WH 2 Intro: Housekeeping

Intro and housekeeping matters.

Class policies follow the Student Handbook.

Textbooks:
Textbooks are on hold because of the current budget constraints. Room #212 should have enough (on the back right shelf); #206 does not. We will make do until new books are in; we are awaiting their arrival. In the meantime, I have material online and will supply work that can be done in-class.

Grading:
Grading is a point-based system and assignments are weighted. Essentially, a points system will decide your grade. Every assignment, project, quiz, or test has a point value weighted appropriately.

The Grade syllabus will also be available through GradeConnect. Grading is based on Quizzes, tests, chapter/unit exams, and other participatory work such as projects, presentations, and writing assignments. Quizzes are smaller exams and unannounced; Tests are always scheduled, announced well in advance, and worth more points.

Homework is daily and due the next day barring absence, and with your absence, HW is due the day you return. HW is posted and available online even when you are absent.

Emailed HW might be best since I am not tethered to a specific room and you can send it directly to me. I am connected online most of the time so I generally will be available.

Class participation includes debate, discussion, active building, games, and projects of various sorts, details will be provided as we come to these more detailed assignments.


I am a Quadrant D teacher

We begin with Core or Foundational learning, the teacher performs Modeling; at these two stages, the teacher is more active; then the student engages themselves more in a Stretch or rigorous learning; finally, a student should arrive at Application.

How do I know when Quadrant D is achieved?

Quadrant D has arrived when you can apply yourself to real world, unpredictable situations. In particular, they are characterized by action verbs such as to evaluate, formulate, justify, rate, recommend, infer, prioritize, revise, predict, argue, and conclude.

In short, this is the world we are living in currently. It is an exciting time to be studying history.

We begin with other game-changing periods.


Course material:
We will begin with the Scientific Revolution and the Enlightenment; we will finish with the contemporary world.

Contact info:
Twitter: gmicksmith@twitter.com
gmsmith@shanahan.com
Shanahan: 610.518.1300 x4281
For AP Economics and World History 2:
http://gmicksmithsocialstudies.blogspot.com/
For World History 2:
http://www.glencoe.com/sec/socialstudies/worldhistory/gwhmt2003/index.php4
http://www.librarything.com/catalog/gmicksmith
GradeConnect

Chapter 10: Revolution and Enlightenment, 1550–1800

The Scientific Revolution gave rise to a intellectual movement—the Enlightenment. Enlightenment thought provided the philosophical foundations for the American Revolution. Britain lost its colonies in North America to the newly formed United States, while Spain and Portugal held onto their profitable Latin American colonies.

Section 1 The Scientific Revolution
Sixteenth-century Europeans began to question the scientific assumptions of the ancient authorities and to develop new theories about the universe. Nicholas Copernicus, Johannes Kepler, and Galileo Galilei revolutionized astronomy. Copernicus claimed that the sun, not the earth, was at the center of the universe—an idea considered heresy by the Catholic Church. Equally revolutionary were Isaac Newton's explanations of gravity and the movement of the planets. There were breakthroughs in medicine and chemistry, and numerous women contributed to the body of scientific research. The new view of the universe affected Western philosophy. The Frenchman Rene Descartes, the first rationalist, declared that matter could be independently investigated by reason. Francis Bacon, an English philosopher, developed the scientific method—a system for collecting and analyzing evidence.

Section 2 The Enlightenment
The Scientific Revolution gave rise to the Enlightenment, an eighteenth-century movement that stressed the role of philosophy and reason in improving society. Enlightenment intellectuals, known as philosophes, were chiefly social reformers from the nobility and the middle class. They often met in the salons of the upper classes to discuss the ideas of such giants as Montesquieu, Voltaire, and Diderot. In the economic sphere, Adam Smith put forth the doctrine of laissez-faire economics. The later Enlightenment produced social thinkers such as Jean-Jacques Rousseau and an early advocate of women's rights, Mary Wollstonecraft. Salon gatherings, along with the growth of book and magazine publishing, helped spread Enlightenment ideas among a broad audience. Most Europeans were still Christians. However, the desire for a more spiritual experience inspired new religious movements, such as the Methodism of John Wesley.

Section 3 The Impact of the Enlightenment
The Enlightenment influenced both art and politics. The baroque and neoclassical styles of art endured, while a more delicate style, called rococo, emerged. The works of Bach, Handel, Haydn, and Mozart represented one of the greatest periods in European music. Novels attracted a middle-class audience. The Enlightenment interested the absolutist rulers of Europe. However, only one, Joseph II of Austria, attempted far-reaching reforms based on Enlightenment ideas; they were largely a failure. The reforms of Catherine the Great of Russia and Frederick the Great of Prussia were far more limited. Territorial disputes in Europe and in the colonial empires of Britain and France produced the War of Austrian Succession, followed by the Seven Years' War. In the end, France lost India and most of North America, and Britain emerged as the world's greatest colonial power.

Section 4 Colonial Empires and the American Revolution
In the sixteenth century, Portugal came to control Brazil, while Spain established an empire in the Western Hemisphere that included parts of North America and most of Latin America. Portugal and Spain held onto their Latin American colonies for over 300 years. During that time, they profited richly by exporting Latin American gold, silver, and other natural resources and farm products. Spanish and Portuguese officials and Christian missionaries played important roles in Latin American societies. In North America, British control over its colonies began to unravel over issues of taxation. Multiple crises led the Americans to declare their independence in 1776 and to fight Britain until its defeat in 1783. The Articles of Confederation that formed the United States were soon replaced with a Constitution, which created a stronger central government. The Bill of Rights added important freedoms derived from the natural rights expressed by the philosophes.

Lecture (Pearson 13.5) The Scientific Revolution:
http://www.pearsonsuccessnet.com/snpapp/iText/BrowseITEXTServlet?eventType=openIEXT&ISBNUrl=%2FiText%2Fproducts%2F0-13-133374-7%2Findex.html&ISBN=0-13-133374-7&ITEXTOID=0-13-133374-7&DisplayTitle=World+History+%C2%A92007%2C+Survey+Edition&TitleInFrame=Y&isbnUrlIsJavascript=false

HW
This is just to get us going but by Monday you should be finished with the following 6 items.

1. Read Chapter 10 Section 1 The Scientific Revolution

2. Do the Self-Check Quizzes as we get to them at the site below. For HW: Read Chapter 10: Revolution and Enlightenment, 1550-1800; then, answer the Quiz for this Section:

http://www.glencoe.com/qe/qe34mt.php?&st=899&pt=3&bk=27

Email your Quiz work to me.

3. On a first come, first serve basis, accurately define the Terms, People, and Places for Chapter 10 Section 1 The Scientific Revolution at:
http://shanawiki.wikispaces.com/

If you can add more information than you see posted please free to add to the discussion. Comments and questions on the material can be posted on the wiki page.

4. Enter your email address on the blog page for blog updates as soon as there is a new post.

5. In the textbook, answer p. 299 #1-5.

6. Fill out the:
"Student Introduction" at:
http://gmicksmithsocialstudies.blogspot.com/2009/09/student-introduction.html

Email this response to me privately at gmsmith@shanahan.org; never post any personal information online.

Student Introduction: email privately to me

Name:

Grade:

Course:

Period:

Email:

Parent/s Name/s:

Parent/s email:

Related courses taken: AP Micro, World History 1, or, World History 1 Honors, etc.:

How many of your high school teachers have used the Internet most of the time or often?


In what subject? Social Studies, Math, Science, etc.


How many of your high school teachers have used wiki pages?


How many of your high school teachers have used podcasts?


What are your Career/College plans? What colleges do you plan to apply to? What major or interest do you have?


What do you want to learn in this course?





What other interest, fun fact, or memorable factoid should I know about you?

Email your response directly to me at gmsmith@shanahan.org; never post any personal information online.

AP Economics: Intro Housekeeping

Intro and housekeeping matters.

Class policies follow the Student Handbook.

Textbooks:
Textbooks you should already have. I will not be covering earlier topics such as the Math for Economics or Micro; however, I have an abundance of materials since taking the AP Economics course at Rutgers during the summer. I can make these materials available. We have plenty of material to cover in this course on Macroeconomics. I have material online and will supply work that can be done in-class.

Grading:
Grading is a point-based system and assignments are weighted. Essentially, a points system will decide your grade. Every assignment, project, quiz, or test has a point value weighted appropriately.

The Grade syllabus will also be available through GradeConnect. Grading is based on Quizzes, tests, chapter/unit exams, and other participatory work such as in-class work, and group work. Quizzes are smaller exams and unannounced; Tests are always scheduled, announced well in advance, and worth more points.

Homework is daily and due the next day barring absence, and with your absence, HW is due the day you return. HW is posted and available online even when you are absent.

Emailed HW might be best since I am not tethered to a specific room and you can send it directly to me. I am connected online most of the time so I generally will be available.

Class participation includes working with a partner or in a small group, discussion, games, and projects of various sorts applying what we are learning, details will be provided as we come to these more detailed assignments.

Contact info:
Twitter: gmicksmith@twitter.com
gmsmith@shanahan.com
Shanahan: 610.518.1300 x4281
For AP Economics and World History 2:
http://gmicksmithsocialstudies.blogspot.com/
http://www.librarything.com/catalog/gmicksmith
GradeConnect

HW
1. On a first come, first serve basis, accurately define the terms in the first intro section: scarcity. Post definitions, any discussion points, and content questions on our wiki page:

The defined terms, and any subsequent discussion or comments should be collected on:
http://shanawiki.wikispaces.com/

2. Enter email for blog updates as soon as there is a new post.

3. Fill out the:
"Student Introduction" at:
http://gmicksmithsocialstudies.blogspot.com/2009/09/student-introduction.html

Email answers privately to me at gmsmith@shanahan.org; never post any personal information online.

Now that we have some HW to get us off the ground we can examine some online material that we can employ. I will tie in the textbook material to our in-class and online resources.

On the blogger site there are numerous clips and lesson plans that we will refer to in class, e.g., "Every Graph You Need to Know."

Also, you may have heard about the "Broken Window Fallacy:" http://gmicksmithsocialstudies.blogspot.com/2009/08/ap-economics-broken-window-fallacy.html

There are economic references on games that may be applicable:
Civilization IV incorporates economic theory and discussions for gamers: http://gmicksmithsocialstudies.blogspot.com/2009/08/ap-economics-civilization.html

As we have seen, class content and material is available online, e.g., on scarcity:
http://www.fte.org/teachers/programs/rightstart/curriculum/scarcityandopportunitycost.html

Brief Biography

Brief Biography

Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published over 120, mostly peer-reviewed publications, in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. As a tenured teacher Smith has also taught Economics and American Government at Cardinal O'Hara, World History at Northeast Catholic and Cardinal Dougherty, and the Liberal Arts at Hahnemann University. Smith is a certified College Board instructor in AP Government, this past summer he attended the College Board sponsored AP Economics Summer Institute class. Dr. Smith is a widower, a full-time single parent to the best daughter ever born who is a Junior at another local high school; and, he is a voice actor: www.voicecoaches.com.

Email: gmsmith@shanahan.org

WH 2: Chapter 10 Section 1 The Scientific Revolution

In What Went Wrong?, Bernard Lewis writes of the key role of the Middle East in the rise of science in the Middle Ages, before things went wrong:

And then, approximately from the end of the Middle Ages, there was a dramatic change. In Europe, the scientific movement advanced enormously in the era of the Renaissance, the Discoveries, the technological revolution, and the vast changes, both intellectual and material, that preceded, accompanied, and followed them. In the Muslim world, independent inquiry virtually came to an end, and science was for the most part reduced to the veneration of a corpus of approved knowledge. There were some practical innovations — thus, for example, incubators were invented in Egypt, vaccination against smallpox in Turkey. These were, however, not seen as belonging to the realm of science, but as practical devices, and we know of them primarily from Western travelers.

[. . .]

Another example of the widening gap may be seen in the fate of the great observatory built in Galata, in Istanbul, in 1577. This was due to the initiative of Taqi al-Din (ca. 1526-1585), a major figure in Muslim scientific history and the author of several books on astronomy, optics, and mechanical clocks. Born in Syria or Egypt (the sources differ), he studied in Cairo, and after a career as jurist and theologian he went to Istanbul, where in 1571 he was appointed munejjim-bash, astronomer (and astrologer) in chief to the Sultan Selim II. A few years later her persuaded the Sultan Murad III to allow him to build an observatory, comparable in its technical equipment and its specialist personnel with that of his celebrated contemporary, the Danish astronomer Tycho Brahe. But there the comparison ends. Tycho Brahe's observatory and the work accomplished in it opened the way to a vast new development of astronomical science. Taqi al-Din's observatory was razed to the ground by a squad of Janissaries, by order of the sultan, on the recommendation of Chief Mufti. This observatory had many predecessors in the lands of Islam; it had no successors until the age of modernization.

The relationship between Christendom and Islam in the sciences was now reversed. Those who had been disciples now became teachers; those who had been masters became pupils, often reluctant and resentful pupils. They were willing enough to accept the products of infidel science in warfare and medicine, where they could make the difference between victory and defeat, between life and death. But the underlying philosophy and the sociopolitical context of these scientific achievements proved more difficult to accept or even recognize.

The Scientific Revolution
Objectives

* Explain how new discoveries in astronomy changed the way people viewed the universe.
* Understand the new scientific method and how it developed.
* Analyze the contributions that Newton and other scientists made to the Scientific Revolution.

Terms, People, and Places

Nicolaus Copernicus

heliocentric

Tycho Brahe

Johannes Kepler

Galileo

Francis Bacon

René Descartes

scientific method

hypothesis

Robert Boyle

Isaac Newton

gravity

calculus

The definitions of these Terms, People, and Places can be posted on our Shanawiki, Chapter 10 Section 1 The Scientific Revolution page at: http://shanawiki.wikispaces.com/Chapter+10+Section+1+The+Scientific+Revolution

Audio

In 1609, Italian astronomer Galileo Galilei heard of a new Dutch invention, the telescope. It was designed to help people see distant enemy ships. Galileo was interested for another reason—he wondered what would happen if he trained a telescope on the night sky. So he built his own telescope for this purpose. When he pointed it at the sky, he was amazed. The new telescope allowed him to see mountains on the moon, fiery spots on the sun, and four moons circling the planet Jupiter. “I did discover many particulars in Heaven that had been unseen and unheard of until this our age,” he later wrote.

Learn

Focus Question

How did discoveries in science lead to a new way of thinking for Europeans?

Audio

The Renaissance and the Reformation facilitated the breakdown of the medieval worldview. In the mid-1500s, a profound shift in scientific thinking brought about the final break with Europe’s medieval past. Called the Scientific Revolution, this movement pointed toward a future shaped by a new way of thinking about the physical universe. At the heart of the Scientific Revolution was the assumption that mathematical laws governed nature and the universe. The physical world, therefore, could be known, managed, and shaped by people.