1. Scientific Revolution Objective: I can explain how the scientific revolution impacted religious, political, and cultural institutions by challenging how people viewed the world.

2. Scientific Revolution  The Enlightenment grew out of the scientific revolution  an intellectual movement that emphasized studying the natural world and the heavens (space) rather than blindly accepting old ideas about these subjects.

3. Center of the Universe ???  Most Europeans believed the theory of the universe as described by Ptolemy (Second Century A.D.). He stated that the earth was the center of the universe.  By the 1500s and 1600s, scientists began to question this commonly held belief.  The first, Nicolas Copernicus, who developed a theory that the sun was the center of the universe and the earth and other heavenly bodies (planets) revolved around it.  Galileo Galilei built the first telescope. Through it, he saw that the planets did indeed revolve around the sun.

4. Partner Question  Describe the difference between the old theory on the center of the universe and the new theory on the center of the universe.

5. Significance  The discovery contradicted the teachings of the Roman Catholic Church, a major power in Western Europe. Galileo

6. Partner Question  Why might the Roman Catholic Church be troubled by the new theory developed by Copernicus and proven by Galileo through the telescope? [Hint: Domino Effect]

7. Development of the Scientific Method  Early 1600s  Francis Bacon and Rene Descartes began to devise new methods of explaining the natural world.  The result was the development of the scientific method—the study of the natural world by means of direct observation and experimentation.  This method enabled the English scientist Isaac Newton to develop a theory of gravity.

9. Significance  The principles of the scientific method were soon applied to the study of human behavior.  People began to use reason rather than faith to answer questions about human nature and society.  This way of thinking was so strong an influence on all kinds of intellectual activity in the 1700s that the period became known as the Age of Reason.

10. Partner Question  Can you assess the value or importance of using reason rather than faith in answering questions about human nature and society?  In other words, what is the value or importance of using reason rather than faith?

11. Church & State  In medieval Europe, the church and the state were closely linked. It was the duty of every political authority -- king, queen, prince or city councilman -- to support, sustain and nurture the church. With notable exceptions, the church reinforced the political authority of the states, and the states reinforced the authority of the church.

12. Church & State  French churchman Jacques-Bénigne Bossuet tutored Louis XIV's son in the principles of royal absolutism: "God establishes kings as his ministers, and reigns through them over the people.... [K]ings are sacred because of their office; they are the representatives of the divine majesty.“ Divine Right

13. Partner Question  Explain the concept of divine right.

14. Partner Question  Explain the concept of divine right.  Kings and queens have a God-given right to rule and that rebellion against them is a sin. This belief was common through the seventeenth century and was urged by such kings as Louis XIV of France.