Age of Reason
Be familiar with
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Be able to recognize, define, describe, memorize, recall
Assessed through matching, ordering or placing events in sequence or on a
timeline, fill-in-the-blank, multiple choice
• Define: deists; philosophes; paradigm shift; Scholasticism; geocentric and
heliocentric views of universe; scientific method
• Recognize why these individuals re major contributors to Scientific Revol and
Enlightenment (see lecture): Copernicus; Galileo; Francis Bacon; Isaac
Newton; William Harvey; Cesare Beccaria; Mary Wollstonecraft
• Recognize, define and place on a timeline major eras and events (see
handout)
• Match ideas to the author: Malagrida; Wesley; Voltaire; Pope; Leclerc;
Rousseau; Hume; Baron d’Holbach (e.g. sources 1-10 of chapter 4)
• Recognize differences between the trial record and letter to Veronica
regarding Johannes Junius
• Recognize how Friedrich von Spee appealed to reason to argue against the
methods of witchcraft accusations.
Need to Know
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Be able to explain, paraphrase, compare, distinguish, interpret, summarize
Assessed through writing, multiple choice, and in some cases, ordering events
• Summarize and distinguish similarities and differences between the major
characteristics of the Scientific Revolution and the Enlightenment
• Larger political context of the Enlightenment (e.g. absolutism)
• Explain the essential ideas of each author (sources 1-10) regarding how they explain
the Lisbon Earthquake specifically or how they contribute to the “mind of an age”
• Explain how Johannes Junius was compelled to confess being a witch (three
potential sources: trial record, letter to Veronica, Friedrich von Spee)
Big Ideas (Formulated as Questions)
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Be able to interpret, evaluate, differentiate, organize, construct, formulate
Assessed through writing, discussion, debate
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Why do the witch hunts lead historians to question whether or not Europe in
the 17th-18th centuries should be labeled the “Age of Reason”?
Why did the Lisbon earthquake present such an intellectual crisis for
eighteenth-century thinkers?
How did theologians explain the disaster within the framework of their beliefs?
How did Enlightenment thinkers explain it?
In what direction was their thought on the physical world and its relationship
to divine forces leading them?
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Timeline:
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Eras
Events
Individual Contributions
Reigns of kings, prime
ministers, dictators
Discoveries
1500
1789
Age of Reason
What you note depends upon the
questions we seek to answer and
their potential significance to
answering the questions.