Download Unit 3 - The Enlightenment

Warm-Up #6: What did you learn about Rome
from unit we just finished? What do you believe
is the most important impact Rome has had on
the modern world?
If you didn’t finish your quiz, see me.
No Warm-Up today: Pick up the “Islam in
Iran” article and get to workin’.
No Warm-Up: Grab the new notes up on
the front podium and submit your
summative MLA Works Cited next to it.
Warm-Up #7: In 4 sentences, describe the rise
of Islam. Who started it? What do Muslims
believe? What’s the difference between Sunni
and Shia Muslims?
Reminder: Submit the “Islam in Iran” assignment
if you have not done so already.
Warm-Up #8: Describe the what you know
about ISIS. Who started it? What does ISIS
believe? What does ISIS want?
Reminder: Submit the “Islam in Iran”
assignment if you have not done so already.
Warm-Up #9: Describe the conflict
between church and state during the
middle (or dark) ages.
Warm-Up #9: Describe the crusades.
What were they? What effect did they
have on European society?
 https://www.youtube.com/watch?v=Fo4InZq-1ew -
(7:55-10min) SKIP
 https://www.youtube.com/watch?v=PLNrxajzGCw -
Intro to the Dark Ages (10 min)
I. Rise of Islam (610
A.D./C.E.)
Founded by the prophet
Muhammad
2. Holy book known as the Quran
3. Five pillars of Islam
1.
1.
2.
3.
4.
5.
Declaration of faith: “There is
no god but Allah and
Muhammad is his prophet.”
Daily prayer (Five times a day
toward Mecca, Saudi Arabia)
Fasting during Ramadan
Alms giving
Pilgrimage to Mecca (Hajj)
4. Schism
After the death of Muhammad, the Muslims
had a dispute over who was to take over the
leadership of the Islamic community. The
dispute was unresolved and Islam split into
two key sects:
A. Sunnis (people of the tradition): Believed the
new leader should be elected from among
those capable of the job. Sunnis elected the
Prophet Muhammad's close friend and
advisor, Abu Bakr, to become the first Caliph
of the Islamic nation. About 90% of Muslims
around the world are Sunni.
Caliph:
Elected
leader of
the Sunni
sect
Caliphate:
A nation
state ruled
by a Caliph
B. Shias (party/faction): Believed the leader
of the Muslim community should be a
descendant of the Prophet. Shias claimed
the right of Ali, the son-in-law of the
Prophet Muhammad, and his descendants
to lead the Islamic community. They have
not recognized the authority of elected
Sunni caliphs, choosing instead to follow a
line of Imams.
Imam: A
descendant
of the
Prophet
5. Spread of Islam
 Caliphs, or “successors” of Muhammad expanded empire
 Muslims conquered Persia (Iran) and the Middle East,
including the “Holy Land” of Jerusalem
 Pact of Umar tolerated other religions
Read “Islam in Iran” and
answer the guiding questions
ISIS & The Modern Caliphate (9 min)
http://www.youtube.com/watch?v=bsCZzpmbEcs –
Fareed Zakariah (5 min)
http://globalpublicsquare.blogs.cnn.com/2014/10/11
/lets-be-honest-islam-has-a-problem-today/
Questions we have about ISIS and the attacks in France
II. Crusades (1095



1291 A.D./C.E.)
Christian attempt to
win holy places back
from the Muslims
Ultimately
unsuccessful militarily
However, it sparked a
cultural revolution
(medicine, science,
Greek works)
Arabs preserved Greek
works that inspired the
Renaissance (1300)
Spread through rats from Asian trade ships
2. Killed 1/3 to ½ of European population
 Monty Python: Bring out Your Dead! (2 min)
https://www.youtube.com/watch?v=grbSQ6O6kbs
1.
IV. Church v. State
The church and state competed for power
2. Kings competed with bishops and pope for control of
land
3. The “Divine Right of Kings”: Claimed king is subject
to no earthly power and gets authority from God
himself
1.
V. The Reformation
(1517-1600)
1. Religious Transformation
 Martin Luther nailed his
95 theses to a church
door, challenging
indulgences & corruption
 Taught that people are
saved through faith and
not good works
 Broke Christianity into
many different sects
2. Political Transformation
 Broke the Catholic Church’s monopoly
on religion
 Division led to lengthy “religious
wars”
 Local rulers gained more control by
breaking ties with the Pope and uniting
kingdoms religiously and politically
 State became supreme over the church
https://www.youtube.com/watch?v=C4d_7dOC-GQ&feature=youtu.be
12 min Video
VI. Scientific Revolution (15001700)
1. Emergence of modern science
 Newton: Discovers gravity
 Copernicus: Sun-centered universe
 Galileo: Supported Copernicus’ suncentered universe and was condemned as a
“heretic”
 Francis Bacon: Develops the scientific
method of inquiry (observation, hypothesis,
experimentation, repeat)
Monty Python: She’s a Witch! (4 min)
https://www.youtube.com/watch?v=zrzMhU_4m-g
2. New Worldview
• Believed natural laws of science control
everything
• The scientific method became the new
standard of truth
3. The Catholic Church Persecutes new
ideas as “Heresy”
Instructions:
1. Walk around the room and read each quote.
2. Stand next to your favorite. Write it down on a piece
of paper and then explain under it what you think it
means and why you like it.
Instructions:
3. Discuss your answer with your peers and write your
ideas down on the paper posted to the wall under
your quote. Share your ideas with the class.
Instructions:
4. Read the article about your Enlightened thinker and
answer the corresponding questions.
5. Present what you learned about your Enlightened
thinker. Everyone must take notes on each
presentation.
Directions:
1. Post 5 anonymous quotes around the room (1 from each
Enlightenment thinker)
2. Ask students to walk the room, reading each quote and
then stand next to the one that they like the most
3. Ask students to take a few minutes to discuss with the
peers in their group why they like the quote
Have groups share with the class why they like the quote
i.
Give each group the bio of the person their quote came
from and have them complete the questions
4.
i.
ii.
After 10-15 min, have each group present the answers to
their questions to the class
Have students take notes on each presentation
Key Concept: The success of the Scientific Revolution
gave people confidence that reason could solve
social problems
Definition: The "Enlightenment" was not a single
movement. Thinkers often disagreed with one another.
It was more a set of values.
A. Common Enlightenment Values
Reason: Reason, not revelation is the standard of
truth.
2. Reform: Science and reason can reform/improve
society.
3. Secularism: Religion should have little influence over
society.
1.
4.
5.
Tolerance: Acceptance of different beliefs.
Natural Rights: Freedom of speech, press,
religion, and government.
 Monty Python: Do you see him repressing me? (9:03
http://www.youtube.com/watch?v=cpepPPZd0yY
B. English Enlightenment
Thomas Hobbes:
1.





Wrote Leviathan in which he expressed
supported for absolutism (king with
absolute power)
Believed people are evil & selfish by nature
Behavior must be controlled by a strong king
who has absolute power & rules using fear
Laws are only followed when people fear
punishment
People enter into a “social contract” in
which they forfeit their freedom for law &
order
 https://www.youtube.com/watch?v=Uq88OfYENEk -
Loki: You were made to be ruled (3 ½ min)
English Enlightenment Continued…
2. John Locke:

Wrote The Second Treatise of Government in
which he expressed support for
representative govt.




Rejected the “divine right of kings” which stated
that the king’s authority came directly from God
himself
Argued that a govt.’s authority comes from the
consent of the governed through a social
contract: Govt. provides security and people
obey laws
People have natural rights of life, liberty,
and property
Tyranny/violation of natural rights justified
violent revolution
 https://www.youtube.com/watch?v=KKvvOFIHs4k - V
for Vendetta (3 ½ min)
C. French Philosophes
Philosophe: Enlightened intellectual writers who
fought for reform
Voltaire: Fought for freedom of
religion and press.
2. Montesquieu: Separation of powers:
legislative, executive, and judicial
branches.
3. Rousseau: Believed laws should reflect
the general will of the people. Believed
all people were equal, regardless of class
(which should be abolished)
1.
D. Enlightenment’s Impact on
Society
1. Science
 Natural laws govern (control) universe
 Belief in miracles are largely rejected
2. Religion
 Deism: God is hands-off (doesn’t use miracles)
 Agnosticism: We cannot know if there is a God or not
 Atheism: There is no God
3. Economy
 Adam Smith advocates for laissez-faire “hands
off” economy free from government control
 Promoted free trade
4. Politics
 Secularization of European politics
(separation of church and state)
 Reason & scientific method used to solve social
problems
 Revolution!
Key Concept: Enlightenment
thinkers influenced revolutions
in America and France
The British govt. acted like a big
bully: Colonies existed only to make
money for the “mother country”
b. The British taxed colonists and
controlled where they settled without
any say (representation)
c. Patriots revolted against “tyranny” of
King George, citing violation of
“natural rights”
a.
Colonists
better have
my money!
Passage
“We hold these truths to be self-evident,
that all men are created equal, that they are
endowed by their Creator with certain
unalienable Rights, that among these are
Life, Liberty and the pursuit of Happiness.-That to secure these rights, Governments
are instituted among Men, deriving their
just powers from the consent of the
governed, --That whenever any Form of
Government becomes destructive of these
ends, it is the Right of the People to alter or
to abolish it, and to institute new
Government.” - Declaration of Independence
“Congress shall make no law respecting an
establishment of religion, or prohibiting
the free exercise thereof; or abridging the
freedom of speech, or of the press, or the
right of the people peaceably to assemble...”
– Bill of Rights, 1st Amendment
Enlightenment
Thinker(s)
Enlightenment Values
Reflected
Passage
“In all criminal prosecutions, the accused
shall enjoy the right to a speedy and
public trial…Excessive bail shall not be
required, nor excessive fines imposed,
nor cruel and unusual punishments
inflicted.” – Bill of Rights, 6th and 8th
Amendments
“All legislative Powers herein granted
shall be vested in a Congress of the
United States, which shall consist of a
Senate and House of
Representatives…The executive Power
shall be vested in a President of the
United States of America…The judicial
Power of the United States, shall be
vested in one supreme Court.” U.S.
Constitution, Articles 1-3
Enlightenment Enlightenment Values
Thinker(s)
Reflected
Warm-UP:
“All legislative Powers herein granted shall be vested in a
Congress of the United States, which shall consist of a
Senate and House of Representatives…The executive
Power shall be vested in a President of the United
States of America…The judicial Power of the United
States, shall be vested in one supreme Court.” U.S.
Constitution, Articles 1-3
Which Enlightenment idea is expressed in the above
passage?
2. Which Enlightenment thinker influenced the idea?
1.
a. Origin
 Commoners were poor,
over-taxed, and starving
while rich lived in luxury



The Church and Rich
didn’t have to pay tax
Revolution promised
“Liberty, Equality, and
Fraternity”
Armed citizens of Paris
captured the Bastille (a
royal fortress and symbol
of monarchy) and armed
themselves for battle
b. War!



Prussia and Austria declare war and invade France to
help King Louis XVI and Marie-Antoinette
Invaders are driven back by the rebels and suspected
“traitors” who supported the monarchy were
massacred
King Louis XVI and Marie-Antoinette were captured
& beheaded by guillotine
c. Aftermath
A republic called the “National Convention” is
established
Maximilien Robespierre and his “Jacobin Club” soon
established a dictatorship
De-Christianization: Churches were closed, property
was sold, priests forced to marry and had to swear
oath to the Revolution




Some tried to establish a “Cult of Reason” to replace
the Church
d. The Reign of Terror



Dissent was squashed
At least 40,000 suspected counter-revolutionaries
were guillotined…OFF WITH THEIR HEADS!
Ended when Robespierre was overthrown and
executed in 1794
 http://www.youtube.com/watch?v=lnPR90dJ3Gk –
BBC: How FB Changed the World (15 min)
Handouts (relate to current events)
Enlightenment Dictionary
Facebook Pages
Newspaper Article (relate to current events)
 http://www.youtube.com/watch?v=sETKf8uHAKc&in
dex=2&list=PLv5YXMDsyZRM_2UKl-aTqeidit5JG267y
- Intro
 http://www.youtube.com/watch?v=BhdENw-vhDQ -
Ed Snowden (20 min)
“The condition of man…is
a condition of war of
everyone against
everyone.”
Thomas Hobbes
“Government has no other
purpose but the peace,
safety, and public good of
the people.”
“The end (purpose) of law is
not to abolish or restrain, but
to preserve freedom…Where
there is no law, there is no
freedom...”
John Locke
“I do not agree with what
you have to say, but I'll
defend to the death your
right to say it.”
Voltaire
“I prefer liberty with
danger than peace
with slavery.”
Rousseau
“There is no greater
tyranny than that
which is committed
under the shield of
the law and in the
name of justice.”
Montesquieu
“I should have a right to destroy anything that threatens me
with destruction…So it comes about that someone who
tries to get another man into his absolute power thereby
puts himself into a state of war with the other, for such an
attempt amounts to a declaration of a plan against the life
of the other man. If someone wants to get me into his
power without my consent, I have reason to conclude that
he would use me as he pleased…and would destroy me if he
wanted to; for no-one can want to have me in his absolute
power unless it’s to compel me by force to do something
that is against the right of my freedom, i.e. to make me a
slave. To be sure of my own survival I must be free from
such force; and reason tells me to look on him—the person
who wants me in his power—as an enemy to my
survival…So someone who tries to enslave me thereby puts
himself into a state of war with me. Someone who wants to
take away the freedom of someone else must be supposed
to have a plan to take away everything else from the
person.” – Locke, The Second Treatise of Government
“No one can be subjected to the political power of
another without his own consent…Full of fears and
continual dangers, he seeks out and is willing to join in
society with others for the mutual preservation of their
lives, liberties, and property…All this is to be directed
to no other end but the peace, safety, and public good
of the people.”
– Locke, The Second Treatise of Government
“It is manifest that during the time men live without a
common power to keep them all in awe (fear), they are
in that condition which is called war; and such a war as
is of every man against every man.” - Hobbes
“When the legislative and executive powers are united
in the same person…there can be no liberty…because
the same monarch or senate should enact tyrannical
laws, to execute them in a tyrannical manner… In
Turkey, where these three powers are united in the
Sultan’s person, the subjects groan under the most
dreadful oppression.” – Montesquieu
“There are two distinct rights: the right that everyone
has to punish the criminal so as to restrain him and
prevent such offences in future and the right that an
injured party has to get reparation…And so it is that
in the state of nature everyone has a power to kill a
murderer, both to deter others from this crime that no
reparation can make up for… and also to secure men
from future crimes by this criminal…[Such a criminal]
has declared war against all mankind, so that he can be
destroyed as though he were a lion or a tiger, one of
those wild beast with whom men can have no security.”
– Locke, The Second Treatise of Government
“It does not require great art, or magnificently trained
eloquence, to prove that Christians should tolerate each
other. I, however, am going further: I say that we should
regard all men as our brothers. What? The Turk (Muslim)
my brother? The Chinaman (Buddhist) my brother? The
Jew? Yes, without doubt; are we not all children of the same
father and creatures of the same God?... It extremely cruel
to persecute in this brief life those who do not think the
way we do.” - VOLTAIRE