Unit 2 pg. 1

B R O A D E N I N G H O R I Z O N S

A . A G E O F E X P L O R A T I O N B . A G E O F A B S O L U T I S M C . S C I E N T I F I C R E V O L U T I O N D . A G E O F E N L I G H T E N M E N T

A D V A N C E D W O R L D H I S T O R Y P E R I O D S 5 , 6 , & 7

ESSENTIAL QUESTIONS OF UNIT 2

SOCIETY: How do new ideas influence and reflect the values of a society? How do new ideas challenge the status quo? Why do people choose opposing governments? What causes people to push for a change in society? ART/TECHNOLOGY: How does technology shape history? How are science and philosophy interrelated? TIME: How do time periods influence one another?

SKILL-BUILDING COVERED IN UNIT 2

1. Organizing writing

2. Debating reasoned arguments

3. Public speaking

4. Annotating text

5. Building timelines

Unit 2 pg. 2

A. How to make flashcards for vocabulary words:

Use index cards to make vocabulary flashcards. These are to help you study alone.

FRONT (blank side): (1) Write the word in large letters. (2) Draw a picture or symbol that reminds you of the word. (3) Put your initials and period number on the bottom corner in small letters. BACK (lined side): (1) Write the definition of the word. (2) Write a sentence correctly using the word to show that you understand what the word means. Underline the vocabulary word. The sentence cannot be the definition of the word.

B. How to annotate a text:

Annotating a text means to have a conversation with your text, where you ask questions and give comments on what you have read. The point of annotation is to make sure you better understand the text. While annotating a text, it is best to use symbols and abbreviations so that you do not waste space on the page. When using a symbol, be sure to explain why you placed the symbol next to the specific text. The following is a guide for the symbols to be used when annotating a text.

C. How to make trading cards for people, events, and ideas:

Use index cards or medium sized rectangles of blank paper to make trading cards for people, events, and ideas. These are to be used in groups. They must be done NEATLY.

FRONT:

BACK:

REFERENCE PAGE

“I never knew that…” OR New information (write the new info)

__________________________________________________

“Remember this because…” OR “This is important info because…” OR Main idea of text (write the main idea)

_________________________________________________

“I wonder…”

“I’m confused because…” ________________________________________________________

Unfamiliar or new word (write a synonym/definition) ________________________________________________________

“This connects to/reminds me of…” o A lesson from this/another class (What lesson?) o A conversation I just had (What was the topic? With who?) o A book/movie/story (Which one?) o A personal experience (Which experience?)

Unit 2 pg. 3

Unit 2 Vocabulary Words:

1. A conquistador: the Spanish word for “a conqueror”

2. Indigenous: native to a place 3. A colony: an area of land under the

control of another country 4. A motive: a reason for doing

something 5. Labor: work 6. A raw good: a basic material used to

make other materials 7. A manufactured good: a finished or

final product 8. Absolutism: a type of government

where all of the power in the country is given to one person

9. An empire: many countries under one ruler (the emperor)

10. A monarch: a king, queen, or emperor

11. A noble: the highest member of a society that was born with power given to their family (an aristocrat)

12. A peasant: the lowest member of a society; normally a farmer

13. A subject: the citizens of a country or monarch

14. To consolidate: to make stronger by combining together

15. A revolution: a dramatic, wide-reaching change in ideas or power

16. A natural law: a rule given by nature/the universe

17. To enlighten: to give/get more knowledge; become knowledgeable

18. Reason: an understanding 19. A philosophy: a way of seeing the

world (how it is and how it should be)

20. A philosophe: a thinker (philosopher)

21. Skeptical: a doubtful attitude about traditional ideas

22. A moral: a value dealing with right vs. wrong/good vs. bad

23. A natural right: a basic freedom every human is born with

24. A social contract: an unwritten agreement between citizens and their government which gives responsibilities to both

Unit 2 Vocabulary Practice:

A. REPLACE the underlined word with one of your words from above. Rewrite the sentence with the new word. 1. When the citizens of Tunisia were tired of their government, they had a violent dramatic, wide-reaching change in

power. 2. When I need to find out more information on a topic, I search the Internet to become more knowledgeable. 3. He used his understanding in order to build a computer from scratch. 4. Thinkers must spend their time thinking about questions to which there are sometimes no answers.

B. Give a SYNONYM (another word that means the same thing) for the following words. (“A synonym for __ is __.”) 5. Conquistador 6. Indigenous 7. Motive 8. Labor

C. Give an EXAMPLE of the following underlined words. 9. Ingredients to

consolidate for cake

10. A natural law that

everyone follows

11. A natural right

that you have

12. A moral you

practice

D. COMPLETE the sentence with a word that makes sense. Write out the entire sentence. 13. If I lived under an absolutist government, I would _____

14. One philosophy that I believe about the world is _____

15. One thing I am skeptical about is _____

16. If I was making a social contract, the responsibilities I would give are _____

E. Show the RELATIONSHIP between the following words. 17. Raw good (more than once)

+ manufactured good

18. Empire + monarch

19. Monarch + noble + peasant + subject

VOCABULARY

M

A

K

E

Unit 2 pg. 4

MAP OF ______________________________

TIM

EL

INE

OF

TIM

E P

ER

IOD

S

A M

ILL

EN

NIU

M =

___

____

____

__ Y

EA

RS

/

A C

EN

TU

RY

= _

____

____

____

YE

AR

S /

A D

EC

AD

E =

___

____

____

__ Y

EA

RS

Unit 2 pg. 5

NEW WORLD = _______________________________________________

Made up of:

OLD WORLD = _______________________________________________

Made up of:

COLUMBIAN EXCHANGE (definition):

Named after: ___________________________________________________________

NEW WORLD OLD WORLD:

OLD WORLD NEW WORLD:

E

X

C

H

A

N

G

E

S

Unit 2 pg. 6

OVERVIEW: THE AGE OF EXPLORATION The Age of Exploration, also known as the Age of Discovery, took place

simultaneously (at the same time as) with the Renaissance and the Protestant 3 Reformation. From the late 15th century until the mid-17th century, European explorers known as conquistadors dared to travel a world they did not yet know existed. In doing so, they discovered what would become known as the New 6 World – the Americas. Their main motives for taking such dangerous adventures were known as the 3 Gs – gold, God, and glory. Using new inventions such as the magnetic compass and the caravel (a fast ship), they navigated (traveled) 9 oceans, and ended up discovering, dominating, and practically annihilating (destroying) the indigenous Americans that had already established societies for millennia (thousands of years) in the Americas. 12

European exploration of the world allowed for the global (worldwide) mapping of the entire world for the first time in history. What people had known to be the truth about the world for centuries turned about to be false 15 information. Naturally, people began doubting what they knew, including what the Church told them. The Age of Exploration was partly the reason why the Protestant Reformation took place – authority figures (people in charge) of the 18 past could no longer be trusted to tell the entire truth.

A. AGE OF EXPLORATION Annotations

IMPORTANT

CONQUISTADORS

Unit 2 pg. 7

TRIANGULAR TRADE (definition):

Main Countries involved in the Age of Exploration:

Main motives: G G G

Columbian Exchange:

A. AGE OF EXPLORATION

European

Countries

Motives

ENGLAND / UK

Gold

Land

North America (13 Colonies)

Unit 2 pg. 8

PASSAGE 1: “A People’s History of the United States” by Howard Zinn

Arawak men and women, naked, tawny [d. tan color], and full of wonder, emerged [d.

moved out] from their villages onto the island's beaches and swam out to get a closer look at the strange big boat. When Columbus and his sailors came ashore, carrying swords, speaking oddly, the 3 Arawaks ran to greet them, brought them food, water, gifts. He later wrote of this in his log [s. journal]:

“They willingly [s. gladly] traded everything they owned... They do not bear arms [d. have weapons], and do not know them, for I showed them a sword, they took it by the edge and cut themselves 6 out of ignorance [d. not knowing]. They have no iron. Their spears are made of cane... They would make fine servants... With fifty men we could subjugate [d. dominate] them all and make them do whatever we want.” 9

PASSAGE 2: “A People’s History of the United States” by Howard Zinn

The Arawaks had no iron, but they wore tiny gold ornaments [d. decorations] in their

ears. This was to have enormous [s. very large] consequences: it led Columbus to take some of the Arawaks aboard ship as prisoners because he insisted that they guide him to the source of the gold. 12 He then sailed to what is now Cuba, then to Hispaniola (the island which today consists of Haiti and the Dominican Republic). There, bits of visible gold in the rivers, and a gold mask presented to Columbus by a local Indian chief, led to wild visions of gold fields. 15

On Hispaniola, out of timbers [d. pieces of wood] from the Santa Maria (Columbus’ ship), which had run aground, Columbus built a fort, the first European military base in the Western Hemisphere. He called it Navidad [t. Christmas] and left thirty-nine crew-members there, with 18 instructions to find and store the gold. He took more Indian prisoners and put them aboard his two remaining ships. At one part of the island he got into a fight with Indians who refused to trade as many bows and arrows as he and his men wanted. Two were run through with swords and bled 21 to death. Then the Nina and the Pinta ( h i s o t h e r t w o s h i p s ) set sail for Spain. When the weather turned cold, the Indian prisoners began to die.

PASSAGE 3: “Chaper 12 – The Columbian Exchange” by La Gran Enciclopedia Ilustrada del Proyecto Salon

Once Europeans started settling [d. to live on] 24 America’s east coast, they brought with them and cultivated [s. farmed] familiar crops – wheat and apples – as well as familiar weeds, such as dandelions and chickweed from 27 Europe. During the 1600s, these same Europeans introduced cattle and horses, which flourished [d. grew in large numbers] in the New World. 30

Devastating diseases were introduced to the Native American population which had no immunity [s. protection] to them. When the first Americans arrived from Asia – through 33 the Bering Strait – about 20,000 years ago, they brought diseases with them. These indigenous [s. native] Americans had no domesticated [d. tame or keep as pets] animals, which is the original source of many human 36 diseases such as smallpox and measles. In addition to this, as the Native Americans passed from Asia to North America through the Bering Strait, they spent many years in extreme cold weather, which eliminated [s. got rid of], many disease-causing bacteria that might have traveled with them. 39

Consequently, between 1492 and 1650, over 90% of the Native American population died in epidemic [d. widespread occurrence of infectious disease] after epidemic of smallpox, measles, mumps, whooping cough, influenza [s. the flu], chicken pox, and typhus. The loss of labor [s. work] 42 caused by disease indirectly led to the start of African slavery among European immigrants [d. a person who moves to another country] in the Americas. This resulted in the introduction of malaria and yellow fever, diseases from Africa. These diseases caused even more destruction to the Native 45 American population.

A. AGE OF EXPLORATION Annotations

Unit 2 pg. 9

OVERVIEW: THE AGE OF ABSOLUTISM

The Age of Absolutism took place between the mid-17th century and the 19th century, following the Wars of Religions that devastated (destroyed) Europe during the Protestant Reformation. During this time period, Europeans 3 were under the rule of absolute rulers who controlled every part of their lives; it especially affected France, Russia, and Prussia. Citizens of these countries chose to give up certain freedoms in order to guarantee order in their lives – order they 6 believed would come from having one ruler. Although the pope had lost much of his power following the Protestant Reformation, Europeans continued to believe in the Divine Right of Kings – the idea that God had given their monarch the 9 power to rule them and that, therefore, they should follow their ruler or risk the displeasure of God. The monarch, therefore, had no obligation to follow to the will (wants) of his citizens. 12

The most important rulers of the Age of Absolutism were Louis XIV (the 14th), Peter the Great, and Frederick the Great. Although they had many differences, they were all similar in the sense that they were extremely 15 controlling of their subjects. The manner in which they ruled their countries would lead many to have doubts about the way a government should run. This would later lead some scientists and philosophes to question the world around 18 them – this directly led to the Scientific Revolution and the Age of Enlightenment.

I M P O R T A N T P H I L O S O P H E S O F T H E A G E O F A B S O L U T I S M

B. AGE OF ABSOLUTISM Annotations

Name: Name:

Unit 2 pg. 10

B. AGE OF ABSOLUTISM BACKGROUND: NAME:

NAME: NAME:

ABSOLUTE

MONARCHS

CHARACTERISTICS

OF ABSOLUTISM

Unit 2 pg. 11

OVERVIEW: THE SCIENTIFIC REVOLUTION The Scientific Revolution took place from the mid-16th century to the 19th

century. For the first time in centuries, Europeans began to take pride in 3 attempting to understand the world around them. The Renaissance, and specifically humanism, re-introduced the idea that man was important and could find answers for which he searched. This idea would have a huge impact on 6 science. Previously, the discipline (subject) of science was built on guesswork and what the Church said. Through their work, curious experimenters began to notice something odd: Their conclusions did not always match up with the truths 9 they normally accepted. As the Church was losing power, brave individuals began to step up and challenge the ideas that had been considered truths for millennia. Two areas enabled Europeans to advance their world of science. 12

First, the invention of the printing press during the Renaissance allowed scientists to share their ideas quickly and accurately. The time it took to make new discoveries about the world around them was dramatically cut down. 15 Several people were able to independently work on the same ideas at once which made science more accurate (exact). Secondly, the discoveries made about the world during the Age of Exploration, especially the New World, made people 18 think twice about accepting the word of the Church. The founding of the New World also made people curious about what else they did not know about the world in general. 21

This time of experimentation, which started with the physical world, would eventually lead to the Age of Enlightenment, where philosophes began to experiment with what they could not touch – the mind. 24

U N D E R S T A N D I N G T H E S C I E N T I F I C R E V O L U T I O N

C. SCIENTIFIC REVOLUTION Annotations

PRE-SCIENTIFIC

REVOLUTION

SCIENTIFIC REVOLUTION

SCIENCE

Unit 2 pg. 12

I M P O R T A N T S C I E N T I S T S O F T H E S C I E N T I F I C R E V O L U T I O N

C. SCIENTIFIC REVOLUTION

ISAAC NEWTON’S

LAWS

LAW: BACKGROUND:

LAW: LAW:

Unit 2 pg. 13

Q U O T E A N A L Y S I S

C. SCIENTIFIC REVOLUTION

“Dubito ergo cogito ergo sum.”

“If I have seen further, it is by standing on the

shoulders of giants.”

Said by:

BREAKDOWN

Who is the “I” in this statement? Who are the “giants” he speaks of? Why does he consider them “giants”? What has he seen further?

BREAKDOWN

Language: Translated words: DUBITO: ERGO: COGITO: SUM: Entire English translation: BIG QUESTION: How does a person know he exists without relying on his senses, which can be deceiving?

- I doubt

- Therefore

- I think

- Therefore

- I am

Said by: Background:

Translate the quote into your own words.

What does this quote say about the character of the author?

Importance of Descartes’ logic

Unit 2 pg. 14

OVERVIEW: THE AGE OF ENLIGHTENMENT

The Age of Enlightenment was a cultural movement where philosophes tried to reform society by using reason. It affected Europeans and the English 3 colonies in the Americas from the mid-17th century to the 19th century. Many important philosophes came from France – in fact, the word “philosophe” is the French word for “thinker” or “intellectual.” Using reason and philosophical 6 debates, to which there are sometimes no answers, new ideas were presented to the world on how to make the world a better place.

The Age of Enlightenment was greatly influenced by three previous time 9 periods. From the Renaissance, Europeans understood humanism – the idea that humans were more than capable of thinking for themselves. The Renaissance also gave birth the idea that people should question the validity (truthfulness) 12 of information instead of assuming that it is true. From the Age of Absolutism, people continued to question how to change their government and personal lives for the better. Many people were unsatisfied with the abuses that many 15 monarchs imposed (forced) on the people. Finally, from the Scientific Revolution, people continued to question the world around them. Instead of limiting their experiments to the physical world, many people began to 18 experiment with questions of the mind and with society. In the same way scientists had to use a scientific method to make conclusions, philosophes wanted to do the same for their societies. For the first time in European history, 21 being skeptical about the world around you was encouraged by everyone, even monarchs.

These accepted skeptical attitudes of the Age of Enlightenment would 24 directly lead to the breakdown of traditional European societies during the Age of Revolutions. The European colonies of the New World (the 13 Colonies, Haiti, and Latin America) and even France would violently revolt against their rulers 27 during the Age of Revolutions. The influences for these revolutions? The same ideas that European societies had given birth to during the Age of Enlightenment.

M A I N C O N C E R N S O F P H I L O S O P H E S

Annotations D. AGE OF ENLIGHTENMENT

Concern Explanation

Unit 2 pg. 15

S Y M B O L S I N

R E L I G I O U S

P H I L O S O P H I E S

D. AGE OF ENLIGHTENMENT

RELIGIOUS PHILOSOPHIES

BACKGROUND: PHILOSOPHY:

PHILOSOPHY: PHILOSOPHY:

A B

C

D

E

Unit 2 pg. 16

D. AGE OF ENLIGHTENMENT

MAJOR PHILOSOPHES

(Pt. 1)

Unit 2 pg. 17

D. AGE OF ENLIGHTENMENT

MAJOR PHILOSOPHES

(Pt. 2)

Unit 2 pg. 18

PRACTICE

A. Scenarios: Read the following scenarios. Then, in your bellringer notebook, explain how the given philosophe might respond to the situation. Be sure to include how you know this would be the response. Use your notes in order to help. Write your responses in complete sentences. 1. Scenario 1: “Tyra is accused of stealing gum from Piggly Wiggly. The judge decides he will make an example of her,

and gives her the death penalty without bringing her to trial.” How would Beccaria respond to the judge’s decision? Why?

2. Scenario 2: “Michael and Christina are both serious students. Michael wants to become a world-class chef and Christina wants to become a mechanical engineer. Michael wants to take Advanced Cooking; Christina wants to take Woodshop or Welding. However, neither teacher for the classes Michael and Christina want allow them into their classes because they believe boys should become mechanical engineers and girls belong in the kitchen, cooking.” How would Wollstonecraft respond to the teachers? Why?

3. Scenario 3: “Nicholus owns a shoe store specializing in Air Jordans. He sells each pair for $300. Amber opens up a shoe shop where Air Jordans are sold for $150. Nicholus’ father, who is the governor of Alabama, orders Amber to close down her store, to stop selling Air Jordans, or to start selling Air Jordans for $300 because his son is losing business. How would Smith respond to the governor? Why?

4. Scenario 4: “There is a new law that passes in Alabama that says everyone must become a Christian. Furthermore, it says if you live in Greene County, you may only go to the Baptist Churches. All other churches must be closed down.” How would Voltaire respond to this law? Why?

B. Decoding Quotes and Concepts: Read the following quote/concept and the speaker. Then, in your bellringer notebook, follow the instructions of each quote/concept which are found in the parentheses. Use your notes in order to help. Write your responses in complete sentences. 1. “Tabula rasa.” Locke. (Identify the language, translate the concept, and explain the concept.) 2. “Man is born free, and everywhere he is in chains.” Rousseau. (Identify the concept and explain the quote.) 3. “Invisible hand.” Smith. (Explain the concept and identify the economic idea it supports.) 4. “I disapprove of what you say, but I will defend to the death your right to say it.” Voltaire. (Explain the quote,

identify the freedom for which Voltaire is advocating, and identify the main concern the quote deals with.) 5. “We must cultivate our own gardens.” Voltaire. (Identify the book in which this is found and explain the quote.) 6. “Crush the infamous thing.” Voltaire. (Identify what Voltaire is speaking of, identify the main concern the quote deals

with, and explain the quote.) 7. “No snowflake in an avalanche ever feels responsible.” Voltaire. (Explain the quote.) 8. “Doubt is not a pleasant condition, but certainty is an absurd one.” Voltaire. (Explain the quote and explain how

it relates to skepticism and the Age of Enlightenment.) 9. “I may be no better, but at least I am different.” Rousseau. (Explain the quote and explain how it relates to

individuality.) 10. “Social contract.” Locke and Rousseau. (Identify what it is and explain the difference in Locke’s version and Rousseau’s

version.) 11. “Equality.” Locke and Rousseau. (Explain the difference in Locke’s version and Rousseau’s version.) 12. “Man’s natural state.” Hobbes, Locke, and Rousseau. (Explain the beliefs of each man’s version of this concept.) 13. “Life is solitary, poor, nasty, brutish, and short.” Hobbes. (Identify form of government for which Hobbes advocates

and explain how this quote defends his view.) 14. “Separation of powers.” Montesquieu. (Explain the concept and how it affects the United States.) 15. “Feminism.” Wollstonecraft. (Identify the book in which this concept is found and explain the concept.) 16. “Natural rights.” Locke. (Identify what he believed these were and identify which group he believed had the right to

them.) 17. “Slavery.” Montesquieu and Rousseau. (Identify whether or not they supported this concept and their reason why.) 18. “Death penalty.” Beccaria. (Explain why he was against it and his suggestion for how a government should respond to

crime prevention.)

D. AGE OF ENLIGHTENMENT