Unit 6: The Scientific Revolution and the Enlightenment
"Cogito, ergo sum."
René Descartes 1596 - 1650
"Cogito, ergo sum."
René Descartes 1596 - 1650
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Primary Source Readings
In order to complete the unit curve packet and in order to prepare for class assignments are discussions, please read and complete the 6cs reading analysis sheet for each of the following readings: 
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Chapter 14 & 18 Readings
Nightly reading assignments are required and are due at the start of class. Please follow the nightly homework model below: Please have the follow pages read by the start of classtime: Thursday: 12/09 Chapter 14 -- Pages 449 to 462 Thursday: 12/11 Supplemental text -- "Shaping The Public Sphere", see below link Tuesday: 12/16 Chapter 18 -- Pages 590 to 623
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Unit Curve Packet
The unit curve packet is due on test day and they are graded complete or incomplete. Every unit curve is worth 25 points on the summative unit assessment.
The unit curve packet is due on test day and they are graded complete or incomplete. Every unit curve is worth 25 points on the summative unit assessment.
| the_scientific_revolution_and_the_enlightenment_unit_curve.docx |
Unit resources and PowerPoints
Please ensure that you keep copies in your notes of all unit lecture, study guides, and supplemental resources provided below:
Practice Quizzes: See all quizzes on the Scientific Revolution and the Enlightenment (Follow the link below)
http://www.historyteacher.net/APEuroCourse/EHAPQuizMainPage.htm
Please ensure that you keep copies in your notes of all unit lecture, study guides, and supplemental resources provided below:
Practice Quizzes: See all quizzes on the Scientific Revolution and the Enlightenment (Follow the link below)
http://www.historyteacher.net/APEuroCourse/EHAPQuizMainPage.htm
| the_scientific_revolution__enlightenment.pptx |
| 18th_century_europe.pptx |
| unit_2_test_absolutism_sci_rev_enlightenment.doc |
| lecture_10__the_scientific_revolution_1543-1600.pdf |
| unit_6_outline-1.doc |
| chapter_14_notes.docx |
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Unit Assignments
Lesson #1 The Scientific Revolution Objective: For students to be able to understand the major individuals, movements, and events of both the Scientific Revolution and the Enlightenment periods within Europe. Students will note how the political, societal, and cultural changes that took place during this period have changed multiple interrelated systems, such as science as practice and not science as philosophy.
Lesson #2 The Scientific Revolution Film Analysis
Objective: Students will be able to understand and analysis the wider implications of the Scientific Revolution and the Enlightenment by noting the basic scientific, political, societal, and cultural changes that took place during this period and analyzing the impacts that those changes had on Europe between 1600 and 1700.
Lesson #3 Picturing a Worldview
Objective: Students will be able to analyze art and drawings from the scientific revolution to assess the role that art played in demonstrating the changing theories of that time. Students will use three primary sources and a time line to develop a better understanding of how and why the scientific revolution played a major role in world history.
Lesson #4 Enlightenment Ideas "New vs. Old"
Objective: For students to be able to understand the major individuals, movements, and events of both the Scientific Revolution and the Enlightenment periods within Europe. Students will note how the political, societal, and cultural changes that took place during this period have changed multiple interrelated systems, such as science as practice and not science as philosophy.
Lesson #5 Scientific Revolution and Enlightenment Salon Performance-based Assessment
Objective: Mr. Middleton’s AP European History students at ACE Charter High School will participate in a research project and interactive program entitled “The ACE Enlightenment Salon.” Each student will sign-up for a famous Enlightenment figure, and your assignment is to research that individual as thoroughly as possible, learning everything that you can about his/her life, beliefs, values, statements, dress, habits, and accomplishments. You should know your character in detail as much as possible.
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Sample FRQs for the Scientific Revolution and the Enlightenment
The Scientific Revolution (1978) "Nature and nature's lasws lay hid in night. God said, "Let Newton be," and all was light." The couplet above was Alexander Pope's way of expressing the relationship between the Scientific Revolution and Christianity. What was the effect of 17th century science on Christitanity, and how did each react to each other? (1984) How did the developments in scientfic thought from Copernics to Newton create a new conception of the universe and of humanity's place within it? (1991) Decribe the new astronomy of the 16th and 17th centuries and analzye the ways in which it changed scientific thoughts and methods. (2000) Explain the development of the scientific method in the seventeenth century and the impact of scientific thinking on traditional sources of authority. (2004) Assess the impact of the Scientific Revolution on religion and philosophy in the period 1550 to 1750. (1976) Discuss how the Enlightenment was an atttempt to apply the principles of the Scientific Revolution to the problems of human society. (1976) Compare the rise of absolute monarchy and enlightened despotism in Prussia, Autstia and Russia, from the late 17th century to the eve of the French Revolution. (1977) Trace the evolution of religious toleration as a political practice and assess the factors behind its developments from the reformation through the Enlightenment. (1980) How did social and political conditions in eighteenth century Western Europe, prior to 1788, influence the ideas of the Enlightenment? (1982) Compare and contrast the cultural values of the Enlightenment with those of the sixteenth century Northern Renaissance. (1983) In what ways did Elightenment thinkers build on or make use of their ideas of Newton and Locke? (1984) Compare and contrast the views of Machiavelli, (Hobbes, Locke) and Rousseau on human nature and the relationshiop between government and the governed. (1988) "In the eighteenth century, people turned to the new science for a better understanding of the social, economic, and political problems of the day." Assess the validity of this statement by using specific examples from the Enlightenment era. (1990) Analyze the ways in which specific intellectual and scientific developments of the 17th and 18th centuries contributed to the emergence of the religious outlook known as "Deism" (1994) Analyze the ways in which Enlightenment thought addressed religious beliefs and social issues in the 18th century. (1994) Analyze the influence of the theory of mercantilism on the domestic and foreign policies of France, England, Spain, and the Dutch Republic between 1600-1715. | ||||||||||||||||||||