Unit # 6: Revolutions

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

2. 4/9 – Bell Ringer/Objective • 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

3. Quick Notes • 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

4. Quick Notes • 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

5. 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.

6. 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.

7. State of Nature Wrap Up – Page 160 • 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?

8. Enlightenment Thinkers – Pages 161 & 162 • Read “The Enlightenment” (page 161) and complete chart (page 162) • Time: 20 minutes

9. Connection to Present – Page 162 • 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.

10. Homework – Page 163 • 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.

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

12. 4/10 Bell Ringer/Objective • 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

13. Say What? – Page 165

14. Rousseau: Page 166 “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?

15. Voltaire: Page 166 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?

16. Locke & Hobbes: Page 167 “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?

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