1. Lesson # 2 - Enlightenment

2.  Page 159 ◦ Bell Ringer:  What was the Scientific Revolution? Will the SR have the greatest impact on economics, politics, or religion? Describe. ◦ Objective:  Analyze how the Enlightenment changed society‘s view of government ◦ Homework:  Create a chart that displays Locke’s three natural rights: life, liberty, and property. Attach illustrations or brief descriptions of violations of these rights that occurred during the game.  Page 160: Title – State of Nature Wrap Up  Page 161: Attach – The Enlightenment  Page 162: Attach – Charts  Page 163: Title – Homework: Locke’s 3 Natural Rights

3.  The Enlightenment, or Age of Reason, (approx. 1650-1800) was a sprawling intellectual, philosophical, cultural, and social movement that spread through parts of Europe, then throughout the world  The ideas, works and principles of the Enlightenment influenced the modern world, inspiring future change in terms of government, economics, and society

4.  It was enabled by the Scientific Revolution  Like scientists, Enlightenment thinkers and philosophers used logic and reason to think critically about the world  Enlightenment thinkers used hypotheses and observation to explain all aspects of society

5. Educated: They must develop ways to acquire as much money as they can from the rest of the players, but they need other people (strong or uneducated players) to do the enforcing/execution of their plans. Educated/strong: They must develop ways to acquire as much money as they can from the rest of the players. They may execute their own plans or hire other people (strong or uneducated players) to carry them out. Strong: They can earn money only by executing the plans of the educated players, and negotiating a share of the money acquired. Uneducated: They can do only the bidding of the educated players— either directly or via the strong. If they work for the educated, they must accept whatever payment the educated players pay. But because this “society” has no rules, the educated players may choose not to pay. The uneducated may resist if they have a group that is larger than those who are taking the money.

6. 1. No leaving the room or boundaries of the playing field. 2. No physical contact (shoving, pulling, etc.) or threats of physical contact. 3. Everyone must maintain the role assigned.

7.  Answer the following questions based on the activity: ◦ Make a prediction: What would real life be like if it mirrored the game? ◦ Where would we see situations like this? ◦ What would we feel about our lives? ◦ How would our lives be different? ◦ Solve the problem: What can people do to prevent such situations?

8.  Read “The Enlightenment” (page 161) and complete chart (page 162)  Time: 20 minutes

9.  Step 1: ◦ Choose 3 issues that the government is currently debating (ex: Healthcare) ◦ Write those in the boxes labeled “Issue # 1, 2, 3”  Step 2: ◦ Write down how each philosophe (Locke, Hobbes, and Rousseau) would feel about each issue. IE, what does it feel the people and/or the government should do about it?  Step 3: ◦ Choose 1 of the issues and write a dialogue that would occur between the three philosophes about the issue.  Would they agree or disagree? At least 3 lines per philosophe.

10.  Create a chart that displays Locke’s three natural rights: life, liberty, and property. Attach illustrations or brief descriptions of violations of these rights that occurred during the game. John Locke’s Natural Rights LifeLibertyProperty During game:

11.  Page ◦ Bell Ringer: How did the Enlightenment thinkers exhibit qualities of the scientists from the Scientific Revolution? Explain and identify one philosophe and his ideas. ◦ Objective:  Analyze how the Enlightenment changed society‘s view of government  Describe the ways that the Enlightenment philosophers inspire revolution throughout the globe ◦ Homework:

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14. SKIT | Enlightenment Salon POEM | “Ode to Reason”  Instructions:  Review the information in the text about Enlightenment salons. (pp.574-575)  Each group will write a short skit about a scene that would likely take place at a salon. Characters should discuss & debate the following: ◦ Ideas about man in his natural state ◦ The purpose of government ◦ The ideal government ◦ Rights of each citizen  Each group will rehearse and perform their skits for the class.  Instructions  Write a poem or song called “Ode to Reason” that could have been written by an Enlightenment philosophe.  Find a creative way to praise reason and all of the things that can be accomplished through it.  You will recite your poems for the class.