Sunday, September 20, 2009

WH II: 28 September 2009 Chapter 10 Section 3 The Impact of the Enlightenment

Prayer:


Current events:

At last week's G-20 summit, when leading countries of the world met in Pittsburgh, civil liberties groups claimed that the police overreacted. Demonstrators had applied for permits which the city either stalled or denied while during the summit police and National Guardsmen then moved into the crowds firing bean bags, hurling canisters of smoke and pepper spray, using flash-bang grenades and batons, declaring groups of students and others an unlawful assembly. Police used military crowd control


techniques and technologies, such as the LRAD (Long Range Acoustic Device) used in Russia against the Georgian people and as countries have employed in combating pirates.


None of these videos will be viewed in class because they depict scenes of violence and they contain objectionable language. One brief snippet (with the sound turned off because of objectionable language) will be viewed of uniformed military snatching an unknown person away in an unmarked vehicle. Obama declared the G-20 meeting "calm" and "very tranquil."


Congress shall make no law . . . abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.


The First Amendment




Some of these G-20 scenes appear to echo 4 May 1970.




Are the police now re-training as a military force? What has happened before when military force or the National Guard was called out to counter the protests of citizens or when their actions involved innocent bystanders?


We will need to hold off handing back the Quizzes and reviewing the material until all of your colleagues have taken the Quiz.


Today's lesson plan and HW is available on the blog: http://gmicksmithsocialstudies.blogspot.com/


Email: gmsmith@shanahan.org


The Shanawiki page (http://shanawiki.wikispaces.com/) has updated class information.


The online version of the Textbook is available.


LibraryThing has bibliographic resources.


I moved the "Blog Archive" to the top right on the blog page so it should be easier to find the daily lesson, HW, and other class material.


Overview:


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.


Objectives

*Describe how the Enlightenment affected the arts and literature.
*Understand how philosophes influenced enlightened despots.
*Explain why Enlightenment ideas were slow to penetrate into the larger European scene, how individuals were censored from broadcasting their ideas, and were thus unable to reach most Europeans.


In Chapter 10 Section 3 The Impact of the Enlightenment we will continue using material to be posted on our Shanawiki page (http://shanawiki.wikispaces.com/).


Terms, People, and Places

baroque

rococo

enlightened despot

Frederick the Great

Catherine the Great

Joseph II


One of Mozart's most famous compositions is his Eine kleine Nachtmusik, (Allegro, 8:55). We can listen to a selection. How does the music make you feel? That is, does it sound upbeat and happy, or, downbeat and sad?




Mozart, the Musical Genius

As a young boy, Wolfgang Amadeus Mozart astonished royalty with his musical talent. Although his life was relatively short, he composed more than 600 pieces of music. Many pieces embraced the spirit of the Enlightenment.

“Few have captured the spirit of the Enlightenment, its intellectual and social agenda, as has Mozart in his opera, The Magic Flute, . . .




The Magic Flute, 5:30


[It] is a series of variations on the triumph of light over darkness, of sun over moon, of day over night, of reason, tolerance, and love over passion, hate, and revenge.”



—Isaac Kramnick, historian


Does The Magic Flute evoke a different emotion than Eine kleine Nachtmusik? What is the difference?


Learn

Focus Question (Honors students should be able to add detailed, specific, examples in answering this question) to be added (first come, first serve) on our Shanawiki page.


As Enlightenment ideas spread across Europe, what cultural and political changes took place?

Paris, France, the heart of the Enlightenment, drew many intellectuals and others eager to debate new ideas. Reforms proposed one evening became the talk of the town the next day. Enlightenment ideas flowed from France, across Europe, and beyond. Everywhere, thinkers examined traditional beliefs and customs in the light of reason and found them flawed. Even some absolute monarchs experimented with Enlightenment ideas, although they drew back when changes threatened the established way of doing things.


New Ideas Challenge Society


Enlightenment ideas spread quickly through many levels of society. Educated people all over Europe eagerly read not only Diderot’s Encyclopedia but also the small, inexpensive pamphlets that printers churned out on a broad range of issues. More and more, people saw that reform was necessary in order to achieve a just society.


During the Middle Ages, most Europeans had accepted without question a society based on divine-right rule, a strict class system, and a belief in heavenly reward for earthly suffering. In the Age of Reason, such ideas seemed unscientific and irrational. A just society, Enlightenment thinkers taught, should ensure social justice and happiness in this world. Not everyone agreed with this idea of replacing the values that existed, however.


Writers Face Censorship


Most, but not all, government and church authorities felt they had a sacred duty to defend the old order. They believed that God had set up the old order. To protect against the attacks of the Enlightenment, they waged a war of censorship, or restricting access to ideas and information. They banned and burned books and imprisoned writers.


To avoid censorship, philosophes and writers like Montesquieu and Voltaire sometimes disguised their ideas in works of fiction. In the Persian Letters, Montesquieu used two fictional Persian travelers, named Usbek and Rica, to mock French society. The hero of Voltaire’s satirical novel Candide, published in 1759, travels across Europe and even to the Americas and the Middle East in search of “the best of all possible worlds.” Voltaire slyly uses the tale to expose the corruption and hypocrisy of European society.


Satire by Swift




Jonathan Swift published the satirical Gulliver’s Travels in 1726. Here, an illustration from the book depicts a bound Gulliver and the Lilliputians, who are six-inch-tall, bloodthirsty characters. Although Gulliver’s Travels satirizes political life in eighteenth-century England, it is still a classic today.


Checkpoint


What did those opposed to Enlightenment ideas do to stop the spread of information?


Post detailed, specific examples to our Shanawiki page.


Arts and Literature Reflect New Ideas


In the 1600s and 1700s, the arts evolved to meet changing tastes. As in earlier periods, artists and composers had to please their patrons, the men and women who commissioned works from them or gave them jobs.


From Grandeur to Charm


In the age of Louis XIV, courtly art and architecture were either in the Greek and Roman tradition or in a grand, ornate style known as baroque. Baroque paintings were huge, colorful, and full of excitement. They glorified historic battles or the lives of saints. Such works matched the grandeur of European courts at that time.


Louis XV and his court led a much less formal lifestyle than Louis XIV. Architects and designers reflected this change by developing the rococo style.


Rococo art moved away from religion and, unlike the heavy splendor of the baroque, was lighter, elegant, and charming. Rococo art in salons was believed to encourage the imagination.


For example, we can consider: "Rococo Art." We will examine this art in more detail (see below).


Introduction


Rococo art was an important element of French culture during the ancien regime. The style is highly suggestive of the attitudes and atmosphere in the royal court during the period leading up to the French Revolution. In this activity you will read about four rococo painters and how they experienced the shift from rococo to neoclassicism, and from the ancien regime to the era of the French Revolution.


Destination Title: "Ancien Regime Rococo"


Directions

Start at the Ancien Regime Rococo Web site.

* Read the introductory section, taking notes as you go.
* Click on the links to read about the rococo artists François Boucher and Jean-Honore Fragonard.


After considering the link, "Ancien Regime Rococo," we can pick up the lesson from the previous material.


Furniture and tapestries featured delicate shells and flowers, and more pastel colors were used. Portrait painters showed noble subjects in charming rural settings, surrounded by happy servants and pets. Although this style was criticized by the philosophes for its superficiality, it had a vast audience in the upper class and with the growing middle class as well.


The Enlightenment Inspires Composers


The new Enlightenment ideals led composers and musicians to develop new forms of music. There was a transition in music, as well as art, from the baroque style to rococo. An elegant style of music known as “classical” followed. Ballets and opera—plays set to music—were performed at royal courts, and opera houses sprang up from Italy to England. Before this era, only the social elite could afford to commission musicians to play for them. In the early to mid-1700s, however, the growing middle class could afford to pay for concerts to be performed publicly.


Among the towering musical figures of the era was Johann Sebastian Bach. A devout German Lutheran, Bach wrote beautiful religious works for organ and choirs. He also wrote sonatas for violin and harpsichord. Another German-born composer, George Frideric Handel, spent much of his life in England. There, he wrote Water Music and other pieces for King George I, as well as more than 30 operas. His most celebrated work, the Messiah, combines instruments and voices and is often performed at Christmas and Easter.


Handel, Hallelujah (4:07)




Composer Franz Joseph Haydn




Haydn, The Bird, 4th movement, (3:34)


was one of the most important figures in the development of classical music. He helped develop forms for the string quartet and the symphony. Haydn had a close friendship with another famous composer, Wolfgang Amadeus Mozart. Mozart was a child prodigy who gained instant celebrity status as a composer and performer. His brilliant operas, graceful symphonies, and moving religious music helped define the new style of composition. Although he died in poverty at age 35, he produced an enormous amount of music during his lifetime. Mozart’s musical legacy thrives today.


Infographic


Rococo Reaction


The Novel Takes Shape


By the 1700s, literature developed new forms and a wider audience. Middle-class readers, for example, liked stories about their own times told in straightforward prose. One result was an outpouring of novels, or long works of prose fiction. English novelists wrote many popular stories. Daniel Defoe wrote Robinson Crusoe, an exciting tale about a sailor shipwrecked on a tropical island. This novel is still well known today. In a novel called Pamela, Samuel Richardson used a series of letters to tell a story about a servant girl. This technique was adopted by other authors of the period.


Checkpoint


How did the arts and literature change as Enlightenment ideas spread?


Post detailed, specific examples on our Shanawiki page.


Enlightened Despots Embrace New Ideas


The courts of Europe became enlivened as philosophes tried to persuade rulers to adopt their ideas. The philosophes hoped to convince the ruling classes that reform was necessary. Some monarchs did accept Enlightenment ideas. Others still practiced absolutism, a political doctrine in which a monarch had seemingly unlimited power. Those that did accept these new ideas became enlightened despots, or absolute rulers who used their power to bring about political and social change.


Map


Enlightened Rulers in the Eighteenth Century


Go online to, PHSchool.com, for an audio guided tour and related questions. The text in the audio is on the page as well. Enter web Code: nap-1721, in each of the two boxes listed there.


Easy-to-Use Web Codes


Summary:


To use a Web Code:

1. Go to PHSchool.com.
2. Enter a particular Web Code.
3. Click on GO!


There are three questions there, listed below:


Map Skills: Map of Eastern Europe


Although the center of the Enlightenment was in France, the ideas of reform spread to the rulers of Austria, Prussia, and Russia.

1. Locate

(a) Paris (b) Prussia (c) Austria

2. Location

Which enlightened despot ruled farthest from Paris?

3. Draw Conclusions

According to the map, approximately how much of Europe was affected by the Enlightenment?


Frederick II Attempts Reform


Frederick II, known as Frederick the Great, exerted extremely tight control over his subjects during his reign as king of Prussia from 1740 to 1786. Still, he saw himself as the “first servant of the state,” with a duty to work for the common good.


Frederick openly praised Voltaire’s work and invited several of the French intellectuals of the age to Prussia. Some of his first acts as king were to reduce the use of torture and allow a free press. Most of Frederick’s reforms were directed at making the Prussian government more efficient.


To do this, he reorganized the government’s civil service and simplified laws. Frederick also tolerated religious differences, welcoming victims of religious persecution.


“In my kingdom,” he said, “everyone can go to heaven in his own fashion.” His religious tolerance and also his disdain for torture showed Frederick’s genuine belief in enlightened reform. In the end, however, Frederick desired a stronger monarchy and more power for himself.


Catherine the Great Studies Philosophes’ Works


Catherine II, or Catherine the Great, empress of Russia, read the works of the philosophes and exchanged letters with Voltaire and Diderot. She praised Voltaire as someone who had “fought the united enemies of humankind: superstition, fanaticism, ignorance, trickery.” Catherine believed in the Enlightenment ideas of equality and liberty.


Catherine, who became empress in 1762, toyed with implementing Enlightenment ideas. Early in her reign, she made some limited reforms in law and government. Catherine abolished torture and established religious tolerance in her lands. She granted nobles a charter of rights and criticized the institution of serfdom. Still, like Frederick in Prussia, Catherine did not intend to give up power. In the end, her main political contribution to Russia proved to be an expanded empire.


Joseph II Continues Reform


In Austria, Hapsburg empress Maria Theresa ruled as an absolute monarch. Although she did not push for reforms, she is considered to be an enlightened despot by some historians because she worked to improve peasants’ way of life. The most radical of the enlightened despots was her son and successor, Joseph II. Joseph was an eager student of the Enlightenment, and he traveled in disguise among his subjects to learn of their problems.


Joseph continued the work of Maria Theresa, who had begun to modernize Austria’s government. Despite opposition, Joseph supported religious equality for Protestants and Jews in his Catholic empire. He ended censorship by allowing a free press and attempted to bring the Catholic Church under royal control. He sold the property of many monasteries that were not involved in education or care of the sick and used the proceeds to support those that were. Joseph even abolished serfdom. Like many of his other reforms, however, this measure was canceled after his death.


Checkpoint


Why were the philosophes interested in sharing their beliefs with European rulers?


Post detailed, specific examples on our Shanawiki page.


Lives of the Majority Change Slowly


Most Europeans were untouched by either courtly or middle-class culture. They remained what they had always been—peasants living in small rural villages. Echoes of serfdom still remained throughout Europe despite advances in Western Europe. Their culture, based on centuries-old traditions, changed slowly.


By the late 1700s, however, radical ideas about equality and social justice finally seeped into peasant villages. While some peasants eagerly sought to topple the old order, others resisted efforts to bring about change. In the 1800s, war and political upheaval, as well as changing economic conditions, would transform peasant life in Europe.


Important Composers included in this section: Bach, Handel, and Haydn, among others. Music is available on Songza.


Bach, Air on the G String (5:21)




Haydn, Deutschland Ueber Alles (3:35), and a bit of trivia about this composition. Do you know which 20th century German political group adopted this song to represent their movement and point of view? Traditional German music was transformed for political and propaganda purposes.




Checkpoint


During this time, why did change occur slowly for most Europeans?


Post a detailed answer with specifics on our Shanawiki page.


HW: email me at gmsmith@shanahan.org.


1. What innovations in the arts occurred during the eighteenth century?


2. First come, first serve, in Chapter 10 Section 3 The Impact of the Enlightenment we will continue using material to be posted on our Shanawiki page (http://shanawiki.wikispaces.com/).


Terms, People, and Places

baroque

rococo

enlightened despot

Frederick the Great

Catherine the Great

Joseph II


3. Listen to Eine kleine Nachtmusik. How does the music make you feel? That is, does it sound upbeat and happy, or, downbeat and sad? Explain your reaction to the music.

References:

Abuses inherited as a result of a controlling aristocracy may be seen clearly in this work.

Whigs and Hunters: The Origin of the Black Act by E.P. Thompson

Thursday, September 17, 2009

WH 2: 18 September 2009

Today's lesson plan and HW is available on the blog: http://gmicksmithsocialstudies.blogspot.com/


Email address: gmsmith@shanahan.org


Prayer:


Current events:


Gerald Celente, a predictor of trends--sits down for an exclusive interview with Russia Today's Anastasia Churkina to talk about what the future holds for America during and after the Great Recession, gives advice to Obama, and forecasts the unexpected. The clip is rather lengthy so I will show only a portion today.


The only email address you should use for me: gmsmith@shanahan.org.


I moved the "Blog Archive" to the top right on the blog page so it should be easier to find the daily lesson, HW, and other class material.


For example, the only blog page you should have access for this class is: gmicksmithsocialstudies.blogspot.com.


There is no subscription for this blog, thus, if you have a post or a blog page that does not have "g. mick smith, phd" at the top: you are on the incorrect blog. Otherwise, be sure to unsubscribe and delete all posts.




In Chapter 10 Section 2 The Enlightenment we will continue using material to be posted on our Shanawiki page (http://shanawiki.wikispaces.com/).


Students define and post questions for review and clarity:
philosophe


separation of powers


deism


laissez-faire


social contract


salon


Lecture:


Pens to Inspire Revolution

Enlightenment thinker Denis Diderot compiled a controversial 28-volume work called the Encyclopedia, which was published between 1751 and 1772. This work was a forum for Enlightenment thinkers such as Montesquieu, Rousseau, and Voltaire. These thinkers believed that with the power of reason, they could fix the problems of society. Although the Encyclopedia was banned in many places and censored in others, it would prove to be a major factor in the years of revolutions to come. It contains the passage below on freedom.

“No man has received from nature the right to give orders to others. Freedom is a gift from heaven, and every individual of the same species has the right to enjoy it as soon as he is in enjoyment of his reason.”


—Denis Diderot


Objectives

* Explain how science led to the Enlightenment.
* Compare the ideas of Hobbes and Locke.
* Identify the beliefs and contributions of the philosophes.
* Summarize how economic thinking changed during this time.

Terms, People, and Places (some of these may be posted on our Shanawiki page (http://shanawiki.wikispaces.com/) as well.


natural law

Thomas Hobbes

John Locke

natural right


Rousseau Stirs Things Up

In Jean-Jacques Rousseau’s most important work, The Social Contract, he argued that in order to be free, people should do what is best for their community. Rousseau had many supporters who were inspired by his passionate writings. European monarchs, on the other hand, were angry that Rousseau was questioning authority. As a result, Rousseau worried about persecution for much of his life. The “chains” below represent the social institutions that confined society.

“Man is born free, and everywhere he is in chains.”

—Rousseau, The Social Contract


The concept of "general will" is considered Rousseau's most important contribution to political science. It is presented as the answer to the gravest problems of civilization, namely, the problems of inequality, amour-propre, and general discontent. The social contract is the foundation of the general will and the answer to the problem of natural freedom, because nature itself provides no guidelines for determining who should rule. The lecture ends with Rousseau's legacy and the influence he exercised on later nineteenth-century writers and philosophers.

Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses




What effects did Enlightenment philosophers have on government and society?

By the early 1700s, European thinkers felt that nothing was beyond the reach of the human mind. Through the use of reason, insisted these thinkers, people and governments could solve every social, political, and economic problem. In essence, these writers, scholars, and philosophers felt they could change the world.


Scientific Revolution Sparks the Enlightenment

The Scientific Revolution of the 1500s and 1600s had transformed the way people in Europe looked at the world. In the 1700s, other scientists expanded European knowledge. For example, Edward Jenner developed a vaccine against smallpox, a disease whose path of death spanned the centuries.

Scientific successes convinced educated Europeans of the power of human reason. Natural law, or rules discoverable by reason, govern scientific forces such as gravity and magnetism. Why not, then, use natural law to better understand social, economic, and political problems?

Using the methods of the new science, reformers thus set out to study human behavior and solve the problems of society. In this way, the Scientific Revolution led to another revolution in thinking, known as the Enlightenment.

Immanuel Kant, a German philosopher best known for his work The Critique of Pure Reason, was one of the first to describe this era with the word “Enlightenment.” Despite Kant’s skepticism about the power of reason, he was enthusiastic about the Enlightenment and believed, like many European philosophers, that natural law could help explain aspects of humanity.


Hobbes and Locke Have Conflicting Views

Thomas Hobbes and John Locke, two seventeenth-century English thinkers, set forth ideas that were to become key to the Enlightenment. Both men lived through the upheavals of the English Civil War. Yet they came to very different conclusions about human nature and the role of government.

Hobbes Believes in Powerful Government

Thomas Hobbes outlined his ideas in a work titled Leviathan. In it, he argued that people were naturally cruel, greedy, and selfish. If not strictly controlled, they would fight, rob, and oppress one another. Life in the “state of nature”—without laws or other control—would be “solitary, poor, nasty, brutish, and short.”

To escape that “brutish” life, said Hobbes, people entered into a social contract, an agreement by which they gave up their freedom for an organized society. Hobbes believed that only a powerful government could ensure an orderly society. For him, such a government was an absolute monarchy, which could impose order and compel obedience.

Hobbes Writes the Leviathan

The title page from Leviathan (1651) by Hobbes demonstrates his belief in a powerful ruler. The monarch here represents the Leviathan who rises above all of society.

Locke Advocates Natural Rights

John Locke had a more optimistic view of human nature. He thought people were basically reasonable and moral. Further, they had certain natural rights, or rights that belonged to all humans from birth. These included the right to life, liberty, and property.

In Two Treatises of Government, Locke argued that people formed governments to protect their natural rights. The best kind of government, he said, had limited power and was accepted by all citizens. Thus, unlike Hobbes, Locke rejected absolute monarchy.

England during this time experienced a shift in political power known as the Glorious Revolution. James II, an unpopular absolute monarch, left the throne and fled England in 1688. Locke later wrote that he thought James II deserved to be dethroned for violating the rights of the English.

Locke proposed a radical idea about this time. A government, he said, has an obligation to the people it governs. If a government fails its obligations or violates people’s natural rights, the people have the right to overthrow that government.

Locke’s idea would one day influence leaders of the American Revolution, such as Benjamin Franklin, Thomas Jefferson, and James Madison. Locke’s idea of the right of revolution would also echo across Europe and Latin America in the centuries that followed.


The Philosophes

In the 1700s, there was a flowering of Enlightenment thought. This was when a group of Enlightenment thinkers in France applied the methods of science to understand and improve society. They believed that the use of reason could lead to reforms of government, law, and society. These thinkers were called philosophes (fee loh zohfs), which means “philosophers.” Their ideas soon spread beyond France and even beyond Europe.

Montesquieu Advances the Idea of Separation of Powers

An early and influential thinker was Baron de Montesquieu (mahn tus kyoo). Montesquieu studied the governments of Europe, from Italy to England. He read about ancient and medieval Europe, and learned about Chinese and Native American cultures. His sharp criticism of absolute monarchy would open doors for later debate.

Biography
Voltaire

François-Marie Arouet, most commonly known as Voltaire (1694–1778) was an impassioned poet, historian, essayist, and philosopher who wrote with cutting sarcasm and sharp wit.

Voltaire was sent to the Bastille prison twice due to his criticism of French authorities and was eventually banned from Paris. When he was able to return to France, he wrote about political and religious freedom.

Voltaire spent his life fighting enemies of freedom, such as ignorance, superstition, and intolerance.

Montesquieu

Born to wealth, Charles Louis de Secondat (1689–1755) inherited the title Baron de Montesquieu from his uncle. Like many other reformers, he did not let his privileged status keep him from becoming a voice for democracy.

His first book titled Persian Letters ridiculed the French government and social classes. In his work published in 1748, The Spirit of the Laws, he advanced the idea of separation of powers—a foundation of modern democracy.

In 1748, Montesquieu published The Spirit of the Laws, in which he discussed governments throughout history. Montesquieu felt that the best way to protect liberty was to divide the various functions and powers of government among three branches: the legislative, executive, and judicial.

He also felt that each branch of government should be able to serve as a check on the other two, an idea that we call checks and balances. Montesquieu’s beliefs would soon profoundly affect the Framers of the United States Constitution.

Voltaire Defends Freedom of Thought

Probably the most famous of the philosophes was François-Marie Arouet, who took the name Voltaire. “My trade,” said Voltaire, “is to say what I think,” and he did so throughout his long, controversial life.

Voltaire used biting wit as a weapon to expose the abuses of his day. He targeted corrupt officials and idle aristocrats. With his pen, he battled inequality, injustice, and superstition. He detested the slave trade and deplored religious prejudice.

Voltaire’s outspoken attacks offended both the French government and the Catholic Church. He was imprisoned and forced into exile. Even as he saw his books outlawed and even burned, he continued to defend the principle of freedom of speech.

Diderot Edits the Encyclopedia

Denis Diderot (dee duh roh) worked for years to produce a 28-volume set of books called the Encyclopedia. As the editor, Diderot did more than just compile articles.

His purpose was “to change the general way of thinking” by explaining ideas on topics such as government, philosophy, and religion. Diderot’s Encyclopedia included articles by leading thinkers of the day, including Montesquieu and Voltaire.

In these articles, the philosophes denounced slavery, praised freedom of expression, and urged education for all. They attacked divine-right theory and traditional religions. Critics raised an outcry.

The French government argued that the Encyclopedia was an attack on public morals, and the pope threatened to excommunicate Roman Catholics who bought or read the volumes.

Despite these and other efforts to ban the Encyclopedia, more than 4,000 copies were printed between 1751 and 1789. When translated into other languages, the Encyclopedia helped spread Enlightenment ideas throughout Europe and across the Atlantic Ocean to the Americas.

Rousseau Promotes The Social Contract

Jean-Jacques Rousseau (roo soh), believed that people in their natural state were basically good. This natural innocence, he felt, was corrupted by the evils of society, especially the unequal distribution of property.

Many reformers and revolutionaries later adopted this view. Among them were Thomas Paine and Marquis de Lafayette, who were leading figures of the American and French Revolutions.

In 1762, Rousseau set forth his ideas about government and society in The Social Contract. Rousseau felt that society placed too many limitations on people’s behavior.

He believed that some controls were necessary, but that they should be minimal. Additionally, only governments that had been freely elected should impose these controls.

Rousseau put his faith in the “general will,” or the best conscience of the people. The good of the community as a whole, he said, should be placed above individual interests.

Rousseau has influenced political and social thinkers for more than 200 years. Woven through his work is a hatred of all forms of political and economic oppression. His bold ideas would help fan the flames of revolt in years to come.

Women Challenge the Philosophes

The Enlightenment slogan “free and equal” did not apply to women. Though the philosophes said women had natural rights, their rights were limited to the areas of home and family.

By the mid- to late-1700s, a small but growing number of women protested this view. Germaine de Staël in France and Catharine Macaulay and Mary Wollstonecraft in Britain argued that women were being excluded from the social contract itself. Their arguments, however, were ridiculed and often sharply condemned.

Wollstonecraft was a well-known British social critic. She accepted that a woman’s first duty was to be a good mother but felt that a woman should be able to decide what was in her own interest without depending on her husband.

In 1792, Wollstonecraft published A Vindication of the Rights of Woman. In it, she called for equal education for girls and boys. Only education, she argued, could give women the tools they needed to participate equally with men in public life.


HW, if and when you have written work, you can email the answers to me gmsmith@shanahan.org.


Friday: no written HW.


After Mass today, Sr. asked us today to reflect on our individual place in the world. A reflection on the experience of others might help us think about the place of our country in the world as well.

AP Economics: 18 September 2009

Today's lesson plan is available on the blog: http://gmicksmithsocialstudies.blogspot.com/


Prayer


Current events:


Peter Schiff offers his perspective.




We are on the Production Possibilities Curve:


"A correctly labeled Production Possibilities Curve/Frontier," and "Tougher Questions About the Production Possibilities," up to, but not including "Absolute and Comparative Advantage."


As review assistance, consider the post, "Every Graph You Need To Know," to supplement your understanding of the Production Possibilities Curve and subsequent graphing.


When you have HW (nothing written today) email the answers to me: gmsmith@shanahan.org.


Read, and printing it out may make it easier to review,
"Opportunity Cost: The Soviet Choice for Growth."

AP Economics: Balancing the Obama Budget With a Mandatory Gorilla

Balancing the Obama Budget With a Mandatory Gorilla by Political Math
September 10, 2009


Wednesday, September 16, 2009

WH 2: 17 September 2009

Today's lesson plan is available on the blog: http://gmicksmithsocialstudies.blogspot.com/


Prayer:


Current events:


Gerald Celente, a predictor of trends--sits down for an exclusive interview with Russia Today's Anastasia Churkina to talk about what the future holds for America during and after the Great Recession, gives advice to Obama, and forecasts the unexpected. The clip is rather lengthy so I will show only a portion today.


The only email address you should use for me: gmsmith@shanahan.org.


I moved the "Blog Archive" to the top right on the blog page so it should be easier to find the daily lesson, HW, and other class material.


For example, the only blog page you should have access for this class is: gmicksmithsocialstudies.blogspot.com.


Today's lesson plan and HW listed and available on the blog: http://gmicksmithsocialstudies.blogspot.com/


There is no subscription for this blog, thus, if you have a post or a blog page that does not have "g. mick smith, phd" at the top: you are on the incorrect blog. Otherwise, be sure to unsubscribe and delete all posts.




In Chapter 10, we are moving on to Section 2 The Enlightenment


In this section, to be posted on our Shanawiki page (http://shanawiki.wikispaces.com/), we will be looking forward to students defining:
philosophe (notice the spelling: this is not the same thing as philosopher)


separation of powers


deism


laissez-faire


social contract


salon (there is a common everyday word, but in reference to the Enlightenment, it means a physical place more specific and relates directly to the Enlightenment)


Lecture:


At this point, we will make a transition to:


Chapter 10: Revolution and Enlightenment, 1550–1800


Section 2 The Enlightenment


Ideas Spread in Salons


New literature, the arts, science, and philosophy were regular topics of discussion in salons, or informal social gatherings at which writers, artists, philosophes, and others exchanged ideas. The salon originated in the 1600s, when a group of noblewomen in Paris began inviting a few friends to their homes for poetry readings. By the 1700s, some middle-class women began holding salons. Here middle-class citizens could meet with the nobility on an equal footing to discuss and spread Enlightenment ideas.


Madame Geoffrin (zhoh fran) ran one of the most respected salons. In her home on the Rue St. Honoré (roo sant ahn ur ay), she brought together the brightest and most talented people of her day. The young musical genius Wolfgang Amadeus Mozart played for her guests, and Diderot was a regular at her weekly dinners for philosophers and poets.


Pens to Inspire Revolution


Diderot


Enlightenment thinker Denis Diderot compiled a controversial 28-volume work called the Encyclopedia, which was published between 1751 and 1772. This work was a forum for Enlightenment thinkers such as Montesquieu, Rousseau, and Voltaire. These thinkers believed that with the power of reason, they could fix the problems of society. Although the Encyclopedia was banned in many places and censored in others, it would prove to be a major factor in the years of revolutions to come. It contains the passage below on freedom.

“No man has received from nature the right to give orders to others. Freedom is a gift from heaven, and every individual of the same species has the right to enjoy it as soon as he is in enjoyment of his reason.”


—Denis Diderot


Objectives

* Explain how science led to the Enlightenment.
* Compare the ideas of Hobbes and Locke.
* Identify the beliefs and contributions of the philosophes.
* Summarize how economic thinking changed during this time.

Terms, People, and Places (some of these may be posted on our Shanawiki page (http://shanawiki.wikispaces.com/) as well.


natural law

Thomas Hobbes

John Locke

natural right


Rousseau Stirs Things Up

In Jean-Jacques Rousseau’s most important work, The Social Contract, he argued that in order to be free, people should do what is best for their community. Rousseau had many supporters who were inspired by his passionate writings. European monarchs, on the other hand, were angry that Rousseau was questioning authority. As a result, Rousseau worried about persecution for much of his life. The “chains” below represent the social institutions that confined society.

“Man is born free, and everywhere he is in chains.”

—Rousseau, The Social Contract

What effects did Enlightenment philosophers have on government and society?

By the early 1700s, European thinkers felt that nothing was beyond the reach of the human mind. Through the use of reason, insisted these thinkers, people and governments could solve every social, political, and economic problem. In essence, these writers, scholars, and philosophers felt they could change the world.


Scientific Revolution Sparks the Enlightenment

The Scientific Revolution of the 1500s and 1600s had transformed the way people in Europe looked at the world. In the 1700s, other scientists expanded European knowledge. For example, Edward Jenner developed a vaccine against smallpox, a disease whose path of death spanned the centuries.

Scientific successes convinced educated Europeans of the power of human reason. Natural law, or rules discoverable by reason, govern scientific forces such as gravity and magnetism. Why not, then, use natural law to better understand social, economic, and political problems?

Using the methods of the new science, reformers thus set out to study human behavior and solve the problems of society. In this way, the Scientific Revolution led to another revolution in thinking, known as the Enlightenment.

Immanuel Kant, a German philosopher best known for his work The Critique of Pure Reason, was one of the first to describe this era with the word “Enlightenment.” Despite Kant’s skepticism about the power of reason, he was enthusiastic about the Enlightenment and believed, like many European philosophers, that natural law could help explain aspects of humanity.


Hobbes and Locke Have Conflicting Views

Thomas Hobbes and John Locke, two seventeenth-century English thinkers, set forth ideas that were to become key to the Enlightenment. Both men lived through the upheavals of the English Civil War. Yet they came to very different conclusions about human nature and the role of government.

Hobbes Believes in Powerful Government

Thomas Hobbes outlined his ideas in a work titled Leviathan. In it, he argued that people were naturally cruel, greedy, and selfish. If not strictly controlled, they would fight, rob, and oppress one another. Life in the “state of nature”—without laws or other control—would be “solitary, poor, nasty, brutish, and short.”

To escape that “brutish” life, said Hobbes, people entered into a social contract, an agreement by which they gave up their freedom for an organized society. Hobbes believed that only a powerful government could ensure an orderly society. For him, such a government was an absolute monarchy, which could impose order and compel obedience.

Hobbes Writes the Leviathan

The title page from Leviathan (1651) by Hobbes demonstrates his belief in a powerful ruler. The monarch here represents the Leviathan who rises above all of society.

Locke Advocates Natural Rights

John Locke had a more optimistic view of human nature. He thought people were basically reasonable and moral. Further, they had certain natural rights, or rights that belonged to all humans from birth. These included the right to life, liberty, and property.

In Two Treatises of Government, Locke argued that people formed governments to protect their natural rights. The best kind of government, he said, had limited power and was accepted by all citizens. Thus, unlike Hobbes, Locke rejected absolute monarchy.

England during this time experienced a shift in political power known as the Glorious Revolution. James II, an unpopular absolute monarch, left the throne and fled England in 1688. Locke later wrote that he thought James II deserved to be dethroned for violating the rights of the English.

Locke proposed a radical idea about this time. A government, he said, has an obligation to the people it governs. If a government fails its obligations or violates people’s natural rights, the people have the right to overthrow that government.

Locke’s idea would one day influence leaders of the American Revolution, such as Benjamin Franklin, Thomas Jefferson, and James Madison. Locke’s idea of the right of revolution would also echo across Europe and Latin America in the centuries that followed.


The Philosophes

In the 1700s, there was a flowering of Enlightenment thought. This was when a group of Enlightenment thinkers in France applied the methods of science to understand and improve society. They believed that the use of reason could lead to reforms of government, law, and society. These thinkers were called philosophes (fee loh zohfs), which means “philosophers.” Their ideas soon spread beyond France and even beyond Europe.

Montesquieu Advances the Idea of Separation of Powers

An early and influential thinker was Baron de Montesquieu (mahn tus kyoo). Montesquieu studied the governments of Europe, from Italy to England. He read about ancient and medieval Europe, and learned about Chinese and Native American cultures. His sharp criticism of absolute monarchy would open doors for later debate.

Biography
Voltaire

François-Marie Arouet, most commonly known as Voltaire (1694–1778) was an impassioned poet, historian, essayist, and philosopher who wrote with cutting sarcasm and sharp wit.

Voltaire was sent to the Bastille prison twice due to his criticism of French authorities and was eventually banned from Paris. When he was able to return to France, he wrote about political and religious freedom.

Voltaire spent his life fighting enemies of freedom, such as ignorance, superstition, and intolerance.

Montesquieu

Born to wealth, Charles Louis de Secondat (1689–1755) inherited the title Baron de Montesquieu from his uncle. Like many other reformers, he did not let his privileged status keep him from becoming a voice for democracy.

His first book titled Persian Letters ridiculed the French government and social classes. In his work published in 1748, The Spirit of the Laws, he advanced the idea of separation of powers—a foundation of modern democracy.

In 1748, Montesquieu published The Spirit of the Laws, in which he discussed governments throughout history. Montesquieu felt that the best way to protect liberty was to divide the various functions and powers of government among three branches: the legislative, executive, and judicial.

He also felt that each branch of government should be able to serve as a check on the other two, an idea that we call checks and balances. Montesquieu’s beliefs would soon profoundly affect the Framers of the United States Constitution.

Voltaire Defends Freedom of Thought

Probably the most famous of the philosophes was François-Marie Arouet, who took the name Voltaire. “My trade,” said Voltaire, “is to say what I think,” and he did so throughout his long, controversial life.

Voltaire used biting wit as a weapon to expose the abuses of his day. He targeted corrupt officials and idle aristocrats. With his pen, he battled inequality, injustice, and superstition. He detested the slave trade and deplored religious prejudice.

Voltaire’s outspoken attacks offended both the French government and the Catholic Church. He was imprisoned and forced into exile. Even as he saw his books outlawed and even burned, he continued to defend the principle of freedom of speech.

Diderot Edits the Encyclopedia

Denis Diderot (dee duh roh) worked for years to produce a 28-volume set of books called the Encyclopedia. As the editor, Diderot did more than just compile articles.

His purpose was “to change the general way of thinking” by explaining ideas on topics such as government, philosophy, and religion. Diderot’s Encyclopedia included articles by leading thinkers of the day, including Montesquieu and Voltaire.

In these articles, the philosophes denounced slavery, praised freedom of expression, and urged education for all. They attacked divine-right theory and traditional religions. Critics raised an outcry.

The French government argued that the Encyclopedia was an attack on public morals, and the pope threatened to excommunicate Roman Catholics who bought or read the volumes.

Despite these and other efforts to ban the Encyclopedia, more than 4,000 copies were printed between 1751 and 1789. When translated into other languages, the Encyclopedia helped spread Enlightenment ideas throughout Europe and across the Atlantic Ocean to the Americas.

Rousseau Promotes The Social Contract

Jean-Jacques Rousseau (roo soh), believed that people in their natural state were basically good. This natural innocence, he felt, was corrupted by the evils of society, especially the unequal distribution of property.

Many reformers and revolutionaries later adopted this view. Among them were Thomas Paine and Marquis de Lafayette, who were leading figures of the American and French Revolutions.

In 1762, Rousseau set forth his ideas about government and society in The Social Contract. Rousseau felt that society placed too many limitations on people’s behavior.

He believed that some controls were necessary, but that they should be minimal. Additionally, only governments that had been freely elected should impose these controls.

Rousseau put his faith in the “general will,” or the best conscience of the people. The good of the community as a whole, he said, should be placed above individual interests.

Rousseau has influenced political and social thinkers for more than 200 years. Woven through his work is a hatred of all forms of political and economic oppression. His bold ideas would help fan the flames of revolt in years to come.

Women Challenge the Philosophes

The Enlightenment slogan “free and equal” did not apply to women. Though the philosophes said women had natural rights, their rights were limited to the areas of home and family.

By the mid- to late-1700s, a small but growing number of women protested this view. Germaine de Staël in France and Catharine Macaulay and Mary Wollstonecraft in Britain argued that women were being excluded from the social contract itself. Their arguments, however, were ridiculed and often sharply condemned.

Wollstonecraft was a well-known British social critic. She accepted that a woman’s first duty was to be a good mother but felt that a woman should be able to decide what was in her own interest without depending on her husband.

In 1792, Wollstonecraft published A Vindication of the Rights of Woman. In it, she called for equal education for girls and boys. Only education, she argued, could give women the tools they needed to participate equally with men in public life.


HW: you can email the answers to me gmsmith@shanahan.org.


1. What was the Enlightenment?


2. What role did religion play during the Enlightenment (in particular, you will need to find out information on John Wesley)?

AP Economics: 17 September 2009

Today's lesson plan is available on the blog: http://gmicksmithsocialstudies.blogspot.com/


Prayer


Current events:


Peter Schiff offers his perspective.






We will continue the material on scarcity: i.e., scarcity and opportunity cost.


http://www.fte.org/teachers/programs/rightstart/curriculum/scarcityandopportunitycost.html


"ADAM and EVE: In the beginning there was a production possibility frontier" is next up on the agenda.


To understand production possibilities, and to draw your own graph on "ADAM and EVE," we can take a look at the textbook, Core Economics, Gerard W. Stone, in particular the section entitled "Production Possibilities," pp. 33-36, up to but not including "Economic Growth," on p. 36.


After examining the textbook, work in a small group, two or three students together, and draw a Production possibilities graph on "ADAM and EVE."


I will circulate to assist as necessary.


As review assistance, consider the post, "Every Graph You Need To Know," to supplement your understanding of the Production Possibilities Curve; and, you can also view:


"A correctly labeled Production Possibilities Curve/Frontier."


HW (you can email the answers to me (gmsmith@shanahan.org).


From Core Economics, Gerard W. Stone, in particular the section entitled "Production Possibilities," pp. 33-36, answer the following questions.


1. Since the Production Possibilities Curve in Figure 2 on p. 34 is linear, what happens to the opportunity cost in terms of jackets as you move from one point to another on the curve?


2. What do all points along the Production Possibilities Curve represent?


3. What economic state is represented by points inside the Production Possibilities Curve?


4. Define Opportunity cost.


5. What does a bowed out Production Possibilities Curve indicate about a country's opportunity cost?


6. In a capitalist economy, what determines resource allocation?

Tuesday, September 15, 2009

AP Economics: 16 September 2009

Prayer


Current events:


Economist and two time president of the Czech Republic, Vaclav Klaus, addresses the global economy.




As suggested, we can cover the material on scarcity: i.e., scarcity and opportunity cost.


http://www.fte.org/teachers/programs/rightstart/curriculum/scarcityandopportunitycost.html


You should have your own copy of "Identifying Needs," "Identifying Needs – Again," and "ADAM and EVE: In the beginning there was a production possibility frontier."


To understand production possibilities, and to draw your own graph on "ADAM and EVE," we can take a look at the textbook, Core Economics, Gerard W. Stone, in particular the section entitled "Production Possibilities," pp. 33-36, up to but not including "Economic Growth," on p. 36.


After examining the textbook, fill out, based on your own personal preferences, "Identifying Needs," "Identifying Needs – Again." Once you have filled these out, work in a small group, two or three students together, and discuss your answers.


What preferences do you share in common with your group?


What preferences do you not share in common with your group?


Each person should take a turn and explain why they chose the options they did.


Now that you are in your small group, work together on a Production Possibilities Curve for "ADAM and EVE."


I will circulate to assist as necessary.


As review assistance, consider the post, "Every Graph You Need To Know," to supplement your understanding of the Production Possibilities Curve.


HW (you can email the answers to me (gmsmith@shanahan.org).


From Core Economics, Gerard W. Stone, in particular the section entitled "Production Possibilities," pp. 33-36, answer the following questions.


1. What can limit production?


2. What are the three assumptions associated with the production possibilities curve?


3. What is the other name for the Production Possibilities Curve?


4. What do points inside, or to the left, of the Production Possibilities Curve indicate?

WH 2: 16 September 2009

Prayer:


Current events:


Gerald Celente, a predictor of trends--sits down for an exclusive interview with Russia Today's Anastasia Churkina to talk about what the future holds for America during and after the Great Recession, gives advice to Obama, and forecasts the unexpected. The clip is rather lengthy so I will show only a portion today.




Yesterday, as a follow-up to my remarks and post last Friday, I explained that until everyone has a textbook, you are not able to answer those questions so you do not have to answer them. Of course, if we could collaborate as a class, and assist one another in learning, we could help each other out and post the textbook questions and suggested answers for everyone on our Shanawiki page: (http://shanawiki.wikispaces.com/)


Lecture:


Section 1 The Scientific Revolution


At this point, I would like you to consider a "Concept Connector: Science and Technology."


Next, we will think about: WH 2: "Changing Views of the Universe" (After the Scientific Revolution).


At this point, we will make a transition to:
Chapter 10: Revolution and Enlightenment, 1550–1800
Section 2 The Enlightenment


Pens to Inspire Revolution

Enlightenment thinker Denis Diderot compiled a controversial 28-volume work called the Encyclopedia, which was published between 1751 and 1772. This work was a forum for Enlightenment thinkers such as Montesquieu, Rousseau, and Voltaire. These thinkers believed that with the power of reason, they could fix the problems of society. Although the Encyclopedia was banned in many places and censored in others, it would prove to be a major factor in the years of revolutions to come. It contains the passage below on freedom.

“No man has received from nature the right to give orders to others. Freedom is a gift from heaven, and every individual of the same species has the right to enjoy it as soon as he is in enjoyment of his reason.”


—Denis Diderot


Objectives

* Explain how science led to the Enlightenment.
* Compare the ideas of Hobbes and Locke.
* Identify the beliefs and contributions of the philosophes.
* Summarize how economic thinking changed during this time.

Terms, People, and Places

natural law

Thomas Hobbes

John Locke

social contract

natural right

philosophe

Montesquieu

Voltaire

Diderot

Rousseau

laissez faire

Adam Smith

Rousseau Stirs Things Up

In Jean-Jacques Rousseau’s most important work, The Social Contract, he argued that in order to be free, people should do what is best for their community. Rousseau had many supporters who were inspired by his passionate writings. European monarchs, on the other hand, were angry that Rousseau was questioning authority. As a result, Rousseau worried about persecution for much of his life. The “chains” below represent the social institutions that confined society.

“Man is born free, and everywhere he is in chains.”

—Rousseau, The Social Contract

What effects did Enlightenment philosophers have on government and society?

By the early 1700s, European thinkers felt that nothing was beyond the reach of the human mind. Through the use of reason, insisted these thinkers, people and governments could solve every social, political, and economic problem. In essence, these writers, scholars, and philosophers felt they could change the world.


Scientific Revolution Sparks the Enlightenment

The Scientific Revolution of the 1500s and 1600s had transformed the way people in Europe looked at the world. In the 1700s, other scientists expanded European knowledge. For example, Edward Jenner developed a vaccine against smallpox, a disease whose path of death spanned the centuries.

Scientific successes convinced educated Europeans of the power of human reason. Natural law, or rules discoverable by reason, govern scientific forces such as gravity and magnetism. Why not, then, use natural law to better understand social, economic, and political problems?

Using the methods of the new science, reformers thus set out to study human behavior and solve the problems of society. In this way, the Scientific Revolution led to another revolution in thinking, known as the Enlightenment.

Immanuel Kant, a German philosopher best known for his work The Critique of Pure Reason, was one of the first to describe this era with the word “Enlightenment.” Despite Kant’s skepticism about the power of reason, he was enthusiastic about the Enlightenment and believed, like many European philosophers, that natural law could help explain aspects of humanity.


Hobbes and Locke Have Conflicting Views

Thomas Hobbes and John Locke, two seventeenth-century English thinkers, set forth ideas that were to become key to the Enlightenment. Both men lived through the upheavals of the English Civil War. Yet they came to very different conclusions about human nature and the role of government.

Hobbes Believes in Powerful Government

Thomas Hobbes outlined his ideas in a work titled Leviathan. In it, he argued that people were naturally cruel, greedy, and selfish. If not strictly controlled, they would fight, rob, and oppress one another. Life in the “state of nature”—without laws or other control—would be “solitary, poor, nasty, brutish, and short.”

To escape that “brutish” life, said Hobbes, people entered into a social contract, an agreement by which they gave up their freedom for an organized society. Hobbes believed that only a powerful government could ensure an orderly society. For him, such a government was an absolute monarchy, which could impose order and compel obedience.

Hobbes Writes the Leviathan

The title page from Leviathan (1651) by Hobbes demonstrates his belief in a powerful ruler. The monarch here represents the Leviathan who rises above all of society.

Locke Advocates Natural Rights

John Locke had a more optimistic view of human nature. He thought people were basically reasonable and moral. Further, they had certain natural rights, or rights that belonged to all humans from birth. These included the right to life, liberty, and property.

In Two Treatises of Government, Locke argued that people formed governments to protect their natural rights. The best kind of government, he said, had limited power and was accepted by all citizens. Thus, unlike Hobbes, Locke rejected absolute monarchy.

England during this time experienced a shift in political power known as the Glorious Revolution. James II, an unpopular absolute monarch, left the throne and fled England in 1688. Locke later wrote that he thought James II deserved to be dethroned for violating the rights of the English.

Locke proposed a radical idea about this time. A government, he said, has an obligation to the people it governs. If a government fails its obligations or violates people’s natural rights, the people have the right to overthrow that government.

Locke’s idea would one day influence leaders of the American Revolution, such as Benjamin Franklin, Thomas Jefferson, and James Madison. Locke’s idea of the right of revolution would also echo across Europe and Latin America in the centuries that followed.


The Philosophes

In the 1700s, there was a flowering of Enlightenment thought. This was when a group of Enlightenment thinkers in France applied the methods of science to understand and improve society. They believed that the use of reason could lead to reforms of government, law, and society. These thinkers were called philosophes (fee loh zohfs), which means “philosophers.” Their ideas soon spread beyond France and even beyond Europe.

Montesquieu Advances the Idea of Separation of Powers

An early and influential thinker was Baron de Montesquieu (mahn tus kyoo). Montesquieu studied the governments of Europe, from Italy to England. He read about ancient and medieval Europe, and learned about Chinese and Native American cultures. His sharp criticism of absolute monarchy would open doors for later debate.

Biography
Voltaire

François-Marie Arouet, known as Voltaire (1694–1778) was an impassioned poet, historian, essayist, and philosopher who wrote with cutting sarcasm and sharp wit.

Voltaire was sent to the Bastille prison twice due to his criticism of French authorities and was eventually banned from Paris. When he was able to return to France, he wrote about political and religious freedom.

Voltaire spent his life fighting enemies of freedom, such as ignorance, superstition, and intolerance.

Montesquieu

Born to wealth, Charles Louis de Secondat (1689–1755) inherited the title Baron de Montesquieu from his uncle. Like many other reformers, he did not let his privileged status keep him from becoming a voice for democracy.

His first book titled Persian Letters ridiculed the French government and social classes. In his work published in 1748, The Spirit of the Laws, he advanced the idea of separation of powers—a foundation of modern democracy.

In 1748, Montesquieu published The Spirit of the Laws, in which he discussed governments throughout history. Montesquieu felt that the best way to protect liberty was to divide the various functions and powers of government among three branches: the legislative, executive, and judicial.

He also felt that each branch of government should be able to serve as a check on the other two, an idea that we call checks and balances. Montesquieu’s beliefs would soon profoundly affect the Framers of the United States Constitution.

Voltaire Defends Freedom of Thought

Probably the most famous of the philosophes was François-Marie Arouet, who took the name Voltaire. “My trade,” said Voltaire, “is to say what I think,” and he did so throughout his long, controversial life.

Voltaire used biting wit as a weapon to expose the abuses of his day. He targeted corrupt officials and idle aristocrats. With his pen, he battled inequality, injustice, and superstition. He detested the slave trade and deplored religious prejudice.

Voltaire’s outspoken attacks offended both the French government and the Catholic Church. He was imprisoned and forced into exile. Even as he saw his books outlawed and even burned, he continued to defend the principle of freedom of speech.

Diderot Edits the Encyclopedia

Denis Diderot (dee duh roh) worked for years to produce a 28-volume set of books called the Encyclopedia. As the editor, Diderot did more than just compile articles.

His purpose was “to change the general way of thinking” by explaining ideas on topics such as government, philosophy, and religion. Diderot’s Encyclopedia included articles by leading thinkers of the day, including Montesquieu and Voltaire.

In these articles, the philosophes denounced slavery, praised freedom of expression, and urged education for all. They attacked divine-right theory and traditional religions. Critics raised an outcry.

The French government argued that the Encyclopedia was an attack on public morals, and the pope threatened to excommunicate Roman Catholics who bought or read the volumes.

Despite these and other efforts to ban the Encyclopedia, more than 4,000 copies were printed between 1751 and 1789. When translated into other languages, the Encyclopedia helped spread Enlightenment ideas throughout Europe and across the Atlantic Ocean to the Americas.

Rousseau Promotes The Social Contract

Jean-Jacques Rousseau (roo soh), believed that people in their natural state were basically good. This natural innocence, he felt, was corrupted by the evils of society, especially the unequal distribution of property.

Many reformers and revolutionaries later adopted this view. Among them were Thomas Paine and Marquis de Lafayette, who were leading figures of the American and French Revolutions.

In 1762, Rousseau set forth his ideas about government and society in The Social Contract. Rousseau felt that society placed too many limitations on people’s behavior.

He believed that some controls were necessary, but that they should be minimal. Additionally, only governments that had been freely elected should impose these controls.

Rousseau put his faith in the “general will,” or the best conscience of the people. The good of the community as a whole, he said, should be placed above individual interests.

Rousseau has influenced political and social thinkers for more than 200 years. Woven through his work is a hatred of all forms of political and economic oppression. His bold ideas would help fan the flames of revolt in years to come.

Women Challenge the Philosophes

The Enlightenment slogan “free and equal” did not apply to women. Though the philosophes said women had natural rights, their rights were limited to the areas of home and family.

By the mid- to late-1700s, a small but growing number of women protested this view. Germaine de Staël in France and Catharine Macaulay and Mary Wollstonecraft in Britain argued that women were being excluded from the social contract itself. Their arguments, however, were ridiculed and often sharply condemned.

Wollstonecraft was a well-known British social critic. She accepted that a woman’s first duty was to be a good mother but felt that a woman should be able to decide what was in her own interest without depending on her husband.

In 1792, Wollstonecraft published A Vindication of the Rights of Woman. In it, she called for equal education for girls and boys. Only education, she argued, could give women the tools they needed to participate equally with men in public life.


HW: you can email the answers to me gmsmith@shanahan.org.


1. How did the Scientific Revolution pave the way for the medical successes, such as organ transplantation, vaccination, and a microscope, described in class?

2. Do research to find out more about these and other examples of scientific breakthroughs. Choose one breakthrough and write a press release announcing it to the world.

Monday, September 14, 2009

WH 2: "Changing Views of the Universe" (After the Scientific Revolution)

Changing Views of the Universe

Audio

Until the mid-1500s, Europeans’ view of the universe was shaped by the theories of the ancient writers Ptolemy and Aristotle. More than 1,000 years before the Renaissance, they had taught that Earth was the center of the universe. Not only did this view seem to agree with common sense, it was accepted by the Church. In the 1500s and 1600s, however, people began to question this view.
Copernicus Challenges Ancient Astronomy

In 1543, Polish scholar Nicolaus Copernicus (koh pur nih kus) published On the Revolutions of the Heavenly Spheres. In it, he proposed a heliocentric, or sun-centered, model of the universe. The sun, he said, stands at the center of the universe. Earth is just one of several planets that revolve around the sun.

Most experts rejected this revolutionary theory. In Europe at the time, all scientific knowledge and many religious teachings were based on the arguments developed by classical thinkers. If Ptolemy’s reasoning about the planets was wrong, people believed, then the whole system of human knowledge might be called into question. But in the late 1500s, the Danish astronomer Tycho Brahe (tee koh brah uh) provided evidence that supported Copernicus’s theory. Brahe set up an astronomical observatory. Every night for years, he carefully observed the sky, accumulating data about the movement of the heavenly bodies.

After Brahe’s death, his assistant, the brilliant German astronomer and mathematician Johannes Kepler, used Brahe’s data to calculate the orbits of the planets revolving around the sun. His calculations supported Copernicus’s heliocentric view. At the same time, however, they showed that each planet does not move in a perfect circle, as both Ptolemy and Copernicus believed, but in an oval-shaped orbit called an ellipse.

Galileo’s “Heresies”

Scientists from many different lands built on the foundations laid by Copernicus and Kepler. In Italy, Galileo Galilei assembled an astronomical telescope. As you have read, he observed that the four moons of Jupiter move slowly around that planet—exactly, he realized, the way Copernicus said that Earth moves around the sun.

Views of the Moon

Galileo sketched the views of the moon he saw through his telescope in 1609. Pictures of the moon taken through a modern telescope look remarkably similar.

Galileo’s discoveries caused an uproar. Other scholars attacked him because his observations contradicted ancient views about the world. The Church condemned him because his ideas challenged the Christian teaching that the heavens were fixed in position to Earth, and perfect.

Vocabulary Builder

In 1633, Galileo was tried before the Inquisition, and for a year afterward he was kept under house arrest. Threatened with death unless he withdrew his “heresies,” Galileo agreed to state publicly in court that Earth stands motionless at the center of the universe. Legend has it that as he left the court he muttered, “And yet it moves.”

We will move back to today's lesson plan: WH 16 September 2009.

AP Economics: 15 September 2009

Prayer


Current events:


Economist and two time president of the Czech Republic, Vaclav Klaus, addresses the global economy.




Once it was documented that the former "Green Jobs" Czar, Van Jones, had a radical past and he publicly made extreme statements, he resigned.


How much coverage by the major news media did this story attract?


Total words about the Van Jones controversy in the New York Times: 0.
Total words about the Van Jones controversy in the Washington Post: 0.
Total words about the Van Jones controversy on NBC Nightly News: 0.
Total words about the Van Jones controversy on ABC World News: 0.
Total words about the Van Jones controversy on CBS Evening News: 0.


Not surprisingly, press accuracy rating has hit a two decade low, according to a study just released entitled: "Public Evaluations of the News Media: 1985-2009."


I hope young people are active and contacting their representatives.


Links to representatives:


The State Senator who represents the 19th District, which includes Downingtown? State Senator . . . ?


The two U.S. Senators who represent Pennsylvania are?


The Junior Senator and the Senior Senator.


What about the WhiteHouse.gov site?


I have provided no link. Why?


Web 2.0 technologies are used on the WhiteHouse.gov site. A White House decision permitted the use of persistent Internet cookies, for some applications that ran on the WhiteHouse.gov site. The policy is being reviewed currently and a bill is in Congress as well. Some applications may employ third-party cookies to be placed on the site which is a deviation from established executive-branch policy, first set down in June 2000, that leaves site visitors open to being tracked and profiled without their knowledge. Some have questioned this policy and object to tracing (such as the Electronic Frontier Foundation and the Center for Digital Democracy). Some privacy advocates are concerned.


Privacy advocates said visitors to federal Web sites should be able to view official government information without fear of being tracked either by the government or by third parties such as YouTube or Google Inc.


A review of the research done by Greg Conti, Googling Security: How Much Does Google Know About You? states:


Conti addresses the genuine need to educate Google users. How much does Google know about you? Most users would conclude that the company knows more than it should. Inviting a popular search engine into our homes via computer is similar to the initial TV era, when people blissfully introduced the new media into their homes. In the privacy of their own homes or by using extremely useful business tools, many users are unaware of the pernicious aspects of the information displayed, tracked, and fed into the ubiquitous black hole of Google. Users need to know the price of Google’s utility.
Cf. Computing Reviews, Dr. G. Mick Smith


Government sites may replicate, by employing third-party vendors, the extensive data collection already done by companies such as Google. On the other hand, the 4th Amendment states:


Amendment 4 - Search and Seizure


The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.


Review:


Grading:


Quarter Grades


60% = Tests & Papers


25% = Assignments (class work & homework)


15% = Quizzes (announced & unannounced)


Semester Grade


40% of each quarter grade and 20% of the semester exam grade (Assessment)


Final Year Grade


Average of the first and second semester grades.


Email procedure:


Who got a chance to view the "Broken Window Fallacy?"


Discussion: What is your reaction? What does Dr. Williams have to say about the "Broken Windows Fallacy"?


The in-class material from yesterday, "The Story of Money," and, "The Story of Inflation" (hand-outs), are now posted on the Shanawiki page: "The Story of Money and the Story of Inflation." We can take a look at that page.


If not covered in class review the following material.


Material on scarcity is available online, e.g., on scarcity:


http://www.fte.org/teachers/programs/rightstart/curriculum/scarcityandopportunitycost.html


For HW I asked you to print out and bring to class your own copy of "Identifying Needs," "Identifying Needs – Again," and "ADAM and EVE: In the beginning there was a production possibility frontier" (or, bear in mind this is also referred to the production possibility curve, they mean the same thing).


Review the post, "Every Graph You Need To Know."


In our textbook, Core Economics, Gerard W. Stone, read "Production Possibilities," pp. 33-36, up to but not including "Economic Growth," on p. 36.


HW (you can email the answers to me (gmsmith@shanahan.org).


1. What could you be doing instead of being in class for a session of AP Economics? (List your alternatives)


2. What is your opportunity cost for being here for the next hour?


3. How do economists use the concept of opportunity cost to explain a person making a mistake?


4. What is the Opportunity Cost for a high school student to study one hour for Economics?

AP Economics: Grading

Grading


Grades:


Quarter Grades


60% = Tests & Papers


The format, multiple choice & free response questions, will be similar to the AP Macroeconomics exam you will take in May. You must be able to apply the information from lecture notes, visual materials, and assignments (reading & written). Class materials should be reviewed on a nightly basis. Tests will be announced and posted in advance of the test date.


Papers will be assigned periodically and they will count as test grades. Each quarter you will submit an Article Analysis Report; it will count as a test grade.

25% = Assignments (class work & homework)

Since this course is modeled after a college course, you will be required to complete readings and answer content related questions, define terms, solve problems, write papers, perform projects, and participate in class simulation exercises. It is your responsibility to keep up with the work load in this class and to ensure that all assignments are completed and submitted on the assigned due date. Assignments will be posted by their due dates.

All assignments that are collected and graded will be checked for complete, fully detailed, and accurate answers.

Reading Assignments: you will be assigned reading to cover in preparation for discussion of the material in class. You must complete the reading by the assigned due date. You should be prepared for a quiz on the terms and reading material at any time; the quiz may or may not be announced.

Reading Questions & Terms: To complete these assignments, you must use the information from the reading to answer the questions and define the terms to post on the AP Economics Shanawiki page.

Practice Problems: All practice problems will be completed on the worksheets or loose leaf paper in blue or black ink; write out all formulas, show all work, and properly label all graphs. No graph paper or computer generated graphs will be accepted; draw all graphs on loose leaf paper.

Class Simulations: we will complete some class simulations during the school year. At the conclusion of these activities, or in-class lessons, you may be required to complete review questions or answer questions. If you are absent on a simulation day, you will be expected to make up the simulation in order to earn a grade for the follow up assignment; failure to make up the assignment will result in a zero.

Format for typed assignments (or emailed)

Heading:

Include your name, period, title of the assignment, AP Macro, and due date

15% = Quizzes (announced & unannounced)

Quizzes will check your comprehension of smaller portions of class content. The format will vary. Questions will require you to demonstrate comprehension of class notes, facts from video presentations, class simulations or lesson plans, reading and written assignments. Some questions will make you apply the material learned and use the facts to solve problems. They can be announced or unannounced.

Semester Grade

40% of each quarter grade and 20% of the semester exam grade

Final Year Grade

Average of the first and second semester grades.