Objectives (5 - 7 minutes)

At the end of this lesson, students will be able to:

1. Understand the Enlightenment as an intellectual movement in the 18th century, its key ideas, and the significant figures associated with it. They will delve into the emphasis on reason, science, individual rights, and how these ideas were a shift from traditional ways of thinking.

2. Explore the paradox of the Enlightenment era coexisting with the institution of slavery. They will critically analyze this contradiction, considering how Enlightenment thinkers reconciled these conflicting realities.

3. Compare and contrast the ideals of the Enlightenment with the practices of enslavement. They will examine primary sources to gain a deeper understanding of the social and philosophical contexts of the era.

Secondary Objectives:

• Develop critical thinking skills by analyzing primary sources and engaging in group discussions.
• Foster empathy and understanding by exploring the lived experiences of enslaved individuals during the Enlightenment era.
• Enhance communication skills through presentation and discussion of group findings.

Introduction (10 - 12 minutes)

• The teacher begins the lesson by reminding students of the previous topics they've covered in history class, specifically the Middle Ages and the Renaissance. The teacher explains that the Enlightenment was a movement that followed these periods, representing a significant shift in intellectual thought. It's crucial to understand these historical contexts to fully appreciate the importance and influence of the Enlightenment.

• The teacher then presents two hypothetical scenarios to the class:

  1. "Imagine you live in an era where science and reason are considered more important than religious belief and tradition. How would that change your daily life, your decisions, or your perspective on the world?"
  2. "Consider a time when people ardently promote the ideals of freedom and equality, yet a significant portion of the population is enslaved. How would you reconcile these conflicting realities?"

• The teacher explains the real-world relevance of the Enlightenment, noting its influence on modern democratic systems, laws, and educational philosophies. The teacher emphasizes that many of the rights and freedoms we enjoy today are rooted in Enlightenment thought.

• To grab the students' attention, the teacher shares two intriguing facts:

  1. "Despite the emphasis on reason and science during the Enlightenment, many Enlightenment thinkers still held superstitious beliefs. For example, some believed in the power of magical charms and amulets."
  2. "Enlightenment thinkers were instrumental in shaping the U.S. Constitution. However, many of these same individuals, such as Thomas Jefferson, were slave owners. This paradox is a stark reminder of the contradictions inherent in this era."

• The teacher then formally introduces the lesson's main topic: "Today we'll be exploring the Enlightenment, an intellectual movement that emphasized reason, science, and individual rights. However, we'll also examine how this era of 'light' coexisted with a dark reality—the continuation of slavery."

Development (20 - 25 minutes)

Activity 1: "Enlightenment Thinkers Vs. Reality of Slavery" Role-Play

• The teacher divides the class into groups of four to five students and provides each group with a series of envelopes. Each envelope contains the name and a brief profile on a range of Enlightenment thinkers—like Immanuel Kant, Thomas Jefferson, Voltaire—and enslaved individuals of the era.

• Each student pulls out two profiles: one of an Enlightenment thinker, and the other of an enslaved individual. The students conduct brief research on their assigned figures using the internet or course texts, focusing on their beliefs, everyday life, and views on slavery.

• After the research phase, students role-play a hypothetical conversation between their Enlightenment thinker and the enslaved individual, discussing the rights, roles, and liberties during the enlightenment era, and the contradiction & paradox concerning slavery. Their dialogue should reflect the complexity of their positions and their conflicting realities.

• After the discussions, each group synthesizes their conversations to present to the class, focusing on the paradox between Enlightenment ideals and the practice of slavery. The presentations should include a brief background on the individuals, the points of disagreement, and how the Enlightenment thinker may have justified the paradox.

Activity 2: "Enlightenment Era Code of Rights" Game

• Remaining in their groups, the students are tasked with crafting an "Enlightenment Era Code of Rights" that represents the ideals and principles of the Enlightenment, such as freedom, equality, and individual rights. However, they must incorporate restrictions that reflect the period's reality of slavery.

• This activity requires the students to wrestle with the same contradictions faced by Enlightenment thinkers and to grapple with the severe disconnect between enlightenment ideals and the harsh reality.

• After finishing, each group presents their "Code of Rights". The presentation should explain the rights they've incorporated and why, as well as the restrictions based on slavery.

• The teacher, acting as the game master, evaluates the earnestness, authenticity, and historical correctness of each team's Code of Rights.

• The winner will be the group who best manages to reflect the true essence and contradictions of the Enlightenment and how it reconciled with slavery.

The teacher then transitions from these activities into the conclusion and consolidation phase. The teacher discusses the learnings from the activities and relates them back to the objectives of the lesson, ensuring the students understand the Enlightenment's ideals and how they were paradoxically intermingled with slavery.

Feedback (10 - 15 minutes)

• The teacher begins the feedback stage by facilitating a class-wide discussion where each group shares the main findings and insights from their activities. The teacher encourages students to ask questions and offer comments to other groups, fostering a collaborative learning environment.

• The teacher prompts students to connect their findings with the broader historical context of the Enlightenment and the institution of slavery. The teacher may ask the following questions to guide the discussion:

  1. "How did the Enlightenment thinkers reconcile their progressive ideals with the reality of slavery?"
  2. "What contradictions did you notice between the Enlightenment's emphasis on individual rights and the continuation of slavery during this period?"
  3. "How did the institution of slavery challenge the Enlightenment's ideals of reason, science, and freedom?"

• The teacher then transitions the discussion towards reflection, asking each student to ponder on the following questions:

  1. "What was the most important concept you learned today about the Enlightenment and slavery?"
  2. "What questions do you have about the Enlightenment and slavery that have not yet been answered?"

• The teacher encourages students to share their reflections with the class, fostering an open dialogue about the complexities and conflicts inherent in this historical period.

• The teacher concludes the feedback stage by summarizing the key points discussed, reinforcing the main lesson objectives, and providing additional information or clarification where needed. The teacher also addresses any remaining student questions to ensure a comprehensive understanding of the Enlightenment and the paradox of slavery.

• The teacher provides a brief overview of the next lesson's topic, preparing students for future learning and maintaining their interest in the broader historical narrative. Finally, the teacher assesses the overall effectiveness of the lesson by asking students for feedback on the activities and the teaching methods used, fostering a continuous improvement process.

Conclusion (5 - 7 minutes)

• The teacher recaps the main points of the lesson, restating the primary objectives and the key concepts students should have learned. The teacher emphasizes on the concept of the Enlightenment as an intellectual movement that prioritized science, reason, and individual rights, and the paradox of these ideals coexisting with the institution of slavery during the same period.

• The teacher revisits the "Enlightenment Thinkers Vs. Reality of Slavery" role-play activity and the "Enlightenment Era Code of Rights" game, discussing how these hands-on activities helped students practically apply the theoretical concepts they learned. The teacher notes how these activities required students to critically analyze the contradiction between Enlightenment ideals and the continued practice of slavery, thereby deepening their understanding of the topic.

• The teacher suggests additional resources for students interested in further exploring the subject, such as primary documents from the Enlightenment period, biographies of Enlightenment thinkers, and scholarly articles on the topic. The teacher also recommends films, documentaries, and books that provide a more personal look at the lives of enslaved individuals during this era.

• To make the lesson relatable, the teacher explains the relevance of today's topic to everyday life. The teacher points out how the Enlightenment's values of reason, science, and individual rights are foundational to modern democratic societies, including the rights and freedoms we enjoy today. However, the paradox of these ideals coexisting with slavery serves as a reminder of the ongoing struggle for true equality and justice, a struggle that continues in various forms to this day.

• Finally, the teacher reminds students that understanding our past is crucial for shaping a better future. By studying the Enlightenment and the paradox of slavery, we can better understand the complexities and contradictions in our history, helping us to become more empathetic and informed citizens.