Lesson # 2 – Enlightenment (Day 1) Unit # 6: Revolutions Lesson # 2 – Enlightenment (Day 1)

Agenda Warm Up Study Guide Review from yesterday State of Nature Enlightenment Thinkers Connection to Present

Attach the study guide to Page 1 Tuesday, April 1 Attach the study guide to Page 1 Page 6 Bell Ringer: What has been the most important invention of the 21st century (so far)? List 3 reasons why. Bonus: What do you think the next great invention will be? Objective: Analyze how the Enlightenment changed society‘s view of government Homework: Information to be provided Page 7: Title – State of Nature Wrap Up Page 8: Attach – The Enlightenment Page 9: Title – Homework: Locke’s 3 Natural Rights

Concept Map Terms Due Wednesday, April 9 Must have: Terms: Word Definition Drawing or illustration 2 characteristics 1 example of the word being used in a sentence Terms: Enlightenment Revolution Reign of Terror Philosopher Haitian Revolution American Revolution French Revolution 1st Estate 2nd Estate 3rd Estate

For each bullet point, practice taking notes by writing ONLY 5 key words Quick Notes Page 6 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

Quick Notes Page 6 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

State of Nature | Roles 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.

State of Nature Game | Rules 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. This is the classroom These are your boundaries.

State of Nature Wrap Up Page 7 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?

Enlightenment Thinkers Page 8 Read “The Enlightenment” (page 8) and complete chart on the back Time: 20 minutes

John Locke’s Natural Rights Homework – Page 9 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. 2. 3.

Lesson # 2 – Enlightenment (Day 2) Unit # 6: Revolutions Lesson # 2 – Enlightenment (Day 2)

Agenda Warm Up Agree/Disagree Matching Primary Source Review Mystery Thinker Gallery Crawl Poem or Skit

Wednesday, April 2 Page 10 Bell Ringer Objective: Who was Baron de Montesquieu? What did he contribute to government? Use your textbook to find the answer Objective: Analyze how the Enlightenment changed society‘s view of government Describe the ways that the Enlightenment philosophers inspire revolution throughout the globe Page 11: Attach – Say What? Page 12: Attach: Rousseau's Social Contract

Agree/Disagree Ms. Wrede will read 3 quotes from the philosophers studied yesterday. If you strongly agree – stand next to the # # 1 If you strongly disagree – stand next to the # 5

On page 10… Choose one quote from the activity… People are naturally good. The government does what is best for its citizens. If people do not agree with the government, they should be able to overthrow the government. They should be able to use violence and kill if necessary. Do you agree or disagree with this quote? Write three reasons why you agree/disagree with this quote.

Enlightenment Primary Source Instructions Throughout class we will be looking at primary sources from each Rousseau, Voltaire, Locke and Hobbes. You will have 3 minutes to read each primary source. On the designated page, write the person’s name and after reading the document, write a 1 sentence summary.

Rousseau: Page 12 “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 What did Rousseau mean by “an intermediary body” in the first line of this excerpt? What would happen if government carried out its own wishes in opposition to those of the people?

Voltaire: Page 12 A Modern Day Voltaire? “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 What action did Portuguese leaders believe would save the country from further devastation? How does the phrase “entertain the people with an auto-da-fe” reveal Voltaire’s disdain for Portuguese leaders?

Locke & Hobbes: Page 12 “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 How do Hobbes’s and Locke’s views of human nature differ?

Say What? – Page 11 For each quotation by a person from modern day society, evaluate whether the specified philosopher would have agreed or disagreed and state WHY.

Say What? – Page 11 Quote Philosophe Hobbes Locke Rousseau Voltaire 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 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

Mystery Thinker Page 12 (the other side) You will have 2 minutes at each station. Identify: The Clues Which Philosopher is he? We will identify if you were right/wrong at the end of the activity.

1 2 3 4 5

Connection to Present – Page 9 Step 1: Choose 3 issues that the government is currently debating (ex: gun control) 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.

SKIT | Enlightenment Salon POEM | “Ode to Reason” 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 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.