The Enlightenment PDF

The Enlightenment, sometimes called the “Age of Reason,”was a period that started in the late 1600s and lasted through the 1700s. It was a time when people began to think differently about the world around them. Instead of just believing what they were told or following old traditions, they started...

The Enlightenment, sometimes called the “Age of Reason,”was a period that started in the late 1600s and lasted through the 1700s. It was a time when people began to think differently about the world around them. Instead of just believing what they were told or following old traditions, they started asking questions and using reason to find answers. People started asking”Why?”about everything around them. Major Thinkers and Their Contributions John Locke I had some pretty cool ideas! John Locke was a thinker from England. He believed that everyone was born with a“blank slate,”meaning we aren’t born knowing things or with set opinions. Instead, our experiences and what we learn shape us. Most importantly, Locke believed in certain “natural rights” that every person should have, like life, liberty, and property. He thought that governments should exist to protect these rights, and if they didn’t, the people had the right to change or even overthrow that government. Imagine if your school rules were unfair, and you believed you had the right to change them —that’s how Locke felt about governments! Voltaire I disapprove of what you say, but I will defend to the death your right to say it. Voltaire was a French writer and philosopher. He’s best known for his witty remarks and his strong belief in freedom of speech. He once said, “I disapprove of what you say, but I will defend to the death your right to say it.” That means even if he didn’t agree with someone’s opinion, he believed they had the right to express it. Voltaire often criticized the church and the government in his writings. He believed in separating church from state so that religious groups wouldn’t have too much power in government. I agree with him!What about you? Jean-Jacques Rousseau In order to get something, we must give up on something. Rousseau was another French thinker. He had some ideas that were different from others at the time. For instance, he believed that people were naturally good but that society and its rules could corrupt them. He wrote about the idea of a “social contract,” where people give up some freedoms to live in a community, but in return, they expect the community (or government) to look out for their well-being. Rousseau's idea of the social contract is about people working together to create a society where everyone agrees on certain rules for the good of everyone. And if those rules aren't fair, it's up to the people to make changes. The Rise of Reason and Questioning Traditional Authority During the Enlightenment, people started to value reason, which means logical thinking, over just accepting things because “that’s the way they’ve always been.”For instance, in the past, if a king said something, people would just obey because he was the king. But during the Enlightenment, people began to ask, “Why should we listen to the king? What makes his opinion better than anyone else’s?” Just like you might question a rule or tradition you don’t understand, people during the Enlightenment questioned their leaders, their churches, and the way their societies worked. They believed in using evidence and logical thinking to understand and improve the world around them. Activities Discussions 1.How you feel about the idea of a “blank slate? 2.What you think about John’s concept of natural rights? Art projects —>see next page 1. “Enlightened Portraits” •Objective: Students create portraits of the major Enlightenment thinkers (Locke, Voltaire, Rousseau) using mixed media. •Materials: Magazines, newspapers, colored pencils, markers, glue, and scissors. •Instructions: research a thinker.Then create a background collage from magazines or newspapers that represents the main ideas or quotes of that thinker. Over this background, students can sketch or draw a portrait of the thinker. 2. “Question Everything” Collage •Objective: Students showcase the spirit of the Enlightenment. •Materials: Old books, newspapers, magazines, colored paper, markers, glue, scissors. •Instructions:Students cut out the word “WHY?” from different materials in varying fonts and sizes. These cut-outs are then arranged on a paper to create an aesthetic collage, representing the questioning nature of the Enlightenment era. 3. “Natural Rights” Triptych •Objective: Explore Locke’s concepts of life, liberty, and property. •Materials: Cardboard, paint, markers, colored pencils. •Instructions:Students will divide a piece of cardboard into three sections. In each section, they will illustrate one of the natural rights: life, liberty, and property. Each section should be vibrant and visually explain the concept without words. 4. “Freedom of Speech” Speech Bubble •Objective: To visualize Voltaire’s belief in freedom of speech. •Materials: Colored paper, markers, strings, and tape. •Instructions:Students write down a personal belief or opinion they strongly hold onto a colorful speech bubble cut-out. They then attach these bubbles to strings, creating a mobile or a classroom display, symbolizing the freedom to express diverse opinions. 5. “Social Contract” House Agreement •Objective: Understand Rousseau’s idea in a practical house setting. •Materials: Large poster board, markers, colored pencils. •Instructions:As a family, come up with an agreed set of “rules” or “contract” for the house. Students then illustrate and decorate this contract on the poster board, which can be displayed in the house. 6. “King vs. Reason” Comic Strip •Objective: Depict the shift from obeying authority to valuing reason. •Materials: Comic strip templates, markers, colored pencils. •Instructions:Students create a comic strip that tells a story of a fictional kingdom where subjects start questioning the king’s decisions. The story should end with the realization of the importance of reason and evidence over blind obedience.