Download STUDENT Unit 8 Enlightenment and Scientific

Unit 8: Enlightenment and Scientific
Revolution

Day 1(W/Th.1- 4/5): English Civil War & Glorious
Revolution Ch. 18 L. 2
 Day 2 (F.1/6): English Bill of Rights & Magna Carta
Ch. 18 L. 2
 Day 3 (M.1/9): Absolutism: France, Prussia, Russia
Ch. 18 L. 3
 Day 4 (T/1/10): Scientific Revolution Ch. 21 L. 1
 Day 5 (W/Th.1- 11/12): Enlightenment Ch. 21 L. 2
 Day 6 (F. 1/13): Worksheet Activities
 Day 7 (T. 1/17): Review
 Day 8 (W/Th. 1-18/19) Test
Unit 8 Enlightenment and Scientific Revolution
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Unit 8 Day 1 English Civil War
& Glorious Revolution

Objective: Students will explain the development

of democratic-republican government through the
English Civil War and the Enlightenment through
discussion evidenced by writing out the issues
between King Charles I and parliament and
presenting a case for or against Charles execution.
Class will debate the pros and cons and
consequences of each act. Students will vote on final
verdict
Watch video John Locke Ch. 18 Lesson 2
Unit 8 Enlightenment and
Scientific Revolution
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Unit 8 Day 1 English Civil War & Glorious Revolution
Questions to Answer
1. Who nation am I: Inherited the thrown and imprisoned my foes without a
trial. Dissolved Parliament because I didn’t want to consult with them when
I increased taxes.
2. What was the common effect of the Magna Carta, the English Civil War,
and the English Bill of Rights?
3. What led up to the Glorious Revolution?
Unit 8 Enlightenment and
Scientific Revolution
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Timeline: The English Commonwealth
England’s evolving government
 Magna Carta (
)
 Henry II, married to Eleanor of Aquitaine, ruled
England at which time certain democratic traditions
began to evolve.
 Introduced the _____________________in English
courts English Civil War and Glorious Revolution
 England transforms from an __________________
___________________________________
 Including but not limited to:
 English Civil War and Glorious Revolution – England
________
Unit 8 Enlightenment and
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
Scientific Revolution
Timeline: The English Commonwealth

Charles I was defeated in the English Civil
War.
 Charles I was executed.
 The monarchy and the House of Lords were
abolished by the Rump Parliament.
 At the request of Oliver Cromwell, England
was declared a commonwealth - (ruled like
a republic)
Unit 8 Enlightenment and
Scientific Revolution
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Timeline: The Restoration

____________________________in England - ____
 The Stuart line was restored, with Charles II, the son
of Charles I, becoming king.
 Parliament ________________ much of its power.
 Parliament and the king had ________________
involving __________________.
 Charles II tried to suspend some of Parliament’s laws
involving religion but was forced by Parliament to
back down.
 Parliament passed a law that allowed __________of
____________________________________and
military office.
Unit 8 Enlightenment and
Scientific Revolution
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English Civil War (1642-1647)
Unit 8 Enlightenment and Scientific
Revolution
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Reasons for the English Civil War

In 1603, Elizabeth died. She never married, so
there were no heirs to continue the
______________
 ________________
Mary Stuart’s son
became the King of England
 started _______________
in England

Unit 8 Enlightenment and Scientific Revolution
James I
_________
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Reasons for the English Civil War
 Queen
Elizabeth recognized the
importance of working with Parliament
 James I did not; believed he should
be absolute monarch because of
______________________________
________________James I did not
listen to Parliament
 Major problems between Parliament &
King over issues of Authority, Money,
& Religion
Unit 8 Enlightenment and
Scientific Revolution
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Problems between the
King and Parliament
 _________—James
I believed
in divine right and _________;
Parliament felt king should be
limited by Parliament
 _________—James I has to ask
Parliament for _________
 to finance ____________
 ___________________
Unit 8 Enlightenment 10
and Scientific
What is divine right?
1.
2.
3.
4.
King has ____________to rule from people.
King has the power to rule from Congress.
King has __________ to rule from
Parliament.
King has power to rule from God.
What power does the King NOT have??
What power do the people have?
Unit 8 Enlightenment and
Scientific Revolution
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Problems between the
King and Parliament
 __________________
were members
of the Anglican Church who _______
_______________________;
Puritans were active members of
Parliament & were angered
when James I arranged
marriage of son (Charles) to
a Catholic princess
Unit 8 Enlightenment and
Scientific Revolution
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Reasons for the English Civil War
 When
James I died in 1625, his son
Charles I became king
 Charles was “________” than James:
Charles believed in divine
right &
_________________; refused to
discuss ideas with Parliament—
___________________when he
needed money
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Unit 8 Enlightenment and Scientific Revolution
Reasons for the English Civil War
 Parliament
got fed up with Charles I &
refused to give him money unless signed
_________________________:
–King could not jail people
without a
good reason
–King could not make taxes
without
Parliament's approval
–King could not keep his soldiers in
peoples’ homes & could not use army to
maintain order during peacetime
Unit 8 Enlightenment and Scientific Revolution
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Civil War
 ___________was
mad at Parliament
& refused to call another Parliament
for 11 years until he needed money to
end revolts in Ireland & Scotland
 Conflict between supporters
of King (Royalists/Cavaliers) &
Parliament grew so bad that
a civil war was inevitable
Unit 8 Enlightenment and
Scientific Revolution
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Civil War
 War
between Cavaliers (Royalists)
vs Roundheads (supporters of
Parliament) lasted for ____ years
 Roundheads found a strong leader in
Oliver Cromwell; Cromwell and
Roundheads won & behead the king
(_________________________)
Unit 8 Enlightenment and
Scientific Revolution
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The English Civil War & the
Glorious Revolution
Preview:
–Examine the image on the
next slide. What do you
think is going on?
–What do you think led to the
actions in this slide?
Unit 8 Enlightenment and
Scientific Revolution
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Unit 8 Enlightenment and
Scientific Revolution
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Do you think Charles I should
have been executed?
1.
2.
3.
4.
Strongly agree
Somewhat agree
Somewhat
disagree
Strongly disagree
Unit 8 Enlightenment and
Scientific Revolution
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After the Civil War
 After
the Civil War, a
_______________ was created—
type of government with no king &
ruled by Parliament
 Oliver Cromwell led
the Commonwealth,
but did not use
democracy— he
became a _________________
Unit 8 Enlightenment and Scientific Revolution
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New Commonwealth
 Life
in the Commonwealth was harsh
because it was led by
______________.___________________
_________ rules on people of England:
 It was illegal to go to theaters & sporting
events; “merrymaking” &
“amusement” were _________
 _____________living this way &
began to want to bring back
a king again
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Scientific Revolution
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Restoration
 People
grew tired of the severe, religious
rule of Oliver Cromwell & the Puritans;
many wanted a king again
 In _______, Charles I’s son became King
of England—___________was called the
“______________” because he
brought back theatres, sporting
events, dancing & ___________
_______________
Unit 8 Enlightenment and
Scientific Revolution
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Restoration

Charles II _____________________of his
father & grandfather:
– ______try to rule by __________& _______
– ________________________________
– Passed Habeas Corpus Law—
– everyone guaranteed a trial after
arrest; cannot be held in jail
forever
– Anglicanism was official religion,
but treated Puritans & Catholics
equally
Unit 8 Enlightenment and
Scientific Revolution
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Restoration
 During
the Restoration, Parliament
strengthened the Church of
England—only Anglicans could attend
universities, serve in Parliament, be
priests in Anglican Church
 Parliament created a ____________
___________ based on
___________&
__________________(Guaranteed
rights of people & limited king)
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Unit 8 Enlightenment and Scientific Revolution
Restoration
 BUT,
there were problems:
–Charles II needed more money than
Parliament was willing to give; so he
made a secret agreement with
Louis XIV of France to convert to
Catholicism in exchange for money
–Charles II had no children; when he
died, his openly-Catholic brother
James II will be king (Parliament's
worst fear!!)
Unit 8 Enlightenment and
Scientific Revolution
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Glorious Revolution



______________________Parliament’s religious
laws, James appointed Catholics to government and
university positions.
_____________________________would go to
______________________who was to be raised
_______________.
Encouraged________________________________
_______________ who was married to James II
daughter Mary)
______________________________.
Unit 8 Enlightenment and
Scientific Revolution
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Glorious Revolution (Cont.)
James II fled to France when he
realized he had little support from
England.
 This peaceful transfer of power was
called the Glorious Revolution.

Unit 8 Enlightenment and
Scientific Revolution
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Day 1 Activity Thumbs up or
Thumbs down for
Charles I????
Students will write out the issues
between King Charles I and parliament.
 Using notes from the lecture, students
will present a case for or against
Charles execution.
 Class will debate the pros and cons and
consequences of each act.
 Students will vote on final verdict

Unit 8 Enlightenment and
Scientific Revolution
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Day 2 English Bill of Rights &
Magna Carta







Objective: Students will
identify the impact of political and legal
ideas contained in the following documents Magna Carta, the English
Bill of Rights by using a Venn diagram to identify the similarities and
differences.
Students will summarize the development of the rule of law from
ancient to modern times through discussion.
Including but not limited to:
English Common law influenced the rule of law in the American
colonies
Rights of the “ Englishman”
Magna Carta – Asserts the rights of the nobles and limits the authority
of the king
England, USA and France create bill of rights documents to limit the
government’ control of its citizens through class discussion
29
Unit 8 Enlightenment and Scientific Revolution
Day 2 English Bill of Rights & Magna Carta Questions to Answer
1. Which type of government spreads serfdom, drains the treasury, builds
massively, gains wealth from overseas, dissolves Parliament all without
permission?
2. What right were many people fighting for to participate in supporting or
changing their government?
3. Characteristics that describe a limited (constitutional) monarchy?
4. What did the English Bill of Rights accomplish?
Unit 8 Enlightenment and Scientific Revolution
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Timeline: Magna Carta









King John of England was forced by his nobles to sign in 1215
Political ideas – ____________________________by requiring
the king to consult nobles when raising taxes
Legal ideas – ____________________________,
representative government, trial by jury
Involved Jing John
Signing of the document took place in 1215
Guaranteed the king could not tax without the people’s consent
Right to jury
Guaranteed people had _________________________(US
Constitution 14th Amendment)
Guaranteed the protection of property rights of landowners
Unit 8 Enlightenment and
Scientific Revolution
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Timeline: English Bill of Rights

Limitations on absolute monarchy
 No levying of taxes without Parliament’s permission
No suspension of freedom of speech in Parliament
Citizens have right to petition king with grievances
 Involved King James II, Mary and William
 Signing of the document took place right after the
Glorious Revolution in 1689
 Guaranteed freedom of speech
 Forbade excessive crimes and cruel punishment
 Guaranteed free elections
 Established a representative government
 Parliament became more powerful than the
monarchy
Unit 8 Enlightenment and
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Scientific Revolution
Commonalities of Both
Took place in _____________
 Involved the ____________________
 Document that encourages the spread
of ______________________
 Gave ________________to the ______
 Guaranteed ____________________

Unit 8 Enlightenment and
Scientific Revolution
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Revolution in England



In the seventeenth century, conflict arose over what
role the king and Parliament should each play in
governing England.
The Stuart line of rulers believed in the divine right of
kings and alienated the Puritan population of
England, which led to war.
The _____________was an important step in
creating a ________________________and giving
new power to Parliament.
Unit 8 Enlightenment and
Scientific Revolution
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Legal and Political Thought

William Blackstone, Thomas Hobbes, and
John Locke contributed important ideas about
politics that had a lasting impact on
governments.
 These philosophers considered the purpose
and responsibility of government and the
natural rights of humans.
 These important considerations can be found
in the American Declaration of Independence
and the United States Constitution.
Unit 8 Enlightenment and Scientific Revolution
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Day 2 Class Activity
Place into your folder for
grading at end of class

Complete the Venn diagram of the
Magna Carta and English Bill of Rights
Unit 8 Enlightenment and
Scientific Revolution
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Day 3 Absolutism
Objectives:
 Students will identify the characteristics
of the following political systems:
absolute monarchy, limited monarchy
 Students will locate places and regions
of historical significance directly related
to major eras and turning points in world
history

Unit 8 Enlightenment and
Scientific Revolution
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Day 3 Absolutism Questions to Answer - 1
1. What made Phillip II of Spain, Louis XIV of France, and Peter the Great
of Russia absolute rulers?
2. Who promoted culture, drained his treasury, and built Versailles?
3. Which country would have a ruler who inherits the thrown, imprisons
without a trial and might dissolve Parliament?
4. What form of government would adopt aspects of western
technology, promoted culture, involve the country in costly wars, gain
wealth from colonies, waged war, imprison without a trial, and increase
taxes? ALL WITHOUT ASKING ANYONE
Unit 8 Enlightenment and Scientific Revolution
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Day 3 Absolutism Questions to Answer - 2
5. What is one thing Frederick II of Prussia did not
improve life for?
6. What main goal did Frederick II of Prussia, Joseph II
of Austria, and Catherine II of Russia all have in
common?
7. Which country had an absolute ruler for 200 years?
Unit 8 Enlightenment and
Scientific Revolution
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Day 3 Absolutism Vocabulary




__________________– King or Queen who has
__________________and seeks to control all
aspects of society (Louis XIV of France)
______________________– laws _______________
of a ruler (constitutional monarchy England after the
Glorious Revolution)
Absolute monarchies in _________, ________,
__________, _________. _________, ___________
•
Limited Monarchy- _____________
Unit 8 Enlightenment and
Scientific Revolution
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Day 3 Absolutism Content Vocabulary

Absolutism - a _________________in which a ruler
holds ________________ power
 Czar - Russian for _____________; the title used by
___________________________
 boyar a Russian noble
 Academic Vocabulary
 Stability the state of being _______________; strong
enough to _________________
 Authority - _________; person in command –
___________ & __________ are very __________
 Emerge - to become ___________; to become
known
Unit 8 Enlightenment and
Scientific Revolution
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Day 3 Absolutism - Class Activity
Place in folder by end of mid-week class.
Complete worksheet 1 – of ruler –
 country – characteristics
 Complete worksheet 2 - write three
complete sentences for each question.

Unit 8 Enlightenment and
Scientific Revolution
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Scientific
Revolution
Day 4 Scientific
Revolution Ch. 21 L. 1
Unit 8 Enlightenment and
Scientific Revolution
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Objectives: Students will

Identify major causes and describe the major
effects of the following important turning
points in world history from 1750 to 1914: the
Scientific Revolution
 Describe the origins of the Scientific
Revolution in 16th century Europe and
explain its impact on scientific thinking
worldwide.
 Identify the contributions of significant
scientists such as Copernicus, Galileo,
Isaac Newton, and Robert Boyle
Unit 8 Enlightenment and
Scientific Revolution
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Scientific Revolution Questions to Answer - 1
1. Maria Winkleman discovered?
2. Mary Wollstonecraft’s ideas about the rights of women were based on
3. The Enlightenment influenced revolutionary thought by
4. Education spread widely during the enlightenment because
5. Which statement best describes the effects of the works of Nicolaus
Copernicus, Galileo Galilei, Isaac Newton, and Rene Descartes?
Unit 8 Enlightenment and
Scientific Revolution
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Scientific Revolution Questions to Answer - 2
6. Many intellectuals of the 1500s and 1600s did not take Margaret
Cavendish’s work seriously because
7. Because scholarship was considered the exclusive domain of
men, female scientists often had to
8. What is the most important difference between the Ptolemaic
system and the Copernican system?
Unit 8 Enlightenment and
Scientific Revolution
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Timeline Scientific Revolution





CAUSES
Challenges ________________________; scholars began to
use observation, experimentation, and scientific reasoning to
gather knowledge and draw conclusions about the physical
world
New knowledge gained from translated works of Muslim
scholars and classical manuscripts were spread by the
__________________.
An emphasis on ___________________________in navigation
led to greater research in mathematics and science.
Protestant Reformation created an environment of
_____________________ long-held medieval notions, including
those about the nature of the universe.
Unit 8 Enlightenment and Scientific Revolution
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Timeline Scientific Revolution

Effects
 Use of scientific methods of investigation became
the standard for research Development of “natural
law” as fundamental to the order of the universe
Acceptance of the heliocentric theory and rejection of
medieval scientific notions
 Acceleration of scientific and technological
discoveries and innovations; including the theory of
natural selection proposed by Darwin in “On the
Origin of Species” (1859)
 Development of a secular worldview in the West
Unit 8 Enlightenment and
Scientific Revolution
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Printing Press/ Protestant Reformation
Heliocentric Theory




The invention of the __________________facilitated
remarkable cultural growth in Western Europe and served to
increase literacy.
The ________________________created an environment in
which medieval notions were challenged, especially about the
nature of the universe.
Scientists began to propose the
_______________________along with the idea that a scientific
method of observation and experimentation should be the
standard used to research and test knowledge.
Eventually the heliocentric theory
_____________________________________. With the
introduction of scientific method advances were made in
medicine and the pace of technological discoveries accelerated.
Unit 8 Enlightenment and
Scientific Revolution
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Scientists






_____________ (14731543) – proposed the theory that
(__________________________________
________________________________________) , and that
the Earth was really insignificant in the context of the universe.
____________ (15641642) – developed
and______________________________________
__________________________________________In 1613, he
proved Copernicus’ theory that the Sun was the center of the
solar system (heliocentric theory).
Galileo also _________________________
________________. He proved that objects of different masses
fall at the same velocity.
Unit 8 Enlightenment and
Scientific Revolution
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Scientists


__________________(16421727) – an English mathematician
and physicist who ________________________________. He
______________________________________adapted the
ideas of Galileo Galilei into
_______________________including “for every action there is
an equal and opposite reaction.” Instead of explaining natural
occurrences as the actions of a powerful (and sometimes angry)
God, Newton applied reason and rationality to the natural
phenomenon and showed how all matter was part of a whole.
_____________________(16271691) – English physicist and
chemist who discovered the _______________________and
compounds, the
________________________________________
Unit 8 Enlightenment and
Scientific Revolution
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Scientists
Francis Bacon, Galileo, and Isaac
Newton promoted the idea that
_____________________________…
 The ______________of past civilizations
 Experimentation and _____________
 Emotions and ____________________
 The teachings of the Catholic Church

Unit 8 Enlightenment and
Scientific Revolution
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Scientists - write one fact for each
characteristic
 What played a key role in the
development of new theories that
became the foundation of the Scientific
Revolution?
1
2
3
4
Unit 8 Enlightenment and
Scientific Revolution
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3 Events that allowed
the Scientific Revolution
Printing Press
 Helped circulate
ideas
• Muslim works
• Classical literature
Protestant
Reformation
Scientific
Method
 Created an
 A method of
environment to
procedure that has
challenge
characterized
previous notions
natural science
about nature of the
since the 17th
 Facilitated
universe
century,
remarkable cultural
1. observation
growth
 Catholic Church
2. measurement
claims the Earth is 3. Experiment
center of universe, 4. Formulation
this is called the
5. Testing
Ptolemaic
6. Modification of
Unit 8 Enlightenment and
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Universe
hypotheses.
Scientific Revolution
The Scientific Revolution:
Effects

Use of scientific methods of investigation became
the standard for research Development of “natural
law” as fundamental to the order of the universe
Acceptance of the heliocentric theory and
rejection of medieval scientific notions
 Acceleration of scientific and technological
discoveries and innovations; including the theory of
natural selection proposed by Darwin in “On the
Origin of Species.: (1859)
 Development of a secular worldview in the West.
 Women, such as Margaret Cavendish, was not
taken seriously because she was a woman.
Unit 8 Enlightenment and
Scientific Revolution
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Day 4 Class Activity
Business Cards for Each Scientist
Place in folder by end of mid-week class
Directions: Use each of the following people and create a
business card for each. Business card must have: one visual,
one motto, and a list of at least three accomplishments. (Hint:
Use the index of the textbook to find the scientist)






Nicolas Copernicus 1473-Prussia
Francis Bacon 1561-English
Galileo Galilei 1564-Italian
Duchess Margaret Cavendish 1623 - English
Sir Isaac Newton 1642 - English
Mary Wollstonecraft 1759 - English
Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment
A New Way of Thinking
Day 5 (W/Th.1- 11/12):
Ch. 21 L. 2
Unit 8 Enlightenment and
Scientific Revolution
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Day 5 Objectives
Students will understand the origins of
the Enlightenment, it’s thinkers, and it’s
influence on history.
 Students will escribe the rights and
responsibilities of citizens and
noncitizens in civic participation
throughout history.

Unit 8 Enlightenment and
Scientific Revolution
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Day 5 Enlightenment Questions to Know - 1
1. I believed in all men are equal, endowed by a creator, life, liberty and
pursuit of happiness.
2. These two philosophers agreed that there needed to be consent of the
governed?
3. The right many were fighting for to participate or changing their
government?
4. The emphasis on secularism helped provide the justification of the
following Enlightenment ideas?
Unit 8 Enlightenment and
Scientific Revolution
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Day 5 Enlightenment Questions to Know - 2
5. Believed a written constitution provided the source of
governing power, separated the government into three
branches, and argued for separation of powers?
6. Separation of powers is also an idea incorporated
into the U.S. Constitution by this person.
Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment Timeline

England’s evolving government

Henry II, married to Eleanor of Aquitaine, ruled
England at which time certain democratic traditions
began to evolve and introduced the use of the jury in
English courts English Civil War and Glorious
Revolution
England transforms from an absolute monarchy to a
constitutional monarchy

Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment Timeline





Humanist writers and philosophers whose ideas
fostered individual expression and intellectual
freedom
Spirit of individualism fosters Protestant
Reformation
Ideas related to humanism later impact the Scientific
Revolution and the Enlightenment
The dignity of the individual gives rise to
democratic ideas – freedom of speech, freedom of
the press
Challenging traditional church power
Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment Timeline


__________________– governments have contact with the
people; governments must protect their citizen’s life, liberty and
property, and should they fail to do so, they can and should be
replaced; influence of his ideas are evident in the
___________________________________________________
______________– men should put their faith (create a
______________) in a strong government to provide stability for
their lives, since people have lives that are “cruel, nasty, brutish
and short.”
____________________________ – advocacy of civil liberties
including tolerance, freedom of religion, and freedom of
speech
Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment Timeline




Charles de Montesquieu – power should be
balanced between three branches of officials
(separation of powers)
Jean Jacques Rousseau – the general will, usually
defined as the majority, should determine the laws
of the nation
William Blackstone – people have the right to
property as “sole and despotic dominion which one
man claims and exercises over the external things of
the world.”
Mary Wollstonecraft – argued that women deserved
the same rights as men
Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment Thinkers
Thomas Hobbes
 John Locke
 Jean Jacques Rousseau
 Voltaire
 Charles de Montesquieu
 William Blackstone
 Adam Smith

Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment Major Philosophers
Montesquieu- _________________
 John Locke-Natural Rights
 ___________________– Natural Laws
 Rousseau- ____________________
 _______________- Religious Toleration
Do you see why & how our U.S.
Constitution is influenced?

Unit 8 Enlightenment and
Scientific Revolution
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John Locke
Argued that humans are born with
minds that are ___________, a tabula
rasa
 Said that people are molded by
experience
 Inspired notion that better society could
be created by exposing people to
correct influences

Unit 8 Enlightenment and
Scientific Revolution
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How might Montesquieu have
answered this question?

In government, what is the ideal division
between the common people and
privileged people who have easy
access to leadership?
Unit 8 Enlightenment and
Scientific Revolution
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How might Rousseau have
answered this question?

Whose will should prevail in an
enlightened government?
Unit 8 Enlightenment and
Scientific Revolution
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Enlightenment

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
Hobbes
Apply science to
society and problems
Natural law
18th Century
Locke
Rousseau
From the Scientific
Revolution
Questions Divine Right
of Kings
Questions privilege of
Nobility


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
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
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Montesquieu
Scientific Law and
Reasoning
Voltaire
Understand nature and
one another
Questions the power of
the Catholic church
Mostly French
Adam Smith
Blackstone
Question institutions,
customs, and morals
Unit 8 Enlightenment and
Scientific Revolution
70
Enlightenment Causes and Effects
Descriptions/ Causes
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Effects
18th Century
From the Scientific
Revolution
Apply science to society
and problems
Scientific Law and
Reasoning
Understand nature and
one another
Mostly French
Unit 8
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Questions Divine Right of
Kings
Questions privilege of
Nobility
Questions the power of
the Catholic church
Question institutions,
customs, and morals
Enlightenment and
Scientific Revolution
71
Who, What, Why?
Pick one philosopher - use information from slides (90 sec. in class
to complete)
 Person
 Causes
 Effects
 Ideas
Unit 8 Enlightenment and
Scientific Revolution
72
Day 5 Class Activity
Enlightenment 2 Worksheet –
Place in folder by end of class.
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Description/Causes on the left of trifold
 Thinkers in the middle
 Effects on the right of trifold
2nd Worksheet – all three steps
 Complete Political and Economic Philosophy
Worksheet – in your own words which idea
do you think should come first – upon which
all the others are formed.
Unit 8 Enlightenment and
Scientific Revolution
73