1. MWH - Day 1 - 1. Fill out notecard with: 1. name, 2. email address, 3. textbook number and 4. your computer number 5. do you have regular online access at home? 2. Intro to course and understand homework assignments on google calendar A. Homework calendar is reached through - http://mrksmodernworld.pbworks.com/FrontPage http://mrksmodernworld.pbworks.com/FrontPage 3. Get a computer by assigned number – go to my mrksmodernworld 4. Begin why Study Modern World History projectStudy Modern World History project EU - MWH is a course to help you understand why the world and its people today are as they are.

2. MWH Day 1 Agenda Goal for MWH – (why are you required to take this course?) to understand the world we live in today, ( politically, culturally, technologically, militarily, globally, economically ) to understand how and why we got here and to be able to be effective and responsible citizens of the world now and in the future Everything you learn in this course applies to events today!!

3. Think about our country: where did the following come from? Sushi Kung-fu (wushu) Democracy Black pepper Decimal numbers Christianity Printed books Civil rights Astronomy Surgical Medicine Understanding of gravity Think about our country: where did the following come from? SushiJapan Kung-fu (wushu) China DemocracyGreece Black pepperIndia Decimal numbers Arabia ChristianityJerusalem Printed booksGermany Civil rightsPersia AstronomyMesopotamia (now Iraq) Surgical MedicineEgypt Understanding England of gravity What specifically can we learn from the study of the modern world? Why study history? MWH Day 1 Agenda

4. History is similar to building a house. You cannot understand certain events out of context. You must understand what occurred before in order to move on and Unit I provides the foundation for understanding the remaining content of the course Why Study History? MWH Day 1 Agenda

5. Why study history?  To learn from good examples  To learn from mistakes made in the past  To understand the world and its people

6. Notetaking – a Method  Questions to ask in class.  Connections and discussion linking to current events  Indications of bias  Content –  Heading – what is the title of the section?  Subsection heading Key people Key events Explanation of causes and effects - Or - Heading Subsection heading Key people Key events causes and effects SH MWH Day 1 Agenda

7. MWH Units of Study Unit 1 : Seeds of Change: Emergence of the First Global Age (1450-1770) Unit 2: Enlightenment and Revolution (1700-1850) Unit 3: Industrialism and Imperialism:A New Age- (1800-1914) Unit 4: World War I: Cause and Effect (World Wars and Revolutions 1910-1920) Unit 5: Interwar Years:The Road to War- Nationalism and Revolutions Around the World and The Rise of Totalitarianism (1919-1939) Unit 6: World War II and Cold War (World War II and Its Aftermath Unit 7: The World Since 1945

8. SEEDS OF CHANGE: EMERGENCE OF THE 1 ST GLOBAL AGE (1450-1770) Unit I 1.Unit overview 2.Review of project directions 3.Work on current issues project with your group s

9. Unit Overview  Current world issues  World Geography and Religions  Renaissance  Reformation  Scientific Revolution  Explorations and the Columbian Exchange  Intro to Enlightenment

10. Unit Enduring Understandings 1. Geography themes of location, place, movement, human-environment interaction and region are useful tools for understanding history and current events. 2. A society’s values can be seen through their cultural and scientific achievements 3. Challenges to the social and political order frequently come from radical new ideas. 4. Technology, commerce, and religion cause cultures to interact, exchange and conflict with one another. 5. Every society has developed some political system by which either the one, the few, or the many rule over others.

11. Unit Essential Questions 1. How does geography affect people and societies? 2. How can ideas change the world? 3. What is globalization and when did it begin? 4. What happens when different cultures interact? Why do technology, commerce and religion have an impact on inter-cultural interactions? 5. What is the proper relationship between citizens and their government?

12. Why study world history project - Using your textbook, chapter 20 and the Epilogue, as well as other sources, complete the following chart for ONE assigned current global issue. As a group, prepare a brief powerpoint presentation that will present to the class the information that you have researched, with examples and citations. Your presentation must show, in an interesting and engaging manner, the following: 1.A description of the issue, with at least three global examples with specific dates. 2.The locations where the issue manifests. Also, plot the locations on a color-coordinated map of the world in your Unit 1 packet 3.Predictions as to the historical causes – what events in history may have caused these issues? 4.Which Unit or Units of MWH you will find information that will help you understand the issue? 5.A list of the Course Enduring Understandings that connect to this issue. 6.Predictions about past events that can provide lessons for us in the present and near future to help us understand and address the issue.

13. Chart to complete – each group will complete one chart using your text and research Topics C - Environment D - Human rights E - Security F - Health and Welfare B - Technology A - Trade and Economics

14. THE BEGINNING OF THE “MODERN” WORLD The present informed by the past – Day 2 To understand how the current modern world can be understood by what we will learn in this class 1.Work in groups to put together ppt – unit link for course 2.Present ppt – as audience members take notes in your graphic organizers.

15. THE BEGINNING OF THE “MODERN” WORLD 1.Finish Presentations – as you watch, complete your graphic organizer of these current global issues. What conclusions can you draw about the world today? How will this course help you understand the world issues today? 35min 2.Themes of Geography – 10min (need to know key world locations – see world map in unit docs) 3.Share your completed graphic organizer about Religions with the other group members 5min 1.Compare content – discuss difference and similarities 2.Complete graphic organizer so that all members understand the religion 3.Questions? And review 4.Complete bottom of religion chart – wrap up A - Geography has an impact on history and its five themes help us understand historical and current events B - Challenges to the existing order come from radical new ideas C - Religion affects how different cultures interact, cooperate, conduct commerce and conflict with each other. World Religions and Geography – day3 Interactive Map

16. Africa Asia Oceania Europe North America South America Antarctica Indian Ocean Atlantic Ocean Pacific Ocean Arctic Ocean USA UK China Russia Nigeria Brazil Mexico Iran Iraq 1 – Philadelphia 2 – London 3 – Beijing 4 – Sydney 5 – Pretoria 6 – Mumbai 7 - Lima 1 2 3 4 5 6 India 7 What geography theme is represented on this map? How could we show the other themes? USA UK China Russia Nigeria India Brazil Mexico Iran Iraq Africa Asia Oceania Europe N. America S. America Antarctica 1.Atlantic Ocean 2.Pacific Ocean 3.Arctic Ocean 4.Indian Ocean

17. THE BEGINNING OF THE “MODERN” WORLD Warm-up – list the 5 themes of geography and the 5 religions you have studied – I’ll check homework – Europe map, RS1Q3- 4 and printout of Renaissance notes 1.Review Themes of Geography – 2.Review your completed graphic organizer about Religions 3.Complete bottom of religion chart – wrap up – what conclusions can you draw about religion? A - Geography has an impact on history and its five themes help us understand historical and current events B - Challenges to the existing order come from radical new ideas C - Religion affects how different cultures interact, cooperate, conduct commerce and conflict with each other. World Religions, Geography and the Renaissance – day4 Interactive Map

18. Location  Geographers use latitude and longitude to pinpoint a place’s absolute, or exact, location.  To know the absolute location of a place is only part of the story. It is also important to know how that place is related to other places—in other words, to know that place’s relative location. Relative location deals with the interaction that occurs between and among places.  It refers to the many ways—by land, by water, even by technology—that places are connected.

19. Place  All places have characteristics that give them meaning and character and distinguish them from other places on earth. Geographers describe places by their physical and human characteristics.  Physical characteristics include such elements as animal life. Human characteristics of the landscape can be noted in architecture, patterns of livelihood, land use and ownership, town planning, and communication and transportation networks.  Languages, as well as religious and political ideologies, help shape the character of a place.  Studied together, the physical and human characteristics of places provide clues to help students understand the nature of places on the earth.

20. Human/Environment Interaction  The environment means different things to different people, depending on their cultural backgrounds and technological resources.  In studying human/environment interaction, geographers look at all the effects—positive and negative—that occur when people interact with their surroundings.  Sometimes a human act, such as damming a river to prevent flooding or to provide irrigation, requires consideration of the potential consequences.

21. Movement  People interact with other people, places, and things almost every day of their lives.  They travel from one place to another; they communicate with each other; and they rely upon products, information, and ideas that come from beyond their immediate environment.

23. Region  Region is an area on the earth’s surface that is defined by certain unifying characteristics.  The unifying characteristics may be physical, human, or cultural. In addition to studying the unifying characteristics of a region, geographers study how a region changes over times.  Using the theme of regions, geographers divide the world into manageable units for study.

24. Religions of the World

25. World Religions: A Comparison Hinduism Name of DeityThree main Gods: Brahma, Vishnu, Shiva FounderNo one founder Holy BookNo one book, sacred texts including the Vedas, the Puranas LeadershipGuru, Holy Man, Braham priest Basic BeliefsThe soul never dies but is continually reborn; Persons achieve happiness after freeing themselves of earthly desires, Freedom from earthly desires comes from lifetime of worship, knowledge, and virtuous acts, achieving the state of nirvana.

26. World Religions: A Comparison Buddhism Name of DeityThe Buddha did not teach a personal deity FounderSiddhartha Gautama – called the Buddha (means The Enlightened One) Holy BookNo one book—sacred texts including the Perfection of Wisdom Sutra, Tripitaka, Mahayna Sutras LeadershipBuddhist monks and nuns Basic BeliefsPersons achieve complete peace and happiness (nirvana) by eliminating material possessions; Nirvana achieved by following the Noble Eightfold Path. Karma is the concept that good begets good and bad begets bad.

27. World Religions: A Comparison Christianity Name of DeityGod and Jesus Christ FounderJesus Christ and the Apostles Holy BookBible (Pentateuch, Prophets, Kings, and Apostles) LeadershipClergy (priests, ministers, etc.) Basic BeliefsThere is only one God; Jesus Christ was the son of God. He died to save humanity from sin, making eternal life possible for others; Persons achieve salvation by following teachings of Jesus

28. World Religions: A Comparison Islam Name of DeityGod (Allah) FounderMuhammad Holy BookQur’an LeadershipSunni and Shi’i have different clergy. Imams, mullahs, Caliphs, ayatollahs, hojjat al-islam – collectively called the Ulama Basic BeliefsPersons achieve salvation by following the Five Pillars of Islam and living a just life. These pillars are faith, almsgiving, fasting (Ramadan), pilgrimage to Mecca, and prayer,

29. Difference between Islam and Muslim…  Islam is the religion and Muslims are people who understand, believe, and practice Islam properly, i.e. according to the text.  Islam is to Christianity what Muslims are to Christians.

30. World Religions: A Comparison Judaism Name of DeityGod (Yahweh) FounderAbraham Holy BookHebrew Bible (including the Torah) LeadershipRabbis Basic BeliefsThere is only one God; God loves and protects his people but also holds people accountable for their sins and shortcomings; Persons serve God by studying the Torah and living by its teachings here on earth in this life; the concept of heaven and hell are not expressly in Torah; major holidays – Rosh Hashana, Yom Kippur, Passover and Shabbat

31. Potential religious conflict?

32. RENAISSANCE – DAY 4 1300-1600 A - Geography has an impact on history B - Challenges to the existing order come from radical new ideas 1.Review religions - quiz 2.Review map of Europe – check that your map is correctly labelled 1.The Renaissance leads to changes like the rebirth of humanism and the beginnings of questioning the existing order of religious and political power as well as development of modern science. 2.Take notes on your Renaissance note taking sheet. 3.Explain what you predict the long-lasting effects of Renaissance will be. Draw a cartoon that shows Renaissance causing effects.

33. Religion review 1. Name 3 monotheistic religions 2. Which religion(s) have multiple holy texts? Name the texts 3. Which religion(s) has no identified founder? 4. Which religion(s) believe in Karma? 5. Which religion(s) are heaven?

34. Religion review 1. Name 3 monotheistic religions 1. Judaism, Christianity, Islam 2. Which religion(s) have multiple holy texts? Name the texts 1. Hinduism – Puranas, Vedas, Buddhism - sutras 3. Which religion(s) has no identified founder? 1. Hinduism 4. Which religion(s) believe in Karma? 1. Buddhism 5. Which religion(s) believe in heaven 1. Islam, Christianity, to some extent Judaism depending on interpretation

35. 1 2 3 4 5 6 7 1. France 2. Spain 3. Germany 4. Italy 5. Poland 6. Great Britain 7. Russia

36. 8 9 10 11 12 8.Ukraine 9. Greece 10. Sweden 11. Ireland 12. Austria

37. 13 14 15 16 17 18 19 20 13. Serbia 14. Albania 15. Portugal 16. Denmark 17. Norway 18. Czech Republic 19. Netherlands 20. Belgium

38. Beginning of Modern World Europe

39. Beginning of Modern World  Why Europe?  Some of the earliest civilizations  Geography conducive (favorable) to the emergence (appearance) of empires Coastlines make it easier to travel, attack, etc.

40. Beginning of the Modern World  “Modern” Globalization  Phase of increasing trade links and cultural exchange in 19 th century  Columbian Exchange- widespread exchange of animal, plants, culture (slaves), communicable diseases and ideas between Eastern and Western hemispheres

41. Renaissance  Renaissance Overview  Rebirth of learning and education, art and architecture, modern politics & economics  Began in Northern Italy  Reasons behind Northern Italy  Urbanism Overseas trade led to large city-states but most of Europe still rural People came to cities to spread/learn new ideas

43. Renaissance  Reasons behind Northern Italy (cont.)  Wealthy merchants Dominated politics Had to earn their wealth and power Showed their wealth and power by funding the arts  Greek and Roman Heritage Used as model for the arts Scholars studied Latin manuscripts and literature  Pope’s power declined  England and France at war

44. Renaissance  Renaissance Mentality  Humanism—focus of scholars on human potential and achievement; studied the “humanities” – history, literature, philosophy  Enjoyment of World Pleasures You do not need to sacrifice to please God People began to wear fine clothing and enjoy fine foods and music Society became more secular (non-religious)  Patrons of Arts  Patrons of the Arts  Popes and merchants became patrons (sponsors) of the arts

45. Renaissance  Renaissance Mentality (cont.)  Renaissance Man Men were expected to create art and master all areas of study Men that excelled in these areas were called a “Universal man” or “Renaissance Man”

46. Baldassare Castiglione’s The Courtier  Let the man we are seeking be very bold, stern, and always among the first, where the enemy are to be seen; and in every other place, gentle, modest, reserved, above all things avoiding ostentation {showiness} and that impudent {bold} self praise by which men ever excite hatred and disgust in all who hear them.  What is he saying here?  If you wanted to hire a man like this, what would the “Want Ad” say?

47. The personal ad for him may read… Looking for a man who is charming, witty, and well educated in the classics. He must be able to dance, sing, play music, write poetry, ride horses well, wrestle, and be a fine swordsman. He must be brave in battle yet humble outside of battle.

48. Renaissance Literature and Politics  Literature and Politics  Niccolo Machiavelli An Italian political philosopher Wrote The Prince in 1513 While somewhat controversial, his political philosophy is still studied and used often in today’s world “The end justifies the means.” “… there are two methods of fighting, the one by law, the other by force: the first method is that of men, the second of beasts; but as the first is often insufficient, one must have recourse to the second…”

49. Sir Thomas More  Wrote Utopia – a book that describes the perfect place  the perfect place is based on humanist notions of reason, fairness, community  Religious freedom is important  Need to work towards a good and comfortable and fair life for all citizens

50. Renaissance  Renaissance Mentality (cont.)  The Renaissance Woman  Upper class women should also know the classics and be charming but not seek fame  Should inspire art but not create it and have little influence on politics

51. What values can we extracted from the pictures below?

52. Renaissance Art  New Techniques (cont.)  Pyramid Configuration Symmetrical composition draws your focus to center of work for climax/focal point  Chiaroscuro The contrast of light and dark are used to create dimension  Fresco Painting on wet plaster

53. Renaissance Art  New Techniques  Perspective Creates a 3-D appearance Parallel lines move towards a focal point on the horizon to create dimension Objects get smaller as farther back. Where is the focal point in this work?

54. Renaissance Art  Religious subjects  Two-dimensional  Created “ideal” people  Religious and secular subjects  Realistic portrayal of individual Medieval ArtRenaissance Art

55. Petrarch, Boccaccio and expansion of literature  Petrarch – often referred to as father of humanism  Promoted writing as an important means of communication  Promoted humanism – that humans are the centered of the earth and have potential and reconciled Classics with Christianity  Wrote hundreds of poems and letters that were published throughout Europe - This spread literacy throughout Europe  Boccaccio -  Wrote stories that illustrated human existence using satire and sarcasm  His stories showed the frailties and foibles of humans.

56.  Outcomes of Renaissance  Strong sense of individualism  Increase in secularism  Look for answers beyond The Church Sciences Other religious ideas  Higher literacy rate  Emergence of materialism  Higher standards of living Renaissance

57. RENAISSANCE – DAY 4 REFORMATION– CHALLENGING THE CHURCH EXPLORATION – EUROPE MOVES OUTWARD REFORMATION A - Challenges to the existing order come from radical new ideas 1.Map Quiz game 2.The Renaissance leads to changes like the rebirth of humanism and the beginnings of questioning the existing order of religious and political power as well as development of modern science. 3.Explain what you predict the long-lasting effects of Renaissance will be. Draw a cartoon that shows Renaissance causing effects. 4.Complete of Quattrocento you printed for today 5.Identify 5 new ideas during the Renaissance and Reformation that challenged the existing order and then explain the impact each has had on the world today. 6.Complete Exploration makes Europe the center 1300-1600

58. Europe Map Game Test your skills…

59. REFORMATION Day 5 – Reformation and Scientific Revolution Enduring Understandings 1. Geography themes of location, place, movement, human-environment interaction and region are useful tools for understanding history and current events. 2. A society’s values can be seen through their cultural and scientific achievements 3. Challenges to the social and political order frequently come from radical new ideas. 1.Map quiz on Europe and the world Reformation 1.Complete Reformation.doc 2.With a partner, draw a cartoon that shows a discussion between several of the major players during the reformation. 3.Identify 5 new ideas during the Renaissance and Reformation that challenged the existing order and then explain the impact each has had on the world today.

60. Problems in church  Corruption in all levels of the church  Poor education of clergy  Clergy up to pope focused on worldly pursuits rather than just religion  Resistance to taxation by the newly secular merchant class and aristocracy

61. Reformation  Reformation Overview  European Christian reform movement that established Protestantism as a branch of contemporary Christianity  Began as an attempt to reform a corrupt Catholic Church Teaching and sales of indulgences  Sparked when Martin Luther published the Ninety-Five Theses & concluded in 1648 with the Treaty of Westphalia that ended years of European religious wars

62. Protestant Branches

63. Reformation  Martin Luther  Nailed Ninety-Five Theses to door of All Saint’s Church (maybe not) Theses criticized Catholic Church and Pope but concentrated on: Selling of indulgences Doctrinal policies about purgatory, particular judgment, devotion to Mary and the saints, most of the sacraments, & clerical celibacy Several reformists followed his lead with help of the printing press

65. LUTHERAN RELIGION  Ministers (Administers) rather than Priests could marry  No holy relics in Church (no crucifixes) or statues  Services and Bible in German  Prayers of confession and people encouraged to directly communicate with God

66. Catholic Church responds  Pope Leo X demands Martin Luther renounce his Theses upon pain of excommunication.  Luther is tried at the Diet of Worms, refuses to renounce and is excommunicated.  Holy Roman Emperor Charles V issues Edict of Worms – no one can help Luther

67. Reformation spreads  Luther’s reform call leads peasants to revolt against abuse and corruption in their churches and the princes who were connected to the church.  Luther does not support the peasants – is appalled at their attempt to change the social order  Princes massacre the peasants, with Luther’s blessing – 100,000 killed

68. Layout of European Christendom

69. Political effects in Germany of Reformation  Princes liked the ideas of Luther – some for religious reasons, many for political ones  Protesting princes declared sovereignty from Holy Roman Empire – Charles V began a war to force the Schmalkaldic League to remain Catholic in the HRE  War ended with HRE’s victory, but the Peace of Augsburg which calls for tolerance of Lutheranism and some other protestants (but not Calvinists or Anabaptists)

70. Reformation  Reformation Outside Germany  Henry VIII (England) Henry VIII desire for a male heir and divorce prompted the creation of Church of England Marriage to Catherine of Aragon produced female heir (Mary I) Religious changes slower in England than elsewhere  middle way between Roman Catholic Church & Protestant Traditions Henry VII: Six wives whom he beheaded!

71. Reformation  Reformation Outside of Germany  Henry VIII (England) cont. Act of Supremacy King head of church and state Pope has no authority All church lands sold to nobles People forced to covert from Catholicism to Anglican

72. Reformation: Bloody Mary Eldest daughter of Henry VIII and only surviving child of Catherine of Aragon. As the fourth crowned monarch of the Tudor dynasty, she is remembered for restoring England to Roman Catholicism after succeeding her short-lived half brother, Edward VI, to the English throne. In the process, she had almost 300 religious dissenters burned at the stake in the Marian Persecutions, earning her the sobriquet of "Bloody Mary". Her re- establishment of Roman Catholicism was reversed by her successor and half-sister, Elizabeth I.

73. Reformation  Reformation Outside of Germany  Elizabeth I (England) Supported establishment of Protestant English Church Governed on consensus (agreement) Reign became known as the Elizabethan Era “Virgin” Queen

74. Reformation  Reformation Outside Germany  John Calvin and Calvinism (Switzerland) French theologian that believed people were always combating evil and religion was guidance to fight one’s tendency toward sin Other beliefs include: Theocracy—elect those God has chosen for salvation Predestination/Predetermined Salvation—”God adopts some to the hope of life and adjudges others to eternal death”

75. Reformation  Reformation Outside Germany  John Knox and Presbyterianism (Scotland) Modified Calvin’s theocracy Beliefs include: Sovereignty of God Authority of scriptures Importance of grace through faith in Christ  Presbyterianism becomes national religion of Scotland

76. The Catholic Counter-Reformation  Jesuits under Ignatious of Loyola present some church reforms like building schools, gaining new converts and fighting against protestants  At the Council of Trent, 3 different Popes defined Church teachings and opposed protestants in the areas of:  Scripture and Tradition  Original Sin, Justification,  Sacraments,  the Eucharist in Holy Mass and  the veneration of saints but mostly just reaffirm Church doctrine

77. Reformation  Effects of Reformation  Led to series of religious wars that culminated (ended) in the Thirty Years’ War that ended with the Peace of Westphalia  New religions (in particular, Calvinism and other Protestant sects) effectively forbade wastefully using hard earned money and identified the purchase of luxuries a sin  Weakened the Catholic Church and promoted new states’ powers outside of religion

78. EXPLORATION Renaissance Reformation Science Enduring Understandings 1. Geography themes of location, place, movement, human-environment interaction and region are useful tools for understanding history and current events. 2. A society’s values can be seen through their cultural and scientific achievements 3. Challenges to the social and political order frequently come from radical new ideas. Warm-up - Review homework questions – do you have any questions? 1.Using the last section of the reformation.doc, with a partner, draw a cartoon that shows a discussion between several of the major players during the reformation. 2.Identify 5 new ideas during the Renaissance and Reformation that challenged the existing order and then explain the impact each has had on the world today. 3.Describe the benefits and detriments of Columbian Exchange. 4.Create a flow chart of the causes and effects of exploration – make sure to include information from the rest of the unit. 5.Add a frame or two to your reformation cartoon that addresses the connection to exploration

79. Beginning of the Modern World  “Modern” Globalization  Phase of increasing trade links and cultural exchange in 19 th century  Columbian Exchange- widespread exchange of animal, plants, culture (slaves), communicable diseases and ideas between Eastern and Western hemispheres

80. Why explore?  Exploration occurred for three basic reasons 1. Trade – seeking wealth in competition with other countries 1. Based on the idea of mercantilism – the power of a country is based on its wealth and the way to achieving wealth for a country is to get gold and silver and to have a trade surplus 2. Spread Christianity 3. Technological advancements made it possible.

81. Who explored?  Spain  Portugal  England  Netherlands (the Dutch)

82. Who did it?

83. Results of exploration?  Major global empires for the 4 big exploring countries  Beginning of colonization  African slave trade and all of its negative consequences  Exploitation and mass killings of natives in the colonies  Exportation of European ideas including religion  Great wealth – Spain and Portugal from gold, England and the Dutch through trade

84. SCIENTIFIC REVOLUTION Enduring Understandings 1. A society’s values can be seen through their cultural and scientific achievements 2. Challenges to the social and political order frequently come from radical new ideas.

85. Revolutionary Thinking  The Renaissance and Reformation inspired people to challenge the accepted scientific views of ancient thinkers and the church  Geocentric theory widely accepted prior to this period

86. Scientific Revolution  What was the Scientific Revolution?  Scholars/scientists questioned accepted ideas about nature, earth and the universe  Old Science v. New Science Old Science based on religion and belief NEW SCIENCE based on math, logic, reason, observation and data Inductive reasoning – observing and understanding specific facts to develop a general theory

88. Scientific Revolution  Influences  Renaissance Education of the Classics Secularism Criticisms of the Catholic Church  Exploration Drive to better understand tides, weather, winds, currents, Foreign technology-astrolabe

89. Scientific Revolution  New Discoveries  Heliocentric Theory –sun-centered universe  Advancements in Medicine—vaccinations  Scientific Instruments Microscope Telescope  Law of Gravity  Chemistry  biology

90.  Theories on the Universe  2 nd C. AD- Ptolemy recorded the earth was the center of the universe—Geocentric Theory Scientific Revolution

91.  Theories of the Universe  1548-Nicholas Copernicus challenges Ptolemy’s geocentric theory and proves the Heliocentric Theory Scientific Revolution

92.  Theories of the Universe  Johannes Kepler (1600s)—takes the Heliocentric Theory and perfects it with the Laws of Planetary Motion One law states that the planets orbit the sun in elliptical orbits not circular orbits Scientific Revolution

93.  Francis Bacon urged scientists to draw conclusions of the world based on their own observations  Rene Descartes believed that everything should be doubted until proven by reason “I think, therefore I am.”  Newton explains law of gravity through scientific method  Boyle describes the relationship between volume, pressure and temperature

94. Importance  This so-called revolution was important because scientists use these approaches today – it is from scientific reasoning that our lives are longer, healthier and filled with so much useful technological developments  Influenced others to study all aspects of society—government, religion, economics, education, etc.

95. ABSOLUTISM LEADS TO ENLIGHTENMENT Warm-up - Define Absolutism. Who would support an absolute monarch? Why would absolutism be supported? 1.Read “Louis XIV Advice to his Son” and “The Reign of Louis XIV” A.Answer the accompanying questions. B.Use inductive reasoning to describe the characteristics of absolutism. 2.Read Hobbes – choose three quotes that help to support the idea that absolutism is the proper form of government 3.Read Locke – in what ways does Locke agree with Hobbes? In what ways and why does he disagree with Hobbes? 4.Read Rousseau – With whom is he more likely to agree, Louis, Locke, and/or Hobbes? 5.Describe how a Salon may sound where the above four men were discussing their ideas Enduring Understandings 1. A society’s values can be seen through their cultural and scientific achievements 2. Challenges to the social and political order frequently come from radical new ideas.

96. ENLIGHTENMENT Warm-up - Review Hobbes, Locke and Rousseau readings – Draw a Venn diagram of the three men’s beliefs about government and people 1.Why is the Enlightenment the natural result of the chain of advances beginning in the Renaissance? How may these Enlightened ideas change the world? 2.9/11 and fire drills 3.Complete graphic organizer of the key enlightenment philosophersgraphic organizer enlightenment 4.With which philosopher do you have the closest connection? 5.Questions from review sheet? Unit Test tomorrow Enduring Understandings 1. A society’s values can be seen through their cultural and scientific achievements 2. Challenges to the social and political order frequently come from radical new ideas.

97. Enlightenment  Enlightenment Overview  People try to apply the scientific approach to all aspects of society  Political scientists propose new ideas about government  Philosophes (philosophers) advocate the use of reason to discover truths Address social issues through reason

98. Enlightenment  Causes  Ideals of the Renaissance Individualism, secularism, rebirth of classical teachings  Scientific Revolution Logic, reason, mathematics New way of thinking based on willingness to question assumptions  Absolutism Reaction to government of total control Questioning of Theory of Divine Right

99. Characteristics of Enlightened Thought Ideas incorporating the themes listed below were heavily discussed during this era  REASON-justification  HAPPINESS-What makes people happy?  LIBERTY-freedoms  PROGRESS-tolerance, diversity, science  NATURE- outside (plants, earth, universe, etc) and inside (emotion, human interactions, etc)

100. THE SALON A) Serious workroom of philosophy B) Various people, all educated C) Women sharp and witty

101. A graphic organizer of the philosophes Identify who, where and the key ideas of each of the following Hobbes Locke Montesquieu Rousseau Voltaire Wollstonecraft Adam Smith Beccaria Enlightenment thinkers

102. Thomas Hobbes Human existence is "solitary, poor, nasty, brutish, and short" Living through the brutal English civil wars in the 17 th century, Hobbes was very cynical about human nature. He wrote in the Leviathan that humans are selfish and wicked. Without government, there would be “war of all against all.” Therefore, absolute monarchies are created through a social contract to keep the mean, nasty men from killing each other.

103. John Locke "Government has no other end than the preservation of property.” He postulated that the mind was a "blank slate" or "tabula rasa“; people are born without innate ideas Believed that human nature is characterized by reason and tolerance Two Treatises of Government had a profound influence on the writing of the Declaration of Independence and Constitution People have god-given rights that are inviolable People will voluntarily, through a social contract, create a government to protect their god-given rights If government violates the social contract, then the people have the right to change the government "Wherever Law ends, Tyranny begins."

104. Voltaire “Those who can make you believe absurdities can make you commit atrocities.”  His intelligence, wit and style made him one of France’s greatest writers and philosophers  He was attracted to the philosophy of John Locke and ideas of Sir Isaac Newton  In favor of religious tolerance and interested in the study of the natural sciences Every man is guilty of all the good he didn’t do. God is a comedian playing to an audience too afraid to laugh. If God did not exist, it would be necessary to invent him. It is dangerous to be right when the government is wrong. Love truth and pardon error.

105. Voltaire Judge of a man by his questions rather than by his answers. Men are equal; it is not birth, but virtue that makes the difference. Prejudice is opinion without judgment. The way to become boring is to say everything. I may not agree with what you have to say, but I will defend to the death your right to say it.

106. Jean –Jacques Rousseau “Never exceed your rights, and they will soon become unlimited.”  Contended that man is essentially good, a "noble savage" when in the "state of nature"  Good people are made unhappy and corrupted by their experiences in society  Most important work is "The Social Contract" that describes the relationship of man with society “ Man is born free, but everywhere he is in chains.”

107. Jean –Jacques Rousseau  The right kind of political order could make people truly moral and free.  Individual moral freedom could be achieved only by learning to subject one’s individual interests to the “General Will.”  Individuals did this by entering into a social contract not with their rulers, but with each other.  This social contract was derived from human nature, not from history, tradition, or the Bible.  People would be most free and moral under a republican form of government with direct democracy.

108. Adam Smith “Consumption is the sole end and purpose of all production; and the interest of the producer ought to be attended to, only so far as it may be necessary for promoting that of the consumer.”  Scottish philosopher and economist famous for his book, “The Wealth of Nations” written in 1776  Profound influence on modern economics and concepts of individual freedom  Father of modern capitalism and influential in the formulation of American Capitalism 1.Economic liberty guarantees economic progress 2.Government needs to stay out of economics because: 1.Buyers will buy 2.Sellers will sell 3.Each will participate in economics out of their own self-interest 4.Harmony will results

109. Montesquieu  Liberty is the key for successful government, but liberty is often eroded by power in the hands of government  He is famous for his articulation of the theory of separation of powers in government; executive, legislative and judicial  Separated power would lead to checks on power and therefore protecting liberty – developing the theory of checks and balances  largely responsible for the popularization of the terms feudalism and Byzantine Empire “Liberty is the right of doing whatever the laws permit.” -Montesquieu

110. Beccaria  An independent judiciary should provide justice, not just support the rulers  Opposed torture and arbitrary rulings and procedures  Promoted fair trials with adequate defense of the accused  Punishment should fit the crime

111. Wollstonecraft  Promoted the value of women  Women should be educated  Women should be equal to men in politics and professions

112. The Origins of Enlightenment? ► RELIGIOUS:  Deism  The belief in the existence of a God or supreme being but a denial of revealed religion, basing one’s belief on the light of nature and reason.  Deists saw no point in any particular religion; they recognized only a distant God, uninvolved in the daily life of man.

113. The Origins of Enlightenment? ► RELIGIOUS:  Gradually, highly educated Protestants & Catholics thought more about God’s work as revealed through science, rather than through the Scriptures.  Pantheism  The belief that God and nature are one and the same.

114. Impact of the Enlightenment  People have confidence that human reason can solve social problems  The individual becomes important as people use their own ability to reason and judge  Absolutism is generally questioned as being the antithesis of enlightenment.  Sets the stage for popular revolutions in the 18 th and 19 th Centuries  Some monarchs make reforms – the enlightened despots – modified absolutists  Others fight for their continued power

115. Use your blank map to label the following countries  1. France  2. Spain  3. Germany  4. Italy  5. Poland  6. Great Britain  7. Russia  8. Ukraine  9. Greece  10. Sweden  11. Ireland  12. Austria

116. 1 2 3 4 5 6 7

117. 8 9 10 11 12

118. Use your blank map to label the following countries  13. Serbia  14. Albania  15. Portugal  16. Denmark  17. Norway  18. Czech Republic  19. Netherlands  20. Belgium

119. 13 14 15 16 17 18 19 20

120. Europe Map Game Test your skills…