2014 Defining the Age of Enlightenment and Five Key Ideas Lesson Plan
Accelerated Level
Dates:
Day One:
1. Quiet Question: Type One Prompt---Working with your partner, you are going to analyze the
Written Primary Source Excerpt from Immanuel Kant’s “What is Enlightenment?” written in 1784.
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This is a Type One which is to introduce and brainstorm.
You will be assessed on completion and not accuracy. It may be done in bullet format.
Reflection Questions:
a) What are the pre-conditions or factors necessary for a society to be called “Enlightened?”
b) How can a ruler create this “enlightened” atmosphere in his kingdom or nation?
Written Primary Source Excerpt:
“…All that is required for enlightenment is freedom; and particularly the least harmful of all that may
be called freedom, namely, the freedom for man to make public use of his reason in all matters….
The question may now be put: Do we live at present in an enlightened age? The answer is: No, but in
an age of enlightenment. Much still prevents men from being placed in a position or even being
placed into position to use their own minds securely and well in matters of religion. But we do have
very definite indications that this field of endeavor is being opened up for men to work freely and
reduce gradually the hindrances preventing a general enlightenment and an escape of self-caused
immaturity. In this sense, this age is the age of enlightenment and the age of Frederick the Great….
I have emphasized the main point of enlightenment, that is of man’s release from his self-caused
immaturity, primarily in matters of religion. I have done this because our rulers have no interest in
playing the guardian of their subjects in matters of arts and sciences. Furthermore immaturity in
matters of religion is not only most noxious but also most dishonorable. But the point of view of a
head of state who favors freedom in the arts and sciences goes even farther; for he understands that
there is no danger in legislation permitting his subjects to make public use of their own reason and to
submit publicly their thoughts regarding a better framing of such laws together with frank criticism of
existing legislation. We have a shining example of this: no prince excels him whom we admire. Only
he who is himself enlightened does not fear specters when he at the same time has a well-disciplined
army at his disposal as a guarantee of public peace. Only he can say what the ruler of a free state
dare not say: Argue as much as you want and about whatever you want, but obey!”
2. Group Share: Turn to your quad group members and share the Reflection Question Answers.
Then answer the following Type One Prompt as a group:
Based upon the excerpt, what do you think the Age of Enlightenment was about and why?
3. Class: As a class, we will share and discuss the predictions. The teacher will introduce the Age of
Enlightenment. As the teacher reads aloud the short introduction, use Active Reading Strategies--highlight key words or phrases, make notes or questions in the margins, etc…
The Growth of Democratic Tradition: The Age of Enlightenment
During the Enlightenment, or Age of Reason,
intellectuals began to examine the standards by
which rulers governed. The principles of this time
held that everything, including the government, was
worth examination and scrutiny. These principles
spread to our early political scientists.
These new liberal ideas stated that individuals
had natural rights and that government was an
agreement or contract between the people and
their ruler. In this governmental contract both
the ruler and the citizen had rights and
responsibilities.
Power needed to be separated and balanced so that
individuals or groups did not become corrupt through
those powers. The people wanted a change from
absolutism and the divine right of kings to
constitutionalism. Constitutionalism was the belief
that the government contract should be written
down, making clear what powers were given to
whom.
The philosophers believed that the government
"contract" and its supporting laws needed to
reflect the "general will" of the people. Laws
should be agreed upon by both the ruler and
those governed. Assemblies of citizens should
be formed with real power to influence the
government and judge whether rulers acted
properly.
Rulers and governments which abused their power
and did not protect the rights of the citizens were
corrupt and the people had a right to rebel and
replace the ruler. The ruler also had the right to
expect that the citizens would respect the
government and laws which were just.
After the American Revolution and the French
Revolution, more and more countries began to
write constitutions which reflected these
liberal ideas. Political theorists or thinkers
further examined how to determine if the laws
or rules of government really reflected the
"individual rights" of the citizens and the
"general will" of the people.
It became accepted that legislation and justice ought
to reflect what was the best for the most people, or
the greatest good for the greatest number.
Discussion and debate on exactly who was a citizen
and had the right to take part in the new
governments continued to grow. Discussions on
slavery, women's rights, and discrimination continue
today.
4. Class: We are going to watch the Age of Enlightenment Video I have downloaded from United
Streaming. It will also be uploaded to the teacher page for students who are absent to watch.
The running time for this is 15:22 minutes.
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As we do, you are to complete the Web Chart on the Age of Enlightenment.
Identify the key ideas and related events in the Five Ws and How Organizer.
5. Class: As the teacher begins the Defining the Age of Enlightenment PowerPoint Presentation, you
are to take notes in the provided graphic organizer.
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We will be stopping at different points within the PowerPoint for Pair-Share Activities.
Please pay attention to how and what you will be taking notes on:
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Definitions/Key Characteristics: This includes the formal definitions, key defining
characteristics, and related causes and effects.
Examples: This includes examples of new ideas, key people, events related to the definitions
or beliefs, and PRIMARY SOURCE QUOTES.
Symbols: These are symbols or pictures that help you remember the HISTORICAL
DEFINITIONS. It is best to do this in color to help you remember.
*****It is very important to take good notes for all three parts as we will be using this information
for a Group Project and for the Homework.*****
6. Homework: You are to take notes in the provided graphic organizer under the correct categories.
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Your reading notes should be in EITHER ORANGE, RED, PINK, OR PUPRLE PEN. This is to
distinguish the reading notes from the class notes.
You will be taking notes from TWO DIFFERENT SOURCES:
o 2014 Age of Enlightenment Supplemental Reading
o Glencoe Online Textbook
Access the 2014 Age of Enlightenment Supplemental Reading in Word format on the teacher
page. Below the Graphic Organizer Topics have been identified to help with the note-taking.
o Causes: pages 1-2
o Nature/Deism: pages 1-2
o Examples of Philosophes: pages 2-4
o Causes: pages 4-5
o Flowcharts Cover All
Glencoe Online Textbook:---Below the Graphic Organizer Topics have been identified to help
with note-taking.
o Causes of the Enlightenment: pages 538-545
o Defining the Enlightenment: page 546 ONE PARAGRAPH
o “Europe and the Age of Enlightenment Map” ONLY: page 547
o Philosophes and Examples of Philosophes: pages 548-551
Chunking of Reading and Note-Taking Assignment:
Night One:
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Read and take notes from “2014 Age of Enlightenment Supplemental Readings” pages 1-5 and
the three flowcharts.
Night Two:
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Read and take notes pages 538-545 in the Glencoe Online Textbook.
Night Three:
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Read and take notes from pages 548-551 in the Glencoe Online Textbook.
This will be checked for Class Participation Points the next class period.
Day Two:
7. Class: As the teacher continues the PowerPoint Presentation, you are to take notes in the
provided graphic organizer.
8. Homework: Continue the chunked reading and note-taking.
Day Three:
9. Class: The teacher is going to continue PowerPoint Presentation, and you are to continue taking
notes in the provided graphic organizer.
10. Homework: Finish the chunked reading and note-taking. It will be checked for class participation
points the next class period.
Day Four:
11. Class: The teacher is going to finish the PowerPoint Presentation.
notes in the provided graphic organizer.
You should finish taking your
12. Pairs: To help review and summarize the Age of Enlightenment, you and your partner are going to
complete the Sum It Up Activity.
13. Class: Pairs share their Sum It Up Activities. Answer any remaining questions.
14. Homework: Complete the Study Guide Questions for the first lesson .
Days Five-Seven:
15. Groups: Summative Assessment---As a way to check for understanding and review what the Age
of Enlightenment was all about, in your assigned groups, you will be creating a Pictoword for
ENLIGHTENMENT.
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A Pictoword uses images related to the word to form the shapes of each letter.
As you shape-spell out the word, you are also defining the word and providing examples of
what the word is all about.
You may have done this in middle school as one of your art projects.
Examples are posted around the room and will also show examples on the Smartboard.
There are also examples uploaded on the Teacher Page.
You will use your graphic organizer notes from the PowerPoint, the online textbook, and
supplemental reading for this activity.
a) The student used pictures, symbols, and images to form the shape of each letter.
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The student did not just outline the letter and stick pictures to it.
And the images spell out---ENLIGHTENMENT
The actual images/symbols naturally form the shape of the specific letters.
b)The images each defined a different aspect of the ENLIGHTENMENT- That means 13 different characteristics.
 No concepts or images were repeated.
 If an image or aspect is repeated, it will not be counted.
 You may use computer images from teacher’s PowerPoints uploaded on the teacher page, the
internet, or hand-draw them.
 Must address: The list below includes 15 possible topics for the 13 letters of Enlightenment.
o Causes:
o Ancients and Middle Ages
o Renaissance
o Scientific Revolution
o Economic Changes
o Social Class Changes
o Political Oppression and Intolerance
o Exploration
o Definition of the Enlightenment and Main Beliefs other than Five Key Ideas
o The Five Key Ideas of the Enlightenment:
o Reason
o Nature and Deism
o Liberty
o Happiness
o Progress,
o What and Who were the Philosophes and Examples and Salons
o Effects of the Enlightenment: Religious Toleration, Literacy, American History, etc…
 Each image/letter is worth 5 points for a total of 65 points
c) There was a detailed TYPED key that explained the symbolism for each letter.
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The key was well-developed and served as a good review of the notes from all sources---You
Tube Clip, PowerPoint Lecture, and Reading Notes.
Do in Calibri Bold Size 12 Single-Spaced Font.
Each key description was a minimum of THREE well-developed sentences that defined,
explained, and provided examples.
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DO NOT WRITE VAGUE, BROAD, OR GENERAL STATEMENTS….Must have specific historical
content like places, people, dates, events, statistics, etc…
o A well-developed sentence should do ONE of the following:
 Define and explain
 Provide an example and make connections between the example and
characteristics
 Include a primary source quote that is analyzed
 Identify and examine the causes and effects relationships
Each letter with key explanation is worth 5 points for a total of 65 points.
d) The assignment was done in color, neat, and reflected good effort. If not, it is 10% off.
Comments:
Total:
/130Points
Chunking of the Summative Assessment Pictoword:
Work Day One/Day Five:
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Assigned groups.
Complete the Group Responsibility Sheet Contact Information.
Create a rough draft of the Pictoword as a group.
Assign the letters to specific group members---they are responsible for the drawing and
writing parts for those letters.
o If there are five people in the group, three people will be assigned 2 letters and two
people will be assigned 3 letters.
Update the Group Responsibility Sheet and turn back in before end of period.
Homework: Draw and/or print out and color your assigned letters.
Work Day Two/Day Six:
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Group members get out their art parts for their assigned letters.
o Make any corrections.
Assemble on the oaktag poster board.
Update the Group Responsibility Sheet and turn back in before end of period.
Homework: Type up your written part of the project.
o Email to all group members, so it will be easy to edit tomorrow and print up.
Work Day Three/Day Seven:
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Group members should pair up and edit each other’s written parts.
o Make sure they are well-developed sentences with strong historical content.
o Edit for spelling, capitalization, and grammar.
Print up the key in the order of the letters---how Enlightenment is spelled and attach at the
bottom of the oaktag under the Pictoword.
Update the Group Responsibility Sheet and attach to poster.
Homework: Finish up the Study Guide Questions for this lesson.