Class Notes and Assignments History of the Modern World Class Notes and Assignments The Enlightenment Mrs. McArthur Walsingham Academy Room 111

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Culture is Destiny What is the term that describes the medieval view of the universe – an ordered, hierarchical arrangement of everything? Why did Europeans in 1500 not value “opportunity?” Why did they not seek to “better” themselves? What 2 related attitudes/habits reinforced this orderly hierarchy? -5. Describe 2 challenges to this hierarchy experienced during the late Middle Ages and Early Modern period?

The Enlightenment and the American Revolution Section 1: Philosophy in the Age of Reason, pp 544-549 Witness History Audio: Rousseau Stirs Things Up Scientific Revolution Sparks the Enlightenment In the wake of the Scientific Revolution came the Enlightenment. This was an era in which people used reason to try to understand more about human behavior and solve the problems of society Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask students to explain what Rousseau meant by “chains.” What might have been some examples of such “chains” in his time and today? When showing color Transparency 120 and 102, use the lessons suggested in the transparency book to guide discussion. Hobbes and Locke Have Conflicting Views English philosophers Thomas Hobbes and John Locke both wrote about society and the ideal form of governing it. Hobbes thought people needed strict control to rein in their naturally brutish tendencies. Locke thought people were moral at heart and were entitled to certain natural rights, which governments were obliged to protect. Diderot: Pens to Inspire Revolution 1 of 7

The Enlightenment and the American Revolution Section 1: Philosophy in the Age of Reason, pp 544-549 New Economic Thinking Economists also applied reason to their study of economics during the Enlightenment. Adam Smith and a group of French thinkers called physiocrats urged economies that operated with little government control. Color Transparency 102: Law of Supply and Demand Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask students to explain what Rousseau meant by “chains.” What might have been some examples of such “chains” in his time and today? When showing color Transparency 120 and 102, use the lessons suggested in the transparency book to guide discussion. QuickTake Section Quiz (not available outside of class) Progress Monitoring Transparency 3 of 7

The Enlightenment and the American Revolution The Philosophes 2 of 7 A group of French philosophers who wrote about government, law, and society were known as the philosophes. Baron de Montesquieu believed in employing three branches of government that could balance each other’s powers. Voltaire fought the slave trade and religious prejudice with his witty writings. Denis Diderot collected Enlightenment articles in an Encyclopedia that helped to spread ideas throughout Europe and the Americas. Jean-Jacques Rousseau thought people were basically good and should be much freer from governmental controls. During the Enlightenment, some women stood up for their inclusion in the new societies that were being imagined. Color Transparency 101: Enlightenment Ideas About Government Note Taking Transparency 120 The Enlightenment and the American Revolution Section 1: Philosophy in the Age of Reason, pp 544-549 Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask students to explain what Rousseau meant by “chains.” What might have been some examples of such “chains” in his time and today? When showing color Transparency 120 and 102, use the lessons suggested in the transparency book to guide discussion.

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Can you identify these men? 5 of 7 Can you identify these men?

Law of Supply and Demand

Practice Your Critical Thinking Skills 7 of 7

Encyclopédie Making cannons

Encyclopédie: Printing a newspaper

The Enlightenment and the American Revolution New Ideas Challenge Society While churches and monarchies tried to stop the flow of Enlightenment ideas through censorship, Enlightenment thinkers found new ways of spreading their ideas, such as through novels and salons. 1 of 6 Witness History Audio: Mozart, the Musical Genius Arts and Literature Reflect New Ideas The Enlightenment saw the birth of new styles in art, music, and literature. Painters embraced the lighter and more informal rococo style; composers, too, moved away from the baroque and into rococo and classical music. This was evidenced in the works of Handel, Haydn, and Mozart. In literature, the novel was king as audiences devoured long stories about their own times. Witness History Audio: Rococo Reaction Note Taking Transparency 121A The Enlightenment and the American Revolution Section 2: Enlightenment Ideas Spread, pp 550-556 Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “How does historian Isaac Kramnick describe Mozart’s opera? (triumph of light over darkness, of sun over moon, of day over night) “How does Mozart’s The Magic Flute illustrate the ideas of the Enlightenment?” (It illustrates reason triumphing over passion.)

The Enlightenment and the American Revolution Section 2: Enlightenment Ideas Spread, pp 550-556 Enlightened Despots Embrace New Ideas Some absolute rulers of the time adopted limited reforms inspired by Enlightenment ideas. For instance Frederick II of Prussia, Catherine the Great of Russia, and Joseph II of Austria all showed religious tolerance. Still the monarchs were not willing to share their power. Geography Interactive: Enlightened Rules of the Eighteenth Century (not available outside of class) Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “How does historian Isaac Kramnick describe Mozart’s opera? (triumph of light over darkness, of sun over moon, of day over night) “How does Mozart’s The Magic Flute illustrate the ideas of the Enlightenment?” (It illustrates reason triumphing over passion.) Note Taking Transparency 121B 2 of 6

The Enlightenment and the American Revolution Section 2: Enlightenment Ideas Spread, pp 550-556 The Enlightenment and the American Revolution Section 2: Enlightenment Ideas Spread, pp 550-556 Lives of the Majority Change Slowly It wasn’t until the late 1700s that Enlightenment ideas spread through Europe’s peasant classes. In time, these ideas, in combination with war and economic troubles, would bring the masses to revolt. Witness History Audio: Milan’s La Scala Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “How does historian Isaac Kramnick describe Mozart’s opera? (triumph of light over darkness, of sun over moon, of day over night) “How does Mozart’s The Magic Flute illustrate the ideas of the Enlightenment?” (It illustrates reason triumphing over passion.) QuickTake Section Quiz (not available outside of class) Progress Monitoring Transparency 3 of 6

The Enlightenment and the American Revolution: Section 2 4 of 6

The Salon: 18th Century “Cool” People “Party.” Chez Mme de Geoffrin The Salon: 18th Century “Cool” People “Party.”

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Practice Your Critical Thinking Skills 6 of 6

You must sign up by Sept. 14. 25-person limit. Assignment 1 Read Thumbnail Reviews (Renaissance/Absolutism) Complete Modern Political Map of Europe (text, pp 1140) Number each country Create a numbered key on a separate sheet of paper Reminders: Unit 17 Exam: Tues. Sept. 14 Optional Field Trip: Tour of Rare Book Dept. at Swem Library, W&M, Thurs. Sept 16 from 3:15-415. You must sign up by Sept. 14. 25-person limit.

You must sign up by Sept. 14. 25-person limit. Assignment 2 Complete in-class activity as necessary: text, pp 549 and answer Thinking Critically questions. Read pp. 544-545, answer questions at end of 3 captions, 2 Checkpoint questions and write identifications of blue-bold terms. Answer briefly question, #3, pp 548 Study notes (3) provided on PP Compare and contrast Hobbes’ and Locke’s views of government. Thinking Critically, pp 549: by a government chosen by the people; sample: all people shoul545d be able to choose the body that protects them. The people can overthrow the government. Pp 544-545 Checkpoints What convinced educated Europeans to accept the power of reason? Scientific successes How did Hobbes and Locke differ in their views on the role of gov’t. Hobbes believed that the gov’t needed to impose order and compel obedience. Locke thought governments should have limited power and sanctioned by all citizens. Pp 548 They led to a greater faith in the power of reason. People began to apply reason to human nature and gov’t as well as to the physical world. Reminders: Unit 17 Exam: Tues. Sept. 14 Optional Field Trip: Tour of Rare Book Dept. at Swem Library, W&M, Thurs. Sept 16 from 3:15-415. You must sign up by Sept. 14. 25-person limit.

You must sign up by Sept. 14. 25-person limit. Assignment 3 Read pp. 546-548, answer questions at end of 3 captions, 2 Checkpoint questions and write identifications of blue-bold terms. Study notes provided on PP Take practice quiz Captions: pp. 546 Voltaire: the French authorities and enemies of freedom; Montesquieu; separation of the powers of government. Caption,: pp. 547 Rousseau believed that a freely elected government should exercise minimal control over the people; Voltaire believed in free speech, equality, and reason. Checkpoints, 547 What topics were addressed by the Philosophes in their Encyclopedie articles? Topics had to do with government, philosophy and religion. Articles challenged the norms of the day including denouncing slavery, free speech, attacking traditional religion and divine-right justification of absolutism. pp. 548 Why did Smith support laissez-faire? Smith believed the market would be more productive without gov’t regulation. Reminders: Unit 17 Exam: Tues. Sept. 14 Optional Field Trip: Tour of Rare Book Dept. at Swem Library, W&M, Thurs. Sept 16 from 3:15-415. You must sign up by Sept. 14. 25-person limit.

You must sign up by Sept. 14. 25-person limit. Assignment 4 Read pp. 550-top of 553, answer questions at end of 1 caption, 2 Checkpoint questions and write identifications of blue-bold terms. Study Infographic and answer questions Thinking Critically, pp 553 as well as question #4, pp. 555. Caption, pp. Checkpoints, pp. Thinking Critically, pp. 553 Reminders: Unit 17 Exam: Tues. Sept. 14 Optional Field Trip: Tour of Rare Book Dept. at Swem Library, W&M, Thurs. Sept 16 from 3:15-415. You must sign up by Sept. 14. 25-person limit.

You must sign up by Sept. 14. 25-person limit. Assignment 5 Read pp. 553-556, answer 2 Checkpoint questions and write identifications of blue-bold terms. Complete Map Skills activity, pp 554 as well as Thinking Critically, pp556. Study notes (2) provided on PP Take practice quiz Reminders: Unit 17 Exam: Tues. Sept. 14 Optional Field Trip: Tour of Rare Book Dept. at Swem Library, W&M, Thurs. Sept 16 from 3:15-415. You must sign up by Sept. 14. 25-person limit.