Enlightenment Notes Workbook pg. 15
Enlightenment Notes Essential Question: How did ideas from the Enlightenment begin to change individuals thoughts on government?
The Enlightenment Also known as the Age of Reason 1650’s – 1776 Emphasizes analysis, reason, and individualism Coincides with the Scientific Revolution Use logic to make all decisions = Rationalism Trust nothing, test everything Challenges Romanticism, Authority, and the Catholic Church Cogito Ergo Sum
What spurred the Enlightenment? Availability of books (including the Bible) Printing Press (Ind. Rev. again!!) Increased literacy rates Use of the scientific method
Enlightenment Ideas Social Contract Theory Thomas Hobbs, Leviathan (1651), Jean Jacque Rousseau Governments and citizens have an unwritten contract People willingly give up their individual freedoms to live under the rules of a government who serves them If they no longer benefit the people, they should no longer give up their individual freedoms.
b
b Natural Rights / Natural Law John Locke (1689) There are rights that we are given by God and no one can give or take them away, not even the king Life, Liberty, Property
Declaration of Independence (Example of Natural Rights) We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government
The General Will Jean Jacque Rousseau Laws are made to force all to act for the good of the collective and not the self, which is then better for self too.
Socratic Seminar Prep Workbook pg. 26-27 : - (28-29 if other pages are already written on) Class Docs pg. 20-24
Directions Read documents one at a time For each document Highlight key pieces of information Write down ideas you want to discuss Write questions to ask other students Level 2 and 3 only The Socratic Seminar will be 100% student lead (find interesting topics to discuss)
3 Levels of Questions Workbook pg. 32
Level One Questions Stated in the text Who, what, when, where Factual level What time did the Fairy Godmother say Cinderella needed to leave the ball?
Level Two Questions Implied in the text How and why Interpretation and analysis level Why did Cinderella’s stepmother care if she went to the ball or not?
Level Three Questions Go beyond the text to apply its themes to parallel situations Analytical questions Uses text as a guide to explore bigger issues Can anyone ever “live happily ever after?”
Goldilocks https://www.youtube.com/watch?v=JdgD2NS-VAw
Write two ”level 1” questions Level One Questions Stated in the text Who, what, when, where Factual level What did Example Level 1 Questions Goldilocks do to baby bear’s chair? Whose portage did Goldilocks eat? When the bears returned home what was Goldilocks doing?
Three Levels of Questions Level Two Questions Implied in the text How and why Interpretation and analysis level Level 2 What lesson do you think this story is supposed to teach to young children? Why do you think that the villain is a blonde haired female child? What kind of a friend do you think Goldilocks would be?
Three Levels of Questions Level Three Questions Go beyond the text to apply its themes to parallel situations Analytical questions Uses text as a guide to explore bigger issues Level 3 How do you think a child would respond to hearing this story? Why do we use fables to teach values to children instead of just telling them what to do? What does it say about humanity that we are constantly trying to give animals human characteristics and circumstances?