PREVIEW 35
Carefully analyze the image your teacher is projecting. Discuss the
questions below with your partner. Then write your answers.
• What are four interesting details you see in this image?
• What do you notice about the people at this gathering?
• Which figure in the painting do you think is hosting this gathering?
How can you tell?
• What kinds of ideas might people discuss at a meeting like this?
• In what ways might these people spread the ideas discussed at
this meeting?
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The Enlightenment
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READING NOTES 35
Follow these steps with your
partner as you meet five influential
thinkers of the Enlightenment in
the classroom activity:
1. Read about one of the thinkers
in Sections 35.3 to 35.7.
35.4
John Locke:
Natural Rights
Answers to his
questions:
2. Introduce yourself to the thinker
you just read about. Take your
Reading Notes and book with
you. The thinker will have questions to ask you.
3. Answer the questions out loud
(you may use your book to help
you, if you need to). Then write
your answers, using complete
sentences, in the section for that
thinker.
35.3 Thomas Hobbes:
Absolute Rule by Kings
Answers to his questions:
4. Say something to the thinker
about one of his ideas you
strongly agree or disagree with.
Then curtsy or bow as you say
adieu (“good-bye” in French),
and return to your seat.
5. Repeat for the other four
Enlightenment thinkers.
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Lesson 35
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READING NOTES 35
35.5
Baron de
Montesquieu:
Separation of
Powers
Answers to his
questions:
35.6 Voltaire:
Religious Tolerance
and Free Speech
Answers to his questions:
35.7 Cesare Beccaria:
The Rights of the Accused
Answers to his questions:
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PROCESSING 35
Find a newspaper article or photograph that you think represents an idea
of one of the Enlightenment thinkers you learned about. Highlight or
circle any specific parts of the article or photograph that relates to the
Enlightenment idea. Glue the article below, and complete the statement
at the bottom of the page.
Glue article or photo here.
This article or photograph represents the Enlightenment idea of
because…
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Lesson 35
(name of thinker)
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TIMELINE CHALLENGE 8
Use information on the timeline below to help you complete the
missing parts of Items A–F. When completed, each item should
include the following:
• the date(s) and a short written description of the item.
• a simple symbol or drawing to represent the item.
• an appropriate geometric shape surrounding the symbol or drawing.
These shapes correspond to the categories listed above the right side
of the timeline.
A. _________
Columbus sails on new ship
design, called a caravel, to
discover the Americas.
• a color bar or dot in the appropriate location on the timeline.
• a line connecting the bar or dot to the geometric shape.
1400
C.E.
1450
1500
1550
1600
C.E.
C.E.
C.E.
C.E.
D. 1519 – 1521
Cortes conquers the ___________ Empire.
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Timeline Challenge 8
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TIMELINE CHALLENGE 8
Social Structure
Government
Religion
Arts
B. 1543
Copernicus’s theory of the heliocentric, or
sun-centered, universe is published.
1600
C.E.
Writing and Literature
C. _________
Montesquieu argues for a separation
of powers through three branches of
government.
1650
1700
1750
1800
C.E.
C.E.
C.E.
C.E.
E. 1609 – 1610
Galileo uses a ___________________ to
make important astronomical discoveries.
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Technology
F. 1690
Locke argues that the purpose of government is to protect
people’s natural rights. If it fails, the people can overthrow it.
Modern Europe Timeline Challenge
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