UNIT+3+--+AN+ENLIGHTENED+WORLD+OR+AN+AGE+OF+ENLIGHTENMENT?


 * OBJECTIVES:**
 * 1) Explain connections between the Enlightenment and its antecedents such as Roman republicanism, the Renaissance, and the Scientific Revolution.
 * 2) Explain principal ideas of the Enlightenment, including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education.
 * 3) Assess the impact of Enlightenment ideas on the development of modern nationalism and democratic thought and institutions.
 * 4) Analyze connections between Europeans’ growing knowledge of other regions of the globe and the development of new concepts of universalism, toleration, and world history.
 * 5) Describe ways in which Enlightenment thought contributed to reform of church and state and assess the reform programs of absolutist monarchs of Central Europe and Russia.
 * 6) Explain how academies, salons, and popular publishing contributed to the dissemination of Enlightenment ideas.
 * 7) Analyze Portuguese maritime expansion to Africa, India, and Southeast Asia and interactions between the Portuguese and the peoples of these regions.
 * 8) Explain the founding and organization of Spanish and Portuguese colonial empires in the Americas and Southeast Asia and assess the role of the Catholic Church in colonial administration and policies regarding indigenous populations.
 * 9) Assess ways in which the exchange of plants and animals around the world in the late 15th and the 16th centuries affected European, Asian, African, and American Indian societies and commerce.
 * 10) Analyze why the introduction of new disease microorganisms in the Americas after 1492 had such devastating demographic and social effects on American Indian populations.
 * 11) Assess the effects that knowledge of the peoples, geography, and natural environment of the Americas had on European religious and intellectual life.
 * 12) Continue analyzing and interpreting primary source documents using APPARTS.

//**__Please Note__:** Just because we have begun a new wiki page, we are still answering the question "How did the West win?" We just needed to have a fresh start because the previous wiki page was getting too long, and we have so much more to explore, so please do not forget everything you have learned.//


 * || After spending the past week exploring the intellectual and political landscape of Europe, it's now time to take a trip to a warmer climate. I know, I know, we would love to go to Tahiti, too, but we have a place in mind that is equally tropical and much more exciting at the moment. Before we land on the tropical island of Haiti in 1700, we need to contact the first European who set foot there 200 years or so earlier. You may have heard of him, his friends call him Chris. Let me crank up my iPhone and see if I can reach him. He would have loved to have one of these. It would have saved him a lot of frustration.



Ring...Ring...//"Bongiorno!"// (Remember, he was Italian.) //"Whoever 'dis is,// //I don't care what you say. I know I discovered a route to India. I just wanna' m////ake// //dat straight from the beginning."//

I can't believe it worked..."Ahem, Bongiorno, Signor Colombo, I love your hat, and where did you get that kickin' jacket?"

//"Wait! You can see me? This isn't fair. You people from the 21st century// //have a much greater technological advantage than I had. Hold on for a minute..."//



"Wow! That's quite a makeover you had, Cristobal."

//"Some of us have an image to maintain. Why did you call me, huh?"//



"I just wondered how it felt to go from being one of the most revered figures in history to one of the most despised figures?"

//"I beg your pardon?"//

"Yeah, people pretty much hate you now."

//"I have no time for this. I can't believe I dyed my hair for the likes of you." Click!//

"But wait! I wanted to ask you what it was like to step on the island of Hispaniola for the first time and why you decided to make it a colony?"

Oh well! Since I lost our connection to Christopher Columbus, I guess I will have to ask you a similar question: || //While kayaking in the Yellow Sea, you encounter an undiscovered island populated by a primitive indigenous community. Although they live in primitive houses and engage in hunting, gathering and subsistence farming, they have developed a rich culture, a strong oral tradition, and a sustainable environment. The island itself contains several valuable resources: several kilometers of white beaches, an area that would be easily converted into a modern port, and most importantly, oil and minerals. What would your next move be?//

Take the next five minutes to discuss this question with the people around you. Your team leader will share your team's response when the time comes.

Something tells me that you had different ideas than our long lost friend, Cristobal. Let's take a moment now as a class and see what Columbus and the thousands of Europeans who came after him did when they discovered islands much like the one you found in the Yellow Sea. media type="custom" key="1904511"

Predict what sorts of problems or challenges could stem from the colonialism model with your team. Your team leader will share your team's response when the time comes.




 * || ==Do you feel "enlightened" yet?==

Europeans did not limit themselves to understanding the natural world. They also began asking questions about their social and political world. By 1700, most parts of the world fell under "**absolute**" rule in one form or another if they had attained any type of development. This meant that the military, taxes, and judicial functions of a society were managed by a centralized ruling authority symbolized by a king. The following interview helps elaborate on this more simply:

"Your Magnificent, Most Benevolent, Lord Protector Brightman?"

"Yes, Subject Spivey."

"Why am I your most humble and loyal servant?"

"Normally, I would not lower myself to answer such a question from the likes of you."

"Please indulge me, your Grace."

"Our empire has established a code of rules that you must follow or you will be subject to fines, imprisonment, beatings, loss of limbs, or death. Those rules have given me the authority to rule you as God rules us all. If you and a number of your fellow subjects choose to question this authority and break the law, I have an army loyal to me that will remind you of your place in our society and remove you from it if necessary. To help me enforce these laws, maintain this army, and demonstrate that I am worthy of your loyalty and obedience, you must spend a majority of your time in labor that will help you pay taxes to me so that I can uphold this great nation of ours. Now, if you will excuse me, I have a Royal Gala commemorating me and Rain will be singing our national anthem any second. It's a pity you can't make it."

"But..."

"Guards, please escort Subject Spivey back to his swine farm..." ||

Before we can examine the Enlightenment in more depth, we need to actually learn something about it. Here is another solid analysis from our friends at Washington State University. Read the first part to gain a grasp of the time period. Be sure to take notes on the key terms, figures, and events mentioned during your reading.




 * Homework:** Read "The Enlightenment" p. 1-6 and take notes. Be ready to discuss it in class. You may want to print this out for yourselves since you will not have your MacBooks over the Chusok Break.

Enlightenment Family Homework Assignment
Over the Chuseok holiday, we would like you to maximize your time with your family by considering some of the key themes from the Enlightenment more deeply with your family members. Please read "Document 1" by Immanuel Kant and prepare to discuss it with your family. The following assignment will be due for homework the Tuesday (B Block) or Wednesday (D Block) after the break in class. You will need to plan ahead and make time with your family to complete this assignment, so do not wait until the last minute. The handouts have been given to you in class, but they are posted here as well in case you misplace them.





Have a great break! I hope you feel more enlightened upon your return.

The Age of Enlightenment
Also known as "The Age of Reason," the Enlightenment sought to break down all the barriers from the past that had inhibited human potential--namely monarchs and church officials. This thinking changed Europe and the world forever. You have already read about the beginning of this movement, but it has been awhile, so let's reinforce it with a movie and quiz.

Let's take time now to review that difficult reading you all did before the break. In your new teams, you will take one section of the reading and create notes for yourselves and your classmates on the board to present to the rest of the class. This chart will help guide us through the beginning of the Enlightenment.

Now that you are more enlightened, we will have some fun. The rest of the class will be devoted to "Building a Nation." Read and follow the directions below for the rest of the class period.

Building a Nation

Homework: Finish the Enlightenment packet reading p. 7-13. Take notes on your reading and come prepared to class with questions.

Follow-up Discussion Questions:

1. What was the philosophe movement? (7) 2. What was absolutism and why were people fighting monarchs at this time? (7) 3. What were the three common themes of the philosophe movement? (7-8) 4. What were the three central ideas of the philosophe movement? (8) 5. What were Voltaire's two specific philosophical projects? (8) 6. Why was Voltaire so critical of religion? (9) 7. Why was Diderot's //Encyclopedie// such a groundbreaking work? (9) 8. Why did Montesquieu believe that the British constitution was the best form of human government? (10) 9. What are the recommendations that Adam Smith made to develop modern economies? (10) 10. How did Cesare Beccaria propose reform to the justice and penal system? (11) 11. What does Rousseau argue is the difference between being uncivilized and civilized? (13) 12. What was Rousseau's version of the social contract? (13)

Enlightenment Discussion Question Answers B

Enlightenment Discussion Question Answers D

The State of Nature and Our Place within It
One of the common themes you will find between three of the featured thinkers we have been studying is this idea of the "state of nature" and how man was before societies were formed. This idea may still be hazy for us, so now we will take a look at what these thinkers believed about the Laws of Nature prior to the start of civilization. Brace yourselves; this reading will require focus and concentration. Take your time and put your interpreter's hat on when reading these sources.

Questions for Thomas Hobbes' //Leviathan//
1. What is "the condition of man" in nature according to Hobbes? Based on this condition, what do all men aspire to gain? 2. What is the "first fundamental law of nature" and "the right of nature?" Do you believe these two "laws" flow logically from one to the other? 3. In order to achieve peace within society, what must men do according to Hobbes? What source does Hobbes quote to reinforce his theory? Is his argument convincing? Why or why not? 4. Are Locke and Hobbes stating the same argument? Which argument is more convincing?

Questions for John Locke's //Two Treatises of Government//
1. What "power" does every man have "in the state of nature?" What "laws of nature" are we subject to as human beings? Why do we give up this "power" when we enter society? 2. While humans give up their "power" "in the state of nature," Locke states that humans still retain power within society. They only relinquish power to secure three core values for all. What are these three core values? Who has the right to secure them? 3. What four basic principles does Locke stand by in the establishment of government? Are these the most important? Why or why not? 4. Do you agree or disagree with this treatise? 5. Regardless of whether you agree or not, why do you think this was so groundbreaking?

Now, that we have actually considered the idea of "the condition of man...in the state of nature," let's try to apply our own definition of natural law to our social contracts. In your teams, revise your social contracts and flags based on what you have learned from these readings, primary sources, and your own thinking and reflection.

Homework: Study your Enlightenment notes.

//The Philosophe// Starring __YOU!__
Before we begin, please consider Professor Paul Brians' assessment of the Enlightenment's legacy for us:

//Today the Enlightenment is often viewed as a historical anomaly, a brief moment when a number of thinkers infatuated with reason vainly supposed that the perfect society could be built on common sense and tolerance, a fantasy which collapsed amid the Terror of the French Revolution and the triumphal sweep of Romanticism. Religious thinkers repeatedly proclaim the Enlightenment dead, Marxists denounce it for promoting the ideals and power of the bourgeoisie at the expense of the working classes, postcolonial critics reject its idealization of specifically European notions as universal truths, and postructuralists reject its entire concept of rational thought.//
 * [|The Heritage of the Enlightenment]**

//Yet in many ways, the Enlightenment has never been more alive. The notions of human rights it developed are powerfully attractive to oppressed peoples everywhere, who appeal to the same notion of natural law that so inspired Voltaire and Jefferson. Wherever religious conflicts erupt, mutual religious tolerance is counseled as a solution. Rousseau's notions of self-rule are ideals so universal that the worst tyrant has to disguise his tyrannies by claiming to be acting on their behalf. European these ideas may be, but they have also become global. Whatever their limits, they have formed the consensus of international ideals by which modern states are judged.//

//If our world seems little closer to perfection than that of 18th-century France, that is partly due to our failure to appreciate gains we take for granted. But it is also the case that many of the enemies of the Enlightenment are demolishing a straw man: it was never as simple-mindedly optimistic as it has often been portrayed. Certainly Voltaire was no facile optimist. He distrusted utopianism, instead trying to cajole Europeans out of their more harmful stupidities. Whether we acknowledge his influence or not, we still think today more like him than like his enemies.//

Over the past two weeks, you have challenged yourself and your parents to determine whether you are indeed "enlightened" or living in an "age of enlightenment." You have studied this time period, its philosophers, and their works. You have drawn up your own social contracts, revised them, and published them for the world. Now, we need you to demonstrate one of the key components of the Enlightenment so that we can collectively grasp this period and its impact and later consider whether the Enlightenment is a "Finished or Unfinished Project." (Lloyd Spencer, //Introducing The Enlightenment//. p. 172-3.)

In your Enlightenment teams, you will tackle one aspect of the Enlightenment and communicate it for us through film. This must not simply be a film of you explaining your concept to the viewer, you and your team must show the viewer the concept through some type of visual presentation using iMovie. Each film must be at least **three minutes** and no more than **five minutes** in length. Please try to work through the following process when developing your movie project.


 * Choose a topic that you understand. If you are unsure about your topic, please confirm your understanding as a group with your teacher before proceeding.
 * Be creative. You are visually representing one of the most imaginative and thought-provoking eras in human history. Don't feel intimidated, but also match your own creative energy with the philosophes you are portraying in film.
 * Get comfortable with iMovie during this process. We are assigning you this project not only as a way to enhance your understanding of the Enlightenment but also to acquaint you with iMovie. Start playing with iMovie before you start this project so that you can use it effectively and with as little frustration as possible when putting your project together.
 * Collaborate effectively with each other so that the work and performance is divided equally. Since we will have half days during this project, you will need to make time to meet with each other after school to complete this project. It is your responsibility to coordinate this with each other and cooperate when doing so.

You will need to delegate the following roles for this project:


 * Screenwriter:** Writes the script with collaboration from other team members.
 * Director:** Develops the storyboard and films the movie in collaboration with other team members.
 * Editor:** Edits the movie in collaboration with other team members and publishes it on Wikispaces.
 * Actors:** Every team member needs to act in the film in some capacity.



__**Possible Topics for your Films**__

You may choose any of the following topics when producing your films. Challenge yourselves and think creatively about your topics when transforming them into motion pictures.


 * Human History as a History of Progress
 * Empiricism
 * The State of Nature (Hobbes', Spinoza's, Locke's and/or Rousseau's may be portrayed)
 * Descartes' //Discourse on Method//
 * Deism
 * Tolerance
 * Reason vs. Religion
 * Montesquieu's //Spirit of the Laws//
 * Smith's //Wealth of Nations//
 * Beccaria's //On Crimes and Punishments//
 * The Social Contract

Your script, storyboard, and films will be due in class on October 7th (B) and October 8th (D) on your team's wikilink.



Writing an Outstanding Essay Response on a World History Exam
You guessed it! We have a test coming up in World History, and it will be an essay test based on the units we have studied up to this point. We realize that you may not have formal essay writing training to date, so today we will devote much of the period to preparing you for this endeavor. This will be the format you need to follow for every essay test you have this year, so if you don't master it this time around, don't worry. You will have future opportunities to do so.

For today's discussion, we will be considering the following practice question, so please refer to it when practicing throughout this lesson.

Step #1: Understand the Question
This may sound silly, but oftentimes, students get tunnel vision when they take an exam. They have stayed up so late cramming that their brains stop functioning, and they get in such a hurry to write that they do not take time to fully comprehend the question and just spew out every fact they have memorized in their head about one concept in the question. This merely demonstrates to a teacher that you know how to regurgitate memorized facts; it shows no sense of critical thinking or analytical skills, which are the most important traits teachers want to assess in a world history class.

Before you write one single word in response to a question, break it down in your own words. Take time now to restate the question above in your own words to ensure that you understand what it is asking.

Step #2: Prewrite
At this point in your career, at least one of your English teachers has taught you a prewriting strategy to help get your brain focused on a writing prompt. Some popular ones include brainstorming, graphic organizers, T-charts, and Venn diagrams. After you have made sure you understand the question, choose a prewriting strategy that works for you and let your mind unleash all the facts you know about the question. Try to organize these informational gems as much as possible during this process without stifling your mindflow. Do this for a couple of minutes until you feel that you have included all the most significant facts in your memory related to the question. Take two minutes to do this now with the question above.

Step #3: Thesis
Once you have understood the question and conducted a brief prewriting session, you must develop the most important aspect of the essay: the thesis. I cannot stress enough how important your thesis statement is to the success of your essay. For those who have never been taught what a thesis is, it tells your reader what you plan to prove in your essay. The format for every historical essay test you will write is **persuasive argument**. Every time we give you an essay test, we expect you to persuade us to agree with your thesis based on the argument you make in your essay. The thesis will tell us exactly what you plan to persuade us to believe through your argument in your essay. Now, look back at your prewriting and compose a thesis statement that you can support with that evidence.

Step #4: Outline
Most students hate this I realize, but we can always tell the difference between strong and weak essays when we see that a student has organized his or her thoughts before actually writing an essay. While many of you have been taught the traditional roman numeral outline format, this is unnecessary for an essay exam where time is crucial. Using your thesis as your guiding light, simply take the prewriting you just conducted and organize it in a way that will allow you to effectively persuade us to believe your argument. Only include evidence from your prewriting that will support your thesis. Try to place the most important evidence first and work your way down the list until you have exhausted your argument. Make sure that these ideas will flow smoothly together once you begin writing. There should be a relationship between all items that appear next to each other in an outline. Take a few minutes now to organize your prewriting into an outline that will allow you to prove your thesis effectively in a persuasive argument.

Step #5: Introduction
Although the four steps above may seem time-consuming to conduct during an essay exam, the process will help the essay write itself once you master it. Instead of stopping and starting your writing continuously to gather your thoughts, they will already be organized for you so that you can concentrate on expressing them clearly and smoothly to prove your point. As you have probably learned in your English classes, every essay must have an introduction; you have to start somewhere, right? On an essay exam, the introduction allows you to acquaint the reader with your topic and present your thesis. With your introduction, you need to hook your reader so that he or she wants to actually read your essay, give a very brief background about your topic, summarize your argument, and wrap it neatly around your thesis statement at the end of the paragraph. Teachers often disagree with each other about where the thesis should be placed in the introduction: beginning, middle or end. This year, we are requiring all 9th graders **to place the thesis statement at the end of their** **introductory paragraph.**

Step #6: Body
No, we are not talking about PE class, but you do "have to feed the body to feed the mind." Your body paragraph or paragraphs will give you the opportunity to convincingly persuade your reader that your thesis is undeniably right. "Evidence, evidence, evidence" must be your mantra in the body paragraphs. When you present a piece of your argument within a body paragraph, you need to reinforce it with as many specific examples as possible to drive your point home. Probably the main reason students do not perform as well as they hope on essay exams is because they do not support their arguments well enough in the body of their work. Besides concrete examples, body paragraphs do not really differ from introductory paragraphs, you still need to have a topic statement that sets out to prove one or more components of your thesis statement. Each body paragraph needs to continue to hold the reader's attention as you transition from one idea to the next, and you need to reinforce the main idea of your paragraph with a concluding statement that you can hopefully make an easy transition from in the next paragraph.

Step #7: Conclusion
You are almost there. You have five minutes left to dazzle your reader with a knockout punch. You must finish as strongly as you began. Everyone loves a happy ending, so give it to them. Thankfully, writing the conclusion should be easier in many ways than starting your essay. Simply follow the same formula that you have used for every other paragraph thus far. The main goal of a strong conclusion is to reinforce your thesis statement and leave the reader with a closing thought that challenges him or her to think more intensely about your argument. Again, it does not matter if your thesis appears at the beginning, middle or end of your conclusion as long as you rephrase it so that it is not verbatim from your introduction. Try to leave enough time to summarize your argument in multiple sentences before leaving your reader with a flourish of brilliance before time is called.

Step #8: Proofreading
Okay, we realize that you may not always have enough time to do this depending on the limits of the exam, but ideally, you should try to use the last five minutes of an essay exam proofreading your essay and correcting careless errors and clarifying any vague points you made along the way. This may allow you an opportunity to strengthen a weak body paragraph with an additional example or rephrase a topic sentence that does not make as much sense now as when you wrote it a few moments ago. Hopefully, you will use your time efficiently enough to leave yourself this space to perfect your essay one last time before submission.

MID-QUARTER 1 STUDY GUIDE
The Mid-Quarter Test will be on October 7th and 8th depending on your class. Use the following study guide to help you prepare for the exam. Remember that the exam will be in essay format, so memorizing dates, places and names may not help you so much if you cannot explain what they mean in a critical and analytical way.