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Rosa, Marie A.

The Growth of Democratic Tradition: The Age of Enlightenment.Tenth Grade Lesson. Schools of California Online Resourcesfor Education (SCORE): Connecting California's Classrooms tothe World.

San Bernardino County Superintendent of Schools, CA.2001-00-0029p.

Schools of California Online Resources for Education, SanBernardino County Superintendent of Schools, 601 North EastStreet, San Bernardino, CA 92410-3093. E-mail:webmaster @score.rims.kl2.ca.us; Web site:http://score.rims.k12.ca.us.

Guides Classroom Teacher (052)

EDRS Price MF01/PCO2 Plus Postage.*Democracy; *European History; Grade 10; High Schools;*Philosophy; *Political Issues; Social Studies; StateStandards; Student Research; *United States History*Age of Enlightenment; California; Locke (John); Mill (JohnStuart); Montesquieu (Charles Louis de Secondat); PoliticalHistory; Rousseau (Jean Jacques); Wollstonecraft (Mary)

This lesson plan begins with an overview of the age ofenlightenment and those ideas that influenced the founders of the UnitedStates. The lesson plan provides information sheets about five enlightenmentthinkers: John Locke (1632-1704), Mary Wolstonecraft (1759-1898), Baron deMontesquieu (1689-1755), Jean Jacques Rousseau (1712-1788), and John StuartMill (1806-1873). The teacher notes section offers tips on how to present thematerial to students, lists 10 activities for students to complete, includesa focused vocabulary, and Web links. The lesson plan discusses the unit andlists six activities: (1) "Overview"; (2) "Venn Diagram"; (3) "T-Chart"; (4)

"Matching"; (5) "Time Line"; and (6) "Documents of Democracy Chart." Containsa vocabulary page. (BT)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Schools of CaliforniaOnline Resources forEducation (SCORE):

Connecting California'sClassrooms to the

World

The Growth of DemocraticTradition: The Age of

Enlightenment

Tenth Grade Lesson by Marie A. Rosa71-

Cr) SCORESan Bernardino County Superintendent of Schools

601 North E. StreetSan Bernardino, CA 92410-3093

http://rims.k.12.ca.us/scorelessons/growth_of democratic/

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The Growth of DemocraticTradition:

The Age of Enlightenment

These new liberal ideasstated that individuals hadnatural rights and thatgovernment was anagreement or contractbetween the people and theirruler. In this governmentalcontract both the ruler andthe citizen had rights andresponsibilities.

During the Enlightenment, orAge of Reason, intellectualsbegan to examine the standardsby which rulers governed. Theprinciples of this time held thateverything, including thegovernment, was worthexamination and scrutiny. Theseprinciples spread to our earlypolitical scientists.

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The philosophers believedthat the government"contract" and its supportinglaws needed to reflect the"general will" of the people.Laws should be agreed uponby both the ruler and thosegoverned. Assemblies ofcitizens should be formedwith real power to influencethe government and judgewhether rulers actedproperly.

Power needed to be separated andbalanced so that individuals orgroups did not become corruptthrough those powers. The peoplewanted a change from absolutismand the divine right of kings toconstitutionalism.Constitutionalism was the beliefthat the government contractshould be written down, makingclear what powers were given towhom.

Rulers and governments whichabused their power and did notprotect the rights of the citizenswere corrupt and the people had aright to rebel and replace the

4

After the AmericanRevolution and the FrenchRevolution, more and morecountries began to writeconstitutions which reflectedthese liberal ideas. Politicaltheorists or thinkers furtherexamined how to determineif the laws or rules ofgovernment really reflectedthe "individual rights" of thecitizens and the "generalwill" of the people.

ruler. The ruler also had the rightto expect that the citizens wouldrespect the government and lawswhich were just.

It became accepted thatlegislation and justice ought toreflect what was the best for themost people, or the greatest goodfor the greatest number.Discussion and debate on exactlywho was a citizen and had theright to take part in the newgovernments continued to grow.Discussions on slavery, women'srights, and discriminationcontinue today.

5

After reading the overview, visit thefollowing political thinkers. Readthrough their ideas. Decide who wouldhave agreed with the theoriespresented in the Growth of DemocraticTraditions overview.

john Locke

JtallJACTICS ROUSSC411

Mary Wolstonecraft

john Stuart MIll

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John Locke

1632-1704

John Locke is considered one of the most importantfathers of our democratic tradition. He wrote TwoTreatises of Government. Locke's ideas werewidely read in both England and America. ThomasJefferson used Locke's principles in the Declarationof Independence when he said men are "endowedwith certain inalienable rights, and that amongthese are life, liberty and the pursuit of happiness."

Locke believed that a Social Contract existsbetween the government and the people. He statesthat governments are formed with the consent ofcitizens. Locke believed that powers in thegovernment should be limited and the powersbetween parts of the government should bebalanced. These checks and balances (laterreflected in the U.S. Constitution) and truerepresentation in the legislature would maintainlimited government and individual liberties.

Locke said that the state exists to preserve thenatural rights of its citizens. Therefore, he said thatif a government fails in that task, citizens had theright to rebel against it. In some cases, it was thecitizens duty to rebel. He did not agree withThomas Hobbes that the individual personsurrendered his natural rights to the government inreturn for protection. John Locke also believed thatno one should dictate another person's religion.

importantFacts

. ideas used byThomas Jeffersonin the Declarationof Independence

. believed allindividuals hadnatural rightswhich include"life, liberty, andproperty

. state shouldprotect individualrights

. citizens shouldrebel againstunjustgovernments

. wrote TwoTreatises ofGovernment

. believed inreligious freedom

. supportedwomen's rights

7

Locke was also a proponent of equal rights forwomen. He believed that the idea that man wassuperior to women was an idea that men had made,and could therefore be reversed.

Mary Wolstonecraft

1759-1898

Mary Wolstonecraft was born in 1759. She grew upin London in a large family. She watched her fatherbully his wife and family and protected her sisterfrom an abusive husband. After a few years as ateacher, she decided to follow a literary career.

Mary became disturbed by the unfair treatment ofwomen. She read books by the Enlightenmentthinkers like John Locke and Edmund Burke. Shewas very moved by the French Revolution and theirfight for rights. In 1790 she produced her Vindicationof the Rights of Man as a response to EdmundBurke's Reflections on the Revolution in France. In1792, she published her Vindication of the Rights ofWomen. This important work advocated equality ofthe sexes and ideas which were the main doctrines ofthe later women movement. She did not believe thatwomen were helpless creatures who were fit to besimple decorations inside a man's house. Society hadcreated women who were "gentle domestic brutes."Mary believed women were too often nauseatinglysentimental and foolish. She encouraged women tobecome educated, to gain self-respect, and put theirabilities to good use in society.

Although Mary viewed marriage as a form of tyrannyover her sex, she eventually married WilliamGodwin. Mary Wolstonecraft died the year her childwas born in 1897. Her daughter, Mary, eventuallymarried Mr. Shelley and wrote the famous novelFrankenstein.

importantFacts

. Born 1759 inLondon

. Became ateacher and awriter

. disagreed withsocietiestreatment ofwomen

. believedmarriage wasparticularlyunfair to women

. advocated equaleducation forwomen and men

. wroteVindication ofthe Rights ofWomen

. believed thatboth sexes couldcontributeequally tosociety

9

Mary Wolstonecraft was truly an Enlightened thinkerand a child of the French Revolution. She saw a newage of reason and benevolence close at hand. Maryundertook the task of helping women to achieve abetter life, not only for themselves and for theirchildren, but also for their husbands. She is one of thepioneers of the Women's Rights Movement.

Baron de Montesquieu

1689-1755

Montesquieu's full title was Baron de la Brede et deMontesquieu. He became the first great French manassociated with the Enlightenment. He becamefamous in 1721 with his Persian Letters, whichcriticized the lifestyle and liberties of the wealthyFrench as well as the church. However,Montesquieu's book On the Spirit of Laws,published in 1748, was his most famous work. Itexplained his ideas on how government would bestwork.

Montesquieu argued that the best government isone in which power was balanced among threegroups of officials. He thought England - whichdivided power between the king (who enforcedlaws), Parliament (which made laws), and thejudges of the English courts (who interpreted laws)- was a good model of this. Montesquieu called theidea of dividing government power into threebranches the "separation of powers." He thought itmost important to create separate branches ofgovernment with equal but different powers. Thatway, the government would make sure that toomuch power was not held by one individual orgroup of individuals. He wrote, "When the [lawmaking] and [law enforcement] powers are unitedin the same person... there can be no liberty."

importantFacts

. three-partgovernmentlegislative,executive, andjudicial

. separation ofgovernmentalpowers

. U.S. governmentbased on hissuggestedstructure

. wrote On theSpirit of Laws

. Believed in therights of theindividual

. influence thewriting ofconstitutions ofmany countriesincluding theUnited States

11

According to Montesquieu, each branch ofgovernment could limit the power of the other twobranches. There would be a system of 'checks and I

balances' between the groups. Therefore, no branch Iof the government could threaten the freedom ofthe people. His ideas about separation of powersbecame the basis for the United States Constitution.

Despite Montesquieu's belief in the principles of ademocracy, he did not feel that all people wereequal. Montesquieu approved of slavery. He alsothought that women were weaker than men and thatthey had to obey the commands of their husband.Although some women might have the ability togovern, it was against their basic nature.

12

Jean Jacques Rousseau

1712-1788

Jean Jacques Rousseau was born in 1712. He hadan unusual childhood with no formal education.From these very simple beginnings be became oneof the most influential thinkers of theEnlightenment.

His classic book on political theory was called TheSocial Contract (published in 1762). Thebeginning, 'Man was born free, and he iseverywhere in chains' is very famous. This worklooks at how man should behave with society. 'TheSocial Contract" is what Rousseau calls theagreement among men and government thatexplains what responsibilities are required in thepartnership. The social contract he explores in thebook involves people recognizing a collective'general will'. This general will is supposed torepresent the common good or public interest. Oneof the primary principles of Rousseau's politicalphilosophy is that politics and morality should notbe separated. When a state stops acting in a moral i

fashion, it no longer has the right to control, makedecisions, and exert authority over the individual.The second important principle is freedom, which 1

the state is created to preserve.

Rousseau believed that all citizens shouldparticipate in government or the contract - andshould be committed to the general good - even if itmeans acting against their private or personalinterests.

ImportantFacts

. believed politicsand morality arenot separate

. he is consideredan opponent oftheEnlightenmentsemphasis onreason

. believed peopleshould rely moreon instinct andemotion

. state is created topreserve freedom

. government is acontract betweenthe ruler andcitizens

. wrote The SocialContract

13

John Stuart Mill

1806-1873

John Stuart Mill was born in 1806, well after theEnlightenment and after the American Declaration ofIndependence, but his interpretation of the basic ideas ofliberty, individual rights, women's rights, and otherissues contribute to the continuing development ofdemocratic ideas.

Mill was a philosopher, economist, and (like his friendJeremy Bentham) was a proponent of Utilitarianism.Utilitarians believed that an action is right if it tends topromote happiness and wrong if it tends to produce thereverse of happiness -- not just the happiness of theperson involved in the action but also the happiness ofeveryone affected by it. In other words, things thatproduce the greatest happiness for the most people aregood. He particularly approves of common sensemorality. They are things people do without systematicthought.

This focus on the greatest good for the greatest number,is against John Locke's idea of individual rights. Millbelieved that ethically, a person needs to be concernedfor how the individual action affects society. Rights areultimately founded on utility. In On Liberty Mill madethe statement that self-protection alone could excuse orjustify either the states tampering with the liberty of theindividual or any personal interference with someoneelses' freedom.

John Stuart Mill expressed believed that there is an

ImportantFacts

. known for histhoughts on howpeople and thegovernmentshould behavetoward each other

. greatest good forthe greatestnumber should bethe aim of thelawmakers

. self-protection canbe a defense forinterfering withsomeone else'spersonal freedoms

. advocatedfreedom ofopinion withoutcensorship

. approves ofcommon sensemorality

. worked for

14

intellectual elite. Without men of genius, society wouldbecome a "stagnant pool." He recognized that a personand society has to be trained properly to make use of theliberty he advocated. He was in total opposition to anygovernment censorship. Without complete liberty ofopinion, he insisted, civilizations would not develop. Asociety has to be free and open without suppressivegovernment or private organizations.

Mill was also a believer in rights for women. He and hiswife, Harriet, worked for women's suffrage in England.As a member of Parliament, Mill presented a petition forwomen to receive the ability to vote.

women's rights

15

Teacher's NotesIt is expected that students first read through the overview page. After that,students should navigate through the five political thinkers in order to discovertheir theories and apply them to the development of democratic traditions aspresented in the overview. A suggested unit plan with activities can be found onthe unit plan page.

These pages are intended to enrich those parts of the curriculum which deal withthe Enlightenment, Age of Revolutions, Constitutionalism, and the Rise ofDemocratic Traditions. The site consists of an overview page which discusses thechanges from Absolutism to Constitutionalism. The majority of the pages areconcerned with five philosophies or early political scientists. Four of the fivepolitical theorists are from the age known as the Enlightenment. Their ideas had adirect impact on the revolutionaries who wrote the documents of freedom andliberal constitutions in the 18th and 19th centuries in the United States, Europe,and Latin America. John Stuart Mill's ideas about censorship and public good havehelped the courts refine its interpretation of the constitution. The importance ofMary Wolstonecraft's writings has been particularly influential in the women'smovement during the twentieth century. It is necessary to give students abackground on Absolutism before beginning the unit. Please consult the unit plannotes.

7.11 Students analyze political and economic change in the sixteenth, seventeenth,and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Ageof Reason).

7.11.5. Describe how democratic thought and institutions were influenced byEnlightenment thinkers (e.g., John Lock, Charles-Louis Montesquieu, Americanfounders).

8.1 Students understand the major events preceding the founding of the nationand relate their significance to the development of American constitutionaldemocracy.

8.12. Analyze the philosophy of government expressed in the Declaration ofIndependence, with an emphasis on government as a means of securing individualrights (e.g., key phrases such as "all men are created equal, that they are endowedby their Creator with certain unalienable Rights").

16 BEST COPY AVAILABLE

10.2 Students compare and contrast the Glorious Revolution of England, theAmerican Revolution, and the French Revolution and their enduring effectsworldwide on the political expectations for self-government and individual liberty.

10.21.Compare the major ideas of philosophers and their effects on the democraticrevolutions in England, the United States, France, and Latin America (e.g., JohnLocke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar,Thomas Jefferson, James Madison).

11.1 Students analyze the significant events in the founding of the nation and itsattempts to realize the philosophy of government described in the Declaration ofIndependence.

11.1.1Describe the Enlightenment and the rise of democratic ideas as the context inwhich the nation was founded.

12.1 Students explain the fundamental principles and moral values of Americandemocracy as expressed in the U.S. Constitution and other essential documents ofAmerican democracy.

12.1.1 Analyze the influence of ancient Greek, Roman, English, and leadingEuropean political thinkers such as John Locke, Charles-Louis Montesquieu,Niccolo Machiavelli, and William Blackstone on the development of Americangovernment.

17

Rise of Democratic Ideas Vocabularyabusive Enlightenment preserve

advocated ethically principle

assemblies formal produce

affect focus promote

authority inalienable proponent

balance influential pursuit

basic intellectual rebel

basis interference reflect

benevolence interpret representation

bully issue responsibilities

censorship justice rights

consent justify separate

contract liberty standard

corrupt literary suffrage

criticize maintain suppressive

democratic morality system

doctrines nauseatingly theory

economist opposition tyranny

elite particularly utility

endowed petition will

enforce philosophy

1'8

Links

www.lucidcafe.comSelected BiographiesArchive

www.lucidcafe.com/library/96jun/rousseau.html Rousseau

www.geocities.com/Athens/4753/locken.html

www.geocities.com/Athens/4753/frames.html

Locke

http://www.lcnuten.liu.se/bjoch509/philosophers/philosophers.htmlLocke, Rousseau, Mill

www.chateauversailles.fr

www.utm.edu/research/iep/

www.wsu.edu/clee/ENLIGHT/ENLIGHT.HTM

19

virtual tour

Modem Encyclopediaof PhilosophyRousseau,Enlightenment

Unit PlanGetting "Into" the Unit:

Discuss the Age of Absolutism as personified in Louis XIV. Explain how many monarchs believedthey ruled by divine right. (This form of government placed absolute, or unlimited, power in themonarch and his or her advisors.) The nickname of Louis XIV, "the Sun King," promoted theimage of the king as the center of the universe of each nation. His famous quote "I am the state"further exemplifies his far reaching power. Louis governed by decree and, although he felt a certainpaternalism towards his subjects, was not responsible to the wishes of any specific subject. Thosefavors bestowed and powers delegated to someone else were given at his whim. Use images of thepalace at Versailles to illustrate the pomp and majesty attached to Louis and his court. The palace atVersailles has a wonderful web tour. Explain that the English, Russian, Austrian and some GermanMonarchs also believed in "the divine right of kings."

Possible Activities:

As an introduction to government, have the students in groups of four create a list of thetop ten laws they feel are most important in any given society. Tell them they have beenshipwrecked on an island or are colonizing a new planet or some other framework to begintheir new civilization. After students have created their list, debrief as a class with a largepiece of chart paper having each group contribute to the top laws of society. Then discusshow news laws will be arrived at in the future, how existing laws will be amended, how thelaws will be enforced, what rights should be protected, and who will decide the fairness ofthe laws or the enforcement. After this activity introduce Louis XIV and continue with thelesson.

Review the feudal pyramid. Discuss the duties of the king to the people and vassels to theking.

Getting "Through" the Unit:

Activity #1: Overviewtext on the development of democratictraditions

Activity #2: Venn Diagramcomparing and contrasting threephilosophies _

Activity #3: T-Chartcomparing and contrasting twophilosophies

Activity #4: Matching connecting ideas to the five thinkers

Activity #5: Time Lineplaces the philosophies and the documentsof democracy on a time line

Activity #6: Documents of research activity connecting documents,ideas, and philosophersDemocracy Chart

The following text appears with illustrations on the "Overview" page. The text intentionally doesnot include references to the philosophies although it contains many of their ideas. After readingthrough the overview, copy Activity #1 page. Activity #1 expects that the students will match thethinkers to the ideas they would support.

21

Activity #1 : Overview

List the namesof the thinkersthat wouldsupport theideas in italicscontained ineach paragraph.

During the Enlightenment, or Age of Reason, intellectuals began to examine thestandards by which rulers governed. The principles of the Scientific Revolution,which held that everything including the government was worth examination andscrutiny, spread to these philosophies; our early political scientists.

These new liberal ideas were that individuals had natural rights and thatgovernment was an agreement or contract between the people and their ruler. Inthis governmental contract both the ruler and the citizen had rights andresponsibilities. Power needed to be separated and balanced so that individuals orgroups did not become corrupt through those powers. Liberal ideas mean ideasthat want a change from the way things are usually done. These ideas wereconsidered liberal because they wanted change from absolutism and the divineright of kings.

The philosophers or philosophies as they were called, believed that government"contract" and its supporting laws needed to reflect the "general will" of thepeople. Laws should be agreed upon by both the ruler and those governed.Assemblies of citizens with real power to influence the government and judge theeffectiveness of the constitutions should be formed.

Rulers and governments which abused their power and did not protect the rights ofthe 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 respect the government andlaws which were just. Citizens should expected that their right to freedom ofspeech without censorship was protected as well as many other natural rights.Citizens also wanted the right to choose their own religion. Some political thinkersbelieved everyone had a right to universal suffrage. Suffrage means the right tovote. Some thinkers fought for women's rights.

After the American Revolution and the French Revolution, more and morecountries began to draw up or write constitutions which reflected these liberalideas. Political theorists further examined how to determine if the laws or rules ofgovernment really reflected the "individual rights" of the citizens and the "generalwill" of the people. It became accepted that legislation and justice ought to reflectwhat was the best for the most people, or the greatest good for the greatestnumber. Discussion and debate on exactly who was a citizen and had the right totake part in the new governments continued to grow. Discussions on women'srights and discrimination continue today.

22

Activity #2: Venn Diagram

Have students choose three of the politicalphilosophers to compare to each other using threecircles in an overlapping Venn diagram.

Activity #3: T-Chart

Choose any two political philosophers and havethe students compare and contrast them to eachother.

Similarities Differences

Philosopher #1

Philosopher #2

j23

Activity #4: Matching

Match the Political Thinker with the Ideas they believed. Theremay be more than one answer for each idea.

John Locke may wolstonecraft Montesquieu Ran P9' John shire MillRousseau

Idea Thinker1. Natural rights i I

2. Women's rights3. Self-protection can be a defense forinterfering with an others personal freedoms4. Considered an opponent of theEnlightenment's emphasis on reason5. Citizens should rebel against unjustgovernments6. Advocated freedom of opinion withoutcensorship7. Government is a contract between theruler and citizens8. Marriage was particularly unfair to women

9. Three part government Legislative,executive, and judicial10. Advocated equal education for womenand men

11. Religious freedom J

12. Politics and morality are not separate j13. Greatest good for the greatest numbershould be the aim of the lawmakers14. Separation of governmental powers J_

15. State is created to preserve freedom J16. Influence the writing of constitutions ofmany countries including the United States

"Beyond" the Unit:

Activity #5: Time Line

Have students create a time line covering the years1600-1900. Include the life span of each of the fivepolitical thinkers. Also include the followingevents and documents: Declaration ofIndependence, Declaration of the Rights of Man,Constitution; American Revolution, FrenchRevolution, Mexican War of Independence,American Civil War.

More Advanced: Have students draw conclusionsabout the ideas of the philosophers and the idealsof the revolutions. Which documents orrevolutions have direct relationship to the ideas ofthe five political thinkers.

Activity #6: Documents of Democracy Chart

Have students research the following documents:Declaration of Independence, Declaration of theRights of Man, Declaration of the Rights ofWomen, Constitution, Bill of Rights, etc. Work ingroups and use the structure of this site to establisha relationship between the Documents ofDemocracy and the liberal ideas which theyinclude. For Example:

.1 CO N G.R ES S. Jen' d . 176.

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Naturalrights --JohnLocke,MaryWolstonecraftRight toRebel --JohnLoc keGeneralWill --JeanJacquesRousseau

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26

abusive

advocatedaffectassemblies

authority

balance

basic

basis

benevolence

bully

censorship

consent

contract

corrupt

criticize

democratic

doctrines

Vocabulary Page

hurt or injure by treating in a bad or cruelwayto speak in favor of; recommend; urge.to have an influence ongroups of people that gather to discuss issuesthe power and right to decide on and toenforce laws or rulesa steady or stable positionforming the main part of something;absolutely necessarythe part on which other parts rest or depend;foundationfeelings of goodness and kindnessa person who uses strength to get what theywantwhen freedom of speech is controlled bysomeone in powerto give permission; agreean agreement between two or more personsor groupsdishonest; wickedto judge whether something is good or bad;evaluationbased on the idea of equal rights for alla belief or set of beliefs held by a group ofpeople

27

economist

elite

endowedenforce

Enlightenment

ethically

formalfocusinalienableinfluence

intellectual

interferenceinterpretissuejusticejustifylibertyliterarymaintain

morality

nauseatinglyopposition

someone who studies how money, goods, andservices worka powerful minority; a socially superiorgroupto be givento make sure rules or laws are followedperiod of history when scientific thinking wasthought to be powerfulfollowing accepted morals and standards ofsocietycorrect and officialto center attention on; the primary partunable to be denied or taken awayable to make change occur; very importantsomebody with high mental ability andtrainingto try to stop something from happeningto explain the meaning or importancea subject being discussed or argued aboutright; appropriate; fairto explain away and make actions reasonablefreedomrelating to literature and writingkeep and protectfollowing accepted beliefs of society andculturemaking you sicksomeone or something against

28

particularlypetitionphilosophypreserveprincipleproducepromoteproponentpursuitrebelreflect

representation

responsibilities

rightsseparatestandardsuffrage

suppressive

systemtheory

tyranny

utilitywill

especially; most importantlya formal requeststudy of the truth about life and natureto keep and protectbelief that is held to be true or rightto create or maketo help develop or growsomeone who helps spread and ideato chase after and try to claimto fight against those in powerbe true to what was intendedpeople who are elected to stand for your pointof viewan obligation or duty; something which mustbe cared forguarantees of personal freedomdivided apartrules which are used to show correct actionsthe right to voteto stop the development of; put down usingforcea set of rules and beliefsan idea of why things happenwhen power is abusive and used to hurtpeoplesomething that is able to be usedthe power of the mind to make decisions

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