The Scientific Revolution & The Age of Enlightenment

Unit 8

Unit 8 Standards 7.59 Describe the roots of the Scientific Revolution based upon Christian and Muslim influences.

7.60 Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Frances Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.

7.61 Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity.

7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.

7.63 Explain the origins of modern capitalism, the influence of mercantilism, and the cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing patterns; including their locations on a world map; and the influence of explorers and mapmakers.

Bellwork – use textbook pages 347 to help you • INB 172: create a Frayer model for the term GEOCENTRIC

GEOCENTRIC

Mastery Objective:I can explain how science changed over time from the thinkers of the Ancient world through the Middle Ages & into the Renaissance.

What are today’s State Standards?7.59 Describe the roots of the Scientific Revolution based upon Christian and Muslim influences.

Strategies/Tasks:• Frayer model – vocabulary study• Guided reading – Early Science• Writing practice – How does science

change over time?

END OF DAY PRODUCT:By the end of today’s class you should have a completed frayermodel of the term geocentric along with a completed guided reading and closure.

The First Scientists - INB 173 come pick up the handout from the make-up work box

• The people of ancient civilizations developed science to solve problems. They used mathematics to keep records. People who studied the movement of the stars developed astronomy. This science helped people keep time and decide when to plant crops.

• The ancient Greeks developed a large amount of scientific information. They believed that reason was a way to analyze nature. Their studies helped them develop theories. A theory is an explanation for how or why something happens. Theories are based on what people can observe about a thing or event. A theory may be incorrect, but it seems to explain the facts.

• The ancient Greeks and Romans made many scientific advances. The Greek philosopher Aristotle, for example, gathered facts about plants and animals. He then classified living things by arranging them into groups based on their similarities and differences. However, classical thinkers did not conduct scientific experiments. That means they did not test new ideas to find out whether they were true. Instead, they based their conclusions on "common sense," which led to many false beliefs. For instance, during Roman times, the Egyptian-born astronomer Ptolemy stated that the sun and the planets moved around the Earth. His geocentric, or Earth-centered, theory was accepted in Europe for more than 1,400 years.

Medieval Science• During the Middle Ages, most Europeans were interested in religious ideas. Few people were interested in studying nature.

Their ideas about science were based mostly on ancient classical writings. They did not think it was necessary to research the facts and draw their own conclusions. Many of the classical writings were poorly preserved. As people wrote out copies of the old texts, they sometimes made errors that changed the information.

• At the same time, Arabs and Jews in the Islamic empire preserved Greek and Roman science. They copied many Greek and Roman works into Arabic. They also came into contact with the Indian system of numbers that is used today. This system of numbers is now called Indian-Arabic.

• Arab and Jewish scientists made their own advances in mathematics, astronomy, and medicine. Even with these achievements, scientists in the Islamic world did not conduct experiments.

• During the 12th and 13th centuries, European thinkers began to have more contact with Islamic peoples due to increased trade and the Crusades. As a result, they gained a renewed interest in science. Europeans began to read copies of Islamic works in Latin. After the Indian-Arabic system of numbers reached Europe, people adopted it in place of Roman numerals. Thomas Aquinas and other Christian thinkers showed that Christianity and reason could work together. Also, Europeans began building new universities. In these schools, teachers and students helped the growth of science.

• Beginning in the 1400s, voyages of exploration added to scientific knowledge in Europe. Europeans began to create better charts and maps. These tools helped explorers reach different parts of the world. As more of the world was explored, people learned new information about the size of oceans and continents. Scientists gathered data about diseases, animals, and plants and organized the new information.

Closure – INB 172 underneath your Bellwork

• Write down the prompt you see below and respond to it in paragraph form. (5-7 sentences and a strong topic sentence)– Explain how science in the

Ancient World and the Medieval World was different?

Bellwork – INB 174use textbook pages 348-350 to help you

• Identify the following: who were they and what did each accomplish?

– Copernicus

– Ptolemy

– Kepler

– Galileo

Mastery Objective:I can explain how the way people viewed the universe changed during the Scientific Revolution.What are today’s State Standards?7.60 - Explain the significance of new scientific theories, the accomplishments of leading figures including Sir Frances Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.

Strategies/Tasks:• Key figures Identifications• Guided reading – New Ideas About the

Universe…• Writing practice – Explain how peoples’

view of the universe changed during the Scientific Revolution…

END OF DAY PRODUCT:By the end of today’s class you should have 2 completed written responses to our essential questions and a completed guided reading on New Ideas About the Universe.

The Scientific Revolution – INB 175come pick up the handout from the make-up work box

In the 1500s, Europeans began to think differently about science. They began to realize that scientists had to use mathematics and experiments to make advances. This new way of thinking led to the Scientific Revolution. This revolution changed how Europeans understood science and how they searched for knowledge. The Scientific Revolution first affected astronomy, the science that studies the planets and stars of the universe. New discoveries in this field began to change European thinking about the universe. They challenged the traditional idea that God had made the Earth as the center of the universe.

Copernicus & Ptolemy• Nicolaus Copernicus was a Polish astronomer. In 1491, he began

his career at a university in Poland. A year later, Columbus reached the Americas. Like Columbus, Copernicus challenged old beliefs held by Europeans.

• In 1543, Copernicus wrote a book called On the Revolutions of the Heavenly Spheres. He disagreed with Ptolemy's theory that the Earth was the center of the universe. Copernicus developed a heliocentric, or sun-centered, theory of the universe. Copernicus believed that the sun was the center of the universe. Earth and the other planets followed a circular path around the sun.

• Copernicus's theory disagreed with church teachings. As a result, publication of his book was delayed. He reportedly did not receive the first copy until he was dying.

Kepler’s Ideas About Planets• A German astronomer named Johannes

Kepler made more advances. He used mathematics to support Copernicus's theory that the planets revolve around the sun. His findings also made corrections to the theory. Kepler added the idea that the planets move in oval paths called ellipses instead of the circular paths in Copernicus's theory.

• Also, Kepler stated that planets do not always travel at the same speed. Instead, they move faster as they approach the sun and slower as they move away from it. Kepler's theory provided a simpler explanation for the movements of the planets. In addition, it marked the beginning of modern astronomy.

Galileo Galilei• An Italian scientist named Galileo Galilei made the next great discovery in the

Scientific Revolution. He believed that conducting experiments was the correct way to achieve new scientific knowledge. His studies caused him to disagree with some long-held ideas. For example, Aristotle had thought that heavy objects fall to the ground faster than objects that weigh less. Galileo's experiments proved that was not correct. Objects fall at the same speed no matter what they weigh.

• Galileo also believed that scientific instruments could help people better explore the natural world. He heard about an early telescope and designed one of his own. With the telescope, Galileo found evidence that supported Copernicus's theory that Earth revolves around the sun.

• Galileo also improved the making of clocks. One day, Galileo was watching an overhead lamp swing back and forth from a cathedral ceiling. He timed each swing and discovered that all of the swings took the same amount of time. Galileo used this idea to make a clock that had a swinging pendulum. The pendulum made the clock more accurate.

• Galileo also developed new scientific instruments. In 1593, he invented a water thermometer. People could now measure changes in temperature. An assistant of Galileo then built the first barometer, an instrument that measures air pressure.

Newton's Universe• Isaac Newton was an English mathematician. According

to tradition, Newton was sitting in his garden one day when he saw an apple fall to the ground. The apple's fall led him to the idea of gravity. Gravity is the pull of the Earth or other bodies in space on objects that are on or near them.

• In 1687, Newton published a book called PrincipiaMathematica. This was one of the most important books in the history of modern science. In Principia, Newton gave his laws, or well-tested theories, about the motion of objects on Earth and in space. The most important was the law of gravitation. It states that the force of gravity holds the solar system together. It does this by keeping the sun and the planets in their orbits. Newton's ideas greatly influenced the thinking of other scientists.

Closure – INB 174underneath your Bellwork

• How did views of the universe change over the course of the 15/1600s? (use the following guiding questions to help you organize your writing)

– How did people in the Ancient & Medieval worlds think about the universe?

– How did this change in the Scientific Revolution?

– How did theories about the universe change from Ptolemy to Copernicus to Kepler?

Bellwork – INB 176

• Record the following prompt respond in list form:– "What do you think are

the top three inventions of ALL TIME?“ (include a brief explanation for each)

Mastery Objective:I can identify the major thinkers of the Scientific Revolution and describe their accomplishments.What are today’s State Standards?7.60 - Explain the significance of new scientific theories, the accomplishments of leading figures including Sir Frances Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.

Strategies/Tasks:• Brainstorming• Graphic Organizer – New Scientific

Advances• Writing practice – Whose invention

from today’s lesson is the most important and why?

END OF DAY PRODUCT:By the end of today’s class you should have completed Bellwork and closure along with a completed organizer detailing the major thinkers of the Scientific Revolution and their accomplishments.

Classwork – New Scientific Advances INB 177

• Use textbook pages 350 –353 to complete the chart.

• Be sure to include key details about WHO each person was and what they DID to contribute to the Scientific Revolution.

https://mrswraysworldhistory.wordpress.com/

Today you will investigate the scientists and thinkers you need to know on your own… you will locate and record the following information for each individual using Google and the video links provided on the class blog.

– WHO each person was (nationality and profession)

– WHAT each person is best known for doing or creating

– Any BOOKS the individual was known for writingIf you are found using ANY site/application/program I have not explicitily TOLD you to use about TODAY’S

content you will be required to complete the assignment using your book ONLY and I will lower your possible grade by 10% and assign “improper use of technology points” in DOJO…

Closure – INB 176underneath your bellwork

• Of today’s inventions or discoveries choose the ONE you think has had the greatest influence on OURlives. Write a 4-6 sentence response explaining why you made the choice you did.

• Begin: I think the invention or thinker from today’s lesson that is the MOST important to our lives is….

Bellwork - INB 178Attach the cartoon to your INB page 178.

Read the following statement and then answer the questions about the cartoon.

• Statement: The Greek philosopher and astronomer Aristotle theorized that the moon and stars were perfect spheres.

• Questions:1. How is Galileo’s observations of the moon different

from Aristotle’s?

2. How does the Church view Galileo’s idea?

Mastery Objective:I can explain how educated people began to change the way they investigated scientific problems and describe the ways society was affected by these changes.

What are today’s State Standards?7.59 Describe the roots of the Scientific Revolution based upon Christian and Muslim influences. 7.60 Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories.

Strategies/Tasks:• Cartoon Analysis• Mini DBQ – The Scientific

Revolution• Objective Assessment Writing

Task

END OF DAY PRODUCT:By the end of today’s class you should have completed Bellwork and closure along with a completed analysis of your primary & secondary source documents along with a written response to the guiding questions.

Essential Questions to Consider...come pick up the handout from the make-up work box

• How are people changing the way they see the world?

• What is different about how they investigate things?

• How are these changes affecting society?

Document 1: The Copernican Model: A Sun Centered Solar System, Department of Physics and Astronomy, University of Tenn

Document 2: Source: Galileo Galilei, “Letter to the Grand Duchess Christina” (1615)

This is an excerpt from a letter written by Galileo Galilei defending his approach to science.

Some years ago, as Your Serene Highness well knows, I discovered in the heavens many things that had not been seen before our own age. The newness of these things, as well as some consequences which followed from them that contradicted ideas commonly held among academic philosophers, stirred up against me no small number of professors....

Showing a greater fondness for their own opinions than for truth, they sought to deny and disprove the new things ... To this end they hurled various charges and published numerous writings filled with inaccurate arguments, and they made the grave mistake of sprinkling these with passages taken from places in the Bible which they had failed to understand properly, and which were poorly chosen to support their argument.

Document 3: Sir Isaac Newton - Written in the margin of a notebook while a student at Cambridge. In Richard S. Westfall, Never at Rest (1980), 89.

• Plato is my friend, Aristotle is my friend, but my greatest friend is truth.

Document 4: Guide to the Essentials of World History

. . . At first, the discoveries of Copernicus and Galileo upset many Europeans. Over time, however, a new way of thinking about science emerged. Scientists began to observe the world around them and to develop ideas about why things happened. They did experiments to test these ideas. This new way of thinking was called the scientific method. . . .

Closure – INB 178 • Respond in paragraph form to our

guiding questions for the day to explain how thinking was changing during the Scientific Revolution:– How are educated people of the

time period changing the way they see the world?

– What is different about how they investigate things they are curious about?

– How is this affecting society?

4-6 sentence minimum/MUST cite 2 pieces of evidence and explain the importance of each

Bellwork – INB 180Attach to your page and fill in the blanks to the best of your ability. I know you don’t

know all of this material – this is to assess what you might already know.

The Enlightenment

During the 1700s, a movement called the Enlightenment developed that used ___________________ to solve problems. This movement began on the continent of ____________________ . It was inspired by advances made during the __________________ . Enlightenment thinkers believed that they could discover laws that shaped ________________ . Once these laws were understood, they could use them to ___________________ society. During the Enlightenment, John Locke developed a political theory about what he thought was the best type of _______________________. _______________________ became a center of Enlightenment thinkers, including Voltaire.

Human behavior Improve Reason England

Scientific Revolution Superstition Government Europe

Control France Middle Ages North America

Mastery Objective:I can explain what the Enlightenment WAS and identify the key figures of the period and describe what they thought about man and government.

What are today’s State Standards?7.61 Trace how the main ideas of the Enlightenment can be traced back through history7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.

Strategies/Tasks:• Cloze Assessment• Graphic organizer – The

Enlightenment • Compare and Contrast- Hobbes

vs. Locke

END OF DAY PRODUCT:By the end of today’s class you should have a completed graphic organizer about Hobbes and Locke as well as completed Venn Diagram comparing and contrasting the two thinkers.

Classwork – The Enlightenment INB 181 Set up the chart you see below and use textbook pages 354 – 357 to help you

Thomas Hobbes John Locke

••

Background:

What was the Enlightenment?• During the 1700s, European thinkers were impressed by advances in science. They

believed that reason could discover the scientific laws that shaped human behavior. Once these laws were understood, thinkers believed, people could use the laws to improve society.

• The Scientific Revolution stressed the use of reason to solve problems. Before this period, people often relied on faith or tradition as guides. However, in the 1700s, many educated Europeans began to break away from tradition. They viewed reason as a "light" that uncovered error and showed the path to truth. As a result, the 1700s became known as the Age of Enlightenment.

• During the Enlightenment, political thinkers tried to use reason to improve government. They claimed that there was a natural law, or a law that applied to everyone and could be understood by reason. This natural law was the key to making government work properly. As early as the 1600s, two English thinkers used natural law to develop very different ideas about government. The two men were Thomas Hobbes and John Locke.

Who was Thomas Hobbes?• English writer Thomas Hobbes wrote about England's government

and society. At the time, England was torn apart by conflict. King Charles I wanted absolute power. Parliament, however, demanded a greater role in governing. The king's supporters fought those who supported Parliament.

• Parliament already had some control over the king. In the 1620s, Parliament had forced Charles to sign the Petition of Right. It said the king could not tax the people without Parliament's approval. Also, he could not imprison anyone without a just reason. The Petition also stated that the king could not declare a state of emergency unless the country was at war.

• Charles, however, ignored the Petition. His differences with Parliament led to civil war. The fighting finally forced Parliament's supporters to execute Charles. This event shocked Thomas Hobbes, who supported the monarchy.

Thomas Hobbes

Leviathan =

1. A large sea monster

2. Something that is very large or powerful

Hobbes’ Beliefs• In 1651, Hobbes wrote a book called Leviathan. In this

work, Hobbes argued that natural law made absolute monarchy the best form of government. According to Hobbes, humans were naturally violent and selfish. They could not be trusted to make wise decisions on their own. Left to themselves, people would make life "nasty, brutish, and short."

• Therefore, Hobbes said, people needed to obey a government that had the power of a leviathan, or sea monster. To Hobbes, this meant the rule of a powerful king, because only a strong ruler could give people direction. Under this ruler, people had to remain loyal. This political theory of Hobbes became known as absolutism, since it supported a ruler with absolute, or total, power.

John Locke & The Glorious Revolution• Another English thinker, John Locke, believed differently. He used natural

law to support citizens' rights. He said the government had to answer to the people. During Locke's life, another English king, James II, wanted to be a strong ruler. Parliament again was opposed to the king's wishes. When civil war threatened in 1688, James fled the country. Parliament then asked Mary, the king's daughter, and her husband, William, to take the throne. This event became known as the "Glorious Revolution."

• The Glorious Revolution eventually turned England into a constitutional monarchy. This is a form of government in which written laws limit the powers of the monarch. In return for the English throne, William and Mary agreed to a Bill of Rights. This document required William and Mary to obey Parliament's laws. The Bill of Rights also guaranteed all English people basic rights. For example, people had the right to a fair trial by jury and the right to freedom from cruel punishment for a crime.

John Locke

John Locke’s Beliefs• In 1690, John Locke wrote a book called Two Treatises of

Government. His book explained many of the ideas of the Glorious Revolution. Locke stated that government should be based on natural law and natural rights. These rights included the right to life, the right to liberty, and the right to own property.

• Locke believed that the purpose of government was to protect people's rights. He said that all governments were based on a social contract. This is an agreement between the people and their leaders. If rulers took away people's natural rights, the people had a right to rebel and set up a new government.

Closure – How were Hobbes & Locke Alike and Different ?INB 180 – create a venn diagram or three column chart

Hobbes Locke

Both

Bellwork – INB 182Who did what? Write the name of the thinker NEXT to the statement

1. ________ Wrote Two Treatises on Government2. ________ Believed man were naturally violent and selfish3. ________ Wrote Leviathan 4. ________ Believed that government should protect the

rights of the people and was based on a “social contract”. 5. ________ Believed man had natural rights that needed to

be protected6. ________ Believed the best kind of government was

Absolutism

You must write the statement TOO!

Mastery Objective:I can explain the differences between what Thomas Hobbes and John Locke thought about the nature of man and the purpose and best kind of government.

What are today’s State Standards?7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.

Strategies/Tasks:• Quick Check – Recall Questions about Hobbes

and Locke• Primary Source Analysis – Leviathan and the

Second Treatise of Government• Closure - Contrast the ideas of Hobbes and Locke

about government. According to each man, what should the relationship be like between government and the people?

END OF DAY PRODUCT:By the end of today’s class you should have a completed Quick Check questions and Primary Source Analysis along with a completed ACE Writing task contrasting the two thinkers.

What Do Hobbes and Locke THINK?Create the following chart on INB 183

Evidence: “______________”

Explanation: This evidence shows

What do they think about people & government?

Hobbes: He thinks ……

Locke: He thinks …..

People Government

Evidence: “______________”

Explanation: This evidence shows

Evidence: “______________”

Explanation: This evidence shows

Evidence: “______________”

Explanation: This evidence shows

Text Dependent Questions

1. According to the first reading, what does Hobbes think about the nature of Man?

2. According to the second reading, what does Locke think about the natural law of man?

3. Do you think Hobbes trusts people to make good decisions about governing themselves? Explain.

4. Does Locke think that people should have total liberty with NO limits? Explain.

Reading 1: Thomas Hobbes – Leviathan 1651

So that in the nature of man, we find three principal [main] causes of quarrel [fighting]. First, competition; second, diffidence [being timid or meek]; thirdly, glory. The first maketh men invade for gain; the second, for safety; and the third, for reputation. The first use violence to make themselves masters of other men’s persons, wives, children, and cattle; the second, to defend them; the third, for trifles [things of little value], as a word, a smile, a different opinion, and any other sign . . . . Hereby it is made clear that during the time men live without a common power to keep them all in awe, they are in that condition which is called war; and such a war as is of every man against every man.

Reading Two: The Second Treatise of Govt. 1690

The natural liberty of man is to be free from any superior power on earth, and not to be under the will or legislative authority of any man, but to have only the law of nature for his rule. The liberty of man in society is to be under no other legislative power but that established by consent in the government. . . Freedom of men under government is to have a standing rule to live by, common to every one of that society and made by the legislative power created in it, a liberty to follow my own will in all things where the rule does not prevent me from doing so, and not to be subject to the . . . will of another man; as freedom of nature is to be under no other restraint but the law of nature.

Closure – INB 182underneath your Bellwork

• Contrast the ideas of Hobbes and Locke about government. According to each man, what should the relationship be like between the government and the people?

• 5-7 sentences using the ACE strategy (Answer, Cite, Explain)

Bellwork – INB 184• Baron de Montesquieu mini biography: Read the excerpt on

Baron de Montesquieu on textbook page 356 and complete the following statements.– Baron de Montesquieu was a __________ from __________.– He wrote a book called ___________________.– This book said that England had the _______ kind of

government because it had _______________.– This means that power should be divided between _______

branches: the ________________, _______________ and the ________________.

Montesquieu and Government• After the Glorious Revolution, many thinkers in France admired the government of England. They liked it

better than the absolute monarchy that ruled France. In 1748, a French thinker, Baron Montesquieu, published a book called The Spirit of the Laws.

• In this book, Montesquieu stated that England had the best government. He liked English government because it had a separation of powers. Separation of powers means that power should be equally divided among the branches of government: legislative, executive, and judicial. The legislative branch makes the laws. The executive branch enforces the laws. The judicial branch interprets the laws and makes judgments when the laws are broken. By separating these powers, government could not become too powerful and threaten people's rights. As Montesquieu explained in the case of judges:

• "Again, there is no liberty, if the power of judging be not separated from the legislative and executive powers. Were it joined with the legislative, the life and liberty of the subject would be exposed to arbitrary [unreasonable] control, for the judge would be then the legislator. Were it joined to the executive power, the judge might behave with all the violence of an oppressor [cruel dictator]."

• —from The Spirit of the Laws, 1748

• Montesquieu believed in the rights of individuals. His work influenced the writing of the constitutions of many countries, including the United States Constitution.

Mastery Objective:I can identify Baron Montesquieu and explain what he thought about the nature of man and government.

What are today’s State Standards?7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.

Strategies/Tasks:• Mini-Bio – Baron de Montesquieu• Primary Source Analysis - excerpt from The

Spirit of the Laws & text dependent questions

• Writing task- What does Baron de Montesquieu think about government and is he more like Hobbes or Locke?

END OF DAY PRODUCT:By the end of today’s class you should have an accurate and complete set of TDQs with your annotated reading along with a coherent and complete written response to the closure question.

Essential Questions (HINT! – these questions will form your closure)

• What does the French thinker Baron de Montesquieu think about what makes the best form of government?

• Do you think he agrees more with Thomas Hobbes or John Locke?

Charles, Baron De Montesquieu, the Spirit of the Laws (1748) CHAPTER 6. Of the Constitution of England

• In every government there are three types of power: the legislative; the executive, in respect to things dependent on the law of nations; and the judiciary, in regard to matters that depend on the civil law.

• By virtue of the first, the prince, or magistrate enacts temporary or perpetual laws, and amends or repeals those that have been already enacted. By the second, he makes peace or war, sends or receives embassies, establishes the public security, and provides against invasions. By the third, he punishes criminals, or determines the disputes that arise between individuals. The latter we shall call the judiciary power, and the other simply the executive power of the state.

• The political liberty (freedom) of the subject (person living under a ruler) is a peacefulness of mind that comes from the opinion each person has of his safety. In order to have this liberty, it is required that the government be so made as one man need not be afraid of another.

• When the legislative and executive powers are united in the same person, or in the same body of magistrates, there can be no liberty; because worries may arise, because the same monarch or senate could enact tyrannical laws, to execute them in a tyrannical manner.

• Again, there is no liberty, if the judiciary power be not separated from the legislative and executive. Were it joined with the legislative, the life and liberty of the subject would be exposed to arbitrary control; for the judge would be then the legislator. Were it joined to the executive power, the judge might behave with violence and oppression. There would be an end of everything, were the same man, or the same body, whether of the nobles or of the people, to exercise those three powers, that of enacting laws, that of executing the public resolutions, and of trying the causes of individuals.

Text Dependent Questions1. According to the text what are the three types of power in every

government?2. What does a person need to have “liberty”? 3. What powers do the legislative part of government have?4. What powers do the executive part of the government have?5. What powers do the judiciary part of the government have? 6. What problems may occur if the legislative and executive parts of

government are not separated?7. What could happen if the judiciary branch is not separated from the first

two?8. Based on your previous answers what do you believe Montesquieu

thinks is the best type of government?

Closure – INB 184• In paragraph form answer the

following: – What does the French thinker Baron

de Montesquieu think about what makes the best form of government?

– Do you think he agrees more with Thomas Hobbes or John Locke?

• You need to explain your answers with examples and make sure you have at least 5-7 sentences.

Bellwork – INB 186use your glossary to help you

• Define the following terms:

– Absolutism

– Constitutional monarchy

– Social contract

– Separation of powers

Mastery Objective:I can describe Enlightenment ideals and identify which ruler or thinker of the time period I believe MOST embodied those ideals.

What are today’s State Standards?7.61 Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity. 7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.

Strategies/Tasks:• Key Vocabulary• Graphic organizer – Philosophes &

Absolute Monarchs• Which Enlightenment figure BEST

embodied the ideals of the period and why?

END OF DAY PRODUCT:By the end of today’s class you should have a completed graphic organizer about the Philosophes and Absolute Rulers of the Era and a completed paragraph explaining which Enlightenment figure BEST embodied the ideals of the period and why?

Philosophes and Absolute Monarchs INB 187

• Use textbook pages 357 –361 to complete the chart.

• Be sure to include key details about WHO each person was and what they DID to during the Enlightenment.

Please come pick up an extra copy from the make-up work box

https://mrswraysworldhistory.wordpress.com/

Today you will investigate the thinkers and rulers of the Enlightenment… you will locate and record the following information for each individual using the video and web links provided on the class blog.

– The “Philosophes” – what did they DO, what did they THINK, what did they WRITE

– The Rulers – WHERE did they rule, what did they DO in terms of REFORMS, and HOW did they promote Enlightenment ideals?

If you are found using ANY site/application/program I have not explicitly TOLD you to use about TODAY’S content you will be required to complete the assignment using your book ONLY and I will lower your

possible grade by 10% and assign “improper use of technology points” in DOJO…

Closure – INB 186underneath your bellwork

• Prompt: Which of the four rulers or four philosophes we studied today do you think embodied Enlightenment ideals the

BEST? Why?

Bellwork – INB 188 • Define the following

terms: – Mercantilism– Commerce– Entrepreneur– Cottage industry

• CHALLENGE: Use all 4 terms in a sentence or short paragraph in an original and accurate way!

Mastery Objective:I can explain how colonization of North and South America by European countries affected global trade and created new kinds of economic systems.

What are today’s State Standards?7.63 Explain the origins of modern capitalism, the influence of mercantilism, and the cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing patterns; including their locations on a world map; and the influence of explorers and mapmakers.

Strategies/Tasks:• Vocabulary• Text to Notes Organizer – World Trade

Changes• Analysis questions about each key

concept

END OF DAY PRODUCT:By the end of today’s class you should have a completed text to notes organizer and a complete and well written responses to the analysis questions about our key concepts of the day.

World Trade Changes – INB Page 189this page will be stapled in…

• Staple in your reading to INB page 189 on the top left corner only when you are DONE.

• HIGHLIGHT the information you find “note-worthy _______.

• Paraphrase that information into brief notes in the column on the right.

Text to Notes StrategyPlease come pick up an extra copy from the make-up work box

The Age of Exploration

Mercantilism• Spain and Portugal took advantage of the gold and silver they gained from their

empires. Other European countries wanted to do the same. This led to the theory of mercantilism. The key idea of mercantilism is that a country's power depends on its wealth. Countries can increase their wealth by owning more gold and silver. What is the best way for a country to get more gold and silver? According to mercantilism, a country must export, or sell to other countries, more goods than it imports, or buys from other countries.

• According to mercantilism, countries should establish colonies. A colony is a settlement of people living in a territory controlled by their home country. Colonists provide raw materials that are not found or made in the home country.

• These materials are then shipped to the home country. In the home country, the raw materials are used to manufacture goods so that the home country does not have to buy these goods from other countries.

Mercantilism Continued• Europeans established trading posts and colonies in Asia and North

America. By the end of the 1500s, Spain had a colony in the Philippines. In the 1600s, English and French merchants arrived in India. They began trading with the people there. In 1619, the Dutch built a fort on the island of Java, in what is now Indonesia. The Dutch became so powerful that they pushed the Portuguese out of the spice trade.

• Guns and powerful ships helped Europeans defeat Arab fleets and Indian armies. Across Asia, Europeans forced local rulers to open their lands to trade. The arrival of the Europeans in Japan caused a dramatic change in that society. A new Japanese shogun used European-made guns and cannons to dominate his enemies. He was finally able to defeat the feudal lords and the daimyo and reunite Japan.

Creating Joint-Stock Companies• Europeans found that paying for overseas trading voyages was expensive. In the 1600s,

however, Europeans developed new business methods. Historians call this the Commercial Revolution. Commerce is the buying and selling of goods in large amounts over long distances.

• This type of commerce needed large amounts of money in order to be profitable. So, a new type of businessperson called an entrepreneur emerged. Entrepreneurs invest, or put money into a project. Their goal is to make money from the success of the project.

• As overseas trade increased in the 1600s, many projects were too large for one entrepreneur to pay for. If a voyage failed, for example, that individual would lose everything. As a result, groups of entrepreneurs began to form joint-stock companies. A joint-stock company is a business in which many people can invest. Groups or individuals, called investors, buy shares in the company. These shares are called stocks. By owning stock, investors would share the expenses, the risks—and the profits.

Cottage Industries• By the 1600s, merchants began to believe that artisans

and guilds charged too much for their goods. In addition, the merchants thought that these skilled workers did not make goods fast enough. To solve these problems, merchants began hiring peasants to make goods, especially wool cloth in their homes. This system became known as the cottage industry because the small houses where peasants lived and worked were called cottages.

Closure – INB 188answer the following analysis questions in complete sentences under your bellwork

• 1. How do you think mercantilism benefits the home country more than the colony?

• 2. Who receives the MOST benefit and profits from a joint stock company?

• 3. What do you think the advantages and disadvantages to working in a cottage industry might be?