Unit 4 Schedule October 30 Reading Quiz 16

Unit 4 Schedule �October 30 – Reading Quiz 16 �November 6 – Reading Quiz 17 �November 9 – Review �November 9 – Seminar/Debate �November 11 – DBQ �November 13 – Unit 4 MCQ Test

AP Test Practice �Short Answer Questions ◦ This section is fairly straightforward ◦ You will get a piece of specific source material ◦ Just answer the question ◦ NO thesis ◦ NO outline ◦ Just one paragraph

SAQ Practice a. Describe one reason for Martin Luther’s critique of the Catholic Church in the early 1500 s. b. Describe one Catholic response in the 1500 s to Luther’s critique. c. Explain how Luther’s protest contributed to social change in Europe in the period 1517 to 1600.

� “Today I was called to a particular conference at the residence of one of the bishops of this kingdom, along with many others of his rank and some other deputies from the nobility. There a certain formula of association was proposed, whose purpose was to break the last edict of pacification and to place the king at war against those of the so-called Protestant religion. . I remarked that it seemed to me that the king ought not to be counseled to go to war, because of the recent injuries the kingdom has suffered, and that anyone who favors civil war is ungodly and deserves our prayer. . Concerning the present formula of association, I say that I cannot sign it and call myself a servant of the king. I know that war is unjust if it is not conducted and undertaken by the king in his faithful and holy council. ” � Pierre de Blanchefort, French nobleman, diary entry, 1576 � a) Describe one historical development illustrated by the passage. � b) Describe Blanchefort’s argument regarding war against the Protestants.

�The map shows the extent of the Holy Roman Empire in the year 1600. Use the map and your knowledge of European history to answer all parts of the question that follows �A) Describe ONE religious conflict that weakened the Holy Roman Empire before 1600 �B) Describe ONE religious conflict that weakened the Holy Roman Empire after 1600

� � � � “We the knights, citizens, and burgesses of the Commons House in Parliament find, to the great grief of our hearts, that the designs of the priests and the Jesuits, and other adherents to Rome, have of late been more boldly and more frequently put in practice, to the undermining and danger of the ruin of the true reformed Protestant religion in his majesty’s dominions. We also find that there have been, and have just cause to suspect that there still are, even during this sitting in Parliament, endeavours to subvert the fundamental laws of England Ireland, and to introduce the exercise of an arbitrary and tyrannical government. And we find that diverse innovations and superstitions have been brought into the church, multitudes driven out of his majesty’s dominions, jealousies raised between the king and his people, a popish army raised in Ireland, and armies brought into the heart of this kingdom. All to the hazard of his majesty’s royal person, the consumption of the revenue of the crown, and treasure of this kingdom. And lastly, we find that endeavours have been and are used to bring the English army into conflict with this Parliament. . Therefore we thought it good to join ourselves in a declaration of our united affections and resolutions, and to make this ensuing Protestation. THE PROTESTATION: I, _______, in the presence of Almighty God promise, vow, and protest, to maintain and defend, as far as lawfully I may with my Life, Power, and Estate, the true Reformed Protestant Religion, expressed in the Doctrine of the Church of England against all Popery and Popish Innovations according to the duty of my Allegiance to His Majesty’s Royal Person, Honour and Estate. ” Protestation of the House of Commons, London, 1641 a) Describe the historical situation that led to the creation of this Protestation. b) Describe the likely purpose of the Protestation. c) Describe one piece of evidence used to support Parliament’s claim about the threat to the kingdom.

Practice Short Answer �Historians have praised many philosophers for ushering in the Enlightenment. These philosophers include ◦ ◦ ◦ John Locke Thomas Hobbes Adam Smith Rene Descartes David Hume �a) Briefly explain why TWO of the thinkers on the list represent Enlightenment ideals �b) Briefly explain why ONE of the thinkers on the list does not represent Enlightenment

European Culture

Mannerism – 16 th century �Reaction against renaissance ◦ Break apart perspective ◦ Break rules

El Greco Laocoon - 1614 View of Toledo 1600

Baroque Period – 1570 s �Replaced mannerism �Emphasis on emotion and grandeur

Peter Paul Rubens �Hippopatamus 1617 Hunt - Massacre of the Innocents - 1612

Gian Lorenzo Bernini Apollo and Daphne - 1625 Ecstasy of Saint Theresa - 1651

Dutch Realism – 17 th century �Dutch scenes portrayed everyday life

Dutch Art �Jan Vermeer

Rembrandt van Rijn

Scientific Revolution and Enlightenment

Scientific Revolution �During the Medieval period and early Renaissance most scholars relied on Greek and Roman texts or the Bible for scientific explanation ◦ It was seen as unnecessary to change �As the Renaissance spread people became willing to try more new ideas �More translations of ancient Greek works became available

Scientific Revolution �Gradual movement that consisted of a few hundred scientists over a period of many years (1470 s-1730 s) in different countries � 16, 17, 18 th Centuries �New Advances (especially in astronomy) captured public attention and allowed movement to gain cultural authority �Shift from Church or Ancient Rome or Greece to Reason & Scientific Observation

New Tools �People began using experiments and new tools to understand the world Telescope • Originally used for spotting ships • Began to be used for studying the sky Microscope • Could be used to see microscopic organisms Thermometer • Understand temperature and states of matter

Astronomy �People believed the “Geocentric theory” of the Universe since the 100 s CE ◦ This theory stated the Earth was the center of the solar system and the planets and sun revolved around it ◦ God occupied the outermost ring �Copernicus ◦ In 1543 Nicolaus Copernicus published a theory that the Earth and other planets revolved around the Sun ◦ His “Heliocentric theory” was largely ignored ◦ This theory was also very conservative and did not challenge radically challenge Ptolemy’s view of the universe

Crash Course �The Scientific Methods

Galileo 1564 -1642 �Johanes Kepler continued Copernicus’ work and proved the orbits of celestial bodies are ellipses not circles �Astronomer Galileo Galilei used telescopes to study the stars and planets and published “The Starry Messanger” in 1632 �His views caused an uproar in the Church and he was threatened with torture and death if he did not renounce his views

Isaac Newton �Newton sought to explain the force that draws planets and stars together �He created a theory that a force called gravity causes all objects to exert a pull on each other ◦ He printed his Principia Mathematica in 1687 ◦ He also invented Calculus

Other Discoveries �William Harvey – Explained how blood pumped through the body �Vesalius – Created a detailed and illustrated book of the body �Rene Descartes – Used logic and reason ◦ Argued that everything should be doubted until proven ◦ “I think therefore I am” �Francis Bacon – All scientific theories had to be proven by repeatable experimentation

Women and Scientific Rev �Philosophy: �Margaret Cavendishsignificant contributions to the field of Philosophy �Debated with Descartes and Hobbes �First Woman invited to Royal Society of London ◦ Observations upon Experimental Philosophy ◦ Grounds of Natural Philosophy

Women in Science �Maria Winkelmann- discovered a comet in 1702 and not given credit until 1930 �Emilie Du Chatelet- translated Newton’s Principia to French �In the medieval era women were seen as ◦ Prone to vice ◦ Fickle ◦ Sexually insatiable �In the scientific revolution women were ◦ Argued to be biologically aligned to certain spheres �Domestic work �Child care

Philosophe Debate �Work with a partner and research one of the following ◦ ◦ ◦ Hobbes Locke Montesquieu Rousseau Voltaire Wolstonecraft �I will assign the roles �We will have a debate where you will assume the role of your philosophe �Know and understand their philosophy

Enlightenment

Enlightenment �After the Scientific Revolution people began to question old ideas �Scholars turned to reason and thought to study concepts such as religion, economics, and education �This time period was known in Europe as the Enlightenment

Government Right to Govern New Idea: Old Idea: Consent of Divine Right the governed

Hobbes Vs. Locke �Thomas Hobbes ◦ Believed people were inherently selfish ◦ They need strong government and order to keep them in line ◦ Favors absolute monarchs �John Locke ◦ People could learn from experience and improve ◦ Favored self government ◦ Against absolute monarchy

Locke �All people are born entitled to three things ◦ Life ◦ Liberty ◦ Property

French Philosophes �Paris became the center of philosophical thought in the 1700 s �Meetings of philosophes were held in Salons throughout Europe �Voltaire – Satirical writer fighting for reason, freedom of thought, and religious freedom

Montesquieu �Believed government power should be separated like in Britain so no one side could dominate �Legislative and Executive branch �Separation of Powers

Rousseau �Believed in individual freedom �“Man is born free, and everywhere he is in chains” �The only good government is one from the people �Legitimate power comes from the consent of the governed

Women’s Rights �Most enlightenment thinkers still believed women were inferior to men �Mary Wollstonecraft argued that women should be given equal access to education as men

Denis Diderot �Diderot composed a collection of Enlightenment writings in the “Encyclopedia” �These works challenged traditional authority and beliefs �This work angered the Catholic Church and French King who censored it

Enlightened Despotism �Some rulers accepted Enlightenment ideas and were called enlightened despots �Frederick the Great of Prussia 1740 -1786 ◦ ◦ “First servant of the state” Granted religious freedom Abolished torture Improved education �Joseph ◦ ◦ II of Austria 1780 -1790 Son of Maria Teresa Abolished serfdom Freedom of religion Reforms were undone after his death

Philosophe Debate �Complete the philosophe debate assignment

Preamble to Declaration of Independence We hold these truths to be self-evident, that all men are created equal, that they are endowed, by their Creator, with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or abolish it, and to institute new Government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object, evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.

�Which philosophes’ ideas are present in the Declaration of Independence? �The Constitution?

� Thomas Hobbes and the nature of society (all men are brutish). Idea that men must forfeit some personal freedoms for the benefit of having a strong ruler who maintains a peaceful and orderly society. � John Locke – Blank slate theory, natural rights and the idea that man has the right to overthrow a ruler who does not protect those rights. � Voltaire – tolerance; freedom of speech and religion. � Montesquieu – separation of government, checks and balances. � Rousseau –Ideas on education, social contract, the General Will. � Adam Smith – capitalism, the invisible hand � Mary Wollstonecraft – women’s rights � Cesare Beccaria – opposed the use of torture

Song Activity �You will be listening to modern pop songs and interpreting the lyrics from the perspective of the enlightenment �After you listen to each song work with your group to explain how the lyrics relate to one of the enlightenment thinkers ◦ ◦ What is the name of the song? What is the name of the artist? Which philosophe(s) applies to this song? Why (what lyrics support this? )

Song List �Respect – Aretha Franklin �Mean – Taylor Swift �Born Free – Andy Williams �Bad to the Bone – George Thorogood and the Destroyers �Revolution – The Beatles �Imagine – John Lennon �Brave – Sara Barailles �Waiting on the World to Change – John Mayer

�For each song ◦ Name one philosophe who would disagree with this song �Pick three songs that were not on the list ◦ What is the name of the song and who is the artist? ◦ How does this song relate to an enlightenment philosopher? �Use lyrics

Culture and Society 17 th and 18 th centuries

Rococo �An artistic movement that emerged after the death of Louis XIV �Ornamental and theatrical �Expression of scientific ideas in art �Expression of enlightenment ideas ◦ Consent of the governed

�The Swing �Jean-Antoine Watteau and Jean-Honoré Fragonard � 1767

Marriage A-La-Mode - 1745 �The Marriage Settlement

The Tete a Tete

The Inspection

The Toillete

The Bagnio

The Lady’s Death

�Mr and Mrs Andrews �Thomas Gainsborough � 1750

Music �Modern musical styles such as the opera, sonata, and symphony emerged in the 17 th and 18 th centuries �Johan Sebastian Bach (1685 -1750) ◦ Music as worship to God �Handel (1685 -1759) ◦ Wrote for a public audience ◦ Secular in his work

Music �Franz Joseph Haydn (1732 -1809) ◦ Utilized the piano ◦ Dedicated works to the common man �Wolfgang Amadeus Mozart (1756 - 1791) ◦ Wrote his first opera at 12 ◦ Prodigy ◦ Prolific

Writing �The novel developed as a writing style for fiction ◦ Especially in England �Philosophes practiced historical writing ◦ Focused on removing God as a cause of historical events ◦ Too strongly emphasized progress and enlightenment

Schools �Most schools existed solely to educate the upper class ◦ Curriculum focused on the classics �Very little science or mathematics �Universities slowly began offering more practical classes ◦ Business ◦ Practical Science ◦ Mathematics �Literacy increased for both the upper and lower classes �Generally schools focused on class specific education

Religion �It is difficult to determine the degree of piety among common people �Nations began nationalizing churches �Philosophes began adhering to deism ◦ God created the universe ◦ He does not actively interfere

American Revolution

American Colonies �During the 17 th and 18 th centuries Britain’s American colonies were growing rapidly �The population increased from 250, 000 in 1700 to 2, 150, 000 in 1770

French and Indian War �When the Seven Years War broke out in Europe fighting carried over in the colonies 1754 ◦ The French and Indians fought against the British and British colonies �Britain won the war and France gave up territory in N. America

�The war proved very costly to Great Britain �Since the war had benefited the colonists they should have to pay for it ◦ Stamp Act (1765) – Colonists pay a tax on all documents, newspapers, letters, wills, etc… ◦ The colonists were outraged and boycotted British goods ◦ Townshend Act (1767) – New tax on many goods used by colonists including tea

“Boston Massacre” (Colonials) “Incident on King Street” (British) �On March 5, 1770 a group of colonists harassed a British soldier �He responded by striking a colonist �Other soldiers arrived and were further harassed by the crowd �They ultimately fired into the crowd killing 3 colonists Engraving by Paul Revere

�Why does this event have two names? �Which name do you think is more accurate? �How much literal impact did this event have on the city? �How important did it ultimately become? �What name should it have today?

Boston Tea Party ◦ The British repealed most of the Townshend Acts but kept the tax on tea ◦ The colonists responded by dressing as Indians and destroyed three ship’s worth of tea by dumping it in Boston harbor

Eve of War �The British responded by passing the “Intolerable Acts” ◦ Boston harbor closed ◦ Closed legislative assembly ◦ Quartering of British soldiers in homes �The colonies organized a Continental Congress and protested the treatment of Boston ◦ All colonies except Georgia attended ◦ They met to protest the treatment of Boston and plan for the future ◦ Some colonies wanted war while others wanted to compromise ◦ They agreed to continue boycotting British goods and prepare militias for war

Declaration of Independence �Thomas Jefferson drafts a document declaring colonial independence 1776 �The document was based on the Enlightenment ideas of the philosophes

Preamble to Declaration of Independence We hold these truths to be self-evident, that all men are created equal, that they are endowed, by their Creator, with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or abolish it, and to institute new Government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object, evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.

War �The Americans won for a few reasons ◦ They cared about what they were fighting for ◦ British generals made mistakes ◦ The war was expensive for Great Britain ◦ France joined the war to hurt the British �After a few years the British conceded colonial independence

New Government �The United States created a new type of government ◦ Articles of Confederation – Made a weak national government to prevent tyranny ◦ The Articles proved to be too weak and the states ratified a new constitution in 1787 �Created a separation of powers ◦ Legislative ◦ Executive ◦ Judicial �Bill of Rights ◦ First 10 amendments to the Constitution guaranteeing personnel liberties and rights

Locke Montesquieu Rousseau Voltaire • Power comes from the People • Separation of powers • Direct Democracy • Free Speech • Free Religion