RESEARCH PAPER



RESEARCH PAPER

TOPIC—ENLIGHTENMENT: How did Enlightenment thinkers challenge the established ideas about power, authority and social divisions?

HISTORICAL CONTEXT

Between the 16th & 18th centuries a series of revolutions helped usher in the modern era in Western history. First was a revolution in understanding, called the Scientific Revolution. Second was a revolution of ideas, called the Enlightenment. Third was a revolution in action—The American and French Revolutions.

TASK—RESEARCH PAPER ON THE ENLIGHTENMENT, A REVOLUTION OF IDEAS: You are to write an essay in which you are to show how Enlightenment thinkers challenged the established ideas about power, authority and social division. You have been provided with historical documents to use in your research.

Your task will be broken down into 4 parts. Due dates for each task will be different. All of your work should be maintained in a two-pocket folder. Your name should be on the outside of this folder.

TASK BREAKDOWN

1st Task. Read ALL of the assigned documents + outline each document on the primary source analysis worksheet. (This can be found on my Bronx Science page) . (Remember to put your completed primary source analysis worksheets in your two-pocket folder. This will be collected by your teacher. DUE DATE: Outlines will be due: 3-01-13)

2nd Task. Outline your essay as shown below in “outline your essay” section of this document. (Remember to put this outline in your two-pocket folder. Behind the outline you should have your completed primary source analysis worksheets. DUE DATE: 3-21-13)

3rd Task. Write your bibliography. Include all of the documents you originally read in the 1st task of this assignment. (Again, add this to the work you have in your two-pocket folder. DUE DATE: TBA)

4thTask. Write your final paper. Final papers must be sent to for credit! Refer to the essay section of this document for instructions on your final paper. (Add your final paper to your two-pocket folder. The folder should have the completed + graded tasks 1-3 behind it. DUE DATE: TBA)

ASSIGNMENT DESCRIPTIONS—All work should be kept in your two-pocket folder. You should also maintain a copy of your completed work in your home. If work is missing, you will need to provide your teacher with a copy of the work.

Task #1. READ THE DOCUMENTS: Read all of the assigned documents. (They are the last few pages of this document.) Outline each of the documents that you read on the Primary Source Analysis Worksheet which can be found on my Bronx Science page.

Task #2. ORGANIZE YOUR PAPER—OUTLINE THE ESSAY THAT YOU INTEND TO WRITE. You are to write your outline in pen. Make a copy of your work for safe keeping. The last page of this document has the chart. Print the last page and use that for TASK #2.

OUTLINE YOUR ESSAY

|BODY PARA-GRAPH POINTS: YOUR|Body Paragraph |Body Paragraph Topic Sentence #2. |

|TOPIC SENTENCES |Topic Sentence #1. | |

|EVIDENCE |1.) | |

|+ | | |

|SOURCE FROM WHICH EVIDENCE |2.) | |

|CAME | | |

| |3.) | |

|ANALYSIS | | |

| | | |

|How does this evidence | | |

|support your topic sentence?| | |

|THESIS STATEMENT: |

| |

Remember a thesis should address all parts of the question, take a position on the question, set out categories for discussion and include a reference to the period in history that your are discussing.

TASK #3. Provide your bibliography. Here you need to provide a bibliography that includes all of the 5 documents that you summarized in Task #1. If you have read additional works, also include them here. For information on bibliographies, go to the end of this assignment. There I have outlined bibliography formats.

TASK #4. FINAL ESSAY—

THE FINAL ESSAY MUST INCLUDE

IN YOUR FIRST ASSIGNMENT (TASK #1) YOU WERE ASKED TO READ + TO OUTLINE ALL DOCUMENTS; SINCE YOUR FINAL ESSAY IS ONLY TWO PAGES, YOU NEED ONLY TO INCLUDE 2 OF THESE DOCUMENTS IN THE FINAL PAPER. IN ADDITION, YOU MIGHT NEED TO RE-READ YOUR THESIS STATEMENT AND NARROW IT DOWN.

1st Begin with a strong thesis statement that supports a point of view

2nd Concrete evidence supporting the thesis in body paragraphs

3rd USE and CITATION of at least 2 of your assigned documents

4th USE and CITATION of any additional reading document that you access from

the Bronx Science Library’s web-research sources

5th A CONCLUSION beyond a restatement of the thesis

RESEARCH ESSAY STYLE

2 page double-spaced (font no larger than 11 and no smaller than 10)

MLA format is required. The last page of this document has MLA citation information to assist you. But you can also click on the below blue links for more in depth information.

CLICK HERE

Remember your bibliography page = the listing in alphabetic order of all of the sources that you used in your paper.

YOUR RESEARCH DOCUMENTS

CLICK ON THE BLUE WORDS TO ACCESS DOCUMENTS ON THE WEB

PROGRESS & PERFECTIBILITY: CONCORCET

Marie Jean Antoine Nicolas Caritat, the Marquis de Condorcet (1743 1794), was an aristocrat, a mathematician, an official of the Academy of Sciences, and was a friend of Voltaire (16941778). In sum, a perfect example of an Enlightenment figure.

Condorcet supported the revolution of 1789, but became a victim of the revolution during the Radical period. For a time he was able to hide, but soon after the completion of this Sketch for a Historical Picture of the Progress of the Human Mind, he was arrested. He killed himself rather than wait for execution.

SOCIETY & GOVERNMENT: LOCKE, ROUSSEAU, THE “STATE OF NATURE” AND THE SOCIAL COMPACT

JOHN LOCKE

Locke’s essay concerning the true original, extent and end of civil Government (1690)

JEAN JACQUES ROUSSEAU, THE SOCIAL CONTRACT 1763

Jean-Jacques Rousseau stresses, like John Locke, the idea of a social contract as the basis of society. Locke's version emphasized a contact between the governors and the governed: Rousseau's was in a way much more profound — the social contract was between all members of society, and essentially replaced "natural" rights as the basis for human claims.

THE POWERS OF GOVERNMENT: MONTESQUIEU

Charles de Secondat, Baron de Montesquieu (1689-1755), was a nobleman, a judge in a French court, and one of the most influential political thinkers. Based on his research he developed a number of political theories presented in The Spirit of the Laws (1748). This treatise presented numerous theories — among the most important was respect for the role of history and climate in shaping a nation's political structure. _________________________________________________________

DEISM

Thomas Paine’s article in the Modern History Sourcebook, “Of the Religion of Deism Compared with the Christian Religion”

LETTER TO DR. BEN RUSH BY THOMAS JEFFERSON

In this letter to Dr. Benjamin Rush, Thomas Jefferson described his views on Jesus and the Christian religion, as well as his own religious beliefs. He appended to this description a Syllabus that compared the teachings of Jesus to those of the earlier Greek and Roman philosophers, and to the religion of the Jews of Jesus' time.

THE RIGHTS OF WOMEN

Daniel Defoe (c. 1661-1731) an accomplished writer of his day was greatly influenced by the French Revolution and human rights. He wrote this article on the rights of women.

SIMPLE FOOTNOTE & BIBLIOGRAPHY

CONTINUED ON THE NEXT PAGE………………………………………………………………………

Bibliography or Works Cited page & Simple Footnote Format

Based on MLA Handbook, 6th ed., 2003

 

Simple Footnote Format

Throughout the body of the paper, enclose any direct quote within quotation marks. List the author’s last name (if no author is listed, use the title of the work) and page number for the quotation in parenthesis at the end of the quote.

Example: “Robert’s use of satire was considered unconventional for his writing style.” (Allen, p. 95) or (Allen 95)

 

Works Cited Page Format

The works cited page should appear at the end of a research paper. It is your bibliography. Center the title Works Cited at the top of the page and double space between the title and all entries. Begin each entry at the left margin. Entries should appear in alphabetical order based on the first word of each entry. If an entry has no author, begin the entry with the title. If an item of information is unavailable skip that item and continue the entry in the specified format.

 

BOOK AND PRINT SOURCES

Author(s). Book Title. Place of publication: Publisher, year of publication.

Example: Allen, Robert and James Brandon. World History. New York: Dodd, 1999. *Note, with two or more authors, the additional author’s names are listed first name then last name. For a book editor, include a coma and the abbreviation ed. for editor after the individual’s name.

 

Anthology or Reference book

Author. “Article Title.” Book author or editor. Anthology or Reference Book Title. Place of Publication: Publisher, year of publication.

Example: Creasy, James. “George Washington.” Bloom, Harold, ed. Encyclopedia Americana. New York: Groliers, 2001.

 

Magazine/ Newspaper article—Author. “Article Title.” Title of Publication. Day Month Year: page number(s).

Example: Williams, James. “New York Tips.” Newsweek. 9 July 2002:33

*Note: for newspapers, section and page number should be included (ex: C3).

 

ONLINE SOURCES

WEB SITE, not part of a database

Author. Name of Page. Date of publication. Name of institution/organization affiliated with site. Date of access .

Example: Cook, James. Webdoctor. 2004. American Medical Society. 3 September 2004 .

 

ELECTRONIC DATABASES

Author. “Article title”. Original Source of Article. Date of Original Source: page numbers. Name of the Database. Library where database was accessed. Date of access .

SIRS Database

Michaels, Jason. “Julius Caesar and Shakespeare.” Atlantic Monthly. July 2001: 134-138. SIRS Renaissance. Matoaca High School Library. 4 April 2003 .

Grolier

“Blue whales”. Encyclopedia Americana. Grolier Online. Matoaca High School Library. 18 January 2002. .

Gale Group Periodical Article

James, Robert. “Walking on water”. Los Angeles Times. 3 Oct. 03: A1. Student Resource Silver. Gale Group. Matoaca High School Library. 21 February 03. .

 

Gale Group Reference

Grandison, Sandra. “Mark Twain and Realism”. Dictionary of Literary Biography, vol. 62: American Dramatists, 1986, pp. 837-912. Gale Group. Matoaca High School Library. 10 June 04. .

 

STUDENT NAME:

PERIOD TAUGHT: DATE:

MY ESSAY OUTLINE

|BODY PARA-GRAPH POINTS: |Body Paragraph |Body Paragraph Topic Sentence #2. |

|Provide a topic sentence for|Topic Sentence #1. | |

|each body paragraph. | | |

|EVIDENCE |1.) | |

|+ | | |

|SOURCE FROM WHICH EVIDENCE |2.) | |

|CAME | | |

| |3.) | |

|ANALYSIS: | | |

| | | |

|How does this evidence | | |

|support your topic sentence?| | |

|THESIS STATEMENT: |

| |

| |

| |

| |

| |

A thesis should address all parts of the question, take a position on the question, set out categories for discussion and include a reference to the period in history that your are discussing.

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TASK #1: DUE 3-1-13

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