site makes learning about Enlightenment philosophes and their ideas something most high school students can do.
Resource Type: Secondary Text
Graphics Content: High

After reading Chapters 17 and 18  in the textbook (Across the Centuries), students will imagine that they lived during the Glorious Revolution.  Each should take a different role from peasant to king or queen and write a long letter to a friend in another country.  Detail what their life is like by including items from their ědiaryî in the letter.   Students will then group according to their rank in life and read and
discuss their letter with the group.

 
Teacher will move about the room and listen in.  Students will be encouraged to choose a representative letter to be read to the rest of the class.  Grade will be based on team listening skills, information presented and student discussion.