1. Enlightenment Notes
Workbook pg. 15

2. Enlightenment Notes Essential Question:
How did ideas from the Enlightenment begin to change individuals thoughts on government?

3. The Enlightenment Also known as the Age of Reason 1650’s – 1776
Emphasizes analysis, reason, and individualism
Coincides with the Scientific Revolution
Use logic to make all decisions = Rationalism
Trust nothing, test everything
Challenges Romanticism, Authority, and the Catholic Church
Cogito Ergo Sum

4. What spurred the Enlightenment?
Availability of books (including the Bible)
Printing Press (Ind. Rev. again!!)
Increased literacy rates
Use of the scientific method

5. Enlightenment Ideas Social Contract Theory
Thomas Hobbs, Leviathan (1651), Jean Jacque Rousseau
Governments and citizens have an unwritten contract
People willingly give up their individual freedoms to live under the rules of a government who serves them
If they no longer benefit the people, they should no longer give up their individual freedoms.

6. b

7. b Natural Rights / Natural Law John Locke (1689)
There are rights that we are given by God and no one can give or take them away, not even the king
Life, Liberty, Property

8. Declaration of Independence (Example of Natural Rights)
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government

9. The General Will Jean Jacque Rousseau
Laws are made to force all to act for the good of the collective and not the self, which is then better for self too.

10. Socratic Seminar Prep Workbook pg. 26-27 :
- (28-29 if other pages are already written on)
Class Docs pg

11. Directions Read documents one at a time For each document
Highlight key pieces of information
Write down ideas you want to discuss
Write questions to ask other students
Level 2 and 3 only
The Socratic Seminar will be 100% student lead (find interesting topics to discuss)

12. 3 Levels of Questions
Workbook pg. 32

13. Level One Questions Stated in the text Who, what, when, where
Factual level
What time did the
Fairy Godmother say
Cinderella needed to
leave the ball?

14. Level Two Questions Implied in the text How and why
Interpretation and analysis level
Why did Cinderella’s stepmother care
if she went to the ball or not?

15. Level Three Questions
Go beyond the text to apply its themes to parallel situations
Analytical questions
Uses text as a guide to explore bigger issues
Can anyone ever
“live happily ever after?”

16. Goldilocks

17. Write two ”level 1” questions
Level One Questions
Stated in the text
Who, what, when, where
Factual level
What did Example Level 1 Questions
Goldilocks do to baby bear’s chair?
Whose portage did Goldilocks eat?
When the bears returned home what was Goldilocks doing?

18. Three Levels of Questions
Level Two Questions
Implied in the text
How and why
Interpretation and analysis level
Level 2
What lesson do you think this story is supposed to teach to young children?
Why do you think that the villain is a blonde haired female child?
What kind of a friend do you think Goldilocks would be?

19. Three Levels of Questions
Level Three Questions
Go beyond the text to apply its themes to parallel situations
Analytical questions
Uses text as a guide to explore bigger issues
Level 3
How do you think a child would respond to hearing this story?
Why do we use fables to teach values to children instead of just telling them what to do?
What does it say about humanity that we are constantly trying to give animals human characteristics and circumstances?