Students are introduced to the Enlightenment, with its admiration for reason and its great philosopher-writers such as Locke, Hobbes, Voltaire, and Montesquieu. Next, they work in small groups to analyze excerpts from the writings of the Enlightenment philosophers. Finally, they imagine the salons, mainly hosted by aristocratic women, that ruled intellectual and social life in Enlightenment Paris and elsewhere.
Students read an introduction to the Age of Enlightenment and its influence on ideas about government, society, and the individual. They then respond on a discussion wall to a prompt about whether they rely more on intelligence or emotions, explaining why and what the results might be, and considering what might happen if they relied on the other.
Teacher MovesReview the lesson objectives and introduce the overall flow of the experience. Lead a brief discussion using student responses from the wall, then explain that the Enlightenment was a period when people increasingly tried to rely on reason and logic rather than emotion, faith, or authority.
Students read background text connecting the Middle Ages, Renaissance, Age of Exploration, and Scientific Revolution to the Enlightenment. They then use The Age of Enlightenment for Kids and Enlightenment Thinkers to learn key facts about the Enlightenment and major philosophers. As they read, they complete a graphic organizer by taking notes on John Locke, Thomas Hobbes, Voltaire, and Montesquieu. Finally, they answer multiple-choice questions about Enlightenment ideas such as separation of powers, natural rights, and the meaning of “natural philosopher.”
Teacher MovesEnsure students can access and navigate the assigned readings. Monitor completion of the graphic organizer and clarify key ideas about each philosopher as needed. Use student responses to the multiple-choice questions to check understanding of core Enlightenment concepts, then form small groups and assign each group one philosopher (Locke, Hobbes, or Montesquieu) for the next scene.
Working in small groups, students closely read one assigned primary source excerpt: Thomas Hobbes’s The Leviathan, John Locke’s Second Treatise of Government, or Montesquieu’s The Spirit of the Laws. They discuss the meaning of the text to ensure group understanding. Each group then creates a report that (1) restates the text’s ideas in their own words, (2) explains why the ideas are still important today, (3) includes a portrait of the author, and (4) provides the author’s birth and death dates plus biographical sentences. Groups post their reports to a discussion wall or share them via an online presentation tool and then read and discuss other groups’ reports so that all students encounter all three philosophers.
Teacher MovesSupport groups as they interpret the primary sources and organize their reports, ensuring all members contribute. After reports are posted, guide students in reading and discussing each group’s work so that everyone is exposed to the ideas of Hobbes, Locke, and Montesquieu. Encourage students to consider ways to share their reports beyond the class, such as on a school website or bulletin board, and optionally direct interested students to read (On) the Education of Women as an additional example of Enlightenment arguments about women’s rights.
Students read the first three paragraphs of Modern History Sourcebook: Salon Life to learn about Julie de Lespinasse and the role of salons in spreading Enlightenment ideas. They then imagine that salons are popular today among their own friends or relatives and write an imaginary salon scene on a discussion wall. Using dialogue with at least two identified speakers, they discuss a serious topic and make substantive points about it.
Teacher MovesInvite students to share interesting or exemplary salon dialogues with the class. Facilitate discussion about the value of salon-style conversations, the issues students chose to explore, and possible ways to perform or extend their dialogues if time and interest allow.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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