Lesson # 2 – Enlightenment (Day 1)

Page 159◦ Bell Ringer:

What was the Scientific Revolution? Will the SR have the greatest impact on economics, politics, or religion? Describe.

◦ Objective: Analyze how the Enlightenment changed society‘s view of

government◦ Homework:

Create a chart that displays Locke’s three natural rights: life, liberty, and property. Attach illustrations or brief descriptions of violations of these rights that occurred during the game.

Page 160: Title – State of Nature Wrap Up Page 161: Attach – The Enlightenment Page 162: Attach – Charts Page 163: Title – Homework: Locke’s 3 Natural Rights

The Enlightenment, or Age of Reason, (approx. 1650-1800) was a sprawling intellectual, philosophical, cultural, and social movement that spread through parts of Europe, then throughout the world

The ideas, works and principles of the Enlightenment influenced the modern world, inspiring future change in terms of government, economics, and society

It was enabled by the Scientific Revolution

Like scientists, Enlightenment thinkers and philosophers used logic and reason to think critically about the world

Enlightenment thinkers used hypotheses and observation to explain all aspects of society

Educated: They must develop ways to acquire as much money as they can from the rest of the players, but they need other people (strong or uneducated players) to do the enforcing/execution of their plans.

Educated/strong: They must develop ways to acquire as much money as they can from the rest of the players. They may execute their own plans or hire other people (strong or uneducated players) to carry them out.

Strong: They can earn money only by executing the plans of the educated players, and negotiating a share of the money acquired.

Uneducated: They can do only the bidding of the educated players—either directly or via the strong. If they work for the educated, they must accept whatever payment the educated players pay. But because this “society” has no rules, the educated players may choose not to pay. The uneducated may resist if they have a group that is larger than those who are taking the money.

1. No leaving the room or boundaries of the playing field.

2. No physical contact (shoving, pulling, etc.) or threats of physical contact.

3. Everyone must maintain the role assigned.

Answer the following questions based on the activity:◦ Was this game fair?◦ Who had the advantage?◦ Who had the disadvantage?◦ What would make this game fair?

Read “The Enlightenment” (page 161) and complete chart (page 162)

Time: 20 minutes

Step 1: ◦ Choose 3 issues that the government is currently

debating (ex: Healthcare)◦ Write those in the boxes labeled “Issue # 1, 2, 3”

Step 2: ◦ Write down how each philosophe (Locke, Hobbes, and

Rousseau) would feel about each issue. IE, what does it feel the people and/or the government should do about it?

Step 3: ◦ Choose 1 of the issues and write a dialogue that would

occur between the three philosophes about the issue. Would they agree or disagree? At least 3 lines per

philosophe.

Create a chart that displays Locke’s three natural rights: life, liberty, and property. The first (1) box should include a description of what the right is. In the second (2) box, draw an image of that right being violated. In the third (3) box, explain how that right can be protected.

John Locke’s Natural Rights

Life Liberty Property

1. 1. 1.

2. 2. 2.

3. 3. 3.

Lesson # 2 – Enlightenment (Day 2)

Page 164◦ Bell Ringer: Which Enlightenment thinker do you most agree

with? Why? ◦ Objective:

Analyze how the Enlightenment changed society‘s view of government

Describe the ways that the Enlightenment philosophers inspire revolution throughout the globe

◦ Homework: American Revolution Reading and Questions Page 165: Attach – Say What? Page 166 & 167: Attach documents provided by

teacher Page 168: Attach – Homework: American Revolution Page 169: Title: American Revolution Questions

Quote Philosophe

The world is a dangerous place to live; not because of the people who are evil, but because of the people who don't do anything about it. ~ Albert Einstein

Hobbes

The world is a dangerous place to live; not because of the people who are evil, but because of the people who don't do anything about it. ~ Albert Einstein

Locke

If the people cannot trust their government to do the job for which it exists - to protect them and to promote their common welfare - all else is lost. ~ Barack Obama

Rousseau

Freedom. Freedom of religion. Freedom to speak their mind. Freedom to build a life. And yes, freedom to build a business. With their own hands. This is the essence of the American experience. ~ Mitt Romney

Voltaire

A dictatorship would be a heck of a lot easier, there's no question about it. ~ George W. Bush

Montesquieu

“What then is government? It is an intermediary body established between the subjects and the sovereign [king] to keep them in touch with each other…The government’s power is only the public power vested in it…when the [government] has a particular will of its own stronger than that of the sovereign…at that moment the social union will disappear and the body politic will be dissolved.”

-Jean-Jacques Rousseau, The Social Contract, 1763

1.What did Rousseau mean by “an intermediary body” in the first line of this excerpt? 2.What would happen if government carried out its own wishes in opposition to those of the people?

“After the earthquake, which had destroyed three-fourths of the city of Lisbon, the sages [wise men] of that country could think of no means more effectual to preserve the kingdom from utter ruin than to entertain the people with an auto-da-fe [ritual of penance for condemned heretics], it having been decided by the University of Coimbra, that the burning of a few people alive by a slow fire, and with great ceremony, is an infallible preventive of earthquakes.”

-Voltaire, Candide, 1759

1.What action did Portuguese leaders believe would save the country from further devastation? 2.How does the phrase “entertain the people with an auto-da-fe” reveal Voltaire’s disdain for Portuguese leaders?

“In a state of nature, there is…no Knowledge of the face of the Earth; no account of Time; no Arts; no Letters; no Society; and which is worst of all, continual fear, and danger of violent death; And the life of man, solitary, poor, nasty, brutish, and short.”-Thomas Hobbes, Leviathan, 1651

“The state of nature has a law of nature to govern it…no one ought to harm another in his life, health, liberty, or possessions:…Every one…may not…take away, or impair…the life, the liberty, health, limb, or goods of another.”-John Locke, Two Treatises on Government, 1690

1.How do Hobbes’s and Locke’s views of human nature differ?

1 2 3 4 5

SKIT | Enlightenment Salon POEM | “Ode to Reason”

Instructions: Review the information in

the text about Enlightenment salons. (pp.574-575)

Each group will write a short skit about a scene that would likely take place at a salon. Characters should discuss & debate the following:◦ Ideas about man in his

natural state◦ The purpose of government◦ The ideal government◦ Rights of each citizen

Each group will rehearse and perform their skits for the class.

Instructions Write a poem or song

called “Ode to Reason” that could have been written by an Enlightenment philosophe.

Find a creative way to praise reason and all of the things that can be accomplished through it.

You will recite your poems for the class.

Minimum 10 lines