From Enlightenment to Revolution History of the Modern World From Enlightenment to Revolution Term 1: Week 3 Mrs. McArthur Walsingham Academy Room 111 Thomas Paine Common Sense
In-Class Activity -Section 2 Review You and your partner(s) are responsible for going over a portion of section 2. In your discussion, be sure to address: vocabulary, questions posed in homework, primary sources, captions/images, etc. New Ideas Challenge Society & Lives of Majority Change Slowly. (First and Last sections) Arts and Literature Reflect New Ideas (Opera, pp 556) Rococo Reaction Infographic Enlightened Despots (gen’l): Catherine, Frederick, Joseph Map, pp 554 Summarize what term Enlightenment meant, what ideas were shared by those who embraced Enlightenment values.
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. 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.) Geography Interactive: Enlightened Rules of the Eighteenth Century (Use link at right outside of class) 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. Initially in France, these ideas, in combination with war and economic troubles, would bring the masses to revolt. This process would come much later in central and eastern Europe. Witness History Audio: Milan’s La Scala (not available outside of class) PP. 556: What can you conclude about opera from these pictures? 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 (Use link at right outside of class) Progress Monitoring Transparency 3 of 6
The Enlightenment and the American Revolution: Section 2 4 of 6
Why did the philosophes have such hopes for these monarchs? Supports religious equality Ends censorship, bans torture Brings Church under royal control Measures canceled after his death. Granted Charter to Nobles (boyars) giving them tax relief but serfdom grows (Pugachev’s Rebellion) Censorship reinforced Expands greatly empire Why did the philosophes have such hopes for these monarchs? 5 of 6
Practice Your Critical Thinking Skills 6 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. Initially in France, these ideas, in combination with war and economic troubles, would bring the masses to revolt. This process would come much later in central and eastern Europe. Witness History Audio: Milan’s La Scala (not available outside of class) PP. 556: What can you conclude about opera from these pictures? 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 (Use link at right outside of class) Progress Monitoring Transparency 3 of 6
The Enlightenment and the American Revolution Section 3: Birth of the American Republic (pp. 557-565) Witness History Audio: Paine’s Common Sense How do Paine’s words reflect Enlightenment ideals? Britain Becomes a Global Power At the time of the American Revolution, Britain was a world superpower. It had begun to build its empire and already controlled trade with much of North America, the West Indies, and India. George III came to power in 1760 and was determined to reassert royal prerogatives. 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 do Paine’s words reflect Enlightenment ideals?” (He points to reason and natural law—“the universal order of things”—as reasons why the colonies must be free from England.) When showing Color Transparencies 103 and 106, use the lessons suggested in the transparency book to guide discussion. When showing Color Transparency 104, direct students to the infographic in their books on “The Roots of American Democracy.” Ask “What ideas of the Enlightenment were incorporated into the Constitution?” (popular sovereignty, limited government, separation of powers, checks and balances) Color Transparency 103: The Election II—Canvassing for Votes by William Hogarth Note Taking Transparency 122 1 of 10 9
The Enlightenment and the American Revolution Section 3: Birth of the American Republic The English Colonies in the Mid-1700s In Britain’s American colonies, economic life was booming by 1750. Although Britain tried to regulate trade and other aspects of life in the colonies, there was a sense of semi-independence on the part of the colonists, who tried to control their own affairs. 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 do Paine’s words reflect Enlightenment ideals?” (He points to reason and natural law—“the universal order of things”—as reasons why the colonies must be free from England.) When showing Color Transparencies 103 and 106, use the lessons suggested in the transparency book to guide discussion. When showing Color Transparency 104, direct students to the infographic in their books on “The Roots of American Democracy.” Ask “What ideas of the Enlightenment were incorporated into the Constitution?” (popular sovereignty, limited government, separation of powers, checks and balances) Geography Interactive: The Colonies That Became the United States 2 of 10 10
The Enlightenment and the American Revolution Section 3: Birth of the American Republic Colonists Express Discontent When King George III imposed taxes on the colonies to help pay for their own defense, the colonists rebelled. Tensions escalated and finally broke out into war. Inspired by Enlightenment ideas about the natural rights of man and the right to revolt against an unjust government, the Second Continental Congress declared independence from Britain. 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 do Paine’s words reflect Enlightenment ideals?” (He points to reason and natural law—“the universal order of things”—as reasons why the colonies must be free from England.) When showing Color Transparencies 103 and 106, use the lessons suggested in the transparency book to guide discussion. When showing Color Transparency 104, direct students to the infographic in their books on “The Roots of American Democracy.” Ask “What ideas of the Enlightenment were incorporated into the Constitution?” (popular sovereignty, limited government, separation of powers, checks and balances) Witness History Audio: The Declaration of Independence Where did the ideas included in this passage originate? Color Transparency 106: Tarring and Feathering Under the Liberty Tree 3 of 10 11
The Enlightenment and the American Revolution Section 3: Birth of the American Republic The American Revolution Continues With their passion, with their knowledge of the countryside, and with help from France, the Netherlands, and Spain, the colonists defeated the British. The Treaty of Paris ended the war and recognized the independent United States of America. 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 do Paine’s words reflect Enlightenment ideals?” (He points to reason and natural law—“the universal order of things”—as reasons why the colonies must be free from England.) When showing Color Transparencies 103 and 106, use the lessons suggested in the transparency book to guide discussion. When showing Color Transparency 104, direct students to the infographic in their books on “The Roots of American Democracy.” Ask “What ideas of the Enlightenment were incorporated into the Constitution?” (popular sovereignty, limited government, separation of powers, checks and balances) Witness History Video: The Enlightenment and the American Revolution (not available outside of class) 4 of 10 12
The Enlightenment and the American Revolution Section 3: Birth of the American Republic A New Constitution When the Articles of Confederation proved too weak to establish effective government, some of the nation’s leaders drafted the Constitution based on Enlightenment ideas of Locke, Montesquieu, and Rousseau. The new government would recognize some basic rights of the people and establish three branches of government to create checks and balances. This document served as a model for constitutions created by other countries. Color Transparency 104: Enlightenment Thinkers 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 do Paine’s words reflect Enlightenment ideals?” (He points to reason and natural law—“the universal order of things”—as reasons why the colonies must be free from England.) When showing Color Transparencies 103 and 106, use the lessons suggested in the transparency book to guide discussion. When showing Color Transparency 104, direct students to the infographic in their books on “The Roots of American Democracy.” Ask “What ideas of the Enlightenment were incorporated into the Constitution?” (popular sovereignty, limited government, separation of powers, checks and balances) History Interactive: Roots of American Democracy QuickTake Section Quiz Progress Monitoring Transparency QuickTake Chapter Test (Use link at right outside of class) 5 of 10 13
In-Class Activity -Section 3 Review You and your partners are responsible for going over a portion of section 3. In your discussion, be sure to address: vocabulary, questions posed in homework, primary sources, captions/images, etc. Britain Becomes a Global Power The Colonies in Mid-1700s Colonists Express Discontent (+ Biographies, pp.560) The American Revolution Continues Map, pp 558 and individual map A New Constitution (+ Infographic, pp 562)
The Enlightenment and the American Revolution: Section 3 Color Transparency 103: The Election II—Canvassing for Votes by William Hogarth William Hogarth (1697-1764) was an English artist whose work affords the historian an invaluable social criticism of his age. What does “canvas for votes” mean? What is the man in the center of the composition doing? What is happening in the background? Who seems left out of the composition? What conclusions might the historian draw about Hogarth’s point in particular and English political life of the time in general? 6 of 10 15
The Enlightenment and the American Revolution: Section 3 Note Taking Transparency 122 7 of 10 16
The Enlightenment and the American Revolution: Section 3 Color Transparency 106: Tarring and Feathering Under the Liberty Tree English political cartoon (1774) What’s happening: in the foreground? In the background? What does the noose suggest? Who is being satirized in this cartoon and what irony is being pointed to? Do you think this cartoon makes its point effectively? 8 of 10 17
The Enlightenment and the American Revolution: Section 3 Color Transparency 104: Enlightenment Thinkers 9 of 10 18
The Enlightenment and the American Revolution: Section 3 Progress Monitoring Transparency 10 of 10 19
Freemasonry and the Early American Republic One man’s explanation of Masonic symbols on the one dollar bill. You decide!
Student Choice Activities: Historian at the Movies Attend video showing of Niall Ferguson’s documentary, Civilization: The West and the Rest, pt. 1, on Wed. 9/11 2:50-4:00. (5 pts) or View on your own, either the film The Duchess (2008) or Marie Antoinette (2006) and write a single-page essay explaining what these films tell us about life under the ancien régime. Do not give a plot summary. Instead describe life during our period of study for the protagonists and explain how one reconciles these lives with the ideas we have been studying. Do their lives seem in accordance with the values of their era, nationality, and class? Due by email by Mon., 9/16. (10 pts)
Assignment 1 Reminders: Read pp. 557-560, answer Checkpoint questions and write identifications of blue-bold terms. Complete Map Skills activity, pp 558 answering all caption questions. Vocabulary: George III, Stamp Act, George Washington, Thomas Jefferson, popular sovereignty Checkpoint, pp 558: What led to Britain’s rise to global prominence in the 18th century? Location and growing command of Atlantic trade which led to an empire, a favorable business climate with fewer mercantilist restrictions, success in war that brought lands and concessions (asciento) from other powers, political union with its immediate British neighbors creating a larger market for farmers and manufacturers. Checkpoint, pp. 559: In what ways were the colonies already developing independence from Britain? Colonial prosperity, colonial assemblies having some control over local affairs, participation in the French and Indian War, and lack of enforcement of its laws by Britain. Checkpoint, pp 560: What Enlightenment ideas are reflected in the Declaration of Independence? Locke’s emphasis as well as those of French thinkers such as Voltaire and Rousseau on individual freedom, government by the people, the right to “life, liberty, property.” Biography Captions, pp 560 GW: How did Washington hold the army together through difficult times? He was a patient, courageous, and determined leader. James Madison: What did the Framers of the Constitution have in common? They were well-read intellectuals who supported Enlightenment ideals. Ben Franklin: Why was Franklin an admirer of France? His scientific reputation preceded his visit to France and he represented freedom, which was an Enlightenment ideal. Reminders: Student Choice Activities: (1) Film, Wed., 9/11 from 2:50-3:50 (2) Historian at the Movies: due by Mon. 9/16 via email. Unit 17 Exam: Thurs. Sept. 12
Assignment 2 Reminders: Read pp. 561-563, answer Checkpoint questions and write identifications of blue-bold terms. Complete Infographic activity, pp 561 answering Thinking Critically questions as well as all caption questions. Vocabulary: Yorktown, Treaty of Paris James Madison, Benj. Franklin, federal republic Checkpoint, pp 562 What advantages did the colonists have in battling Britain for their independence? Familiarity with the terrain, closer to supplies and communication with leadership, strong leadership, determination to achieve their ideals. Infographic, pp 561 Thinking Critically Individual freedoms: speech, religion, property ownership For every branch of government, another branch has the power to veto or regulate. For example, the President has the power to veto legislation, the courts can declare unconstitutional a piece of legislation. Congress can override a presidential veto. Checkpoint, pp 563 Explain the influence of Enlightenment ideas on the US Constitution and Bill of Rights? (a) government by the people and for the people (popular sovereignty), separation of powers with checks and balances, importance of individual freedoms (limited government). Chart Skills, pp 563 US Bill of Rights; What is the significance of the 10th Amendment? It explicitly reserves all unenumerated powers to the people and the states, thereby limiting the power of the government. Why? What did enlightened thinkers believe? Reminders: Student Choice Activities: (1) Film, Wed., 9/11 from 2:50-3:50 (2) Historian at the Movies: due by Mon. 9/16 via email. Unit 17 Exam: Thurs. Sept. 12
Assignment 3 Reminders: Read pp. 564-565, answer Thinking Critically questions. Study notes (2) provided on PP Read and discuss with classmate(s) history simulation possibilities. Sign up for your choice. Take practice quiz Reminders: Student Choice Activities: (1) Film, Wed., 9/11 from 2:50-3:50 (2) Historian at the Movies: due by Mon. 9/16 via email. Unit 17 Exam: Thurs. Sept. 12
Assignment 4 Reminders: Complete preparations for history simulation: be sure that you have your own script with your contribution clearly highlighted. Begin review for Chapter 17 test: pp. 566-7 and pp 568 Take Self-Test Print and practice map activitities. Reminders: Student Choice Activities: (1) Film, Wed., 9/11 from 2:50-3:50 (2) Historian at the Movies: due by Mon. 9/16 via email. Unit 17 Exam: Thurs. Sept. 12
Chapter 17 Test: Overview Knowledge-Based Format: Multiple Choice/Matching Map Identifications: where and what Critical Thinking Format: Document Analysis (Visual and Textual) Essay (anticipate the questions based on notes and discussion)
What to Review? Chapter 17, text, and readings: Check out pp 566 for the Quick Study Guide. Class and lecture notes Practice quizzes (www.phschool.com) + code (e.g. naa-1741) Graphic organizers and study aids Maps and visuals
Enlightened Rulers of the 18th Century Map Practice See pp 536, 554 Enlightened Rulers of the 18th Century 1* 2* 3* 4* 5* 7* 6* 8* 9* 10* 11*
Go to Notes View for Elements to Plot Map Practice Go to Notes View for Elements to Plot See pp. 536, 554 Plot and Give the Significance “Home” of the Enlightenment (City, State) States the showed little interest in implementing Enlightenment practices States ruled by Enlightened Despots who showed interest in implementing (some) Enlightenment ideas State in which many ethnic groups (name at least 2) were made to use the language of the ruler, which was not their own. State widely admired as the most “liberal” State in which a peasant revolt led to increasingly repressive policies. City in which a natural disaster (name) led to doubt of Enlightenment optimism in science. Enlightened Rulers of the 18th Century
Go to Notes View for Elements to Plot Map Practice Go to Notes View for Elements to Plot Use Map, pp 558 and Lecture Notes, American Revolution Plot and Give the significance of: Regions gained from France Regions controlled by Spain Boston: Sons of Liberty, Massacre, and Tea Party Lexington and Concord Philadelphia (Declaration of Independence, Constitution) Capture of New York Trenton Saratoga Valley Forge Capture of Savannah and Southern Campaign Yorktown Treaties of Paris: 1763 and 1783 Suggestions: Do a timeline, Identify key turning points.