December 7-10, 2015

ACTION STATEMENT: I will learn about ‘paradigmatic shifts’ and explain how Enlightenment thought contributed to revolutionary change in the eighteenth-century society?

 An important part of human history is the history of ideas. Ideas and beliefs are often the driving force behind warfare, discovery, art, religion, and all manner of human activity.  When new ideas are introduced, some have only a ripple effect. Others, however are so revolutionary, so radical that they cause a ‘paradigm shift;’ that is, a fresh new way for people to understand something about themselves or their environment.  Oftentimes, people and institutions with a stake in keeping things the same (‘status quo’) feel threatened by these radical ideas.

 With your shoulder partner, consider each of the ideas below and how they might have created a ‘paradigmatic shift’ in their societies at that time. Write your ideas down on the distributive practice sheet.  1. The New Testament idea ‘turn the other cheek’ challenges the Old Testament idea of ‘an eye for eye, a tooth for tooth.’  2. The Polish astronomer Copernicus presents evidence of a heliocentric (sun- centered universe). This replaces the old idea supported by the Pope and the Catholic Church that the earth is the center of the cosmos.  3. Louis Pasteur discovers that many diseases are spread by bacteria and viruses. This challenges those who believe the cause is bad air, bad blood, or evil spirits.  Time: 5 minutes

 Is there any new idea out there today that is a candidate for causing a paradigm shift now or in the future?

 Turn to page 9 in your DBQ packet.  Read over the timeline to orient yourself to key dates and moments in history that relate to the Enlightenment  Next, follow along as we read the Background Essay aloud.  Using a highlighter, note important information in the text that you might use in your introduction.  Answer the Background Essay Questions  Time: 7 minutes

 As a class, read Document A aloud and answer questions together.  With your shoulder partner, read Document B and answer the questions together  Discuss answers as a class once everyone has finished  Time: 15 minutes

 Take out two pieces of notebook and pen  Write your name and today’s date in the top right-hand corner  Upon distribution of the DBQ packets, you are to:  Read over and/or complete the ‘Mini-Q Essay Outline Guide’ on the back page  Make sure that you have a thesis that answers the question AND strong supporting topic sentences for each paragraph  Write your response to the DBQ  EVEN IF you haven’t finished completing the packet  Once you are done, turn your DBQ packet into the Homework Basket

 You are to complete the writing of your DBQ TODAY  Once you have completed your essay, go back and make sure that all of the text dependent questions in your DBQ have been answered  If there is time remaining, you may work on your homework for this week  Jump on a student computer  Access the course website  Locate the Vocabulary Study Guide for Chapter 18

 Click to edit Master text styles  Second level Third level Fourth level  Fifth level

 First bullet point here  Second bullet point here  Third bullet point here Group AGroup B Class Class Class 38490

Group A Task 1 Task 2 Group B Task 1 Task 2 Group C Task 1  First bullet point here  Second bullet point here  Third bullet point here