Name: __________________________________
Period:___
Global 10
Date: ____________
The Enlightenment: Philosophe Project
A primary goal of the Enlightenment was to spread the principles of democracy around the world, especially to European countries
where absolute rulers were still in power. In this project you will review the various types of governments that existed through the late
1700’s and the thinkers who supported those governments.
Your group will represent a philosophe, or Enlightenment thinker, and his/her ideas about government.
Due Dates:
Documents:
_______________
Graphic Organizer:_______________
Coffeehouse debate: _______________
In your packet you will find:
 Supporting documents for the Enlightenment
 Timeline of the development of democracy
 Biography of your philosophe
 A graphic organizer that will allow you to collect information on all of the philosophes.
Each group will also have:
 A group checklist
 A picture of your philosophe
 A summary of all the philosophes being represented.
GOAL:
The goal of this project is to represent your philosophe and his/her ideas about government. You will be asked to defend his/her
ideas using supporting evidence based on the readings: “Major Themes in the Enlightenment,” “Enlightenment Supporting
Documents,” your philosophe’s biography, and Chapter 22, Sections 2 & 3.
ACTIVITY:
 Complete the Enlightenment Document Questions
 Complete the graphic organizer for your philosophe
 Be prepared to answer and debate three main questions that will be asked of your group (same as graphic organizer):
o What is the ideal form of government?
o What should the social contract between the government and the governed be?
o Can the people be trusted to govern?
 All group members participate in a coffeehouse debate about the answers to the above listed questions, in the voice of their
philosophe.
TIMELINE OF ACTIVITY:
 Day 1: Review directions and rubric; complete documents; begin biography and graphic organizer work
 Day 2: Complete biography and graphic organizer; develop answers to debate questions with supporting evidence, prepare the
image of your philosophe and his/her plaque.
 Day3: Coffeehouse Debate- 30 minutes to debate the questions
GRADING: (See Rubric Attached)
 You will be graded based on your groups ability to clearly and accurately present your philosophe’s point of view
o Accurate completion of documents
o Accurate completion of graphic organizers (both your section and the section of other group members)
o Appropriate, clear, and accurate participation by all group members in class debate.
You will use these supporting documents and the information collected on the Philosopher project to create support a written piece at
the end of the Enlightenment unit. Read each document and then use the document to respond to the question below it.
Document 1:
In which countries did the Enlightenment take place?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What is the relationship between the location of palaces, such as Versailles, and the location of academic centers, observatories, and the
publication of journals?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Document 2a:
The first encyclopedia
Document 2b: Subscriptions to Encycolpedie
Document 2c:
Document 2d:
What does the Document 2 series tell us about the value of learning during the Enlightenment?
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Document 3:
Who are these authors? Based on this list of titles, what were the major issues they wrote about during the Enlightenment?
_____________________________________________________________________________
_____________________________________________________________________________
Name: _________________________________________
Period: ____
Global 10
Breen
Rubric: Philosophe Project
10-8 Points
Enlightenment
Documents
Individual Philosophe
Graphic Organizer
Total Graphic
Organizer
Coffeehouse
Debate
Group Dynamic
7-5 Points
4-0 Points
All documents are complete and
contain accurate answers based on
the documents; answers have
correct grammar, appropriate and
accurate language and demonstrate
understanding of the material
All documents are complete; may
contain some inaccuracies; may
contain problems with grammar,
appropriate or relevant language;
demonstrates incomplete
understanding of the material
Less than all of the documents are
complete; contains inaccuracies; may
contain several problems with grammar,
language and relevance; may or may not
demonstrate understanding of the
material
Graphic organizer row for the
assigned philosophe is accurate
and complete; information is
based assigned readings and bio;
uses clear, appropriate writing.
Graphic organizer row for the
assigned philosophe is either
incomplete and/or contains
inaccuracies; information is based
on readings and bio; may contain
problems with clarity of answers
and writing
Graphic organizer row for assigned
philosophe is incomplete and/or
contains serious inaccuracies;
information from readings is incorrectly
used or not used at all; contains
problems with clarity of answers and
writing
All rows of graphic organizer and
accurate and complete* based on
the information provided in
debate by peers; uses clear,
appropriate writing.
Most rows of graphic organizer
are accurate and complete based
on information provided in debate
by peers; may contain problems
with clarity of writing and/or
interpretation of information
Several rows of graphic organizer are
incomplete and/or poorly completed;
information is not based on class debate;
may contain problems with clarity of
writing and/or interpretation of
information
All group members participated in
the debate; all debate questions
were clearly and accurately
answered; answers were supported
with evidence from readings; all
members conducted themselves
appropriately during the debate
All group members participated
but may have participated
unevenly; all debate questions were
answered; answers may have
needed further clarification;
answers may have needed further
evidence; majority of members
conducted themselves
appropriately may have needed to
be reminded of conduct
Group was productive and focused
with support of teacher; group was
somewhat self-directed; group
members may have experienced
difficulties in problem-solving;
group members needed reminders
about supporting all peers
throughout the project
Group participation in debate was
mostly focused on one group member;
may or may not have answered all debate
questions; answers may have needed
further clarification; may or may not
have needed further evidence; problems
with member conduct during the debate
Group was productive and focused
throughout project; group was
self-directed; group members
worked together to solve issues;
group was supportive towards all
peers throughout project
Total Points
Group consistently needed teachers
support to stay on task; may or may not
have been self-directed; group may have
regularly required teacher support to
solve-problems; may have lacked a
supportive attitude towards peers
throughout or at critical moments in the
project
* Period 6 & 7 will not complete the row on Aristotle
Comments:
How Could You Have Done Better
Total Points: ______/50
Philosophe Project Group Checklist:
]
Materials:
 Instructions
 Individual Packet with Documents, Timeline of Democracy, Biography Graphic Organizer,
and Rubric
 Group Member 1

 Group Member 2

 Group Member 3 (if needed)

 Group Member 4 (if needed)

 Group Member 5 (if needed)

 Image of Philosophe
 Summary of Historical Figures
 Textbook Chapter 6, Sections 2 & 3 (if needed)
Activities:
 Completed Enlightenment Supporting Documents
o Check the Rubric to make sure we get the most points possible on documents
 Read the biography of our philosophe
o Answered questions to improve our understanding of the material (optional)
 Completed the graphic organizer row for our philosope (make sure it’s the correct row!)
o Check the Rubric to make sure we get the most points possible on the assigned philosophe
 Created a name plate for our philosophe
 Decorated the image of our philosophe (optional)
 Prepared to answer the debate questions
o Question 1: Ideal form of government

 Do we have evidence to support our answer?

o Question 2: Social Contract

 Do we have evidence to support our answer?

o Question 3: People Trusted to Govern

 Do we have evidence to support our answer?

o Reviewed the Summary of Historical Figures so that we are prepared to challenge their
ideas with supporting evidence
 Check the Rubric to make sure we get the most points possible on debate preparation
During Debate:
 Answer all 3 debate questions
 Provide evidence to support your answers
 All group members should participate evenly
 Be respectful, appropriate and supportive of your peers throughout the debate
Country
Thomas
Hobbes
John
Locke
Baron de
Montesquieu
Voltaire
Cesare Beccaria
Olympe de Gouges
Mary Wollstonecraft
Significant
Works
What is the ideal
form of
government?
What should the
social contract
between the
government and the
governed be?
Can the people
be trusted to
govern?