The Enlightenment Debate &

Essay-Educators Guide
This is a Common Core aligned unit that aims to introduce the major thinkers of the Enlightenment, engage
students in meaningful debate and substantiate their arguments with text.
Common Core*:
Reading Standards for Literacy in History/Social Studies 9-10
1.Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
6.Compare the point of view of two or more authors for how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
8.Assess the extent to which the reasoning and evidence in a text support the authors claims.
9. Compare and contrast treatments of the same topic in several primary and secondary
sources
*Since several primary sources are given this project could be easily realigned with many more standards.*
Curriculum Alignment: This project works best after the Enlightenment has been taught as a culminating
project.
Differentiation: The materials include two abridged quotes with scaffolded questions for low performing
students. Also included is a debate observation sheet, ideal for students who would struggle to verbalize their
ideas, come late to the debate or did not do the background research required to fully participate.
Materials Included:
1. Enlightenment Thinkers Debate Project Description for Students
This includes instructions for students, a graphic organizer for research and 6 primary documents from
Enlightenment thinkers.
2. Structured Academic Controversy DEBATE rules and procedures
Debate format and guide for both teacher and participants.
3. SAC Rubric
For grading the debate
4. NATURE OF HUMANITY OBSERVATION REPORT
Alternative assignment for students participating in the debate.
5. Abridged documents for low performing students.
6. Regents Essay and Rubric (January 2012 Thematic Essay) and student handout with suggested options
for essay organization
7. Project Grading Sheet

The Enlightenment Debate &

Essay
TASK: Research Enlightenment thinkers and use that research to defend each side of our focus
question.
FOCUS QUESTION: How do ideas affect a society?
FOCUS FOR DEBATEIDEAS: What is the nature of humanity? Are humans born naturally good
and corrupted by society or are humans born selfish and society teaches them how to be good?
FOCUS FOR ESSAYSOCIETY: How have the ideas of an individual affected society?
STEP #1 RESEARCH 40%
DIRECTIONS:
1. NOTES: Complete the lecture and notes on the Enlightenment. Click the topics link on my website, then THE
ENLIGHTENMENT. Due:_____
2. REVIEW SHEET: Finish the review sheet and the reading, also on my website. (at home)Due:____
3. GRAPHIC ORGANIZER: Use the internet to research Locke, Voltaire, Hobbes, Montesquieu, Rousseau and
Wollstonecraft.
4. Complete the Enlightenment Thinkers Graphic organizer, record how YOU think THEY would answer our focus
question for the debate. Using both your notes and your research, summarize the key beliefs of each thinker.
Choose famous quotes that YOU COULD USE TO SUPPORT an argument of the nature of humanity. Due:___
5. PRIMARY DOCUMENTS: Choose a piece of writing from an Enlightenment Thinker on each side of the debate.
Highlight the reading and find evidence that you could use in a debate on the focus question. Due: _____

STEP #2 DEBATE 30%

DIRECTIONS:
1. Bring your notes, review sheet, graphic organizer and primary documents to class and be prepared to participate
with a partner in a structured academic controversy debate. The rules will be explained at the beginning of
class.
2. Follow the Rules and Procedures of a Structured Academic Controversy protocol for discussion. Be prepared to
work with an assigned partner for the period.
3. Familiarize yourself with the rubric so you know how you will be graded for the debate portion.
4. DEBATE!

STEP #3 WRITE 30%

DIRECTIONS:
1. Bring all of your Enlightenment documents to class, including any notes you took during the discussion.
2. Follow the directions to write a Regents based in class essay.

3.

Enlightenment Thinkers Graphic Organizer: What is the nature of humanity? Are humans born naturally good and corrupted
by society or are humans born selfish and society teaches them how to be good?
LOCKE

VOLTAIRE

HOBBES

Focus Question
Key Beliefs

Focus Question
Key Beliefs

Focus Question
Key Beliefs

Famous Quotes

Famous Quotes

Famous Quotes

MONTESQUIEU
Focus Question
Key Beliefs

Focus Question
Key Beliefs

WOLLSTONECRAFT
Focus Question
Key Beliefs

Famous Quotes

Famous Quotes

Famous Quotes

ROUSSEAU

Voltaire on Religious Toleration

Voltaire
(1763)
One does not need great art and skilful eloquence to prove that Christians ought to tolerate each
othernay, even to regard all men as brothers. Why, you say, is the Turk, the Chinese, or the Jew my
brother? Assuredly; are we not all children of the same father, creatures of the same God?
But these people despise us and treat us as idolaters. Very well; I will tell them that they are quite
wrong. It seems to me that I might astonish, at least, the stubborn pride of a Mohammedan or a
Buddhist priest if I spoke to them somewhat as follows:
This little globe, which is but a point, travels in space like many other globes; we are lost in the
immensity. Man, about five feet high, is certainly a small thing in the universe. One of these
imperceptible beings says to some of his neighbours, in Arabia or South Africa: Listen to me, for
the God of all these worlds has enlightened me. There are nine hundred million little ants like us on
the earth, but my ant-hole alone is dear to God. All the others are eternally reprobated by him. Mine
alone will be happy.
They would then interrupt me, and ask who was the fool that talked all this nonsense. I should be
obliged to tell them that it was themselves. I would then try to appease them, which would be
difficult.

Mary Wollstonecraft
A Vindication of the Rights of Woman, 1792
After considering the historic page, and viewing the living world with anxious
solicitude, the most melancholy emotions of sorrowful indignation have
depressed my spirits. . . . I have turned over various books written on the
subject of education, and patiently observed the conduct of parents and the
management of schools; but what has been the result?--a profound conviction
that the neglected education of my fellow-creatures is the grand source of the
misery I deplore, and that women, in particular, are rendered weak and
wretched by a variety of concurring causes, originating from one hasty
conclusion. The conduct and manners of women, in fact, evidently prove that
their minds are not in a healthy state; for, like the flowers which are planted in
too rich a soil, strength and usefulness are sacrificed to beauty; and the
flaunting leaves, after having pleased a fastidious eye, fade, disregarded on
the stalk, long before the season when they ought to have arrived at maturity.
One cause of this barren blooming I attribute to a false system of education,
gathered from the books written on this subject by men who, considering
females rather as women than human creatures, have been more anxious to
make them alluring mistresses than affectionate wives and rational mothers;
and the understanding of the sex has been so hobbled by this specious
homage, that the civilised women of the present century, with a few
exceptions, are only anxious to inspire love, when they ought to cherish a
nobler ambition, and by their abilities and virtues exact respect. . . .

Enlightenment
Debate
What is the nature of humanity?
Are humans born naturally good
and corrupted by society or are
humans are born selfish and
society teaches them how to be
good?
RULES FOR A STRUCTURED ACADEMIC CONTROVERSY DEBATE:
1. Hear all sides equally and speak one at a time.
2. Listen well enough to respond to and build upon each others ideas.
3. Back up opinions with clear reasons.
PROCEDURES for a sAC DEBATE:
1. With your debate partner, read which enlightenment thinkers agree
with your positions and share quotes and research. 2 minutes
2. Plan presentations of your position and arguments. Focus on the three
most important arguments. 5 minutes
3. The side presenting that humans are born good will go first. The other
side needs to listen carefully, take notes. 2 minutes
4. The side who is listening will then repeat the arguments back in order
to be sure that they understand them, asking clarifying questions as
necessary. 1 minute
5. The side who is listening provides counter arguments, based on what
was said. (Hint: Dont use your panned argument or you wont have
anything to present when it is your turn.) 1 minute
6. The presenting side has an opportunity to respond. 1 minute
7. Open debate between both sides. 2 minutes

8. The pairs switch and the process is duplicated. Now, the side which
originally listened is the one to present their arguments.
9. EACH PARTNER TEAM NOW PRESENTS THE OPPOSITE SIDE OF
THE DEBATE.

Enlightenment
Debate
ScoringGuideforSAC(StructuredAcademicControversy)
Level4
Effectivelystatedyourideasorallyusingoriginalwords(unlessquoting)
Wasabletoaccuratelysynthesizeandsummarizetexts
Listenedcriticallyandrespondedmeaningfullytothespeaker(withrespectfulcommentsand
clarifyingquestions).Accuratelysummedupthemainpointsoftheopposingside
Demonstratedadeepunderstandingoftwoconflictingviewpoints
Recognizedpointsofcommonalityorcompromiseinclosingdiscussion
Factsconsistentlysupportedyourconclusions
Level3
Statedyourideasorallyusingoriginalwords(unlessquoting)
Wasabletosummarizeandsynthesizethemainideasintexts
Listenedwellandwasabletosumupthemainargumentsoftheopposingside
Demonstratedanunderstandingoftwoconflictingviewpoints
Recognizedpointsofcommonalityorcompromiseinclosingdiscussion
Factsusuallysupportedyourconclusions
Level2
Statedyourideasorallyusuallyinyourownwords
Wasabletosumupmostmainideasintexts
Attemptedtolistencriticallyandwasabletosumupsomeoftheargumentsoftheopposingside
Partialunderstandingoftwoconflictingviewpoints
Recognizedpointsofcommonalityorcompromiseinclosingdiscussion
Factssometimessupportedyourconclusions
Level1
Statedyourideasorallysometimesinyourownwords
Wasnotabletosumupthemainideasintexts
Afterlisteningtotheopposingside,wasunabletosumuptheirmainarguments
Didnotdemonstrateunderstandingoftwoconflictingviewpoints
Didnotcommentonpointsofcommonalityorcompromiseinclosingdiscussion
Didnotusefactstosupportyourconclusions

NATURE OF HUMANITY OBSERVATION REPORT

Name: __________________________________________________________________

Restate the question in your own words:

Block:__________________

Restate the humans are born

good and society teaches
them to be bad argument:

Restate the humans are born

selfish and society teaches
them to be good argument:

Name 1 philosopher that:

Believes humans are born good

Believes humans are born selfish

Philosopher:

Philosopher:

Quote:

Quote:

Name 1 student that:

Believes humans are born good

Believes humans are born selfish

Student:

Student:

Quote:

Quote:

Write what you think:

List new vocabulary words:

Thomas Hobbes
During the time men live without a common power to keep them
all in awe, they are in that condition which is called war, and such
a war as is of every man against every man.

Description: If people live without a ruler (common power) to keep them in check, they
are in total chaos, a war where it is every man for himself.

Rewrite the quote in your own words.

What do you think Thomas Hobbes is saying? How can you apply this to our focus
question?

Give an example that would help explain this quote.

Jean Jacques Rousseau

Man is born free, and everywhere he is in chains. Many a

one believes himself the master of others, and yet he is a
greater slave then they.

Description: Man is born good and with freedom, but when he grows up, everywhere he
goes he has obstacles that slow him down. Some people believe they are the masters of
other people, but they actually have greater obstacles that weigh them down.

Rewrite the quote in your own words.

What do you think Rousseau is saying? How can you apply this to our focus question?

Give an example that would help explain this quote.

the Enlightenment &

The

SUGGESTED ways to organize your essay:

OPTION 1
Paragraph 1=Introduction and thesis
Paragraph 2=BodyDescribe historical circumstances
for each one
Paragraph 3=BodyExplain action taken (write about
the person and their ideas) for each one
Paragraph 4=BodyDiscuss how ideas affected
society

OPTION 2
Paragraph 1=Introduction and thesis
Paragraph 2=BodyFor the first philosopher:
describe historical circumstances, explain action
taken (write about the person and their ideas),
discuss how their ideas affected society
Paragraph 3=Body For the 2nd philosopher:
describe historical circumstances, explain action
taken (write about the person and their ideas),
discuss how their ideas affected society

Score of 5:
Thoroughly develops all aspects of the task evenly and in depth for each of two individuals by describing the
circumstances that led each individual to develop or modify an idea, explaining an action taken by each
individual as a result of this idea, and discussing how each individuals idea affected a society
Is more analytical than descriptive (analyzes, evaluates, and/or creates* information),
Richly supports the theme with relevant facts, examples, and details
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 4:
Develops all aspects of the task but may do so somewhat unevenly by discussing all aspects of the task for one
individual more thoroughly than for the second individual or by discussing one aspect of the task less
thoroughly than the other aspects of the task
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information
Supports the theme with relevant facts, examples, and details
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 3:
Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth
Is more descriptive than analytical (applies, may analyze and/or evaluate information)
Includes some relevant facts, examples, and details; may include some minor inaccuracies
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a
restatement of the theme
Note: If all aspects of the task are thoroughly developed evenly and in depth for one individual and if
the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper.
Score of 2:
Minimally develops all aspects of the task or develops at least three aspects of the task in some depth
Is primarily descriptive; may include faulty, weak, or isolated application or analysis
Includes few relevant facts, examples, and details; may include some inaccuracies
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 1:
Minimally develops some aspects of the task
Is descriptive; may lack understanding, application, or analysis
Includes few relevant facts, examples, or details; may include inaccuracies
May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is
illegible; OR is a blank paper

Enlightenment Mastery Work Grade

NAME:

Notes from Power

Point
Review Sheet

TOTA
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POIN
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4

YOU
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10

Graphic Organizer

10

Primary Docs

10

Debate

30

Essay

30

Enlightenment Mastery Work Grade

Notes Power Point

TOTA
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POIN
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4

Review Sheet

YOU
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POIN
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10

10

Primary Docs

10

Debate

30

Essay

30

Enlightenment Mastery Work Grade

Notes Power Point

TOTA
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POIN
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4

Review Sheet

10

Primary Docs

10

Debate

30

Essay

30

Enlightenment Mastery Work Grade

NAME:
TOTA YOU
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L
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POIN POIN
TS
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Notes Power Point
4
10
Review Sheet

10

Graphic Organizer

10

Primary Docs

10

Debate

30

Essay

30

10

Graphic Organizer

NAME:

10

NAME:

Graphic Organizer

YOU
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Enlightenment Mastery Work Grade

NAME:

Notes Power Point

TOTA
L
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4

YOU
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Review Sheet

10

Graphic Organizer

10

Primary Docs

10

Debate

30

Essay

30

10

10
10

Enlightenment Mastery Work Grade

NAME:

TOTA
L
POIN
TS

YOU
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POIN
TS

Notes Power Point

10

Review Sheet

10

Graphic Organizer

10

Primary Docs

10

Debate

30

Essay

30