AP®︎ European History: Topic 4.3 Flashcards

Master key terms and definitions for Topic 4.3 of AP European History – The Enlightenment to help you prep for quizzes and the AP exam.


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Term

The Enlightenment

Definition

Late-17th- and 18th-century movement that applied reason, observation, and criticism to society and challenged inherited authority

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The Enlightenment
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Late-17th- and 18th-century movement that applied reason, observation, and criticism to society and challenged inherited authority

Unit 4: Learning Objective DKC-2.3.I
Republic of Letters
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International network of thinkers connected through correspondence, travel, translation, and print

Unit 4: Learning Objective DKC-2.3.II.A
Empiricism
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The view that reliable knowledge begins with sensory experience and observation

Unit 4: Learning Objective DKC-2.3.I
Tabula Rasa (Blank Slate)
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Locke’s idea that the mind begins without innate ideas and is shaped by experience, education, and environment

Unit 4: Learning Objective DKC-2.3.I
Rationalism
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The view that reason can discover coherent principles and determine whether beliefs are logically defensible

Unit 4: Learning Objective DKC-2.3.I
Skepticism
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The method of doubting claims that lack sufficient evidence rather than accepting them on authority

Unit 4: Learning Objective DKC-2.3.I
Natural Law
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Universal moral or political principles discoverable through reason rather than dependent on a ruler or church

Unit 4: Learning Objective DKC-2.3.I
Philosophes
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Enlightenment public intellectuals who used reason and criticism to advocate social reform

Unit 4: Learning Objective CKC-2.3.I.A
Enlightenment Idea of Progress
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Belief that education, open inquiry, and rational laws could reduce ignorance, cruelty, and arbitrary government

Unit 4: Learning Objective CKC-2.3.I.A
Immanuel Kant
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German thinker who defined enlightenment as humanity’s emergence from intellectual dependence through the courageous use of reason

Unit 4: Learning Objective DKC-2.3.I
Voltaire
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French philosophe who used satire and history to promote civil liberties, toleration, free expression, and legal reform

Unit 4: Learning Objective CKC-2.3.I.A
Denis Diderot
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French philosophe who directed the Encyclopédie and later explored materialist and atheistic explanations of nature

Unit 4: Learning Objective DKC-2.3.IV.A
Encyclopédie
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Diderot’s multivolume work that organized practical and intellectual knowledge while criticizing superstition, intolerance, and hierarchy

Unit 4: Learning Objective CKC-2.3.I.A
Natural Rights
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Rights possessed before government exists, conventionally summarized by Locke as life, liberty, and property

Unit 4: Learning Objective CKC-2.3.I.B
Social Contract
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The theory that legitimate political authority arises from an agreement among individuals to establish government

Unit 4: Learning Objective CKC-2.3.I.B
State of Nature
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A hypothetical condition before political government used to explain why individuals form a social contract

Unit 4: Learning Objective CKC-2.3.I.B
John Locke
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English thinker who defended natural rights, government by consent, limited power, and the right to replace rulers who violated their trust

Unit 4: Learning Objective CKC-2.3.I.B
Consent of the Governed
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The principle that legitimate political authority derives from the agreement of the people subject to it

Unit 4: Learning Objective DKC-2.3.III.A
Montesquieu
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French thinker who compared political systems and argued that divided governmental powers were necessary to preserve liberty

Unit 4: Learning Objective CKC-2.3.I.A
Separation of Powers
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Division of legislative, executive, and judicial functions so that political power checks political power

Unit 4: Learning Objective CKC-2.3.I.A
Jean-Jacques Rousseau
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Thinker who defended popular sovereignty and collective self-rule but excluded women from direct political citizenship

Unit 4: Learning Objective CKC-2.3.I.C
Popular Sovereignty
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The principle that ultimate political authority belongs collectively to the people

Unit 4: Learning Objective CKC-2.3.I.B
General Will
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Rousseau’s term for the common interest of the political community rather than the sum of private desires

Unit 4: Learning Objective CKC-2.3.I.B
Cesare Beccaria
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Italian reformer who opposed torture and arbitrary punishment and advocated prompt, lawful, proportionate penalties designed to deter crime

Unit 4: Learning Objective CKC-2.3.I.A
Physiocrats
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French economists who sought natural economic laws, treated agriculture as the source of surplus, and opposed mercantilist restrictions

Unit 4: Learning Objective DKC-2.3.III.B
François Quesnay
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Physiocrat whose Tableau économique portrayed wealth circulating through an interconnected economy centered on agriculture

Unit 4: Learning Objective DKC-2.3.III.B
Laissez-Faire
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The principle that government should let economic activity operate with fewer detailed controls

Unit 4: Learning Objective DKC-2.3.III.B
Adam Smith
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Scottish economist who argued in The Wealth of Nations that labor, specialization, competition, and freer exchange created national wealth

Unit 4: Learning Objective DKC-2.3.III.B
Division of Labor
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Specialization of workers in separate tasks to increase efficiency and productivity

Unit 4: Learning Objective DKC-2.3.III.B
Invisible Hand
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Smith’s metaphor for how individual choices within competitive markets can unintentionally promote broader economic benefits

Unit 4: Learning Objective DKC-2.3.III.B
Economic Liberalism (System of Natural Liberty)
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Support for property, contracts, competition, free trade, and freer markets instead of extensive mercantilist direction

Unit 4: Learning Objective DKC-2.3.III.B
Deism (Natural Religion)
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Belief in a creator known through reason and nature while questioning revelation, miracles, and clerical authority

Unit 4: Learning Objective DKC-2.3.IV.A
David Hume
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Scottish empiricist who questioned miracles and religious certainty while emphasizing the limits of reason and the role of habit

Unit 4: Learning Objective DKC-2.3.IV.A
Materialism
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The view that matter and natural processes can explain life and thought without supernatural intervention

Unit 4: Learning Objective DKC-2.3.IV.A
Atheism
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Rejection of belief in a deity, an explicit but minority position among Enlightenment thinkers

Unit 4: Learning Objective DKC-2.3.IV.A
Baron Paul-Henri d’Holbach
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Radical Enlightenment writer who defended materialism and atheism and attributed religion to ignorance and fear

Unit 4: Learning Objective DKC-2.3.IV.A
Religious Toleration
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The principle that civil rights and public order should not depend on enforced religious conformity

Unit 4: Learning Objective DKC-2.3.IV.B
Privatization of Religion
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The growing treatment of religion as a matter of private conscience rather than the basis of public membership

Unit 4: Learning Objective DKC-2.3.IV.B
Pietism
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Lutheran revival movement emphasizing personal conversion, heartfelt faith, Bible reading, discipline, and active Christian conduct

Unit 4: Learning Objective DKC-2.3.I
Public Sphere
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Social space in which private individuals discussed public affairs and formed judgments outside formal government institutions

Unit 4: Learning Objective DKC-2.3.II.A
Salons
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Elite gatherings in private homes where guests discussed philosophy, literature, science, and politics

Unit 4: Learning Objective DKC-2.3.II.A
Salonnières
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Women who hosted and directed salons, selected guests, and connected writers with patrons

Unit 4: Learning Objective DKC-2.3.II.A
Coffeehouses
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Commercial meeting places where mostly male patrons read news and debated politics, trade, and ideas

Unit 4: Learning Objective DKC-2.3.II.A
Academies
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Official or private learned societies that supported research, debate, and public essay competitions

Unit 4: Learning Objective DKC-2.3.II.A
Lending and Subscription Libraries
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Institutions that let readers borrow books and thereby broadened literate urban access to new ideas

Unit 4: Learning Objective DKC-2.3.II.A
Freemasonry (Masonic Lodges)
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Selective fraternal networks promoting moral improvement, voluntary association, and often religious toleration

Unit 4: Learning Objective DKC-2.3.II.A
Mary Wollstonecraft
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Author of A Vindication of the Rights of Woman, arguing that women’s apparent inferiority resulted from denied education, not nature

Unit 4: Learning Objective CKC-2.3.I.C
Marquis de Condorcet
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French thinker who argued that women’s capacity for reason made their exclusion from citizenship contrary to natural rights

Unit 4: Learning Objective CKC-2.3.I.C