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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 1 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 2 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 3 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 4 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 5 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 6 English Civil War (1642-1647) Unit 8 Enlightenment and Scientific Revolution 7 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 _________ 8 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 9 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 11 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 12 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 13 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 14 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 15 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 16 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 17 Unit 8 Enlightenment and Scientific Revolution 18 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 19 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 20 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 Unit 8 Enlightenment and Scientific Revolution 21 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 22 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 23 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) 24 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 25 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 26 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 27 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 28 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 30 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 31 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 32 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 33 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 34 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 35 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 36 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 37 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 38 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 39 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 40 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 41 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 42 Scientific Revolution Day 4 Scientific Revolution Ch. 21 L. 1 Unit 8 Enlightenment and Scientific Revolution 43 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 44 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 45 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 46 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 47 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 48 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 49 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 50 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 51 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 52 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 53 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 54 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 55 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 56 Enlightenment A New Way of Thinking Day 5 (W/Th.1- 11/12): Ch. 21 L. 2 Unit 8 Enlightenment and Scientific Revolution 57 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 58 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 59 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 60 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 61 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 62 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 63 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 64 Enlightenment Thinkers Thomas Hobbes John Locke Jean Jacques Rousseau Voltaire Charles de Montesquieu William Blackstone Adam Smith Unit 8 Enlightenment and Scientific Revolution 65 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 66 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 67 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 68 How might Rousseau have answered this question? Whose will should prevail in an enlightened government? Unit 8 Enlightenment and Scientific Revolution 69 Enlightenment 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 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 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 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. 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