Friday, March 25, 2011

Bellringer 3/14/11  Read –page 306 – Turning Point – The Scientific Revolution  Answer Questions 1 and 2

Bellringer 3/15/11  Read – Louis and Absolutism on page 229  Answer questions 1 and 2

Bellringer 3/16/11  If you were the leader of an empire …  What would you want your subjects to call you?  Would you be an absolute leader or a balanced president? Why?  What would be the first thing you would do when you gained power?  Finish Assignment from yesterday!

Bellringer 3/17/11  What was the Glorious Revolution?  How were William and Mary involved in the Glorious Revolution?  What important document was born out of the Glorious Revolution?

Bellringer 3/18/11  After the recent earthquake in Japan, the biggest concern has been over the damaged nuclear power plant. Nuclear power is clean and efficient but can be dangerous.  Should the United States consider expanding or reducing its reliance on nuclear power?

Bellringer 3/21/11  Read page 310 – Path to the Enlightenment and John Locke.  After reading this, do you believe that every person is born with a “tabula rasa”?  Explain your answer.

Bellringer 3/22/11  Read “People in History” page 313  Answer both questions under Voltarie and Smith  How are you today?

Bellringer 3/23/11  Look at Primary Source – “France’s Three Estates” page 341  Answer Questions 1 and 2

Bellringer 3/24/11  If you could trade places with one person from SOL 6, who would it be and why?  I would choose Louis XIV (14 th ) because I wouldn’t mind being a sun god and I would enjoy having my hair combed nightly. I could also get used to living at the Palace at Versailles. Not a bad life.

Bellringer 3/25/11  Complete Review Questions on page 335  Do only questions 2,3,7,9,10  Today is day 40/90 of the semester!!!!  Today is also day 130/180 of the year!!!

Bellringer 3/28/11 1. Peter the Great 2. Louis XVI 3. Kepler 4. Cervantes 5. Newton Study for test!!! a. Westernized Russia b. Novelist c. Law of Gravity d. Planetary Motion e. Executed during French Revolution

Scientific, Political, Economic, and Religious in the 16 th, 17 th and 18 th Centuries!!!!!

SOL 6a

Important Terms (page 302)  Heliocentric Theory  Universal law of gravitation  Scientific Method  Inductive reasoning  Rationalism

Nicholas Copernicus  Developed the Heliocentric Theory

Johannes Kepler  Discovered planetary motion

Galileo Galilei  Used a telescope to support the heliocentric theory

Isaac Newton  Formulated the law of gravity

William Harvey  Discovered the circulation of blood

Importance of the Scientific Revolution  Emphasis on reason and systematic observation of nature  Formulation of the scientific method (308)  Expansion of scientific knowledge

SOL 6b

Characteristics of Absolute Monarchies  Absolutism – (define)  Divine right – (define)  Centralization of power  Concept of rule by divine right

Absolute Monarchs

Louis XIV of France  Palace at Versailles  (Vuhr – SY)  Symbol of Royal Power  Textbook pages

Versailles

Peter the Great of Russia  Westernization of Russia  St. Petersburg  Customs, practices and manners

St. Petersburg

Absolutism or not? In 1689 King William and Queen Mary became the monarchs of England. Before they were crowned, they accepted the English Bill of Rights which required the monarchy to work with Parliament to govern the country. The monarchs were required to regularly call on Parliament to meet and lost their power to suspend laws. The responsibility of coordinating the countries finances and power to tax were given to the lower house of Parliament, known as the House of Commons.

Absolutism or not? In 1922 Benito Mussolini became Prime Minister of Italy. Within several years Mussolini eliminated all conventional and constitutional restraints on his power. In 1928 he outlawed political parties and abolished parliamentary elections. Through his complete control of the military and a massive campaign of propaganda, Mussolini was able to subjugate the minds of the Italian people and create a fascist state. He eventually became dictator of Italy and gained complete control of the Italian government.

Assignment 3/15/11  Read pages 232 and What types of changes did Peter bring to Russia?  Cite specific examples. 2. What is meant by the term “westernize”? 3. Why is Peter the Great considered an absolute monarch? 4. Review Question page 233 – Question 7 5. Read pages 234 – Answer question 1 6. Question 2 7. Use a Venn Diagram to compare and contrast Louis and Peter (at least two ideas in each section)

SOL 6c

Group Assignment  Read pages 225 – 227 (Revolutions in England, The Restoration, and A Glorious Revolution)  Who was Charles I and what problems arose when he became king?  What was Oliver Cromwell’s role in the English Civil War?  How was the balance of power between king and parliament change after The Restoration?  What did the Glorious Revolution accomplish?  How did the numerous conflicts in England help lead to democracy?

Group Assignment  Look at the English Bill of Rights (1689) and compare it to the US Bill of Rights (1789).  Discuss how they are similar.  Write down three rights from the US Bill of Rights that are derived from the earlier English Bill of Rights?  Example (12th US amendment – Right to watch TV compares to the 17 th of the English bill – Righth to watchth thou monitorial televisiona)

Review  Comparing the English Bill of Rights (1689) to the United States Bill of Rights (1789).  What role did Oliver Cromwell play in the English Civil Wars?

The Development of Democracy  Political democracy rests on the principle that government derives power from the consent of the governed.  Would democracy be possible without this?

Development of the Rights of Englishmen  Oliver Cromwell and the execution of Charles  The restoration of Charles II  Development of political parties/factions

Glorious Revolution  William and Mary  Offered English Throne  Increase of Parliamentary Power and decrease of Royal Power  English Bill of Rights

Rights of Englishmen  Traditional rights of all English

The Enlightenment SOL 6d

Enlightenment  Enlighten means to “to furnish knowledge” or to “Illuminate” (Merriam-Webster. com)  Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government.

The Enlightenment  Applied reason to the human world, as well as to the rest of the natural world  Stimulated religious tolerance  Fueled democratic revolutions around the world

Thomas Hobbes  Leviathan: Humans exist in a primitive “state of nature” and consent to government for self-protection.

John Locke  Two Treatises on Government: People are sovereign and consent to government for protection of natural rights to life, liberty, and property.

Montesquieu  The Spirit of Laws: The best form of government includes a separation of powers.

Jean-Jacques Rousseau  The Social Contract: Government is a contract between rulers and the people.

Voltaire  Religious toleration should triumph over religious fanaticism;  separation of church and state.

Influence of the Enlightenment 1. Political philosophies of the Enlightenment fueled revolution in the Americas and France. 2. Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas. 3. The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas.

Discussion of On Social Contract  Main Ideas  Point of View  School Bill of Rights based upon Enlightenment Ideas  5 amendments

French Revolution SOL 6e

Causes of French Revolution  Influence of Enlightenment Ideas  Influence of the American Revolution (20 years earlier)

Background of French Revolution  France was ruled by an absolute monarch (Louis XVI – 16 th )  France had a rigid class system (three estates)  Country was poor, broke, and having bad harvests  The 3 rd Estate(commoners) revolted

Storming of the Bastille  July 14, 1789  900 Parisians stormed an old prison (rumor was there was a large amount ammunition)  The Parisians captured the Bastille and eventually all of Paris

Reign of Terror  Maximillian Robespierre  Attempt to equalize every French citizen  Radical stage of French revolution where thousands were beheaded

The End  The end of the absolute monarchy of Louis XVI (the 16 th )  Rise of Napoleon  Coup d’etat  Emperor of France  Tried to unite Europe

Napoleon

Changes in Art SOL 6f

Representative composers, artists, philosophers, and writers  Johann Sebastian Bach: Baroque composer  Wolfgang Amadeus Mozart: Classical composer  Voltaire: Philosopher  Miguel de Cervantes: Novelist  Don Quixote  Eug è ne Delacroix: Painter (transition to the Romantic School of the nineteenth century)

Musicians BachMozart

New schools of art and forms of literature  Painting depicted classical subjects, public events, natural scenes, and living people (portraits).  New forms of literature evolved, such as the novel (e.g., Cervantes ’ Don Quixote).

Technologies  All-weather roads improved year-round transport and trade.  New designs in farm tools increased productivity (agricultural revolution).  Improvements in ship design lowered the cost of transport.

Review of SOL 6  Changes to:  Science  Politics  Government  Philosophy  What influences did the Enlightenment have on future events?