SECTION

Step-by-Step Instruction

Objectives
As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

Explain how science led to the Enlightenment. Compare the ideas of Hobbes and Locke. Identify the beliefs and contributions of the philosophes. Summarize how economic thinking changed during this time.

1
Objectives
Explain how science led to the Enlightenment. Compare the ideas of Hobbes and Locke. Identify the beliefs and contributions of the philosophes. Summarize how economic thinking changed during this time.

Jean-Jacques Rousseau and quill pen

WITNESS HISTORY

AUDIO

Rousseau Stirs Things Up

In Jean-Jacques Rousseaus most important work, The Social Contract, he argued that in order to be free, people should do what is best for their community. Rousseau had many supporters who were inspired by his passionate writings. European monarchs, on the other hand, were angry that Rousseau was questioning authority. As a result, Rousseau worried about persecution for much of his life. The chains below represent the social institutions that conned society.

Man is born free, and everywhere he is in chains. Rousseau, The Social Contract
Focus Question What effects did Enlightenment philosophers have on government and society?

Prepare to Read
Build Background Knowledge
L3

Philosophy in the Age of Reason

By the early 1700s, European thinkers felt that nothing was beyond the reach of the human mind. Through the use of reason, insisted these thinkers, people and governments could solve every social, political, and economic problem. In essence, these writers, scholars, and philosophers felt they could change the world.

Remind students that during the Scientic Revolution, scientists used reason to explain why things happened in the physical universe. Then ask them to predict what other aspects of life people could study using the new scientic method.

Set a Purpose

Terms, People, and Places

L3
natural law Thomas Hobbes John Locke social contract natural right philosophe Montesquieu Voltaire Diderot Rousseau laissez faire Adam Smith

Scientic Revolution Sparks the Enlightenment

The Scientic Revolution of the 1500s and 1600s had transformed the way people in Europe looked at the world. In the 1700s, other scientists expanded European knowledge. For example, Edward Jenner developed a vaccine against smallpox, a disease whose path of death spanned the centuries. Scientic successes convinced educated Europeans of the power of human reason. Natural law, or rules discoverable by reason, govern scientic forces such as gravity and magnetism. Why not, then, use natural law to better understand social, economic, and political problems? Using the methods of the new science, reformers thus set out to study human behavior and solve the problems of society. In this way, the Scientic Revolution led to another revolution in thinking, known as the Enlightenment. Immanuel Kant, a German philosopher best known for his work The Critique of Pure Reason, was one of the rst to describe this era with the

WITNESS HISTORY Read the selection

aloud or play the audio. AUDIO Witness History Audio CD, Rousseau Stirs Things Up Ask students to explain in their own words what Rousseau meant by chains. What might have been some examples of such chains in his time? What are some examples today?

Reading Skill: Summarize Draw a table like the one shown here. As you read the section, summarize each thinkers works and ideas.
Thinkers Works and Ideas
Hobbes Locke Montesquieu Leviathan, social contract

Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 1 Assessment answers.) Preview Have students preview the Section Objectives and the list of Terms, People, and Places. Reading Skill Have students use the Reading Strategy: Summarize worksheet. Teaching Resources, Unit 4, p. 6

Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 4, p. 5; Teaching Resources, Skills Handbook, p. 3
High-Use Word philosophy, p. 546 Denition and Sample Sentence n. the love of, or the search for, wisdom or knowledge Jonathans philosophy of nature comes from his many hikes in the wilderness, where he observes wildlife.

544 The Enlightenment and the American Revolution

word Enlightenment. Despite Kants skepticism about the power of reason, he was enthusiastic about the Enlightenment and believed, like many European philosophers, that natural law could help explain aspects of humanity.

What convinced educated Europeans to accept the power of reason?

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students ll in the table describing each thinkers works and ideas. Reading and Note Taking Study Guide, p. 158

Hobbes and Locke Have Conicting Views

Thomas Hobbes and John Locke, two seventeenth-century English thinkers, set forth ideas that were to become key to the Enlightenment. Both men lived through the upheavals of the English Civil War. Yet they came to very different conclusions about human nature and the role of government.

Teach
Scientic Revolution/ Hobbes and Locke
Instruct
L3

Hobbes Believes in Powerful Government Thomas Hobbes outlined his ideas in a work titled Leviathan. In it, he argued that people were naturally cruel, greedy, and selsh. If not strictly controlled, they would ght, rob, and oppress one another. Life in the state of nature without laws or other controlwould be solitary, poor, nasty, brutish, and short. To escape that brutish life, said Hobbes, people entered into a social contract, an agreement by which they gave up their freedom for an organized society. Hobbes believed that only a powerful government could ensure an orderly society. For him, such a government was an absolute monarchy, which could impose order and compel obedience.

n Introduce: Key Terms Ask students

to nd the key term natural law (in blue) in the text. Point out that during the 1500s and 1600s, scientists used natural law and the scientic method to challenge long-held beliefs.
Hobbes Writes the Leviathan The title page from Leviathan (1651) by Hobbes demonstrates his belief in a powerful ruler. The monarch here represents the Leviathan who rises above all of society.

n Teach Compare Hobbess and Lockes

views on government. Ask In the 1700s, what type of government existed in most European states? (divine-right monarchy) How did Lockes ideas challenge Europes traditional order? (His theory of natural rights contradicted the theory of divine rights.) What was the longterm effect of these ideas? (They inuenced revolutions across the globe.)

Locke Advocates Natural Rights John Locke had a more optimistic

view of human nature. He thought people were basically reasonable and moral. Further, they had certain natural rights, or rights that belonged to all humans from birth. These included the right to life, liberty, and property. In Two Treatises of Government, Locke argued that people formed governments to protect their natural rights. The best kind of government, he said, had limited power and was accepted by all citizens. Thus, unlike Hobbes, Locke rejected absolute monarchy. England during this time experienced a shift in political power known as the Glorious Revolution. James II, an unpopular absolute monarch, left the throne and ed England in 1688. Locke later wrote that he thought James II deserved to be dethroned for violating the rights of the English. Locke proposed a radical idea about this time. A government, he said, has an obligation to the people it governs. If a government fails its obligations or violates peoples natural rights, the people have the right to overthrow that government. Lockes idea would one day inuence leaders of the American Revolution, such as Benjamin Franklin, Thomas Jefferson, and James Madison. Lockes idea of the right of revolution would also echo across Europe and Latin America in the centuries that followed.

n Quick Activity Ask students if they

recognize Lockes ideas of certain natural rights in our government. Have them read the excerpt from John Lockes Two Treatises of Government on page 549. Then discuss if and when people have the right to overthrow their government.

Independent Practice
Pair students and have them write a dialogue between Locke and Hobbes on the dethroning of James II in England.

How did Hobbes and Locke differ in their views on the role of government?

Monitor Progress
As students compose the dialogues, check to ensure they understand that Hobbes and Locke would have had different views on the dethroning.
L2 English Language Learners

Solutions for All Learners

L1 Special Needs L2 Less Procient Readers

Help students understand the power of reason and its importance to the Enlightenment. Remind them that reason is the ability to think. Previously, people accepted things on faith, which is an unquestioning belief. Have students brainstorm the advantages and disadvantages of using reason rather than faith.

Use the following study guide resources to help students acquiring basic skills: Adapted Reading and Note Taking Study Guide n Adapted Note Taking Study Guide, p. 158 n Adapted Section Summary, p. 159

Answers
scientic successes Hobbes believed that the government needed to impose order and compel obedience. Locke thought governments should have limited power and be accepted by all citizens.
Chapter 17 Section 1 545

The Philosophes
n Introduce: Vocabulary Builder

L3

The Philosophes

Instruct

BIOGRAPHY

Have students read the Vocabulary Builder term and denition. Ask students to dene philosophy in their own words. Then ask students to explain who the philosophes were.

n Teach Create a two-column chart on

the board, labeling one column Thinker and the other Main Ideas. Ask volunteers to ll in the chart with the thinkers discussed in the section and each thinkers ideas and accomplishments. Then have students use the chart to summarize the main ideas of the Enlightenment. Using the ThinkWrite-Pair-Share strategy (TE, p. T23), ask students to discuss what made these ideas revolutionary in the 1700s.

In the 1700s, there was a owering of Enlightenment thought. This was when a group of Enlightenment thinkers in France applied the methods of science to understand and improve society. They believed that the use of reason could lead to reforms of government, law, and society. These thinkers were called philosophes (fee loh ZOHFS), which means philosophers. Their ideas soon spread beyond France and even beyond Europe.

Montesquieu Advances the Idea of Separation of Powers An

Voltaire Franois-Marie Arouet, known as Voltaire (16941778), was an impassioned poet, historian, essayist, and philosopher who wrote with cutting sarcasm and sharp wit. Voltaire was sent to the Bastille prison twice due to his criticism of French authorities and was eventually banned from Paris. When he was able to return to France, he wrote about political and religious freedom. Voltaire spent his life ghting enemies of freedom, such as ignorance, superstition, and intolerance. What did Voltaire attack in his writings? Montesquieu Born to wealth, Charles Louis de Secondat (16891755) inherited the title Baron de Montesquieu from his uncle. Like many other reformers, he did not let his privileged status keep him from becoming a voice for democracy. His rst book titled Persian Letters ridiculed the French government and social classes. In his work published in 1748, The Spirit of the Laws, he advanced the idea of separation of powersa foundation of modern democracy. What did Montesquieu think was necessary to protect liberty? early and inuential thinker was Baron de Montesquieu (MAHN tus kyoo). Montesquieu studied the governments of Europe, from Italy to England. He read about ancient and medieval Europe, and learned about Chinese and Native American cultures. His sharp criticism of absolute monarchy would open doors for later debate. In 1748, Montesquieu published The Spirit of the Laws, in which he discussed governments throughout history. Montesquieu felt that the best way to protect liberty was to divide the various functions and powers of government among three branches: the legislative, executive, and judicial. He also felt that each branch of government should be able to serve as a check on the other two, an idea that we call checks and balances. Montesquieus beliefs would soon profoundly affect the Framers of the United States Constitution.

n Quick Activity Display Color Transparency 101: Enlightenment Ideas About Government. Use the lesson suggested in the transparency book to guide a discussion. Ask how the philosophes helped create new assumptions about the proper use of power and the attributes of a just government. Color Transparencies, 101

Independent Practice
n Biography To help students better
understand the courage it took to criticize powerful institutions, have them read Voltaire and complete the worksheet. Teaching Resources, Unit 4, p. 7

n Viewpoints To help students learn

about the different viewpoints on education, have them read Enlightenment Views on Education and complete the worksheet. Teaching Resources, Unit 4, p. 10

Voltaire Defends Freedom of Thought Probably the most famous of the philosophes was Franois-Marie Arouet, who took the name Voltaire. My trade, said Voltaire, is to say what I think, and he did so throughout his long, controversial life. Voltaire used biting wit as a weapon to expose the abuses of his day. He targeted corrupt ofcials and idle aristocrats. With his pen, he battled inequality, injustice, and superstition. He detested the slave trade and deplored religious prejudice. Voltaires outspoken attacks offended both the French government and the Catholic Church. He was imprisoned and forced into exile. Even as he saw his books outlawed and even burned, he continued to defend the principle of freedom of speech. Diderot Edits the Encyclopedia Denis Diderot (DEE duh roh) worked for years to produce a 28-volume set of books called the Encyclopedia. As the editor, Diderot did more than just compile articles.

Monitor Progress
As students ll in their charts, circulate to make sure they understand each thinkers ideas. For a completed version of the chart, see Note Taking Transparencies, 120

History Background
Science and Philosophy Sociology, the study of human behavior and the development of human societies, came out of the science practiced by the eighteenth-century philosophes, in particular Baron de Montesquieu. He can legitimately be called the father of sociology. In his great treatise, The Spirit of Laws, Montesquieu wrote that religion shapes politics, that political climate controls behavior, and that the extent of freedom in a society is determined by its institutions. He examined laws, customs, and behaviors of various societies. His method of study was to compare the features of past and present societies. This is similar to the methods of comparative sociology today.

Answer
BIOGRAPHY Voltaire: the French authorities and enemies of freedom; Montesquieu: separation of the powers of government

546 The Enlightenment and the American Revolution

His purpose was to change the general way of thinking by explaining ideas on topics such as government, philosophy, and religion. Diderots Encyclopedia included articles by leading thinkers of the day, including Montesquieu and Voltaire. In these articles, the philosophes denounced slavery, praised freedom of expression, and urged education for all. They attacked divine-right theory and traditional religions. Critics raised an outcry. The French government argued that the Encyclopedia was an attack on public morals, and the pope threatened to excommunicate Roman Catholics who bought or read the volumes. Despite these and other efforts to ban the Encyclopedia, more than 4,000 copies were printed between 1751 and 1789. When translated into other languages, the Encyclopedia helped spread Enlightenment ideas throughout Europe and across the Atlantic Ocean to the Americas.

Vocabulary Builder
philosophy(h LAHS uh fee) n. love of, or the search for, wisdom or knowledge

New Economic Thinking

Instruct

L3

Introduce Ask students to read the introductory sentences under the red heading New Economic Thinking. Have students predict how natural law could apply to economics. Then have them read to nd out whether their predictions were accurate. Teach Discuss the new economic thinking. Ask What are two differences between the physiocrats and the mercantilists? (mercantilists: favored government regulation, believed in building wealth through trade; physiocrats: opposed government regulation, believed in building wealth through land productivity) How did Adam Smiths ideas build upon those of the physiocrats? (He agreed that government should not interfere with the economy.) According to Smith, what should rule the economy? (market forces of supply and demand) Quick Activity Display Color Transparency 102: Law of Supply and Demand. Use the lesson suggested in the transparency book to guide a discussion on the ways Smiths ideas are included in modern economic theory. Color Transparencies, 102

Rousseau Promotes The Social Contract Jean-Jacques Rousseau

(roo SOH), believed that people in their natural state were basically good. This natural innocence, he felt, was corrupted by the evils of society, especially the unequal distribution of property. Many reformers and revolutionaries later adopted this view. Among them were Thomas Paine and Marquis de Lafayette, who were leading gures of the American and French Revolutions. In 1762, Rousseau set forth his ideas about government and society in The Social Contract. Rousseau felt that society placed too many limitations on peoples behavior. He believed that some controls were necessary, but that they should be minimal. Additionally, only governments that had been freely elected should impose these controls. Rousseau put his faith in the general will, or the best conscience of the people. The good of the community as a whole, he said, should be placed above individual interests. Rousseau has inuenced political and social thinkers for more than 200 years. Woven through his work is a hatred of all forms of political and economic oppression. His bold ideas would help fan the ames of revolt in years to come.

Heated Debate Rousseau (left) and Voltaire (right) are pictured here in the midst of an argument. Even though the philosophes were reformminded, they disagreed about some issues. Compare the beliefs of Rousseau and Voltaire.

Women Challenge the Philosophes The Enlightenment slogan free and equal did not apply to women. Though the philosophes said women had natural rights, their rights were limited to the areas of home and family. By the mid- to late-1700s, a small but growing number of women protested this view. Germaine de Stal in France and Catharine Macaulay and Mary Wollstonecraft in Britain argued that women were being excluded from the social contract itself. Their arguments, however, were ridiculed and often sharply condemned. Wollstonecraft was a well-known British social critic. She accepted that a womans rst duty was to be a good mother but felt that a woman should be able to decide what was in her own interest without depending on her husband. In 1792, Wollstonecraft published A Vindication of the Rights of Woman. In it, she called for equal education for girls and boys. Only education, she argued, could give women the tools they needed to participate equally with men in public life.
What topics were addressed by the philosophes in their Encyclopedia articles?

Independent Practice
Laissez-faire economists argue that society would be better off if the government did not interfere with business and the marketplace. Discuss what students believe to be the proper role of government in a nations economy.

Monitor Progress
Check Reading and Note Taking Study Guide entries for student understanding.

Solutions for All Learners

L4 Advanced Readers L4 Gifted and Talented

Answers
On Crimes and Punishment, he wrote that the object of the penal system should be to preserve order, not to punish people excessively. Have students research Beccarias ideas and write a paragraph on his inuence on todays justice system.
Answers may include topics such as slavery, freedom of expression, and education. Caption Rousseau believed that a freely elected government should exercise minimal control over the people; Voltaire believed in free speech, equality, justice, and reason.
Chapter 17 Section 1 547

While Locke and Montesquieu were rethinking the role of government, Cesare Beccaria was rethinking the role of criminal justice. At this time, critics of the king or the church could be punished for their views. Beccaria objected to the use of torture, secret proceedings, and brutal punishments. In his treatise,

Assess and Reteach

Assess Progress

New Economic Thinking

L3
French thinkers known as physiocrats focused on economic reforms. Like the philosophes, physiocrats based their thinking on natural laws. The physiocrats claimed that their rational economic system was based on the natural laws of economics.

Have students complete the Section Assessment. Administer the Section Quiz. Teaching Resources, Unit 4, p. 2 To further assess student understanding, use Progress Monitoring Transparencies, 72

Laissez Faire Replaces Mercantilism Physiocrats rejected mercantilism, which required government regulation of the economy to achieve a favorable balance of trade. Instead, they urged a policy of laissez faire (les ay FEHR), allowing business to operate with little or no government interference. Physiocrats also supported free trade and opposed tariffs. Smith Argues for a Free Market Scottish economist Adam Smith
greatly admired the physiocrats. In his inuential work The Wealth of Nations, he argued that the free market should be allowed to regulate business activity. Smith tried to show how manufacturing, trade, wages, prots, and economic growth were all linked to the market forces of supply and demand. Wherever there was a demand for goods or services, he said, suppliers would seek to meet that demand in order to gain prots. Smith was a strong supporter of laissez faire. However, he felt that government had a duty to protect society, administer justice, and provide public works. Adam Smiths ideas would help to shape productive economies in the 1800s and 1900s.

Reteach
If students need more instruction, have them read the section summary. L3 Reading and Note Taking Study Guide, p. 159 Adapted Reading and L1 L2 Note Taking Study Guide, p. 159
L2 Spanish Reading and Note Taking Study Guide, p. 159
Investors in Paris, France, 1720

Why did Smith support laissez faire?

Extend

L4

Organize the class into small groups. Have each group think of areas in modern society that are based on or represent Enlightenment ideas. (Sample: government, human rights, education, gender roles) Have them choose one Enlightenment idea and discuss the similarities and differences between that idea and the present-day manifestation of the idea.

Answer
Smith believed the market would be more productive without government regulation.

1
Terms, People, and Places 1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its signicance. Comprehension and Critical Thinking 3. Summarize How did the achievements of the Scientic Revolution contribute to the Enlightenment? 4. Recognize Cause and Effect What did the philosophes do to better understand and improve society? 5. Synthesize Information Explain why the policy of laissez faire constitutes natural economic laws. 2. Reading Skill: Summarize Use your completed tables to answer the Focus Question: What effects did Enlightenment philosophers have on government and society?

For: Self-quiz with vocabulary practice Web Code: naa-1711

Progress Monitoring Online

Writing About History Quick Write: Explore a Topic On some essay tests, you may have a choice of topic. You should choose one that you feel most knowledgeable about. Choose from the following, and draft a single sentence that identies the main idea: (a) social contracts (b) freedom of speech (c) women in the mid-1700s

Section 1 Assessment
1. Sentences should reect an understanding of each term, person, or place listed at the beginning of the section. 2. Enlightenment thinkers spread their ideas to open new ways of thinking and effect change. 3. They led to greater faith in the power of reason. People began to apply reason to

human nature and government as well as to the physical world. 4. They applied the methods of science to study and improve society. 5. The government should not interrupt natural economic forces to achieve a favorable balance of trade.

Writing About History

Sentences should show an understanding of the main idea of one of the three writing topics given.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-1711.

548 The Enlightenment and the American Revolution

John Locke: Two Treatises of Government

English philosopher John Locke (16321704) published Two Treatises of Government in 1690. Locke believed that all people had the same natural rights of life, liberty, and property. In this essay, Locke states that the primary purpose of government is to protect these natural rights. He also states that governments hold their power only with the consent of the people. Lockes ideas greatly inuenced revolutions in America and France.
ut though men, when they enter into society give up the equality, liberty, and executive power they had in the state of Nature into the hands of society . . . the power of the society or legislative constituted by them can never be supposed to extend farther than the common good. . . . Whoever has the legislative or supreme power of any commonwealth, is bound to govern by established standing laws, promulgated1 and known to the people, and not by extemporary2 decrees, by indifferent and upright judges, who are to decide controversies by those laws; and to employ the force of the community at home only in the execution of such laws, or abroad to prevent or redress foreign injuries and secure the community from inroads3 and invasion. And all this to be directed to no other end but the peace, safety, and public good of the people. . . . The reason why men enter into society is the preservation of their property; and the end while they choose and authorize a legislative is that there may be laws made, and rules set, as guards and fences to the properties of all the society, . . . Whensoever, therefore, the legislative [power] shall transgress4 this fundamental rule of society, and either by ambition, fear, folly, or corruption, endeavor to grasp themselves, or put into the hands of any other, an absolute power over the lives, liberties, and estates of the people, by this breach of trust they forfeit the power the people had put into their hands for quite contrary ends, and it devolves5 to the people; who have a right to resume their original liberty, and by the establishment of a new legislative (such as they shall think t), provide for their own safety and security. . . .

John Locke: Two Treatises of Government Objectives

Explain

the ideas presented in John Lockes Two Treatises of Government. the impact of this document on the French and American revolutions.
L3

Understand

Build Background Knowledge

Ask students to recall what they know about John Locke and his ideas on government. Tell them that Locke explained his ideas in this essay.

Instruct
Direct

L3

John Locke and a book of his writings

students to the introduction at the top of the page. Then ask What does Locke believe is the primary purpose of government? (to protect peoples natural rights of life, liberty, and property) Ask students to recall where else they have heard this idea. Point out that Lockes ideas about natural rights and the obligations of government later inuenced Thomas Jeffersons writing of the Declaration of Independence. This document states that all men are created equal and are given certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. students read the selection, have them list each of Lockes ideas on government. When students have nished, have them compare their lists, and then create a master list on the board. (Lists should include: People have natural rights; people form governments to protect their natural rights; if a government fails this obligation, the people have a right to overthrow that government.)

As

Thinking Critically
1. Draw Inferences According to Locke, how should a land be governed? Why do you think this is the case? 2. Identify Central Issues What does Locke say can happen if a government fails to protect the rights of its people?

1. promulgated (PRAHM ul gayt id) vt. published or made known. 2. extemporary (ek STEM puh rehr ee) adj. without any preparation. 3. inroads (IN rohdz) n. advances at the expense of someone. 4. transgress (trans GRES) vt. go beyond; break. 5. devolves (dih VAHLVZ) vt. passes.

Monitor Progress History Background

Solutions for All Learners
L2 English Language Learners

L2 Less Procient Readers

To conrm students understanding, ask them to briey summarize Lockes ideas. How does modern government incorporate his ideas?

Use shared reading to help students read this document. First, read aloud the rst paragraph of the excerpt. As you read, model how to summarize the meaning of each section. For example, after you read aloud the rst sentence, think aloud: When people join a society, they hand over certain powers to that society. Provide an example: When stu-

dents enter school, they hand over certain things, such as decisions as to how they may dress. Next, have them go back and read the primary source silently. Then, have students work in groups to explain the meaning of a few sentences. After the groups have had sufcient time, discuss their conclusions as a class.

Thinking Critically
1. by a government chosen by the people; Sample: All people have the same natural rights and should be able to choose the body that protects them. 2. The people can overthrow the government.

549