# data[].attributes.body
Zoom in to view their biographies!

# data[].attributes.body
Watch this video to learn the basics about the Enlightenment!

# data[].attributes.attachment_link.title
The Enlightenment: Crash Course European History #18

# data[].attributes.headline
Britannica Kids!: An Overview of the Enlightenment

# data[].attributes.subject
Britannica Kids!: An Overview of the Enlightenment

# data[].attributes.body
This page provides an overview of the Enlightenment.

# data[].attributes.attachment_link.description
The Enlightenment, or the Age of Reason, began in Europe in the 1700s and spread to many parts of the world. The thinkers of the Enlightenment objected to the absolute power...

# data[].attributes.body
This Digital Presentation provides an additional perspective on the Enlightenment.

# data[].attributes.attachment_link.readable_text
Published on

AISWest Mr. Janes. 8th grade history

1. 1. The Enlightenment "Age of Reason"

2. 2. Learning Objective ► Students will be able to define the Enlightenment and key vocabulary, and identify the historical roots of this time period.

3. 3. Key Vocabulary ► Enlightenment: a period during the 1600s and 1700s in which educated Europeans changed their outlook on life by seeing reason as the key to human progress. ► Age of Reason: another name for the Enlightenment ► Salons: in France, a simple meeting of philosophers to discuss ideas during the Enlightenment ► Philosopher: a scholar or thinker ► Reason: Using logical thinking, not superstition

4. 4. Roots of the Enlightenment ►The Enlightenment grew out of the Renaissance, Reformation, and the Scientific Revolution. ►What's the same?: Like all of these other movements, much Enlightenment thinking challenged accepted beliefs. ►What's new?: Enlightenment philosophers wanted to use the ideas and reason of the Scientific Revolution for problems in government and society.

5. 5. Think/Pair/Share * In what ways are the periods of the Renaissance, Reformation, and Scientific Revolution similar to the Enlightenment? * A's share with B's * B's share with A's * I will now choose someone to explain to the class. * Ans: They are similar because they all challenged accepted beliefs.

6. 6. Think/Pair/Share * In what new areas did Enlightenment philosophers want to use reason? * B's share with A's * A's share with B's * I will now choose someone to explain to the class. * Ans: They wanted to use reason for problems in government and society.

7. 7. Light out of the Darkness ►A Frenchman, Bernard de Fontenelle, expressed this optimistic faith in reason and progress. In 1702, he wrote that the new century "will become more enlightened day by day, so that all previous centuries will be lost in darkness by comparison."

8. 8. The Salons ► In France, thinkers called philosophes (French for "philosophers") championed the idea of reason in government. ► Philosophers often gathered in informal meetings, called salons. There they exchanged and debated ideas for hours. ► Many salons were organized by women. Gatherings like these helped to shape and spread the ideas of the Enlightenment. ► Think/Pair/Share: Describe the purpose of a salon.

9. 9. Why is this important? ► Many of our own ideas about government, such as the Declaration of Independence and the American Constitution got their ideas directly from the Enlightenment. ► In fact, many of America's founding fathers studied the ideas of the Enlightenment thinkers during the American Revolution. Left to right: Benjamin Franklin, John Adams, Thomas Jefferson

10. 10. Whiteboard * Which of these was greatly influenced by the Enlightenment? A. The mandate of Heaven B. The Magna Carta C. The Catholic Church D. The American Revolution

11. 11. Whiteboard * Which of these was greatly influenced by the Enlightenment? D. The American Revolution

12. 12. What a concept! ► Enlightenment thinkers rejected authority and upheld the freedom of individuals to think for themselves. ► Rene Descartes: "I think, therefore I am."

13. 13. Enlightenment and Government ► Enlightenment thinkers criticized accepted ideas about government. Some questioned the medieval belief in the divine right of kings [the idea that God chose a country's king, and that the king got his authority from God.] ► Many Enlightenment thinkers stressed individual rights that governments must respect. ► Enlightenment thinkers also felt that people should have a say in their government.

14. 14. Whiteboard * What old, medieval concept about government did Enlightenment thinkers reject? * Divine Right of Kings * Name one thing they did believe about government: * Possible answers: Individual rights, people having a say in government.

15. 15. Enlightenment and Religion ►Enlightenment thinkers believed humans were capable of discovering truth for themselves. ►Many believed in an all powerful deity (or God), but not in a specific church or holy book. Some called themselves Deists [Dee- ists]. ►Right and Wrong should be based on rational insight.

16. 16. Whiteboard * In what way was the Enlightenment similar to the Scientific Revolution? A. BOTH focused on government and society B. BOTH highly valued reason and observation. C. BOTH denied the existence of God. D. BOTH were unimportant.

17. 17. Whiteboard * In what way was the Enlightenment similar to the Scientific Revolution? B. BOTH highly valued reason and observation.

18. 18. Whiteboard closing questions * What is another name for Enlightenment? * Age of Reason * Where would people meet to discuss ideas during the Enlightenment? * A salon * What is the period during the 1600s and 1700s in which educated Europeans changed their outlook on life by seeing reason as the key to human progress? * The Enlightenment * The Enlightenment took the reason of the Scientific Revolution and used it for_________ * Government

19. 19. Learning Objective Days 2-4 ► Students will be able to describe the ideas of major Enlightenment thinkers. ► Fill out the chart as the presentation progresses.

20. 20. Thomas Hobbes ► Hobbes believed people are naturally selfish, cruel, and greedy. ► In 1651, he published a book called Leviathan. In this book, he wrote that people are driven by a restless desire for power. ► Without laws, people would always be in conflict. ► In such a "state of nature", life would be "nasty, brutish, and short." ► His idea: Governments were created to protect people from their own selfishness.

21. 21. Hobbes continued.... ►Later Enlightenment thinkers might not have agreed with Hobbes... ►But, he was important because he was one of the first thinkers to apply reason to the problem of politics ►His ideas may sound harsh, but it was based on his own observations of human nature and reasoning.

22. 22. Think/Pair/Share * Hobbes' ideas are based on the idea that people are naturally selfish. Do you agree with this? Why or why not? * What does Hobbes mean when he said that if there was no government, life would be "nasty, brutish, and short."? * Do you agree with this idea? Tell your partner why or why not. Be prepared to share your answer with the class.

23. 23. Add these definitions to your vocabulary list ► Social Contract: an agreement between people and their government, in which people give up some things in return for the benefit of having government. ► Natural rights: rights that people have simply for being human. ► Bill of rights: a list of basic rights a government must protect. ► Constitutional Monarchy: a form of government in which the king's power is limited by a basic set of laws, or Constitution.

24. 24. Think/Pair/Share * Look at the definition for natural rights. With your partner, list as many rights as you can think of that you believe people have just for being human.

25. 25. John Locke: Social Contract and Natural Rights ► He wrote Two Treatises of Government in 1690. ► He believed the purpose of government was to protect people's natural rights. He said government should protect," his life, liberty, and property-against the injuries and attempts of other men." ► His idea: The true basis of government was a social contract between people and their government. If the government didn't respect people's rights, it could be overthrown.

26. 26. John Locke: Social Contract and Natural Rights ►In exchange protection, people gave government the power to rule on their behalf. We call this idea the "consent of the governed." ►Lasting Impact: the idea that government could be overthrown if it failed to respect people's rights had wide influence and was ultimately echoed in the American Declaration of Independence.

27. 27. Locke's ideas in England ►Locke was in favor of constitutional monarchies. This meant laws or a constitution limited the power of the monarchs (or kings). ►In 1689, the English set down a new set of rules called the English Bill of Rights. This strengthened the power of the people and their representatives in Parliament (an English congress.)

28. 28. Whiteboard * The following ideas come from the Declaration of Independence and the U.S. Constitution's Bill of Rights. Which most closely relates to the work of John Locke? * A. speedy and public trial * B. innocent until proven guilty * C. life, liberty and the pursuit of happiness * D. Freedom of speech and the press

29. 29. Whiteboard * The following ideas come from the Declaration of Independence and the U.S. Constitution's Bill of Rights. Which most closely relates to the work of John Locke? * C. life, liberty and the pursuit of happiness

30. 30. Whiteboard * Approved in 1689, the new set of rights for Parliament and the English people were set down in the * A. Magna Carta * B. Orders of Parliament * C. Laws of William & Mary * D. English Bill of Rights

31. 31. Whiteboard * Approved in 1689, the new set of rights for Parliament and the English people were set down in the D. English Bill of Rights

32. 32. Montesquieu: Separation of Powers ► Like Locke, Montesquieu was concerned with how to protect liberty from a bad government. ► He Wrote The Spirit of Laws in 1748. In this book, he described how governments should be organized. ► His idea: The separation of powers: By dividing different powers among more than one branch of government, no one group in the government could grow too powerful.

33. 33. Montesquieu continued.... ► Each branch of government checked the other branches. When powers were not separated this way, Montesquieu warned, liberty was soon lost. He said: "When the legislative and executive powers are united in the same person..., there can be no liberty." ► Lasting Impact: He greatly influenced the men who wrote the U.S. Constitution. We now have a separate legislative (Congress), judicial (courts), and executive (President) branch.

34. 34. Whiteboard If Baron de Montesquieu were to visit the United States today, he might be most pleased to see the * A. Bill of Rights. * B. Three branches of government. * C. Government-run tax system. * D. Declaration of Independence.

35. 35. Whiteboard If Baron de Montesquieu were to visit the United States today, he might be most pleased to see the * B. Three branches of government.

36. 36. Whiteboard Closing Questions * What is it called when the people give up certain powers in return for the benefits of government? * A social contract * What are rights that you have simply for being human? * Natural rights * What did Locke say these natural rights included? * Life, Liberty, Property * When we split the powers of government among three branches, what is this called? * Separation of Powers * Who came up with that idea? * Montesquieu * If the government becomes corrupt, what does Locke say to do? * Overthrow the government

37. 37. Voltaire: Religious tolerance and free speech ► Voltaire was an Enlightenment writer. ► His most famous novel was Candide, in which he poked fun at old religious ideas. ► Voltaire was especially concerned with freedom of thought and expression. ► His idea: He had a strong belief in religious tolerance and free speech. Tolerance means the acceptance of different beliefs and customs.

38. 38. Voltaire Continued... ►Voltaire said, "I disapprove of what you say, but I will defend to the death your right to say it." ►Lasting Impact: Voltaire met Benjamin Franklin, and when the U.S. Bill of Rights was written, the ideas of freedom of religion and freedom of speech were added to our 1st amendment to the Constitution.

39. 39. Think/Pair/Share * What does Voltaire mean when he says, "I disapprove of what you say, but I will defend to the death your right to say it."? * Do you agree with Voltaire? Why or why not?

40. 40. Whiteboard * Which of the following statements would most likely have been made by Voltaire? A. "The king needs absolute power." B. "The government protects people's natural rights." C. "We should do away with the death penalty." D. "People must be free to speak their minds."

41. 41. Whiteboard * Which of the following statements would most likely have been made by Voltaire? D. "People must be free to speak their minds."

42. 42. Cesare Beccaria: The Rights of the Accused ► In the Middle Ages, torture of criminals was common. The rack was often used, as well as devices like thumbscrews. ► Beccaria, an Italian, wrote a book called On Crimes and Punishments in which he argued against brutal punishments.

43. 43. Beccaria continued.... ► His ideas: A person accused of a crime should receive a fair and speedy trial. Torture should never be used. Capital Punishment (death sentences) should be done away with. ► "For a punishment to be just it, should consist of only such gradations of intensity as to suffice to deter men from committing crimes." This means that "punishment should fit the crime" and not be more than necessary to stop someone else from doing it again. similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. Contrast Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout. Define Give the precise meaning of a word, phrase, concept or physical quantity. Describe Give a detailed account. Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. Distinguish Make clear the differences between two or more concepts or items. Evaluate Make an appraisal by weighing up the strengths and limitations. Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Explain Give a detailed account including reasons or causes. Identify Provide an answer from a number of possibilities. Justify Give valid reasons or evidence to

44. 44. Think/Pair/Share * How were Beccaria's ideas different from the usual ways of treating prisoners in the Middle Ages? * What does the phrase, "the punishment should fit the crime," mean to you? * Do you think this is important? Why or why not?

45. 45. Beccaria's impact ►Beccaria's ideas were adopted straight into our Constitution's Bill of Rights. In fact our 8th amendment prevents "cruel and unusual punishment" for crimes, and our 6th amendment provides for a speedy trial. (The only exception is the Death Penalty, which we still have in the United States today.)

46. 46. Whiteboard closing questions * What freedoms did Voltaire want for the people? * Freedom of Religion and Speech * What types of punishments was Beccaria against? * Torture and excessive punishment * Where can we see examples of Voltaire's ideas in America? * Bill of Rights, 1st ammendment * What idea of Beccaria's did the U.S. NOT use? * Getting rid of the death penalty

47. 47. Learning Objective ► Students will be able to describe how democratic thoughts and governments were influenced by the Enlightenment.

48. 48. Impact of the Enlightenment on Government ►Modern views of government owe a great deal to Enlightenment thinkers. The Enlightenment influenced monarchs in Europe, especially "enlightened despots," and greatly affected revolutions in America and France.

49. 49. Enlightened Rule by Monarchs ► Despot: a king or other ruler with absolute, unlimited power. ► The Enlightenment did not change Europe overnight. Many countries still had kings. Some of them became "enlightened despots" by using enlightenment ideas in their countries. ► Examples: Some kings ended the use of torture, started universities, and used religious tolerance. They wanted to keep the people happy without losing their power.

50. 50. The American and French Revolutions ► Both America and France had revolutions overthrowing their kings. However, the revolution in France was much more violent.

51. 51. Whiteboard * The Enlightenment led to revolutions in which two countries? A. America and France B. France and Ireland C. England and Italy D. America and Spain

52. 52. Whiteboard * The Enlightenment led to revolutions in which two countries? A. America and France

53. 53. The Enlightenment in America ► Enlightenment ideas had a major influence on the leaders of the American Revolution. English leaders in America shared with John Locke the traditions of the Magna Carta and the English Bill of Rights. ► When the Americans rebelled in 1775, they pointed to the abuse of their rights by the English king. ► The Declaration of Independence echoed Locke's ideas on natural rights and the purpose of government.

54. 54. "We the People" ► Other Enlightenment ideas can be seen in the U.S. Constitution. America's basic law includes Montesquieu's idea of separation of powers. ► The Bill of Rights protects the freedom of religion and speech championed by Voltaire. It also includes some of the rights supported by Beccaria, such as the right to a speedy trial.

55. 55. Think/Pair/Share * Name two Enlightenment ideas that are included in our Declaration of Independence, Constitution or Bill of Rights. * Which Enlightenment idea do you think is the most important for us to follow in America today? Why do you think that?

56. 56. Enlightenment in France ►In 1789, revolution broke out in France. The National Assembly adopted the Declaration of Rights of Man and Citizen. This document talked about liberty and equality. It upheld the rights to own property, and freedom of speech and religion.

57. 57. Violence of the French Revolution ► Soon, however, terrible violence erupted. Thousands of wealthy Frenchmen and members of the Royal family were beheaded on the guillotine. ► Guillotine: a machine that cut off people's heads by dropping a sharp blade. ► The bloody chaos brought a strange end to the Enlightenment dream based on reason.

58. 58. Learning Objective ► Students will be able to list the contributions of women to the Enlightenment.

59. 59. Women of the Enlightenment ►Several women, such as Madame Geoffrin, Abigail Adams, Olympe de Gouges, and Mary Wollstonecraft, worked to extend ideas of liberty and equality to women. ►Once the ideas of the Enlightenment were expressed, women wanted these rights as well as men.

60. 60. Whiteboard * What was at the heart of women's contributions to the Enlightenment? A. They wanted the abolition of slavery B. They wanted women to have the same rights as men C. They wanted women to be absolute ruler D. They wanted a separation of powers

61. 61. Whiteboard * What was at the heart of women's contributions to the Enlightenment? B. They wanted women to have the same rights as men

62. 62. French Enlightenment Women ► Madame Geoffrin used her home for many of the salon meetings in France. She not only hosted the meetings, but often directed the conversations and settled arguments. ► Olympe de Gouges published the female version of the document of the French Revolution. She called it the Declaration of the Rights of Woman and the Female Citizen. She called for equality in all things. When she spoke out against the bloodshed of the French Revolution, they sent her to the guillotine.

63. 63. Think/ Pair/Share * Who were the two famous French women of the Enlightenment?

64. 64. Abigail Adams ► Wife to John Adams, who was a leader of the American Revolution and later President. ► She reminded John not to forget women in the Revolution. "Remember, all men would be tyrannts if they could. If particular care and attention is not paid to the Ladies, we are determined to start a rebellion...we will not hold ourselves bound to any Laws in which we have no voice."

65. 65. Mary Wollstonecraft ► An English writer. In 1792, she argued that women deserved the same rights and opportunities as men. ► Wollstonecraft believed education was the key for women wanting equality and freedom. She inspired many later leaders of the women's rights movement in America.

66. 66. Think/ Pair/Share * List the contributions of Mary Wollstonecraft.

# data[].attributes.attachment_link.description
Published on AISWest Mr. Janes. 8th grade history 1. The Enlightenment "Age of Reason" 2. Learning Objective ► Students will be able to define the Enlightenment and key vocabulary, and identify the historical roots of this time period. 3.

# data[].attributes.body
This is a Quizlet collect of common vocabulary terms surrounding the Enlightenment.

# data[].attributes.body
Idea: Natural Rights
Learn about philosopher John Locke and his influence on the Declaration of Independence.

# data[].attributes.attachment_link.description
(1632–1704). One of the pioneers in modern thinking was the English philosopher John Locke. He made great contributions in studies of politics, government, and psychology.…

# data[].attributes.body
Idea: Separation of Powers
This PBS video introduces Montesquieu and his ideas of checks and balances.

# data[].attributes.attachment_link.title
Montesquieu's Ideas About Government - Exploring Our Nation on the Learning Videos Channel

# data[].attributes.body
Idea: Popular Sovereignty (or General Will)
Read this article about Rousseau and learn about his proposal for social contracts.

# data[].attributes.attachment_link.readable_text
Jean-Jacques Rousseau, (1712 - 2 July 1778) was a famous French speaking philosopher. He was born in Geneva, Switzerland and always described himself as being Genevan. Rousseau lived in the 18th century during the Age of Enlightenment. His political ideology influenced the French Revolution and aided the development of nationalism and socialist theories.

Rousseau was also a composer, writing numerous books about music theory. Rousseau authored Confessions, an autobiography, one of the first of its kind. Many later philosophers were influenced by him. He wrote a novel Julie, ou la nouvelle Héloïse which was a best-seller and influenced 19th century writers of romanticism.

Rousseau believed that men were born good and innocent, and that corruption and sadness happened because of life experiences and experiences in society. He believed that if society was gone, man would be happy and pure once again.

Rousseau is most famous for his social contract ideology, which is often compared to the social contract of John Locke. This ideology is stated in Rousseau's book, The Social Contract.

During the period of the French Revolution, Rousseau was the most popular of the philosophes among members of the Jacobin Club. He was interred as a national hero in the Panthéon in Paris, in 1794, 16 years after his death.

Philosophy

Rousseau's philosophy of education concerns itself not with particular techniques of imparting information and concepts, but rather with developing the pupil's character and moral sense, so that he may learn to practice self-mastery and remain virtuous even in the unnatural and imperfect society in which he will have to live. A child should be raised in the countryside, which, Rousseau believes, is a more natural and healthy environment than the city, under the guardianship of a tutor who would guide them through various learning experiences arranged by the tutor.

Today we would call this the disciplinary method of "natural consequences". Rousseau felt that children learn right and wrong through experiencing the consequences of their acts rather than through physical punishment. The tutor would make sure that no harm results to to the child through his learning experiences.

Rousseau became an early advocate of developmentally appropriate education; his description of the stages of child development mirrors his conception of the evolution of culture. He divides childhood into stages:

1. the first to the age of about 12, when children are guided by their emotions and impulses

2. during the second stage, from 12 to about 16, reason starts to develop

3. finally the third stage, from the age of 16 onwards, when the child develops into an adult

Rousseau recommends that the young adult learn a manual skill such as carpentry, which requires creativity and thought, will keep him out of trouble, and will supply a fallback means of making a living in the event of a change of fortune (the most illustrious aristocratic youth to have been educated this way may have been Louis XVI, whose parents had him learn the skill of locksmithing). Rousseau's ideas have influenced progressive "child-centered" education.

Political theory

The Social Contract outlines the basis for a political order of classical republicanism. Published in 1762, it became one of the most influential works of political philosophy in the Western tradition. The treatise begins with the dramatic opening lines, "Man is born free, and everywhere he is in chains. Those who think themselves the masters of others are indeed greater slaves than they."

Images for kids

Palazzo belonging to Tommaso Querini at 968 Cannaregio Venice that served as the French Embassy during Rousseau's period as Secretary to the Ambassador

# data[].attributes.attachment_link.description
Jean-Jacques Rousseau, (1712 - 2 July 1778) was a famous French speaking philosopher. He was born in Geneva, Switzerland and always described himself as being Genevan. Rousseau lived in the 18th century during the Age of Enlightenment. His political ideology influenced the French Revolution and aided the development of nationalism and socialist theories.

# data[].attributes.body
This brief video shows many connects between John Locke and the Declaration of Independence. Can you spot the influences from the Enlightenment?

# data[].attributes.attachment_link.title
Declaration of Independence | Civics 101 | PBS LearningMedia

# data[].attributes.attachment_link.description
The Declaration of Independence was the first formal statement by a nation's people asserting their right to choose their own government. The document that was approved by the Continental Congress on July 4, 1776, and that announced the separation of 13 North American British colonies from Great Britain.

# data[].attributes.body
This resource provides insight into the Declaration of Independence for EL learners.

# data[].attributes.attachment_link.readable_text
Learn ESL and EL Civics with Pictures
Easy Lessons and Fun Activities
by www.elcivics.com

EL Civics History and Government

FUN FACTS

1. The original handwritten copy of the Declaration of Independence does not exist anymore.

2. The first copy made of the original is badly faded. It is on display along with the Constitution and the Bill of Rights at the Nationl Archives Rotunda.

3. Together the Declaration of Independence, the Constitution, and the Bill of Rights are called the Charters of Freedom.

4. Thomas Jefferson's first draft criticized the slave trade, but it was changed by Congress.

5. The first and largest signature on the Declaration of Independence is that of John Hancock, President of the Continental Congress.

The Declaration of Independence was adopted on July 4, 1776.

The Liberty Bell was rung before it was read to the people of Philadelphia.

The Declaration of Independence announced that the thirteen colonies were free from Britain.

King George III was the King of Britain at the time.

Thomas Jefferson wrote the Declaration of Independence. Benjamin Franklin and John Adams made minor changes.

Fifty-six delegates signed the Declaration of Independence.

The Preamble summarizes a philosophy of government that supported the revolution.

The Preamble states that all men are created equal and that they have unalienable rights which include life, liberty, and the pursuit of happiness.

Unalienable rights are natural, individual rights that people are born with.

Important ideas in the Declaration of Independence include:

1. Natural rights.

2. The power of government comes from the people.

3. People can change their government if it hurts their natural rights.

4. All people are created equal.

1. When was the Declaration of Independence adopted?
2. What did the Declaration of Independence announce?
3. Who wrote the Declaration of Independence?
4. What are three natural rights in the Declaration of Independence?
5. Name four important ideas found in the Declaration of Independence.
Declaration of Independence Quiz Answers >>

Downloadable History and Civics Lesson Material

Copyrights to the pictures and photos on this ESL lesson and EL Civics website belong to individual photographers. We have purchased the rights to use them. Do not copy the images on this website. Permission is granted to print any of the worksheets for classroom and home use. You may link to any page of this website. Contact Christina Niven, ESL teacher, at christina@elcivics.com. Please send corrections, comments, greetings, and requests for new lessons. Copyright © Christina Niven, 2007.

# data[].attributes.attachment_link.description
Learn ESL and EL Civics with Pictures Easy Lessons and Fun Activities by www.elcivics.com EL Civics History and Government FUN FACTS 1. The original handwritten copy of the Declaration of Independence does not exist anymore. 2. The first copy made of the original is badly faded.

# data[].attributes.body
This video shares a historical perspective on the US Constitution and how it impacts our lives.

# data[].attributes.attachment_link.title
The Constitution, the Articles, and Federalism: Crash Course US History #8

# data[].attributes.headline
Enlightenment Influence on the US Constitution

# data[].attributes.subject
Enlightenment Influence on the US Constitution

# data[].attributes.body
This webpages provides an overview of the US Constitution.

# data[].attributes.attachment_link.title
US Constitution - Enlightenment Influence on America

# data[].attributes.body
This is a resource page with common political terms surrounding the Declaration of Independence, US Constitution, and Bill of Rights.

# data[].attributes.attachment_link.title
US Government for Kids: Glossary and Terms

# data[].attributes.attachment_link.description
Kids learn about the Glossary and Terms of the United States government. Definitions and words you need to know including amendment, bill, cabinet, civil rights, Congress, law, jury, veto, and more.

# data[].attributes.body
This webpage provides a useful breakdown of the Constitution for EL learners.

# data[].attributes.attachment_link.readable_text
1. There were 55 delegates at the Constitutional Convention in Philadelphia. The delegates are called the Founding Fathers because they wrote the Constitution.

2. Benjamin Franklin was the oldest member of the Constitutional Convention. He gave a speech when it was completed and asked that all 13 states vote to approve it unanimously.

3. The Constitution was written in the same building that the Declaration of Independence was written in.

4. George Washington was the leader of the men who wrote the Constitution. He remained silent during most of the debates.

5. The first state to ratify the Constitution was Delaware.

# data[].attributes.attachment_link.description
1. There were 55 delegates at the Constitutional Convention in Philadelphia. The delegates are called the Founding Fathers because they wrote the Constitution. 2. Benjamin Franklin was the oldest member of the Constitutional Convention. He gave a speech when it was completed and asked that all 13 states vote to approve it unanimously.

# data[].attributes.body
Do you know the timeline of the Declaration of Independence? This sci-fi themed game will test your skills!

# data[].attributes.attachment_link.title
Time Zone X: Declaration of Independence - GameUp - BrainPOP.

# data[].attributes.attachment_link.description
In this timeline skills game, students show their knowledge of the Declaration of Independence by following context clues to order events and win artifacts.

# data[].attributes.body
Test your knowledge of the Constitution by finding all the vocabulary words.