UNIT+2+--+HOW+THE+WEST+WON

Objectives:
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 * 1) Explain connections between the Scientific Revolution and its antecedents such as Greek rationalism, medieval theology, Muslim science, Renaissance humanism, and new global knowledge.
 * 2) Explain the cultural, religious, and scientific impact of astronomical discoveries and innovations from Copernicus to Newton.
 * 3) Analyze the importance of discoveries in mathematics, physics, biology, and chemistry for European society.
 * 4) Explain the development and significance of the “scientific method.”
 * 5) Explain the importance of royal societies and other international networks in disseminating scientific ideas and methods.
 * 6) Account for the coexistence of the new scientific rationalism with traditional learning and practices such as astrology, magic, and witchcraft.
 * 7) Juxtapose the Protestant Reformation and Counter-Reformation in Europe and explain prominent philosophies of this era.
 * 1) Analyze and interpret primary sources using APPARTS.

India

 * The Moghul Empire was already in the midst of a steady decline during this era.
 * The Muslim Moghuls had always been able to maintain power by allowing Hindus to serve in the government. When Aurungzebe assumed the throne and began an anti-Hindu campaign, he shook the stable pillar upon which his power rested and loyalty toward the Moghul throne wained.
 * Hindus threw their support behind the Deccan sultans in the north and made it impossible for Aurungzebe to unite the north and south of the country. Upon his death in 1707, a power struggle ensued to take hold of what remained of the empire.
 * False Security: geography, huge population, and religion. Reality: too much diversity and lack of popular loyalty for the central government.
 * Overtaxation impoverished the general population.
 * Mismanagement of wealth: Taj Mahal for example.
 * The Portuguese, British and French had all been staking claims in port cities on India's west coast. Although they did not directly contribute to the decline of the Moghul Empire, their strength and presence made them convenient successors.

China

 * The end of the Manchu conquest ushered in a period of peace and prosperity during the Ming Dynasty. Although the arts and scholarship reached new heights from a Chinese perspective, they were very conservative intellectually. They looked to the past rather than the present.
 * Tribute system: Established power over dominion and neighbors through collecting symbolic gifts in exchange for more valuable gifts to prove how dominant the mother country was. China extended its tribute system again during this time to Tibet, Korea, Indo-China and Burma.
 * Self-reliance = no major trade with outside regions. Foreign traders were limited to only a few ports and not allowed to mix with Chinese society.
 * Technology allowed maintenance of power within borders. However, the Chinese did not seize on the gains they had made in weaponry (gunpowder) and sailing to gain an advantage against the Europeans.
 * Goal: Expand and control borders to create one people.
 * Challenges: Inability to navigate foreign cultures and gain technological advantage made them vulnerable to outside challenges when Europe became crazed for Chinese goods.

Middle East

 * A slow, steady decline
 * Internal weakness based on power struggles with regional //pashas// and the //Caliph,// which made it difficult to raise taxes.
 * Lack of taxes led to corruption at the regional level, which meant the Caliph had a hard time maintaining a strong, loyal army. This led to constant power struggles within the central Caliphate. Increased employment of Europeans in the army and navy signified this decline and weakness.
 * No technological advances occurred during this time and the Caliph began relying on European technology, especially in the military.
 * The rise of the Safavid family in Persia created a rival to the Caliph. Persians were traditionally Shi'ite Muslims and did not recognize the authority of the Caliph because the Caliph was the symbolic leader of Sunni Muslims. The advent of this rival dynasty forced the Ottoman Empire to fight a two-front conflict with the Europeans to the west and the Persians to the east. The Persians were also locked in a two-front war at times between the Ottomans to the east and the Mughal Empire to the south.

Africa
//*Slavery in some shape or form was widely practiced in all civilizations prior to the African slave trade. However, the introduction of the Atlantic slave trade introduced new benchmarks for slavery; this became the first time that slaves were determined by race rather than other factors such as prisoners of war, religion, or established social class.//
 * Divided geographically by the Sahara desert: North is controlled by Ottoman Empire and South is largely tribal. In addition to geographical separation by this massive desert, the internal areas of Africa were largely inhospitable for major development because of unnavigable rivers and dense jungles.
 * Any unity that existed was centered just south of the Sahara in western Africa around salt and gold trade with Muslims in North Africa. Ghana and Mali, in particular, were extremely wealthy kingdoms with significant cultural achievements, but they declined long before the era under study.
 * There is little evidence of contact with other civilizations. Any major technological developments appear to have been brought to sub-Saharan Africa rather than taken from the civilizations there.
 * Evidence of formal education and prestige only existed in northern Africa.
 * Slaves became Africa's only major world export in this time period. While this trade did enhance the wealth of some tribal societies, it inevitably robbed sub-Saharan Africa of its strongest, most able-bodied human resources and further inhibited its potential.*
 * So little was known about Africa that it was mainly considered a nuisance because it prevented Europe from reaching India and the spice islands more easily.

The Americas

 * All of the major indigenous civilizations present in the Americas upon the arrival of the Spanish (the Mayans, Aztecs and Incas) were not developed enough to make an impact on the world. Their brutal religious practices, disloyal subjects, isolation and lack of advanced technology made them relatively easy prey for the Conquistadors. Much of their legacy today stems from the crops they cultivated which later became wildly popular around the world: corn, potatoes, squash and chocolate.
 * The Treaty of Tordesillas established the Line of Demarcation around the globe, giving Spain the right to conquer all lands west and Portugal the right to conquer all lands east of it. This allowed Spain and Portugal to take the lead in exploring and colonizing the Americas, Africa and Asia.
 * Indigenous populations sharply declined due to contact with Europeans, largely because of infectious diseases, weapons, and advanced technology. The Europeans required labor to develop and maintain a healthy trade of new, valuable commodities such as sugar, tobacco, rice, cotton, indigo, and other desired crops. With the rapid decline of the native people, they turned to African slavery to supply their labor.
 * Different philosophies entered into the development of the Americas as more and more Europeans began staking claims there. Major differences arise when national and private interests converge in the growth of the Americas. Rivalries from continental Europe begin to cause major conflicts in the Americas.
 * The opportunity for economic and religious freedom also draws people from all western European countries to eclipse the situations they were born into at home.
 * By 1700, only a fraction of the Americas had been fully explored.

Russia

 * Power had always consolidated in Russia behind the princes of Muscovy who had the support of the Orthodox Church. One famous Muscovite, Ivan III (a.k.a. Ivan the Terrible), helped Russia expand considerably leading into this era.
 * Peter the Great later continued these gains and introduced sweeping reforms to Russia by looking towards his European neighbors to the west. His program of "westernization" brought dramatic changes to Russia, especially to the ruling classes. He established a new capital in St. Petersburg, introduced European technology to Russia and annexed new trading opportunities through claims to Baltic waterways.
 * Despite territorial growth and a new cultural outlook, Russian society at-large barely felt the impact. All changes stemmed from authoritarian rule, as it always had in Russia, even in economic endeavors. The inability for a merchant and industrial class to take form inhibited Russia's development.
 * The serf class actually expanded during this era. Over 2/3 of Russians were peasants under firm control of their owners. This ratio would not give Russia the opportunity to fully capitalize on its gains at this time.

How did Europe come to dominate all these other dynamic civilizations?
In a word, incentives. They had more incentives than the other civilizations did to dominate and lead the world at this time, creating a Western empire that still holds sway over the globe today. Wait, we probably better explain what we mean by incentives.



**"So an incentive is a picture of you, Mr. Benjamin Franklin?"**



**"Ah, I think I am starting to get it. What you are trying to say is that you are a motivation tool so that people will try and work hard to get you. Is that correct?"**



**"That is a good idea, Ben. Thanks!..."**

Activity #1
Now that we have established what motivates us as students, lets think about what motivates great civilizations. Go back up towards the top of the page and review the lecture notes. Go over the different regions and to the best of your ability answer the question, "What is the incentive for each of the regions/civilizations above?" You may work with a partner on this task. Remember to write in complete sentences. It is also acceptable to talk to regional experts and get a couple of ideas from them (for you to analyze of course).

Activity #2:
Consider the European world as best you can. What do we know about their civilization during the 1700's? Before we start any research let us impress ourselves as a class and see how much we already know. Let's use factors of analysis so that we can have a clearer picture.


 * FACTORS OF ANALYSIS**
 * Science/Technology
 * Government
 * Religion
 * Economics
 * Trade
 * Culture/Art
 * Military Strength
 * Philosophy
 * Social Hierarchy
 * Laws
 * Resources
 * Foreign Policy and Interaction

Now that we have broken down the state of Europe, what could be some of its incentives for the future?
Homework: Read the following chapter on "The Scientific Revolution." Be ready to discuss the key figures, events, and themes and bring questions.

Why the Scientific Revolution?
Before we continue, let's look at Europe's many motivations that would to push them as potential frontrunners by the early 1800's.
 * What was the incentive for expanding?
 * What was the incentive of the church?
 * What was the incentive of the monarchy?
 * What was the inventive of European sailors?
 * What was the incentive of the common people?
 * What was the incentive of scientists?
 * Out of all of these powers that thrusted Europe forward, which one is the strongest and why?

After long deliberation by your teachers, the single most important factor is the **Scientific Revolution**. Why is this? Discuss the reading.

While it is important to understand a historian's point of view of the Scientific Revolution, it is also necessary to look at the figures of the time period and understand their ideas and thoughts. One must remember that these were the biggest rebels of the time period. They shook the foundation of Europe and made many people question the way life was, a very important step for mankind. The Scientific Revolution was a process of thought that took over 200 years to fully develop. Now, we will try and understand the hardships that these rebels had to go through. In examining this situation, we will look at both **primary** and **secondary sources**.

How to Read a Primary Source Effectively: APPARTS
The following strategy is adapted from Advanced Placement (AP) History courses to help students interpret primary sources more effectively. If you begin looking at primary sources in the same way, you will become more successful in analyzing and synthesizing primary sources in this class and social studies classes in the future. Please commit this mnemonic device to memory.


 * A**uthor: Who created the source? What do you know about the author? What is the author’s point of view?


 * P**lace and Time: Where and when was the source produced? How might this affect the meaning of the source?


 * P**rior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source?


 * A**udience: For whom was the source created and how might this affect the reliability of the source?


 * R**eason: Why was this source produced at the time it was produced?


 * T**he Main Idea: What point is the source trying to convey?


 * S**ignificance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.

Discourse on Method APPARTS

Together, we will use this strategy to analyze a primary source from the Scientific Revolution. Then, it will be your turn!

Activity #3 KIS Radio Podcast:
You and a partner will create a radio show based on the primary and secondary source you have read. The format will have one radio show host/interviewer and the writer of the primary source. For example, MC Mr. Brightman will be interviewing Sir Isaac Newton (Mr. Spivey). You will use GarageBand on your MacBook to complete the assignment. Your podcast interview will be completed over the next two class periods. Please be ready with your homework so that you may make the most of your class time with your partner.

1. Read and analyze your primary/secondary sources as an individual. Once you are done deciphering your assigned work, discuss your analysis with your assigned partner. If you lose your source, it will be on one of the following two links.

http://historyteacher.net/APEuroCourse/DocPackets/DocPkt-ScientificRevolution-1.pdf http://historyteacher.net/APEuroCourse/DocPackets/DocPkt-ScientificRevolution-2.pdf

2. Read or watch all of the following links on how to make a podcast. http://learninginhand.com/podcasting/create.html

How to record your podcast and send it to iTunes http://www.screencast-o-matic.com/watch/cijFjTyF

How to change your settings on iTunes to make sure your podcast becomes an MP3 file http://www.screencast-o-matic.com/watch/cijv0Uau

3. Start to write your script. Your script may be as creative and entertaining as you wish, but you must convey the main ideas of your primary source to your listeners. If they cannot comprehend the main themes of your primary sources, then your podcasts will not be effective. When scripting out your podcast, please ensure that it meets this criteria. Also, make sure that it is an exchange between both speakers and not a monologue by one person. Both partners must play a significant role in the script.

4. For homework, you will continue writing your script, which will be due next class. Please have it typed or neatly written so that you can start podcast production promptly at the beginning of class.

To further understand the primary source documents, we recommend you finish the reading about The Scientific Revolution that you began at the beginning of this unit. There are two additional readings that round out the discussion here:

http://www.historyguide.org/earlymod/lecture11c.html http://www.historyguide.org/earlymod/lecture12c.html *

5. You will start to produce your podcasts in class and will continue for homework. Podcast are excepted to be anywhere from 5 to 10 minutes in length. If you want to include commercials, opening music, or other forms of radio media you are totally welcome to. You have done a lot of the leg work and now is the time for you and your partner to have fun with this. Use all the time that has been allocated to you for this project wisely. Remember that we are looking for quality and not necessarily quantity. For more on expectations download the rubric from below.

6. After completing the podcast you will need to embed them to this wikispace on your class page and then under your group name. You will need to upload your podcast to http://www.podomatic.com/ or http://www.imeem.com/. After uploading, you will be able to embed your work. If there are any questions please refer them to your teacher.







The Protestant Reformation vs. The Catholic Reformation
One of the reasons that Scientific Revolution philosophers faced such fierce resistance from leaders of the Catholic Church was because of other movements happening at the time that challenged Church authority. Over several centuries, the church had become corrupt and resistant to change. In the following reading from ABC-CLIO, you will be introduced to the philosophies of prominent Protestant activists (notice how "Protestant" derives from the word "to protest" = protesting against the Catholic Church) and their desire to reform the Catholic Church while also considering the Catholic Church's view of this movement and their attempts to "counter" this protestant reformation movement. Some key ideas and figures to identify and define in your reading in terms of these movements are as follows:

John Calvin, //Calvinism// Ulrich Zwingli John Knox King Henry VIII Peace of Augsburg Pope Leo X Pope Paul III Council of Trent**
 * Martin Luther, //95 Theses//

Readings:
Log-in to ABC-CLIO: Username: kis Password: welcome

[|Protestant Reformation Overview] [|The Reformation Reading] [|The Counter-Reformation Reading]