BRONX COMMUNITY SCHOOL FOR TECHNOLOGY

Ms. P d’Auteuil

Philosopher’s thought, that through the use of reason as developed during the Scientific Revolution, people and governments could solve every social, political and economic problem. Men such as: Thomas Hobbes, John Locke and Adam Smith from England and Baron de Montesquieu, Jean-Jacques Rousseau, Dennis Diderot from France began discussions that questioned the major policies, and moral and social restrictions as set out by the Church and absolute monarchs of the time. They set the ground work for change from above and below for men but not necessarily across gender line to include women in the new social contracts.

However, women of the enlightenment such as Mary Wollstonecraft and Mary Macaulay of England and Germaine de Stael in France saw that the new ideas of “free and equal” in social, political and educational terms did not include women, who were still limited to the areas of home and family.

Your “TASK” in this web quest is outlined below. Moreover, your job, as a journalist is critical. By investigating the past we can better chart the future and by understanding the plight of woman in the 18^th century, you can give crucial advice to those who suffer the same injustices in the twenty-first century.

WORK HARD AND GOOD LUCK!!

THOSE WHO BELIEVE IN EQUALITY AND DEMOCRACY FOR ALL ARE COUNTING ON YOU!!!

THE PHILOSPHES OF THE ENLIGHTENEMENT

Task

You are a journalist in England and will investigate and gather evidence about the social problem of lack of education for women. As a member of a group of reporters you and your cohort will have to design a poster explaining your investigations.

1. You will use your poster to convince the editor of your paper to run your story in favor of education for women, rather than the arbitrary policy of restriction women to the home. You will outline the public policy of the 18^th century and clearly express the social problem that evolved.

2. Each group will have to make an oral presentation and, explain to your editor in detail, your findings as represented on the poster board.

3. Your third task is to write a two paragraph collective summary of the work each group member did for the first two tasks. Each group member must sign this summary.

4. Your group will then write a two paragraph editorial, that gives advice to our governmental leaders so they can create public policies that insure the equality for all citizens, regardless of gender.

Process

1. You will use the Global History Public Policy Analyst as the basis of your investigation.

2. You will complete the four worksheets linked below. The worksheets are part of the GLOBAL HISTORY PUBLIC POLCIY ANANLYST. This web site will guide you in gathering facts on historical public policy issues and their resulting social problem. Please read each web page carefully before completing your worksheets. T hese worksheets will be used as resource material in completing your task. Your group is responsible for their completion.

Identifying the Problem

Gathering the Evidence

Determine the Cause

Evaluate the policy

3. Your group will report the opinions of at least 2 philosophers from each perspective

4. Include pictures of the philosophers

5. Include illustrations of the time

6. Type all information and captions for poster

7. Include your groups conclusion from worksheet 4 in writing your editorial

8. Include all group members names

9. Give your poster as name to go with the quest

Resources:

General Search Engines:

1. dogpile.com

2. google.com

3. yahoo.com

Specific websites for completing the GHPPA worksheets and for gathering information regarding your tasks

http://www.fordham.edu/halsall/mod/modsbook10.htmlhttp

http://www.amazoncastle.com/feminism/defoe.shtml

http://andromeda.rutgers.edu/~jlynch/18th/history.html

http://atheism.about.com/library/FAQs/phil/blphil_ed_index.

http://www.noodletools.com/noodlelinks/links/c5thr7wf_6eae33fff6a6e3a69c2df34cb980290e.html

http://www.pinn.net/~sunshine/whm2001/woll3.html

http://www.pinn.net/~sunshine/march99/macaly2.html

http://www.socsci.kun.nl/ped/whp/histeduc/locke/

Evaluation

Rubric for the Enlightenment Poster

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score 100
TIMING	Completed 3 or more days late	Completed 1 day late	Completed on due date but after class	Completed before the start of class	20
INFORMATION	Information on poster is incomplete & inaccurate -doesn’t meet requirements of the task	Information on poster is somewhat in-complete & inaccurate almost-meets requirements.	Information on poster is almost complete & accurate- meets requirements of task	Information on Poster is complete& accurate-meets requirements of the task	30
THEME	Theme is inconsistent with no visuals.	Theme lacks consistency with few visuals	Theme is supported with some visuals	Theme is maintained with accurate visuals	20
ORGANIZATION	Poster is poorly put together	Poster is neat but no transitions	Poster is neatly put together with some transitions	Poster is excellent with appropriate transitions.	15
WRITING & CAPTIONS	Writing & captions shows little understanding of English usage	Writing & captions shows partial understanding of English usage	Writing & captions shows good understanding of English usage	Writing & captions shows full understanding of English usage	15

.

Presentation of Poster Rubric

To be graded by groups

10 points	7 Points	4 Points	3 Points	1 Point
Excellent eye Contact-vocal projection-all group participation	Good eye Contact- voice Projection- Some group participation	Adequate eye Contact-voice Projection- few Participate	Some eye Contact- poor Voice Projection-poor participation	Poor eye Contact- unclear Voice projection 1 presenter

Your grade will be determined by a combination of my grade points

for both the Poster and the grade points you give each group for the presentation.

HERE IS HOW YOU ALL CAN GET AN “A” !

A=101+ B= 100 to 90 C= 89 to 80 D=79 to 70

STANDARDS

This Web quest addresses to the followings curriculum standards:

SOCIAL STUDIES

Social Studies: Standard 2 :

The student will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history, and examine the broad sweep of history from a variety of perspectives.

Social Studies: Standard 3

The student will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global- including the distribution of people, places, and environments over the Earth’s surface.

ENGLISH LANGUAGE ARTS

English Language Arts: Standard 1

Students will read, write, listen, and speak for information and understanding.

English Language Arts: Standard 4

Students will read, write, listen, and speak for social interaction.

Conclusion

By completing this Web quest you should now recognize that these Enlightenment ideas of the philosophers were originally presented as ideas to fix the problems of society brought about by absolute monarchies. However, the PUBLIC POLICIES that evolved from the Philosophes dealt only with half of the members of the society. Ironically, these two-hundred year old flawed ideas remain fundamentally remain true to this day. You also have learned the importance of knowing how to analyze public policies, both contemporary and historical. Knowing the past and applying those lessons to modern society can help bring democracy to all members of society today.

WE THANK YOU FOR YOUR HARD WORK.

IT IS VERY DIFFICULT TO CREATE POSITIVE CHANGE.

LET’S HOPE YOU CAN MAKE A DIFFERENCE!