A week-long historical inquiry unit on Locke, Montesquieu, and Rousseau, covering their primary ideas of natural rights, separation of powers, and the social contract.
He bypassed political institutions by ruling entirely without calling the Estates General (parliament) so that no other group had a say in taxation or governance.
🔑 TEACHER ANSWER KEY & INSTRUCTIONAL GUIDE — FOR EDUCATOR USE ONLY
Unit 2: Enlightenment & Revolutions
Goal 1: The Age of Reason (KEY)
Teacher Name: Answer Key
Date: Week 4 Period: All
PART 4 KEY
Historical Reading: Shifting the Worldview
4. How did the Scientific Revolution make Europeans comfortable with questioning traditional authority? Use examples of scientific figures.
Exemplar Response: Scientists like Copernicus and Galileo used observation and telescopes to prove heliocentrism, showing that the church's traditional teachings about the solar system were factually wrong. This taught Europeans that traditional authorities could be incorrect and encouraged them to rely on empirical logic and evidence.
5. In your own words, explain how the Scientific Revolution directly led to the rise of the Enlightenment.
Exemplar Response: The Scientific Revolution proved that natural laws govern the physical world. This made philosophers realize they could use logic and reason to discover "natural laws" that govern human behavior, laws, and governments, giving rise to the Enlightenment movement.
🔑 TEACHER ANSWER KEY & INSTRUCTIONAL GUIDE — FOR EDUCATOR USE ONLY
Unit 2: Enlightenment & Revolutions
Goal 1: IA Drill & Exit Ticket (KEY)
Teacher Name: Answer Key
Date: Week 4 Period: All
PART 5 KEY
IA-Style Multiple-Choice Key
1. Under an absolute monarch in France (prior to 1789), who had the power to make and execute laws?
A. A representative parliament elected by the citizens.
B. One sovereign ruler who held total unchecked centralized power.
C. An equal assembly of the nobles and commoners.
D. High courts that balanced the royal decree.
2. According to absolute theory and the concept of "Divine Right," from whom does a king receive his legitimacy?
A. The consent of the people they govern.
B. The local landowners and wealthy merchants.
C. Directly from God.
D. An elected council of advisers.
EXIT TICKET KEY
Exit Ticket
Exemplar Response: Absolute monarchs claimed authority directly from God under the theory of divine right. When the Scientific Revolution emerged and used empirical observation to prove that natural laws govern the universe, it encouraged citizens to question unchecked authorities. If traditional church teachings about astronomy could be disproved using reason, then absolute monarchies could also be scrutinized and challenged using the same logical methods.
3. According to John Locke, what is the *only* way a person can be subjected to the political power of another? Underline the word in the text that shows this.
4. Why do individuals choose to join into a "civil society" and give up some of their natural liberty?
PART 5
Guided Notes: Pillars of Locke
1
Natural Rights
Every human is born with basic rights that cannot be surrendered: life (the right to live safely), liberty (freedom of expression and choice), and property (the right to own the fruits of one's labor).
2
The Social Contract
An agreement where citizens surrender absolute freedom in exchange for security and order. The sole duty of government is to protect citizens' natural rights.
3
Consent of the Governed & Rebellion
A government's power comes strictly from the consent of citizens. If a government breaks the contract by abusing rights, citizens have the right and obligation to overthrow / replace it.
“The royal power is absolute… The prince need render account of his acts to no one… Kings should be guarded as holy things.” — Bishop Bossuet, adviser to King Louis XIV of France, 1709
1. The political system and theory of leadership described in Passage A is known as
A. popular sovereignty.
B. natural rights.
C. divine right.
D. direct democracy.
2. According to Passage A, which of the following possesses the authority to limit the king's actions?
A. The nobility and clergy.
B. No earthly figure or institution.
C. An elected representative parliament.
D. A high council of judges.
Passage B (Preps Q4-5 on Q1 IA)
“Men being, as has been said, by nature, all free, equal and independent, no one can be put out of this estate, and subjected to the political power of another, without his own consent.” — John Locke, Second Treatise of Government, 1690
3. According to John Locke in Passage B, a government can only exercise legitimate power over its citizens if
Real IA Prompts Drill (Questions 41-42 Preparation):
"Explain the historical context that led John Locke to write these ideas. In your answer, describe what governments in Europe were like at the time Locke was writing."
Draft a high-quality written response. Make sure to describe European government structures (absolutism, divine right) and explain how Locke's ideas directly challenged them.
PART 8
Exit Ticket: Consent and Contract
Explain the relationship between the Social Contract, Natural Rights, and the right to rebel under John Locke's philosophy.
RETAKE
Exit Ticket Retake (Alternative Check)
If an absolute king takes away the properties of merchants to build palaces, what does Locke say citizens can do, and what justification does he use?
3. According to John Locke, what is the *only* way a person can be subjected to the political power of another? Underline the word in the text that shows this.
Exemplar Response: A person can only be subjected to political power with their own consent. (Word underlined in the passage: "consent").
4. Why do individuals choose to join into a "civil society" and give up some of their natural liberty?
Exemplar Response: They join to secure a "comfortable, safe, and peaceable living" amongst each other, knowing their lives and property are safeguarded by collective rules.
PART 5 KEY
Guided Notes: Pillars of Locke
Ensure students record these core pillars in their packets correctly. These definitions align precisely with standard assessment criteria:
Natural Rights: Rights born with every human: Life, Liberty, and Property.
The Social Contract: Trading unlimited natural freedom for government-backed security.
Consent & Rebellion: Government rules only with permission. If power is abused, citizens rebel.
🔑 TEACHER ANSWER KEY & INSTRUCTIONAL GUIDE — FOR EDUCATOR USE ONLY
Unit 2: Enlightenment & Revolutions
Goal 2: Synthesis & Exit Ticket (KEY)
Teacher Name: Answer Key
Date: Week 4 Period: All
PART 7 KEY
Historical Writing Workshop (Q41 IA Alignment)
Explain the historical context that led John Locke to write these ideas. Describe European governments at the time.
Exemplar Written Response (Must earn full credit on IA Q41 Part B):
During the 17th century when John Locke was writing, most governments in Europe were absolute monarchies. Rulers like Louis XIV of France held total centralized power, claiming they ruled by divine right. There were no legislatures, constitutions, or votes to protect citizens, and absolute kings could seize property or imprison subjects at will. John Locke wrote to challenge this unchecked power, arguing that a government's authority comes strictly from the consent of the governed to protect natural rights.
PART 8 KEY
Exit Ticket Key: Consent and Contract
Exemplar Response: Under Locke's philosophy, citizens enter a social contract, giving up some natural liberty to a government in exchange for the defense of their natural rights (life, liberty, property). If the government abuses its power and fails to protect these rights, the contract is broken, and citizens have the right to rebel and choose a new government.
RETAKE KEY
Exit Ticket Retake (Alternative Check)
Exemplar Response: Locke says citizens have the right to rebel and overthrow the king. The justification is that the king violated their natural right to property, which broke the social contract. Because the king ruled without the consent of the governed, his power is no longer legitimate.
“Give Venezuela such an executive power in the person of a president chosen by the people or their representatives… If he attempts to infringe upon the law, his own ministers will desert him… and they will even bring charges against him in the Senate.” — Simón Bolívar, address to the Congress of Angostura, 1819
1. The system Bolívar describes, in which separate institutions can limit the power of an executive executive leader, most closely matches the ideas of
A. Bishop Jacques-Bénigne Bossuet.
B. Baron de Montesquieu.
C. Karl Marx.
D. Napoleon Bonaparte.
2. Based on this passage, which statement best summarizes Simón Bolívar's beliefs regarding government structure?
A. Executives must have supreme, unchecked power.
B. Leadership should be hereditary.
C. Leaders should be chosen by citizens and limited by law.
D. Only absolute monarchies can secure civil peace.
3. Jean-Jacques Rousseau's concept of the Social Contract states that a government's power comes directly from
A. an agreement with the citizens it governs.
B. the divine right of the royal bloodline.
C. the physical power of the armed military force.
"Identify and explain one cause-and-effect relationship between John Locke's ideas of natural rights and Montesquieu's separation of powers."
Draft a high-quality comparative analysis. Show how dividing government power (Montesquieu) acts as the practical mechanism to defend the natural rights (Locke) of citizens.
PART 8
Exit Ticket: Separation & General Will
Contrast Baron de Montesquieu's plan to divide government power with Jean-Jacques Rousseau's view of popular sovereignty and the general will.
RETAKE
Exit Ticket Retake (Alternative Check)
If a government passes a law that benefits a small wealthy elite but harms the entire rest of the community, how would Rousseau evaluate this law?
Exemplar Response: The power must derive from an agreement with the people it governs. (Underlined phrase in passage above).
4. Define the term "General Will" in your own words based on the passage above.
Exemplar Response: The "General Will" refers to the common good and collective interest of the entire community, which must guide all laws and actions of the government.
PART 5 KEY
Guided Notes Comparison Key
Summary of Key Concepts to Verify in Student Handouts:
Montesquieu: Focused on government architecture—dividing power into legislative, executive, and judicial branches with distinct boundaries and reciprocal vetoes.
Rousseau: Focused on moral democracy—popular sovereignty, direct social pacts with other citizens, and laws reflecting the communal interest (the general will).
🔑 TEACHER ANSWER KEY & INSTRUCTIONAL GUIDE — FOR EDUCATOR USE ONLY
Unit 2: Enlightenment & Revolutions
Goal 3: Comparative Analysis (KEY)
Teacher Name: Answer Key
Date: Week 4 Period: All
PART 7 KEY
Historical Writing Workshop (Q42 IA Alignment)
Identify and explain one cause-and-effect relationship between John Locke's ideas of natural rights and Montesquieu's separation of powers.
Exemplar Written Response (Must earn full credit on IA Q42):
The cause-and-effect relationship is that John Locke's natural rights philosophy served as the cause that led directly to Montesquieu's separation of powers structure as the effect. Locke argued that governments must protect the natural rights of life, liberty, and property. Because centralized governments tended to violate these rights, Montesquieu designed a system that divided government power into three distinct branches. This division ensures that no single leader can gain absolute power to abuse or steal the natural rights of citizens, keeping liberty safe.
PART 8 KEY
Exit Ticket Key: Separation & General Will
Exemplar Response: Montesquieu focuses on dividing government power structurally into separate legislative, executive, and judicial branches. Rousseau focuses on popular sovereignty, where the power belongs directly to the community acting under the general will. Montesquieu checks government from within, while Rousseau constructs government around the collective choice of the people.
RETAKE KEY
Exit Ticket Retake (Alternative Check)
Exemplar Response: Rousseau would evaluate this law as illegitimate and invalid because it violates the general will. Under the social contract, government power must represent the common interest and common good of the entire group. A law benefiting only a select wealthy elite breaks the basic agreement of the community.
______ 3. Belief that authority is given strictly by God, making rulers unaccountable.
______ 4. Splitting government into executive, legislative, and judicial units.
______ 5. Unwritten agreement to trade some freedom for secure civil order.
______ 6. System where a single royal monarch holds centralized, absolute power.
PART 4
Scenario Application Practice
Read each scenario and write the name of the philosopher (Locke, Montesquieu, or Rousseau) whose ideas are represented.
Scenario A: The United States Constitution organizes the government so that Congress passes laws, but the President has the power to veto them.
Philosopher represented: ________________________
Scenario B: A neighborhood meets at a central community center to discuss and vote directly on a park tax that will benefit all residents.
Philosopher represented: ________________________
Scenario C: A group of citizens signs a petition to replace a governor who has been arresting political opponents and taking their land without trials.
Philosopher represented: ________________________
Enlightenment Thinkers — Thursday Review Packet Page 2 of 4
“EXPLAIN the historical context that led John Locke to write these ideas. In your answer, describe what governments in Europe were like at the time Locke was writing.”
To earn full credit, your response must cover:
Identify that most European governments were Absolute Monarchies.
Define how absolute monarchs ruled by claiming Divine Right.
Explain that Locke wrote his philosophies directly to challenge this unchecked power.
Required Writing Wordbank:
absolute monarchy divine right challenge / rebel
Draft your Paragraph-length response here:
Enlightenment Thinkers — Thursday Review Packet Page 3 of 4
Unit 2: Enlightenment & Revolutions
Writing Workshop: Part II
Name: ______________________
Date: _________ Period: _____
PART 6
Cause and Effect Connections (IA Question 42 Alignment)
Prompt Breakdown (IA Q42):
“IDENTIFY and EXPLAIN one cause-and-effect relationship between the ideas in Document A (Locke's natural rights) and the events in Document B (Haitian Constitution). Use evidence from both documents.”
To earn full credit, your response must cover:
Define John Locke's ideas of natural liberty and consent as the **cause**.
Connect Locke's cause to the Haitian Revolution (abolition of slavery, independence) as the **effect**.
Incorporate direct citations or close references from **both** texts to support your link.
The Cause (Doc A Ideas):
Locke's core belief that everyone is born free and equal, and cannot be ruled without their own ____________.
The Effect (Doc B Events):
The people of St. Domingo (Haiti) rebelling to form a free state, and declare that ____________ is forever abolished.
Draft your Cause-and-Effect paragraph response here:
Enlightenment Thinkers — Thursday Review Packet Page 4 of 4
C.
D. Separation of Powers
E. Social Contract
F. General Will
G. Popular Sovereignty
F 1. The communal common good and collective desire of the citizens.
C 2. Rights born with every human that cannot be stripped: life, liberty, property.
B 3. Belief that authority is given strictly by God, making rulers unaccountable.
D 4. Splitting government into executive, legislative, and judicial units.
E 5. Unwritten agreement to trade some freedom for secure civil order.
A 6. System where a single royal monarch holds centralized, absolute power.
PART 4 KEY
Scenario Application Practice Key
Scenario A: The United States Constitution organizes the government so that Congress passes laws, but the President has veto power.
Philosopher represented: Baron de Montesquieu (Checks and Balances / Separation of Powers)
Scenario B: A neighborhood meets at a central community center to discuss and vote directly on a park tax that benefits all.
Philosopher represented: Jean-Jacques Rousseau (General Will / Popular Sovereignty / Direct Democracy)
Scenario C: A group of citizens signs a petition to replace a governor who has been arresting political opponents without trial.
Philosopher represented: John Locke (Consent of the governed / Right to rebel / Social Contract broken)
Enlightenment Thinkers — Thursday Review Key Page 2 of 4
🔑 TEACHER ANSWER KEY & INSTRUCTIONAL GUIDE — FOR EDUCATOR USE ONLY
Unit 2: Enlightenment & Revolutions
Writing Workshop I Key
Teacher Name: Answer Key
Date: Week 4 Period: All
PART 5 KEY
Historical Context Exemplar (Q41 IA Alignment)
Exemplar Written Response (Scored at 4/4 points for IA Question 41 Part B):
During the late 17th century when John Locke was writing, the political context of Europe was dominated by absolute monarchies, such as King Louis XIV in France. Under this system, monarchs held total, unchecked centralized power over all parts of the state, claiming their authority was granted directly by God under the theory of divine right, meaning they were responsible to no parliament or citizen on Earth.
John Locke wrote his political philosophy directly to challenge this unchecked royal power. He argued that governments do not rule by divine right, but rather derive their power from the consent of the governed to protect people's natural rights, directly establishing the basis for representative democracy and justifying rebellion against tyrants.
Rubric Grading Verification Checklist:
Describes European governments at the time as absolute monarchies. [1 pt]
Defines divine right absolute authority accurately. [1 pt]
Explains Locke's goal was to limit royal sovereignty and protect citizens. [2 pts]
Enlightenment Thinkers — Thursday Review Key Page 3 of 4
🔑 TEACHER ANSWER KEY & INSTRUCTIONAL GUIDE — FOR EDUCATOR USE ONLY
Unit 2: Enlightenment & Revolutions
Writing Workshop II Key
Teacher Name: Answer Key
Date: Week 4 Period: All
PART 6 KEY
Cause & Effect Connection Exemplar (Q42 IA Alignment)
Exemplar Written Response (Scored at 4/4 points for IA Question 42):
The cause-and-effect relationship is that John Locke's ideas of natural rights and consent served as the cause that led directly to the Haitian Revolution and its new Constitution as the effect. In Document A, Locke states that human beings are by nature completely free, equal, and independent, meaning "no one can be subjected to the political power of another without his own consent."
This powerful principle directly inspired the formerly enslaved people of St. Domingo in Document B to rebel against French colonial power, declare themselves a "free state sovereign and independent of any other power," and enact Article 2, which states that "slavery is forever abolished," because holding human beings in chains is a complete violation of their natural equality.
Rubric Grading Verification Checklist:
Identifies Locke's philosophy as the cause and Haiti's revolution as the effect. [1 pt]
Explains Locke's natural equality argument using Document A evidence. [1 pt]
Explains Haiti's abolition of slavery and sovereignty using Document B evidence. [2 pts]
Enlightenment Thinkers — Thursday Review Key Page 4 of 4
PART A:
PART B:
5. Identify and explain one cause-and-effect relationship between the ideas in Document A and the historical events described in Document B. Use evidence from both documents in your response. [4 pts]
Enlightenment Thinkers — Friday Quiz 1 Page 2 of 2
Exemplar Response (Directly preps Question 42 on the Q1 IA):
The cause-and-effect relationship is that John Locke's ideas of natural rights and consent served as the cause that led to the Haitian Revolution as the effect [1 pt]. Locke argues in Document A that people are by nature free and equal, and cannot be put under another's political power without consent [1 pt]. This idea directly inspired the people of Haiti in Document B to rebel against French colonial power, declare themselves a "free state independent of any other power," and abolish slavery because slavery completely violates natural equality and liberty [2 pts].
