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Title: Four Enlightenment Thinkers
Grade Ranges:
___K-4
___5-8
_X_9-12
Subject Tag:
Social Studies: U.S. History: Colonial America
Social Studies: U.S. History: World Revolutions
Social Studies: Social Sciences: Philosophy
Synopsis:
This lesson plan introduces students to four Enlightenment thinkers, Baron de
Montesquieu, Jean-Jacques Rousseau, Thomas Hobbes, and John Locke. Students will
write a short speech as one of these thinkers. This exercise can be used for a World
History class or in a United States History class when covering the political ideas found
in the Constitution and Declaration of Independence.
Keywords:
Baron de Montesquieu, Jean-Jacques Rousseau, Thomas Hobbes, John Locke,
Constitution, Declaration of Independence, Enlightenment, natural rights, separation of
powers, social contract
Body:
1. Before class, divide the class into partners. Assign each pair one of the following
thinkers: Baron de Montesquieu, Jean-Jacques Rousseau, Thomas Hobbes, or John
Locke.
2. Before students arrive, push the desks together so they are in pairs facing each other.
Place each student’s name, partner’s name, and the name of the philosopher assigned to
them on each pair of desks.
3. Explain to students that they will become experts on the Enlightenment philosopher
assigned to them, and they will write a short speech introducing their philosopher’s main
ideas and beliefs.
4. Students decide on their duties for the project.
• Reader/Presenter: This student reads out loud from the textbook and any other
sources they use. This student will also present the finished speech to the class.
• Note-taker/Writer: This student takes notes while the reader reads from the
sources. This student also writes the speech.
5. The “reader” reads from the textbook on their philosopher. If the textbook does not
have information for each philosopher, any Electronic Encyclopedia should have
sufficient information or students can use the related links provided for basic
information. “Note-taker” takes notes on the following criteria:
•
•
•
Biography: Where was the philosopher born? What was his upbringing? What
was his job? Where did he study? What book(s) did he write?
Philosophical Ideas: Did this political thinker think people could govern
themselves? Is humankind basically good or bad? What, if any, are the
underlining ideas behind this person’s thinking?
Beliefs in government: What did this thinker believe is the best form of
government? Did this thinker contribute any new political ideas?
6. Students write a one to two-minute speech introducing their philosopher. Students
should include the philosopher’s biography, philosophical ideas and beliefs in
government.
7. Students read their speech to the class. While students read their speeches, other
students should take notes and complete the chart in the accompanying handout. Be sure
that students include the following key ideas for each political thinker:
•
•
•
•
Montesquieu: French philosopher who argued for a monarchy but under a system
of “Separation of Powers.”
Rousseau: Swiss philosopher who believed direct democracy would best ensure
peoples’ freedoms.
Hobbes: English philosopher believed that an absolute monarch could best keep
the “social contract.”
Locke: English philosopher who argued governments are created to protect our
“natural rights” of life, liberty and property.
8. For homework, students should create a symbol of each philosopher’s ideas. This
should be a visual representation of the ideas. It may be a simple icon-type of symbol or a
collection of different images all together.
10. Pick the best symbols to be put on the board. This can be used for review the
following day and can also be used to check for understanding.
Standards:
NY: 1.3. Study about the major social, political, economic, cultural, and religious
developments in New York State and United States history involves learning about the
important roles and contributions of individuals and groups. 2.3. Study of the major
social, political, cultural, and religious developments in world history involves learning
about the important roles and contributions of individuals and groups.
NYC: A2a. Make an oral presentation of project plans or findings to an audience with
expertise in the relevant subject matter. A3a. Gather information to assist in completing
project work.
NJ: 6.3. All students will acquire historical understanding of political and diplomatic
ideas, forces, and institutions throughout the history of New Jersey, the United States,
and the world.
CT: History 2: Local United States and World History. Students will use historical
thinking skills to develop an understanding of the major historical periods, issues and
trends in United States History, World History, and Connecticut and local history.
Related Links:
The Age Of Enlightenment
http://ragz-international.com/age_of_enlightenment.htm
This site provides a basic overview of The Age of Enlightenment and includes brief
biographies of Locke, Diderot, Voltaire, and Rousseau. Part of The International History
Project: A Collection of World History Essays, Documents and Maps from Ancient
Mesopotamia to end of the Cold War
Charles-Louis de Secondat, Baron de Montesquieu
http://www.questia.com/popularSearches/montesquieu.jsp
Charles-Louis de Secondat, Baron de Montesquieu resources.
Jean-Jacques Rousseau
http://www2.lucidcafe.com/lucidcafe/library/96jun/rousseau.html
A brief biography that includes information on related resources
Thomas Hobbes
http://www.utm.edu/research/iep/h/hobmoral.htm
Biography and information from The Internet Encyclopedia of Philosophy
John Locke
http://www.utm.edu/research/iep/l/locke.htm
Biography and information from The Internet Encyclopedia of Philosophy
Objective:
Students will gain an understanding of the political beliefs of Montesquieu, Rousseau,
Hobbes, and Locke.
Prerequisite Skills:
None needed
Time Required:
One block period or two 45-minute class periods.
Technology and Materials Needed:
1. Be sure the textbook has sufficient information on Montesquieu, Rousseau,
Hobbes, and Locke. If the textbook does not have information for each
philosopher, any Electronic Encyclopedia should have sufficient information or
students can use the related links provided.
2. Handout: Four Enlightenment Thinkers Chart
Procedures
Assessment Criteria:
1. Check to make sure that students know the basic facts listed in Step 7.
2. Check students’ symbols of each philosopher.
Recommended Lesson Plan Review Date:
Review Comments:
Four Enlightenment Thinkers Chart
Name
Montesquieu
Rousseau
Hobbes
Locke
Biography
Philosophical Ideas
Beliefs in
Government