Thursday 11/21/13

RAP In your opinion which monarch, from Ch. 8, was the

most effective or the best? Explain

Today: Review Russia Get out your questions on Ch. 8

turn in Monarch skits

PPT on Ch. 8 Monarchs

http://www.edu.pe.ca/westisle/departments/socialstudiesdepartment/history521/Royal%20Power.pdf

Monarch skits

FRIDAY– 5 minutes to get skit organized! Present—have fun and do your best! Each group will present a skit on their monarch (s) Ch. 8

sections Introduce your characters Skit needs to be written out and turned in for credit.

Everyone should have a role—monarch, narrator, citizens, etc. Skit should be on achievements of monarchs during their reign. Have name tags Be creative

Have fun!!!

Today we will start Ch. 9-Scientific Revolution Begin Scientific Revolution; Ch. 9

Read Ch. 9.1 —complete vocabulary for Ch. 9

PPT notes on 9.2 and 9.3 Answer 3 questions

Friday 11/22/13 Enlightenment: Ch.9

RAP

Read page 286 and answer the following questions:

1. In what ways have computers and the information superhighway created new possibilities for political activity?

2. How does your knowledge about the transmission of diseases affect your behavior?

The Enlightenment Chapter 9

Age of Reason

Title notes: Ch. 9 Enlightenment Ideas

Age of Revolution: chapter 9; pgs. 286-306

The discoveries and writings of the Age of Revolution ignited a fuse of knowledge that exploded in a scientific revolution so complete and far-reaching that the years from 1500 to 1830 are often called “the beginning of the modern age.”

AGE OF REVOLUTION

As we read:Every time you have your temperature taken with

a mercury thermometer, receive medication through a fine-needled syringe, let a doctor listen to your heartbeat through a stethoscope, or have your tooth drilled by a dentist, you are seeing instruments invented during the Age of Revolution. Also, microscopes and telescopes were developed during this time. Even the simple multiplication symbol X was proposed during this age of scientific revolution.

Turn to page 288-289

What we will read, discuss, and analyze in the unit on revolutions. US Italy Haiti

SWBAT explain how the Scientific Revolution changed the way people looked at their world and how the Enlightenment advanced new ideas.

Monday 11/25/13

RAP

Who was the most important person you read about on Friday? Why?

Today:

Vocabulary not due today Check people—Ch. 9.1

Notes on Ch. 9.2 and 9.3

Spread of Ideas

Open your textbook to page 288 Read and look at the pictures on pages

288 & 289.

Scientific Revolution – page 290-296 Read the storyteller on page 290; look at timeline Turn to page 292---Match vocabulary with meaning

from Ch. 9 as you read the chapter.1. As you are matching vocabulary, please take notes

on the following people from Ch.9.1: 1. Nicolaus Copernicus2. Johannes Kepler3. Galileo Galilei4. Francis Bacon5. Rene Descartes6. Isaac Newton

2. Be able to explain how new ideas (scientific Method, Newton’s Laws) changed the ways people understood the world.

20 minutes to finish or it is homework!

New Scientific Ideas Pgs. 292-296---REVIEW

Read pages 292-296 and take notes on following individuals and their accomplishments.

Nicolaus Copernicus -Polish astronomer; earth was round revolved around the sun on axis; dangerous to question age old beliefs- worked in privacy. Hypotheses- theories that attempted to explain a set of facts, on study and observation.

Johannes Kepler – German mathematician and astronomer; goal of finding mathematical proof for Copernicus’s hypothesis; planets move in oval paths, elipses – not in circles.

Galileo Galilei –Italian mathematician; built his own telescope, discovered moons circling a planet; published his ideas in 1632 – led to the Catholic Church banning his book; the Pope wanted Galilei to return to Rome to stand trial. He recanted his findings and later helped to establish the universal laws of physics.

Francis Bacon – English philosopher who helped develop the scientific method: observation, hypothesis; tests; repeat.

Rene Descartes – French philosopher and mathematician believed that truth must be reached through reason; “I think, therefore I am.”

Isaac Newton –English scientific method in science and math; theory on gravity and other scientific concepts; developed a calculus system of mathematics.

Explain how new ideas (scientific Method, Newton’s Laws) changed the ways people understood the world.

Title your notes: Ch.9.2 & 9.3 Enlightenment Ideas

Impact of Science: Ch. 9.2and

Triumph of Reason Ch. 9.3Vocabulary Political Ideas

Natural Law- a universal moral law that, like physical laws, could be understood by applying reason.

Thomas Hobbes

John Locke

A World of Progress and Reason

A World of progress and reason grew out of the Scientific Revolution

Use reason to discover natural laws - Laws that govern human nature

The use of reason could solve social, political and economic problems

The Social Contract

An agreement that people enter to give up a state of nature for an organized society

Philosophers disagreed about what kind of government is best

Vocabulary continued

Pacifism, or opposition to violence as a means of settling disputes.

laissez-faire describes an environment in which transactions between private parties are free from state intervention, including restrictive regulations, taxes, tariffs and enforced monopolies. French-leave it alone.

metaphysics-branch of philosophy that deals with spiritual issues.

Thomas Hobbes 1588-1679 (pg.297 &

299 text)

The Leviathan-book about how people would be without government. People are naturally cruel, greedy,

selfish

Need to be strictly controlled An absolute monarchy was needed People should form a social

contract, an agreement to give up their freedom and live obediently under a ruler.

John Locke 1632-1704 (page 297 text)

Two Treatises on Government- people created government to protect natural rights.

People were basically reasonable & moral

Natural rights – Rights belonging to all people from birth: life, liberty, property

Governments were formed to protect those rights

Limited government is the best kind Thomas Jefferson based much of

the Declaration of Independence on Locke’s ideas.

WILLIAM PENN 1600’S (PG. 299 TEXT)

Founder of the Quaker Colony in the American colonies.

Believed in Pacifism Advocated an assembly

of nations committed to world peace.

Baron de Montesquieu 1689-1775

Admired limited monarchy of England

The Spirit of the Laws Separation of powers

– protect liberties Three branches

Legislative Executive Judicial

Checks and balances

Adam Smith Adam Smith was a Scottish political

economist and philosopher The Wealth of Nations (1776). Adam Smith first used the metaphor

of an “invisible hand" in his book The Theory of Moral Sentiments to describe the unintentional effects of economic self organization from economic self interest.

laid the framework that explained the free market and still holds true today

Voltaire 1694-1778

French philosopher and deist (denounced organized religion)

Defended freedom of speech Used wit and sarcasm to

expose abuses – offensive to Church and state

“I do not agree with a word that you say, but I will defend to the death, your right to say it.”

Women and the Enlightenment

Ideas about equality and freedom spread throughout Europe.

Women’s rights were limited to the home and family.

A Vindication of the Rights of Women-British author Mary Wollstonecraft favored equal education for women and men so both could contribute to society.

Opponents of EnlightenmentJean-Jacques Rousseau 1712-1778

The Social Contract Believed people should rely more

on instinct and emotion, than on reason.

People are basically good Society corrupts Individuals give up self-interest for

the common good Government based on consent of

governed

Emanuel Kant German Believed that reason could not

answer the problems of metaphysics

Asserted that reality consisted of separate physical and spiritual worlds and that the methods for knowing varied greatly.

Physical world -knowledge came through the senses and reasons.

Spiritual world -knowledge came through faith and intuition.

Ideas and feelings about religion, morality, and beauty were true even though reason and science could not explain them.

Enlightened despots

Absolute rulers who used their power to bring about political

and social change

Frederick the Great

King of Prussia (1740-1786)

“servant of the state” Admired Voltaire Improved agriculture Tolerant of religions Tried to make

government efficient

Catherine the Great Empress of Russia in 1762 Reforms in law and

government Spoke out against serfdom,

but did allow nobles to treat serfs as they chose.

Rebellions and uprisings were brutally crushed.

Successful foreign policy-expanding borders and securing a warm water port on the Black Sea.

Last of the great absolute monarchs.

Joseph II (1741-1790)

Hapsburg emperor of Austria

“peasant emperor” Chose talented men

to run government Ended censorship Tolerated religions Built hospitals Abolished serfdom

Reactions by the people

Voltaire, Montesquieu, women, and some leaders supported the enlightenment ideas.

Art, music, and literature were influenced by the enlightenment ideas.

Opponents of enlightenment ideas were Rousseau, Kant, and some ordinary men and women also felt something was lacking in the Enlightenment’s emphasis on reason.

Closure: write on scrap paperTurn in when complete.

1. Explain how 3 people of the enlightenment influenced the United States?

2. Explain how new ideas (scientific Method, Newton’s Laws) changed the ways people understood the world.

3. Explain how Enlightenment ideas influenced political thought and social change. (deism, role of women, political thought, social changes.)

Use your notes and your textbook; Ch. 9

Tuesday/ Wednesday11/20-21/12RAP

List at least three types of rules you would want to establish if you were stranded on a deserted island with members of this class.

Creating a government

Read handout on creating a government.

1. As a class you will work together and create a rulebook for your island’s government:

Connecting with history1. How did you feel during the course of this activity? Why?2. How did you feel when the teacher stopped the activity and

told you to go back to your desks? Why?3. Give an example during the activity when a majority of the

class agreed upon a decision. What are some advantages and disadvantages to everybody having a say in the decision?

4. Give an example during the activity when one person made decisions, or tried to make decisions, for the entire class. What are some advantages and disadvantages to one person making the decisions?

5. Based on this experience, do you think people can be trusted to govern themselves? Give specific examples from the activity to support your opinion.

Governments Autocracy – government in which one person possesses unlimited power Democracy – government in which power rests with the people.Examples? A teacher decides there will be a test on Friday.

Autocractic A group of friends decide on which movie to go to by discussing three

movies and voting on which one they want to see. Democractic

A mother listens to her daughter complain about not being allowed to stay out late at night and then decides to let her daughter stay out one hour later.

Autocratic A mother, father, and their three children all choose to go to the beach for

vacation, even though one child wanted to go camping in the mountains. Democratic

The Mayor, elected by the citizens of the town, decided to build a new City Hall.

Democratic –representative democracy The citizens voted in favor of a city tax measure that would increase

funding for libraries. democratic –direct democracy

English and American Revolutions

Ch. 10; page 310

Put a reminder in your phone or get out your planner. Vocabulary words on my webpage– DUE

Wednesday 11/28 Read Ch. 10.1 and fill in or write out Guided

Reading. -- Online if you do not finish. DUE Monday 11/26

Comparison

Please create a Venn diagram comparing Louis XIV of France with Peter the Great of Russia. You may work with the person next to you,

but everyone should have one in their notes.

Louis XIV of France Peter I of Russia