Global School Project
The University of South Florida
Social Studies Education Program
www.coedu.usf.edu/GlobalSchoolsProject/index.html
Title: The Enlightenment: The Age of Reason, the Rejection of Tradition
Author: Margie Dennie
Class Periods: Five 50-minute class periods
Concept/Main Idea/Abstract of Lesson: Scientific and technological discoveries lead
to the innovative approach of seeking knowledge and understanding of the world
through reason which challenged the authority of the governments and the Church and
sparked the age of revolution.
Intended Grade Level: 9-12
Infusion/Subject Area(s): Social Studies General
National Curriculum Standards:
NCSS’s Expectations of Excellence http://www.socialstudies.org/standards
I. Culture and Cultural Diversity
II. Time, Continuity, and Change
III. People, Places, and Human-Environment
IV. Individual Development and Identify
V. Individuals, Groups, and Institutions
VI. Power, Authority, and Governance
IX. Global Connections
X. Civic Ideals and Practices
Instructional Objectives:
Daily Lesson Plan Summaries
Day 1: Student will be introduced to the Enlightenment Era and its ideas and they
will be challenged to began analyzing how the ideas of this period have far reaching
effects on the social and political development of and how might it be relevant to us
today” and to identify the top three Enlightenment personalities.
Day 2 and Day 3: Students will be assigned an Enlightenment personality and given
background information on the ideas of the Enlightenment.
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Day 4: Students will work on preparing speeches, monologues, and presentations
for reciprocal teaching activity through role playing their assigned Enlightenment
personality.
Day 5: Students will begin presenting their personality coupled with teacher
interjection of power point presentation to summarize key points of the Scientific
Revolution, Enlightenment Era, and Revolutions in the Americas.
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Learning Activities Sequence:
LESSON PLAN – Day 1
Title: Introduction to the Enlightenment: Understanding the Importance of Ideas
NCSS Theme(s):
 I. Culture and Cultural Diversity
 II. Time, Continuity, and Change
 III. People, Places, and Human-Environment
 IV. Individual Development and Identify
 V. Individuals, Groups, and Institutions
 VI. Power, Authority, and Governance
Lesson Plan Goal:
To understand there are various people and ideas of the Enlightenment Era
To understand how Enlightenment ideas impacted various societies
How this lesson relates to the “Big Idea”: Ideas can be earth moving and the ideas
of the Enlightenment managed to shake the traditional foundations of the world.
Informational Knowledge:
The students will be given an overview of the Enlightenment Era through a teacher minilecture, survey of the textbook and video clips.
Steps:
 Bellwork – driven by passion
 Attention Getter – events born of an idea
 Vocabulary Activity – copy vocabulary words: 1) Scientific Revolution, 2)
Enlightenment, 3) Age of Reason, and 4) Liberators
 Survey Textbook – Chapter 22 to answer the question “What is the
Enlightenment?”
 View “Ideas Shape the World” video clip
 Select top three Enlightenment personalities you want to research
 Closing
Basic Skills: active listening, note taking, reading, and writing
Materials and Resources
5” x 8” Index card for recording Bellwork, vocabulary, Enlightenment notes and top three
choices of Enlightenment personalities to research
Chart paper or board and markers for brainstorming discussion activity
Video on Demand, 12:05-12:42 David and Goliath for Attention Getter
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Produced by the California Institute of Technology and Intelecom. 1985. Annenburg
Media Learner.Org. The Mechanical Universe . . . and Beyond [Program 1].
Introduction. Video retrieved from http://www.learner.org/resources/series42.html#
Video on Demand, Ideas Shape the World, 00:25-18:50 for Content Presentation
Produced by Oregon Public Broadcasting, 2004. Annenburg Media Learner.Org.
Bridging World History [Unit 17]. Ideas Shape the World. Video retrieved from
http://www.learner.org/resources/series197.html?pop=yes&pid=2160
Transparency of/and Historical Personalities Assignment Sheet
Enlightenment Personality Project RUBRIC
Bellwork:
Think about a time that you or someone you know of have had a thought or an idea that
they were passionate about and could not let go of it until you had done something
about it. On the top 1/3 of the 5”x8” index card, tell what the idea was and the outcome
of the event spun by it.
Attention Getter:
Ideas have been known to move people to actions that may affect everyone or only
themselves. [12:05-12:42] Revolutionary scientist Isaac Newton’s first law of motion
asserts that “for every action, there is an equal and opposite reaction; and his third law
asserts that an object at rest will remain at rest unless acted upon by some outside
force.” Thus, the results of our very own ideas have the potential to cause actions that
are very productive and positive or ideas can motivate people to commit acts that
extremely negative and destructive. Even when not observable, there is an affect.
[Allow/select students to share examples from their experience. (Carousel/Round Robin
in small groups)]
Content Presentation:
After students have had an opportunity to share their experiences, lead them to
brainstorm random ideas in history that spawned changes in society. “Let’s take a few
minutes to consider and list examples of this tendency observable in events in history.”
Ideas indeed have the potential to cause change. In fact, ideas have changed and
continue to change the world.
Who are some people or groups with ideas in our time that are changing the world as
we know it today?
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Positive/Productive
All men born free and equal
No Observable Results
Negative/Destructive
Some people are superior
Define Terms:
Display the terms; students are to copy and define them as the Enlightenment Unit is
introduced.
Mini-Lecture: the Scientific Revolution and Enlightenment Eras produced historical
personalities who had great ideas that when explored and acted upon made great
contributions to the world during their time and ours. Their ideas were new and
challenged the traditional ways of thinking and believing. The age of reason had
begun. Many of the ideas of the Enlightenment changed the way people viewed God,
the universe, government and mankind. Some believe that these people were
liberators who paved the way for the modern world. As we study this unit, you will each
select one of these personalities to learn about as you identify and analyze causes and
effects of the Scientific Revolution, Enlightenment, and various Revolutions. You will be
asked to be aware of how the ideas and discoveries of these historical personalities
impacted both their times and our world today.
Explain: at the end of the class each student will have an opportunity to select a
historical personality to research and present lessons learned to classmates. For the
next five days you will take on the role of the person you select. [As you are introduced
to some of the historical personalities of the Enlightenment, record the name of the
three personalities you would most like to study on back of index card. (Write the
numbers 1st, 2nd, and 3rd on the back of the card now as a reminder.) Remember, only
one person will be assigned each personality, so do not let others know your choice to
avoid in sighting their interest in that personality. Assignments will be made on in the
order they are received.
Scientific Revolution – the period of great advances in the sciences, roughly 1500-1700
Enlightenment – reason is viewed as the only legitimate source of authority
Age of Reason - period in 18th century France, England, and other nations
characterized by a critical approach to religious, social, and philosophical matters that
seeks to reject beliefs or systems not based on or justifiable by reason.
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Liberators – people who set a nation, area, group or individual free from control by a
foreign or oppressive government or from social or economic constraints or
discrimination, esp. arising from traditional role expectations or bias that include forms
of domination or bondage.
Survey Textbook:
Allow students to survey the chapter of their textbook that presents the Age of
Enlightenment and Revolution to answer the question: “What was the Enlightenment
and how might it be relevant to us today?” Students are to record their answer on the
5”x8” index card.
Poll students to see if they were able to answer the question and determine the
significance of the Enlightenment in today’s world. (Ask students to share their
responses.)
View Video Clip:
Introduce the clip for “Ideas Shape the World” and tell the students to watch to add
details to their answer the question “What was the Enlightenment and how might it be
relevant to us today” and to identify the top three Enlightenment personalities they
would like to learn more about.
Practice/Assessment:
Students have taken notes on key terms from the class lecture, textbook survey
discussion and video presentation. Teacher will assess students’ initial understanding of
the Enlightenment by listening to and reading their responses. Also, the students have
selected a historical character from the Scientific Revolution, Enlightenment, or
American Revolution Era by listing their first, second and third choice on the back of the
index card where they wrote their responses to the vocabulary and Enlightenment
questions. This will also indicate their level of understanding of the introduction to the
Enlightenment Unit.
[Display Historical Personalities Transparency and allow students to write their top
three choices of Enlightenment personalities to research on the back of the index card.]
Closing: Ideas can cause major changes in the beliefs and behaviors of individuals, but
when these ideas are shared with others, they have the potential to change the world as
we know it. You will be assigned one of your choices of Enlightenment thinkers,
revolutionary scientists, or revolutionary liberators. Tomorrow, you will report to the
Media Center where you will begin researching your selected person to discover how
their ideas contributed to society both then and now. Pass out Enlightenment
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Personality Project RUBRIC. Tell students to read through it for homework and that
questions will be discussed at the beginning of the next class in the Media Center.
Materials and Resources
 Teacher Content Notes
 Historical Personalities Assignment Sheet (copy one for each class and
create a Transparency of this page for displaying)
 Enlightenment Personality Project RUBRIC
TEACHER CONTENT NOTES – Day 1:
Textbook Survey Discussion Questions
Did you see anything that you are already familiar with?
How many photographs or references to women and blacks did you see as you
scanned the textbook chapter?
What do you think was the percentage of women and blacks living in these areas during
this time?
Why is this so?
Before and after this period, what were the social roles of women and blacks?
What were their daily lives like?
What do you think of this being included in our history textbook?
Why are there so few of these images and references?
Were there any women, blacks or other minorities involved in the progression of the
Enlightenment?
Is this okay with you? Why or why not?
Is there anything that can be done to change the tendency to omit women, blacks, and
other minorities from this period of history?
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LESSON PLAN – Day 2 and Day 3
Title: Researching Enlightenment Personalities, Revolutionary Scientists and
Liberators
NCSS Theme(s):
 I. Culture and Cultural Diversity
 II. Time, Continuity, and Change
 III. People, Places, and Human-Environment
 IV. Individual Development and Identify
 V. Individuals, Groups, and Institutions
 VI. Power, Authority, and Governance
Lesson Plan Goal:
Student will spend two 50 minute class periods in the Media Center with computer
access to study and collect information on assigned Enlightenment personality,
revolutionary scientist, or revolutionary liberator as they prepare for reciprocal teaching
experiences.
How this lesson relates to the “Big Idea”: The students will have an opportunity to
examine the Enlightenment Era as they learn through researching philosophers,
scientists, writers, musicians, depots, and liberators. Throughout the unit students will
have an opportunity to improve their understanding of the Enlightenment ideas of the
1600 and 1700’s and their effects on the world then and now. In addition, students will
be given the chance to sharpen their ability to plan and write an oral presentation in
preparation for teaching peers about the various people, events and achievements of
the Enlighten Era.
Informational Knowledge:
The Enlightenment Era is a time of illumination, also known as the Age of Reason.
During the 18th century, a group of new age thinkers known as philosophers began
exploring new ways of thinking and understanding the world. They wanted to rid the
world of superstition and ignorance. Using reason, their influence and discoveries
changed the operating systems of Europe and revolutionized science, math, political
systems and the arts. Though enlightened thinkers originated in Europe, their ideas also
influenced social and political developments in the Americas.
Steps:
 Disperses to students their 5”x8” index card with assigned historical personality
highlighted and the Enlightenment Research Form as they enter the Media
Center.
 Display the Historical Personalities Assignment Sheet
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Teacher uses first five slides of Enlightenment Power Point to quickly review the
origins and effects of Enlightenment ideology upon the development of science,
governments and the arts.
Students use online resources such as Britannica, Grolier/Americana
Encyclopedias online, Facts on File, World and I School Online, and other online
or print resources to research and discover facts about assigned personalities to
answer the questions
Students make a list of sources consulted to learn about assigned historical
personality
Students use the gathered information to organize and plan their role play for
class presentation
Electronic copy of the filled in Historical Personalities Assignment Sheet
Students’ 5”x8” index card with assigned historical personality highlighted
Electronic copy of the Enlightenment Personality Project RUBRIC
Enlightenment Power Point
LCD projector and Screen
Student computers with internet access
Student copies of Enlightenment Research Form
Day 2 Bellwork: Write the name of your assigned historical personality on the space
provided in the “Directions:” section of the Enlightenment Research Form. Read each
question. Circle items or phrases you have questions about. Address questions to
teacher when asked if there are any questions about the research.
Day 3 NO Bellwork: Students will resume researching and role playing preparations.
Attention Getter: Make it a point to refer to students by the name of their assigned
personality. Also, make a big deal of the students no longer being themselves, but now
and for the next few days, they are their Enlightenment personality. Tell them, “You
have amnesia and you now must rediscover who you are; because in 3 days you have
an important presentation to give or your name will forever be lost to history if you
cannot tell this generation something about yourself that will make them want to
remember who you were.” Using the LCD projector, 1) point out where students should
record the name of their assigned personality and the accompanying presentation
format on the Enlightenment Personality Project RUBRIC and the Enlightenment
Research Form. 2) Explain and model how to go about searching online sources to
answer questions from the research form. 3) Field students’ questions about the
research process and the questions on the form as needed.
Content Presentation: Once students’ questions have been answered, remind the
students 1) that each of them will be role playing the assigned personality from the
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seven groups of important figures listed on the Historical Personalities Assignment
Sheet following the designated format of presentation. 2) to be prepared to answer the
questions from the perspective of their assigned personality; 3) to remember to be
historically accurate as they prepare their responses; and 4) to understand that each
personality was shaped by his or her personal beliefs, values, and experiences during
the time period in which he or she lived.
Review basic Enlightenment ideology using the first five slides from the Enlightenment
Power Point.
Practice/Assessment:
The students will be assessed based upon a possible 100 points for
 3 points for accurate, quality responses to each of the 12 question categories
 Up to 20 points each day for using time wisely: active reading, analyzing
information and writing answers to questions in preparation for role playing
 On task/Focused and Engaged beyond normal expectations (using appropriate
web sites)
 Documenting cites where information is found
Closing:
Using the Smart Board or LCD Projector and Screen, display the research topics from
the Enlightenment Research Form. As students save their work from the day, call on
each personality to share their name and one of the displayed details they discovered
during that day’s research.
 Biographical information
 Thoughts about religion
 Beliefs about freedom
 Beliefs about man
 Beliefs about government and society
 Beliefs about truth or knowledge
 Discoveries/achievements/accomplishments
 How influenced the world
 Changes to your discoveries or achievements
 Motivation: well being of common man or personal gratification
 Biggest mistakes/things you would change
 Role in society: who liked you or disliked you
Materials and Resources
 Teacher Content Notes
 Historical Personalities Assignment Sheet
 Enlightenment Personality Project RUBRIC
 Enlightenment Research Form
 Students’ 5”x8” index card with assigned historical personality highlighted
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

Enlightenment Power Point
LCD projector and Screen
Student computers with internet access
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LESSON PLAN – Day 4
Title: Formulating Speeches, Monologues, Dramatic Readings, and Audio
Presentations
NCSS Theme(s):
 II. Time, Continuity, and Change
 IV. Individual Development and Identify
Lesson Plan Goal:
Students will spend one 50 minute period compiling the information they have gathered
into a two to five (2-5) minute speech or presentation. (Differentiation of Instruction –
Students must use the assigned format for the oral presentation, but the specifics of
how they choose to present may be decided in agreement with the teacher.)
How this lesson relates to the “Big Idea”: The students will be given the opportunity
to decide what is most important about an assigned Enlightenment personality and
prepare a speech to present this information to classmates.
Informational Knowledge:
Enlightenment ideas spread throughout Europe and the Americas prompting a variety of
developments in science, government, art, music, literature expanding free society and
giving voice to the world’s citizens. Lead students in identify the impact of the
Enlightenment.
 Name three things that helped spread Enlightenment ideas.
 Why would the style of music change?
 How does the scientific method contribute to the emergence of new idea?
 Identify a way Rousseau’s statement “Man is born free, and everywhere he is in
chains” applies today.
 Can you agree with Voltaire when he said “I do not agree with a word you say but
will defend to the death your right to say it?” Why or why not?
Steps:
 Bellwork – Major Ideas of the Enlightenment Chart
 Attention Getter – Philosophy – values and beliefs
 Independent/Group Practice – Writing Speeches, Monologues, Dramatic
Readings, and Audio Presentations using Enlightenment Personality
Presentation Planning Sheet or The Hobbes versus Locke Debate
Directions and teacher assisstance
Closing: The Spread of Enlightenment Ideas transparency
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Materials and Resources
Major Ideas of the Enlightenment chart
Cluster Map
Enlightenment Personality Presentation Planning Sheet
The Hobbes versus Locke Debate Directions
PhotoStory, Power Point, Poster Board
Computer Microphones
Hayden, Mozart, and Beethoven Music (ipods, cds, cassettes, etc.)
LCD projector and screen, Overhead projector, SMART Board
The Spread of Enlightenment Ideas transparency
Day 4 Bellwork: Display the Major Ideas of the Enlightenment chart and the
questions below. Instruct students to pair with the person next to them and use the chart
to answer the questions.
Major Ideas of the Enlightenment
Idea
Natural rights—life,
liberty, property
Separation of powers
Freedom of thought and
expression
Abolishment of torture
Religious freedom
Women’s equality
Thinker
Locke
Impact
Fundamental to U.S. Declaration of Independence
France, United States, and Latin American nations use
Separation of powers in new constitutions
Guaranteed in U.S. Bill of Rights and French Declaration
Voltaire
of the Rights of Man and Citizen; European monarchs
reduce or eliminate censorship
Guaranteed in U.S. Bill of Rights; torture outlawed or
Beccaria
reduced in nations of Europe and the Americas
Guaranteed in U.S. Bill of Rights and French Declaration
Voltaire
of the Rights of Man and Citizen; European monarchs
reduce persecution
Wolstonecraft Women’s rights groups form in Europe and North America
Montesquieu
SKILLBUILDER: Interpreting Charts
1. Analyzing Issues
What important documents reflect the influence of Enlightenment ideas?
2. Forming Opinions Which are the two most important Enlightenment ideas? Support your
answer with reasons.
Attention Getter: Explain “philosophes” to students using the Cluster Map below.
(Advise students to copy the information in the center circle. Tell them that the French
word for philosopher is philosophe, and ask them for the translation in their languages.
Tell them the meaning of philosophy and that it can also refer to a system of values and
beliefs. Ask students to share one of their values of beliefs. Teacher writes it into the
Cluster Map. Bring their attention to the fact that the figures where their ideas were
written were each different just like the many new ideas of the Enlightenment; but if we
look closely we can see many ways they impact us today.
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Philosophy
“reasoning about
the nature of
things (values &
beliefs)
Philosophe
(French for
Philosopher)
Practice/Assessment:
Students will be assessed based on how they utilize their time planning for the
presentation. The
Enlightenment Personality Presentation Planning Sheet and the The Hobbes
versus Locke Debate Directions will be graded based on a possible 50 points.
Closing: Today is the last day for discovering who you are. The Enlightenment
personalities we have been studying are only a few of the most prominent thinkers who
lived during the 16th, 17th and 18th centuries. Display the again The Spread of
Enlightenment Ideas transparency as the teacher asks personalities to stand some of
their ideas are called out. Tell the students that when the class next meets, they will be
witnessing the Great Debate between the great Political Philosophers, Thomas Hobbes
and John Locke and a Panel Discussion among our Revolutionary Scientists.
Materials and Resources
 Teacher Content Notes
 Enlightenment Personality Presentation Planning Sheet
 The Hobbes versus Locke Debate Directions
 The Spread of Enlightenment Ideas transparency
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LESSON PLAN – Day 5
Title: Parade of Enlightenment Personalities
NCSS Theme(s):
 III. People, Places, and Human-Environment
 IV. Individual Development and Identify
 V. Individuals, Groups, and Institutions
 VI. Power, Authority, and Governance
 IX. Global Connections
 X. Civic Ideals and Practices
Lesson Plan Goal:
The students will portray their assigned Enlightenment personality in a way that
engages the class and explains to the group the historical significance the person and
the past and present impact of his or her ideas. Students will actively listen to the
presentations of others and record what they assess to be most important as it relates
to the Scientific Revolution, Enlightenment, and Revolution in the Americas.
How this lesson relates to the “Big Idea”: The students’ presentations will give
students an opportunity to learn about various Enlightenment personalities and make
connections between the many cause and effect relations that existed. By teaching
others and watching the presentations of others, students can make full observation and
analysis of the fundamental concepts associated with the Enlightenment. This allows
them to see patterns of the shift from faith in God to faith nature and belief in human
progress.
Informational Knowledge:
Students will gain knowledge about the Enlightenment, from three sources in this
lesson. They will learn by presenting to others through reciprocal teaching, seeing the
Enlightenment concepts stated by their peers, and through the power point compiled by
their teacher.
Steps:
 Bellwork – Enlightenment and Revolution, 1550-1789 transparency
 Attention Getter
 Independent/Group Practice – Taking notes, presenting Speeches, Monologues,
Dramatic Readings, and Audio Presentations
 Wrap Up – Teacher will pose 10 questions (from Teacher Content Notes) as
teams of students compete to answer the greatest number correctly.
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Day 5 Bellwork: Display the Enlightenment and Revolution, 1550-1789 transparency
and the questions below. Instruct students to study the transparency for five (5) minutes
and answer two of the following questions.
1) What development in the Scientific Revolution contributed most to the
Enlightenment?
2) How did Enlightenment ideas lead to the American Revolution?
3) How did your Enlightenment personality’s ideas contribute to or inspire political
revolutions? 4) How do the scientific method and Enlightenment ideas affect life today?
Attention Getter:
Teacher works the crowd anticipating the arrival of each Enlightenment personality.
Dressed like a talk show host brandishing a microphone and relishing the significance of
this historical moment. Interviewing students, and asking who they look forward to
hearing and why?
Content Presentation:
Student presentations and the teacher’s summary slide for each Enlightenment
personalities and category – Enlightenment Power Point
Practice/Assessment:
Student notes will be assessed and given a percentage of points based on the quality
of information recorded from the presentations.
Closing: Teacher will divide class into teams of four and conduct an informal Jeopardy
game. The Winning team will have five points added to the assignment of their choice.
As student prepare to leave ask each student to complete an Exit Slip for the overall
evaluation of the Enlightenment Unit.
Materials and Resources
 Teacher Content Notes
 Materials and Resources
 Enlightenment and Revolution, 1550-1789 transparency
 Elmo or Overhead Projector
 Enlightenment Power Point
 LCD projector and screen
 CD/cassette player, laptop, speakers,
 Student Presentations
 Student Copies of Historical Personalities Presentation Notes page
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Suggested Teacher Readings:
Beck, R. B., etal. (2005). World History: Patterns of Interaction. Illinois: McDougal Littell.
Lewis, Hackett. The Age of Enlightenment: The European Dream of Progress and
Enlightenment, 1992. (Included in separate Reading file.)
Nakpiban, C. Curriki. Clovis Online School.
http://www.curriki.org/xwiki/bin/view/Coll_Group_CentralValleyOnlineSchool/Lesson302TheGreatDebate Retrieved January 25, 2009.
2. Consistent file name (please save your files as following, some examples):
Dennie_M_TheEnlightenment_Reading.docx
Dennie_M_TheEnlightenment_PowerPoint.pps
Dennie_M_TheEnlightenment_RUBRIC & Docs.docx
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