Note taking procedures

1. Note taking procedures • Red slides or words do not have to be written. • Underlined sentences must be written in your notes and usually require you to respond to it in some way • Sentences in regular print are left up to you on whether you write them down. Remember that your notes are invaluable to you in regards to your tests and quizzes, and will effect the note participation grade of your folder. • Your folder will be graded as 75% answering the objectives, and 25% note taking. If you have any questions, ask.

2. 1-1 The Enlightenment

3. Standards • W.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Toussaint L’Ouverture, and Thomas Jefferson. (C, H, P)

4. Objective • A. Describe how scientific progress promoted trust in human reason

5. Philosophy in the age of reason • Enlightenment sparked by scientific revolution of 1500s and 1600s • Scientific discoveries of 1500s and 1600s changed the way people looked at the world • Natural law- rules that can be discovered through reason • People started to believe that reason could solve social problems as well as scientific problems= The Enlightenment

6. Left: Rene Descartes, French scientist of the late Renaissance, stressed human reasoning in understanding the world Right: Immanuel Kant, German philosopher of late Renaissance/early Enlightenment era, first to speak of an “enlightenment”

7. Objectives • B. Identify Thomas Hobbes and John Locke

8. Opposing views of society • Thomas Hobbes and John Locke: conflicting views • Hobbes: supported strong government (absolute monarchy), thinks people are basically terrible, developed idea of a social contract • Locke: people basically good, had natural rights (life, liberty, property), supported limited government

9. John Locke, whose ideas inspired revolution around the world! Of Hobbes and Locke, which do you think had more of an impact on the American Revolution?

10. Objectives • C. Explain how separation of powers affected views of government

11. The Philosophes • Montesquieu and the Separation of Powers • Freedom of Thought: Voltaire • Denis Diderot’s works • The Social Contract: Jean-Jacques Rousseau • What the women thought Left: Voltaire, French author of Candide Right: Rousseau, author of The Social Contract

12. Objectives • D. Identify Mercantilism, Laissez-faire economics, and Adam Smith.

13. New Economic Thinking • Mercantilism- government regulates prices and tariffs to gain favorable balance of trade • Laissez-faire economics= government should stay out of the economy, free trade • Adam Smith- argued for free market, said economy runs on a system of supply and demand • Smith also believed government should stay out of economy, but did have a responsibility to protect society

14. Some things to think about: • How did the Scientific Revolution that took place during the Renaissance affect the Enlightenment? • How were the opinions of Hobbes and Locke different, as they relate to government’s role? • What kinds of ideas or topics did the Philosophes address in their writings? • How did Rousseau’s and Voltaire’s beliefs differ?

15. Enlightenment ideas spread • New ideas challenge society • People began to question “divine right” & class system • Church & government censored writers, banned books

16. New ideas reflected in literature and the arts • Movement of Baroque to Rococo • Heavy, bright, grandiose to light, charming, and elegant • Religious and military themed art to lighter topics • Popular in spite of Philosophes dislike Which of these paintings is baroque, and which is rococo? Jean-Frédéric Schall - Gardener in Straw Hat Portrait of Carl Gustaf Wrangel by David Klöcker Ehrenstrahl

17. Composers inspired by Enlightenment • Introduction of what we call classical music • Opera and ballet become popular all over Western Europe • Bach, Handel, Haydn, Mozart • Drawing of Mozart painting of • By Doris Stock, 1789 J.S. Bach • New literary form: the Novel • Growing middle class wanted stories in prose form • Daniel Defoe, Robinson Crusoe

18. Enlightened despots like the new ideas • Reform attempts by Frederick II • Prussian king from 1740 to 1786, absolute monarch • Allowed free press, religious toleration, reduced torture use • Catherine the Great’s response • She studied works of Philosophes & admired them • Religious toleration, reduction of torture, criticism of serfdom • More reforms by Joseph II • Traveled in disguise to get a feel for regular people • Like his mom(Maria Theresa), wanted to improve peasants’ lives • Religious equality for Protestants and Jews, abolition of serfdom • Many of his reforms were canceled after his death

19. Lives of the majority Three Peasants Engraving by Albrecht Dürer • Slow to change • Early 1700’s • Most people lived in country, didn’t hear new ideas • Late 1700’s • Enlightenment ideas started to spread to even the lower classes • Some people didn’t want change, just wanted stable lives • Others started revolutions to try to bring about social change

20. Questions to think about: • What did people opposed to the Enlightenment do to stop these new ideas from spreading? • Why did the philosophes want to share their ideas with the rulers of Europe? • Why was life so slow to change for many Europeans?

21. Objective • E. Identify the influences that spurred Britain’s rise to global power.

22. Birth of the American republic • Britain as a global power • Location- island, large navy= good position to control trade • Few restrictions on trade= good for business • Won wars against France • gained control of Spanish slave trade (later abolished slavery in their territories) • 1707= union of England, Scotland, & Wales (Ireland added later)

23. King George III • 60 year reign started 1760 • Placed his friends in important positions to strengthen his power • Got them to Parliament to gain support for his policies • Many of his policies did not work out well for him

24. Mid-1700s in American colonies • String of colonies on east coast of what would become US, not united or connected • Britain applied mercantilist policies to force colonists to buy from them and sell to them • Navigation Acts were supposed to regulate trade and production, (were not enforced) • Smuggling was so common that the colonists didn’t see anything wrong with it • Colonists were more diverse than in Great Britain, social lines were blurred • Colonists set up their own assemblies and practiced open and free discussion

25. Objective • F. Describe how growing discontent led to the American Revolution

26. Colonists unhappy with the situation • Various actions by Parliament and King George III were making colonists mad (taxes) • Colonists rebel • March 1770= Boston Massacre • 1773- Boston Tea Party • First Continental Congress met in Philadelphia to discuss options • Colonists declare their independence • April 1775= Revolutionary War started in Massachusetts • 1776= 2nd Continental Congress set up the Continental Army with George Washington in charge • Thomas Jefferson wrote Declaration of Independence, full of Enlightenment ideas • Life, liberty, pursuit of happiness Popular sovereignty= government by consent of the governed Adopted by Continental Congress on July 4, 1776

27. Objective • G. Identify advantages the British and the Colonist had during the American Revolution

28. American Revolution • Advantages: • Britain: better trained soldiers, huge navy, natural resources, support of about 1/3 of colonists and some Native tribes • Colonists: home court advantage, strong leadership, dedicated to winning their independence

29. France supports the colonies • 1777- Colonists won the Battle of Saratoga, France decided to join (so did other nations) • Washington held his troops together in dire circumstances • Treaty of Paris ends the war • 1781- French blockade of Chesapeake Bay forced British to surrender (Yorktown) • 1783- Treaty of Paris ended the war, forced Britain to recognize the United States of America

30. A new constitution • Articles of Confederation • Too weak, focused on states’ rights, not central gov’t • 1787- framers met to write new constitution (Washington, Madison, Franklin, etc.) • Huge impact of Enlightenment ideas • Took Montesquieu’s idea of separation of powers & checks and balances • Federal Republic- states within a nation, each with rights

31. Government as social contract (Locke, Rousseau) • elected president and legislature (could be replaced) • Bill of Rights guaranteeing certain freedoms • Became supreme law of the land in 1789 (over 220 years old!)

32. Symbol of Freedom • Our struggle for independence inspired revolutions in Latin America and France • Many other nations have constitutions that are based on ours! • Merica!!!

33. Questions to think about: • What Enlightenment ideas are found in the Declaration of Independence? • What advantages did the British have in the American Revolution? What advantages did the colonists have? • What Enlightenment ideas are found in the Constitution?

34. Crash course Revolutionary war and enlightenment

35. Standards • W.2 Analyze the principles of the Magna Carta (1215), the English Bill of Rights (1689), the American Declaration of Independence (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence. (H, P)

36. Objective • H. Identify major points from the Magna Carta, The Petition Of Right, English Bill Of Rights

37. Landmark Documents in English History • Magna Carta- “The Great Charter” • Magna Charta- the first document of limited government in England. • Created by the Barons to protect their wealth from the King. (but) • It did provide some protection for average British citizens. • King John signed the Magna Charta in 1215. • Some of the concepts found in the Magna Charta were placed into our own Constitution. (for example: protection from unlawful searches and seizures, and the right to a speedy trial by an impartial jury.)

39. Magna Carta

40. The Petition Of Right • Said king could no longer imprison or punish anyone but through lawful judgment of peers and by law of the land • No martial law in peace times • No requirement to shelter troops w/o consent

41. English Bill Of Rights • Written by Parliament to limit royal power. (King William III and Mary) • Passed by Parliament in 1689. • Some of the concepts from the English Bill of Rights were placed in our own Constitution including: the right to a speedy trial and freedom from cruel and unusual punishment.

42. Absolutism and Revolution (1550–1850) 1-2 The French Revolution Begins

44. Standards • W.4 Draw evidence from informational texts to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire. (C, H, P)

45. Objective • I. Describe the social structure of the old regime in France

46. On April 28, 1789, unrest exploded at a Paris wallpaper factory • In 1789, France faced not only an economic crisis but also widespread demands for far-reaching changes. • First estate=clergy • Second estate=nobility • Third estate=everybody else

47. The Clergy The Catholic Church owned about 10% of the land and paid no taxes Bishops were usually nobles and very wealthy They were part of the First Estate

48. The Nobles 2nd Estate Many had important government jobs Many hated the monarchy, but it was better to be associated with the rich than the poor

49. The Third Estate Numbered about 27 million people (98%) The bourgeoisie was the middle class( lawyers, doctors, journalist, professors, and skilled workmen) 9 out of 10 were rural peasants