Enlightenment: Ideas and Impact

1. 2/4/15 New Semester= Fresh Start! Introduce the Enlightenment Reading: Ch 17 Section 1-2 notes and summaries HW- Ch 17 Section 1-2 notes and summaries *if not done in class

2. Read Section 1&2 • Focus Questions: • What effects did the Enlightenment Philosophers have on government and society? • As Enlightenment ideas spread across Europe, what cultural and political changes took place? • Read section 1& 2 and complete the note taking study guide • Complete the table summarizing each thinker’s works and ideas • Complete the concept web to categorize how Enlightenment ideas spread and the ideas of Enlightened Despots • HW if not completed

3. 2/7/14 • Check HW • Do Now: Enlightenment • Review Section 1-2 • Keep hw out to refer to and participate • No HW! • Coming up…possible open notes quiz

4. Do Now: Enlightenment • Scientific Revolution • Scientists used reason to explain why things happened in the physical universe • Do Now:Enlightenmet • What did scientists and scholars study using the new scientific method during the Renaissance? • What other aspects of life could people study using the new scientific method?

5. 2/10/2015 • Do Now: Enlightenment • Check Homework/Go over homework • Thinkers’ Works and Ideas/Spread of Enlightenment Ideas Worksheet • Open Notes Quiz next class 2/10/2015

6. Witness History: Rousseau Stirs Things Up pg 544 • Do Now Enlightenment: • “Man is born free, and everywhere he is in chains” -Rousseau, The Social Contract What does Rousseau mean?

7. Scientific Revolution • Natural Law • 1500’s and 1600’s • Scientists used natural law and the scientific method to challenge long-held beliefs • Scientific Revolution led to the Enlightenment

8. Hobbes & Locke • Hobbes • Leviathan • Argued people are naturally cruel, greedy and selfish • Social contract…give up freedom for an organized society

9. Hobbes & Locke • Locke • Thought people were basically reasonably and moral • People have natural rights…rights that belonged to all humans from birth • Life, liberty, and property • Two Treatises of Government • Governments to protect natural rights • Best government has limited power and accepted by the people

10. Hobbes & Locke • Inspired revolutions across the globe • Can you recognize Locke’s ideas of certain natural rights in our government? • Read the excerpt from John Locke’s Two Treatises of Government on page 549 • If and when do people have the right to overthrow their government?

11. The Philosophes • Philosophers • Applied methods of science to understand and improve society

12. Thinkers’ Works and Ideas

13. New Economic Thinking • Mercantilists • Favored government regulation • Believed in building wealth through trade • Physiocrats • Opposed government regulation • Believed in building wealth through land productivity • Laissez-fare economy • Adam Smith • Government should not interfere with the economy • Supply and demand should rule the economy

14. Section 2: Enlightenment Ideas Spread • Witness History: Mozart, the Musical Genius pg 550 • “Few have captured the spirit of the Enlightenment, its intellectual and social agenda, as has Mozart in his opera, The Magic Flute, … [It] is a series of variations on the triumph of light over darkness, or sun over moon, of day over night, of reason, tolerance, and love over passion, hate, and revenge.” • Isaac Kramnick, historian

15. New Ideas Challenge Society • Censorship • Government banned books and imprisoned writers • Salons • Philosophes and writers exchanged ideas • Writers tried to avoid censorship by disguising ideas in fiction

16. Spread of Ideas…

17. Arts and Literature Reflect New Ideas • From baroque to rococo • Baroque • Grand and complex • Rococo • Elegant, delicate and charming • New middle class audience • Different taste • Preferred art without frills

18. Enlightened Despots Embrace Ideas • Some rulers who believed in absolute power also saw value in political and social reform • Wanted to extend religious tolerance

19. Enlightened Despots

20. Lives of the Majority Change Slowly • Majority of people in Europe were serfs and peasants • Age of Reason • People lived in small, rural villages • Lives based on old traditions • Slow to change

21. 2/11/15 • Open Notes Quiz • Enlightenment Map • Prepare for Press Conference: Ideal form of Government • HW- Prepare/know your Enlightenment Thinker for the press conference next class

22. After the quiz… • Using any map in your text book (554) • Locate and label Enlightenment Europe countries and their capitals • Great Britain • France • Austria • Prussia • Russia • Create a key

23. Debating the Ideal Form of Government • Working in groups of 2-3 • Each assigned an Enlightenment Philosopher • Read and discuss questions on Bibliographical Briefing • Can also use information from the chapter readings • Create a name plate for your figure…needs to have name, the dates when they lived and a symbol to represent their ideal form of government

24. 2/13/14 • 30 min prep with group • Press Conference • Read/Timeline Ch 17 Section 3 • Read section in textbook • Fill in Timeline • Section Summary • HW- Ch 17 Section 3 notes/section summary

25. Press Conference/Debate • Background information about your figure • What is the ideal form of government? Why? • Can people be trusted to govern? • Your job is to make your figure look good and argue why your ideas on government are best • Everyone needs to participate • HW- Prepare for press conference • Know your person…use the background info, chapter notes, look online etc.

26. Press Conference • Introductions • Opening Statements • Questions • Things you need to cover… • Background information about your figure • What is the ideal form of government? Why? • Can people be trusted to govern? • Remember: Your job is to make your figure look good and argue why your ideas on government are best • Everyone needs to participate

27. Section 3: Birth of the American Republic • Do Now: American Revolution • What do you already know about the American Revolution? • Why did the colonists go to war? • How was the new American Republic different from other governments at the time?

28. Timeline • Focus Question: How did ideas of the Enlightenment lead to the independence and founding of the United States of America? • Read section 3 and complete the note taking study guide • Complete the timeline with dates of important events leading to the formation of the United States • At least 10 dates (years) with events • 1760-1789 • HW if not completed in class • Section Summary also homework

29. Witness History: Paine’s Common Sense pg 557 • “‘Tis repugnant to reason, to the universal order of things, to all examples from former ages, to suppose that this Continent can long remain subject to any external power.” • Thomas Paine, Common Sense

30. 2/20/14 • Check/Review Homework- Ch 17 Section 3 • Primary Source DBQ’s • Enlightenment & American Rev. video clip* • HW- Section 3 Open note quiz

31. Britain Becomes a Global Power • What characteristics allow a nation to become a global power? • Wealth • Trade • Territory • Victories in war • Ambitious ruler

32. The 13 Colonies in the Mid-1700s • Settled by immigrants from England • Clustered together on the eastern seaboard • Population hadn’t grown enough where people needed to move to the unsettled interior • Appalachian Mountains stood in the way • Headed for collision course with Britain • Growing prosperity and self-confidence

33. Colonists Express Discontent • ‘No taxation without representation’ • Opposed to the British government imposing laws without any say from colonists • Clashes intensified anger • Boston Massacre • Boston Tea Party • Continental Congress’ meets to take action • Colonists influenced by Enlightenment ideals • Emphasis on representative government • Popular sovereignty

34. The American Revolution Continues • Disadvantages and Advantages • Battle of Saratoga • Persuaded the French to help the colonists • George Washington • Displayed courage and determination • Treaty of Paris • French blockade forced British surrender • Signed treaty ending war and recognizing U.S. independence

35. Enlightenment and American Revolution Video Clip • Watch the video and list three ways in which Enlightenment ideals influenced the American Revolution

36. A New Constitution • 200 year old document • Based on ideals such as government of, by, and for the people • Incorporated ideas of the Enlightenment • Popular sovereignty • limited government • separation of powers • checks and balances

37. Coming up… • Don’t forget to find a book for your Sem 2 Book Review! • HW- Enlightenment Review…Test Friday?

38. 2/19/14 • Quick Open Notes Quiz- Section 3 • Voltaire Video* • Enlightenment Review • HW- Enlightenement Review • Study Enlightenment chapter and notes for test Friday! • Find a book for second semester Book Review

39. 2/20/14 • Check HW- Enlightenment Review • Enlightenment Test • HW- Have a great vacation • Read for second semester Book Review

40. DBQ-Writing Prompt • Part A- Short-Answer Questions • Individually or with a partner analyze the documents and answer the short-answer questions that follow each document in the space provided • Work on documents 1-3 and then we will discuss as a class. • Read/view each document • Highlight/underline key words or familiar enlightenment ideas • For pictures note details • Answer the questions citing evidence from the documents

41. Document 1 • To understand political power aright, and derive it from its original, we must consider what estate all men are naturally in, and that is, a state of perfect freedom to order their actions, and dispose of their possessions and persons as they think fit, within the bounds of the law of Nature, without asking leave or depending upon the will of any other man. • John Locke, The Second Treatise of Civil Government, 1690 • No man has received from nature the right to give orders to others. Freedom is a gift from heaven, and every individual of the same species has the right to enjoy it as soon as he is in the enjoyment of his reason. • Denis Diderot, Encyclopedia, 1752

42. In short, it is the greatest absurdity to suppose it in the power of one, or any number of men, at the entering into society, to renounce their essential natural rights, or the means of preserving those rights; when the grand end of civil government, from the very nature of its institutions, is for the support, protection, and defence of those very rights; the principal of which as is before observed, are Life, Liberty, and Property. • Samuel Adams, “The Rights of the Colonists,” 1772 • What common idea do all three writers express? • How did Locke’s philosophy influence revolutionaries in France and the British colonies? • How did the U.S. incorporate the idea of natural law into its new form of government?

43. Document 2 • In this 1778 letter from the composer Wolfgang Amadeus Mozart to his father, Mozart criticizes the singer Meissner for using an old-fashioned vocal style • “Meissner, as you know, has the bad habit of purposely making his voice tremble, marking thus entire quarter and eighth notes; I never could endure it in him. It is indeed despicable and contrary to all naturalness in song. True the human voice trembles of itself, but only in a degree that remains beautiful; it is in the nature of the voice. We imitate it not only on wind instruments but also on the viols and even on the clavier. But as soon as you overstep the limit it is no longer beautiful because it is contrary to nature.”

44. Document 3- The Bench • How does Hogarth depict the justice system in his painting? • What details of Hogarth’s work illustrate his opinion of the judges? • How does this painting relate to Enlightenment ideals?

45. Work on documents 4-6 then we will discuss as a class • Read/view each document • Highlight/underline key words or familiar enlightenment ideas • For pictures note details • Answer the questions citing evidence from the documents

46. Document 4 • Why did newspapers grow in popularity during the American Revolution? • Is Revere an objective source for this visual account of the Boston Massacre? Why or why not? • How was art such as this engraving intended to influence the colonists?

47. Documents 5-8 • Read/view each document • Highlight/underline key words or familiar enlightenment ideas • For pictures note details • Answer the questions citing evidence from the documents

48. Document 5 • From Robert Owen’s address to the inhabitants of New Lanark, the Utopian working-class commune he established in 1816 “This Institution, when all its parts shall be completed, is intended to produce permanently beneficial effects; and…to effect a complete and thorough improvement in the internal as well as external character of the whole village. For this purpose the Institution has been devised to afford the means of receiving your children at an early age, as soon almost as they can walk… As they advance in years, they will be…regularly instructed in the rudiments of common learning; which, before they shall be six years old, they may be taught in a superior manner.”

49. Document 6 • Owing to the extensive use of machinery and to division of labor, the work of the proletarians has lost all individual character, and, consequently, all charm for the workman. He becomes [a limb] of the machine, and it is only the most simple, most monotonous, and most easily acquired knack, that is required of him… • From The Communist Manifesto by Karl Marx and Friedrich Engels, 1848 • Now and then the workers are victorious, but only for a time. The real fruit of their battles lies, not in the immediate result, but in the ever expanding union of the workers. This union is helped on by the improved means of communication that are created by modern industry, and that place the workers of different localities in contact with one another. It was just this contact that was needed to centralise the numerous local struggles, all of the same character, into one national struggle between classes. But every class struggle is a political struggle.

50. Document 7 • According to Wollstonecraft, in what ways were women kept from being independent? • How does Wollstonecraft suggest men should treat women? • Why did women not benefit as much as men from the cultural changes brought about by the Enlightenment? I shall be told, perhaps, that the public have been pleased with these volumes [by Fordyce]…I particularly object to the lover-like phrases of pumped up passion, which are everywhere interspersed. If women be ever allowed to walk without leading strings, why must they be cajoled into virtue by artful flattery? …Speak to them the language of truth and soberness, and away with the lullaby strains of condescending endearment! Let them be taught to respect themselves as rational creatures…